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Just Read, Florida! Office

All · 2009 Florida Assessments for Instruction in Reading - 3-12 Assessments · 2009 Florida Assessments for Instruction in Reading - General · 2009 Florida Assessments for Instruction in Reading - Implementation Study · 2009 Florida Assessments for Instruction in Reading - K-2 Assessments · 2009 Florida Assessments for Instruction in Reading - Professional Development (PD) · 2009 Florida Assessments for Instruction in Reading - Progress Monitoring and Reporting Network (PMRN) · 2009 Florida Assessments for Instruction in Reading - Psychometric Properties · 2009 Florida Assessments for Instruction in Reading - Technology · 2009 Florida Assessments for Instruction in Reading – 10/09 update – NEW Questions · Elementary Reading Block · Reading Endorsement · Reading Endorsement Part 1 · Reading Endorsement Part 2 · Reading Endorsement Part 3

2009 Florida Assessments for Instruction in Reading - 3-12 Assessments

1. When will the activities similar to the K-5 Student Center Activities be ready for grades 6-12?
2. How will we place students in reading intervention based on fluent/disfluent status in grades 6-12 for the 2009-10 school year?
3. Is the Broad Screen in grades 4-12 only appropriate for students who scored at Level 1 or Level 2 on FCAT Reading?
4. What will be provided in the Diagnostic Toolkit in grades 3-12?
5. Will information be given regarding the errors on the word analysis task?
6. If students in grades 3-12 are beginning readers, are they required to take the K-2 test?
7. Which students are required to take the 3rd grade assessment?
8. Once the students have taken the assessment in grades 3-12, can they go back in and take it again?
9. Why might we see Reading Comprehension (RC) results with students scoring in the 60-70 percentile on RC with FSP's in the 20 - 30 percent range?

2009 Florida Assessments for Instruction in Reading - General

1. What information will the new assessments provide that benchmark assessments do not?
2. Do districts have a choice as to partial implementation (grade levels/schools)?
3. What scores are provided to establish Individual Education Plan (IEP) goals?
4. How do the assessments support Response to Intervention (RtI)?
5. How will the new assessments impact the assessment requirements for Differentiated Accountability (DA) schools?
6. Will districts be able to administer assessments to students they are not progress monitoring, and if so, how can this be done?
7. If the district is not ready to use technology to deliver the assessments, can they use paper and pencil and enter the data?
8. Will there be accommodations for English Language Learners (ELL) and Exceptional Student Education (ESE) students (including visually impaired students)?
9. Will the Spanish version of DIBELS (IDEL) still be administered as part of the Florida Kindergarten Readiness Screener (FLKRS)?
10. Will private schools have access to the new assessments?

2009 Florida Assessments for Instruction in Reading - Implementation Study

1. How many schools have been involved in the implementation study?
2. Have there been issues in administering the assessment to multiple students at the same time at the state or local level?
3. Will you share tips from the schools in the implementation study?

2009 Florida Assessments for Instruction in Reading - K-2 Assessments

1. Who takes the Targeted Diagnostic Inventory (TDI) in grades K-2?
2. What will be provided in the K-2 Florida Assessments for Instruction in Reading kit?
3. How long does K-2 administration take?
4. Can desktop computers be utilized while administering the Florida Assessments for Instruction in Reading using the Electronic Scoring Tool (EST)?
5. Which of the Florida Assessments for Instruction in Reading tasks are required as part of the Florida Kindergarten Readiness Screener (FLKRS)?
6. Will information be given regarding the errors on the spelling test in second grade?
7. Will Ongoing Progress Monitoring Mazes be available in 1st and 2nd grade?

2009 Florida Assessments for Instruction in Reading - Professional Development (PD)

1. What master trainer opportunities will be available for the Florida Assessments for Instruction in Reading?
2. How long is the Florida Assessments for Instruction in Reading training for teachers?
3. Will there be an assessment training website?

2009 Florida Assessments for Instruction in Reading - Progress Monitoring and Reporting Network (PMRN)

1. Can data be exported from the PMRN to a district database?
2. What is the length of time provided for the assessment windows?
3. Will the student assessment data on the PMRN still be available for students who transfer to a different school?
4. Will an ongoing report be available for students as they move from grade to grade?
5. Will the PMRN provide a report that lists the non-reported students?
6. After districts provide the student information data at the beginning of the year for the PMRN, how is student information updated?
7. Will summer access be available to the PMRN?
8. Will district lead administrators have access to principal log-ins/passwords on the PMRN?
9. Do you have to register for the PMRN and indicate who is taking the assessment?
10. Could a column be added to the PMRN reports to indicate Adequate Yearly Progress (AYP) categories such as English Language Learner (ELL) and Exceptional Student Education (ESE) database codes, and can columns be added with other demographic information?
11. What reports for the new assessments will be available through the PMRN?
12. What happens if students come in between the assessment windows?

2009 Florida Assessments for Instruction in Reading - Psychometric Properties

1. Is the K-2 system set up to predict grade 3 FCAT performance?
2. Why was the 40th percentile on the SAT 10 established as the cut score for determining students’ probability of reading success?
3. What does the third and final assessment of the year predict to?
4. How is the new 3-12 Assessment predictive of FCAT?
5. Is the reliability coefficient available for the FCAT success probability?
6. How will over-exposure of items to students be controlled? Will the students see the same passages over and over?
7. Why is there such a wide range within the yellow probability of success zone?
8. Is it possible for students taking the 3-12 Assessment to score in the green probability of success zone if they do well on a reading comprehension passage that is below grade-level?
9. Why was the decision made to report data using unequal interval scores (percentiles) vs. equal interval scores (NCEs)?
10. Are you releasing the technical specifications for the assessments?

2009 Florida Assessments for Instruction in Reading - Technology

1. What are the minimum technology requirements? Are the screen requirements absolute?
2. What happens if the internet connection is lost while assessments are being administered?
3. How does the offline component, Adobe Air, work for the K-2 assessments?
4. N-Computing is an operating system virtualization where more than one student may virtually use the same computer. Can a system like this be used for the new assessments?
5. How will security of the web-based assessments be assured?
6. Will the mini-laptops provided by the Department of Education for the K-2 Assessments have wireless capabilities?
7. Who will support the mini-laptops provided by the Department of Education for the K-2 Assessments?
8. Have there been any issues with AMD processors during the implementation study?
9. Will headphones be provided?
10. Will Adobe AIR be available 3-12?
11. During the implementation study, have the assessments been administered successfully on wireless laptop carts?
12. Have there been any bandwidth consumption issues for PCs during the implementation study?

2009 Florida Assessments for Instruction in Reading – 10/09 update – NEW Questions

1. What is the length of time provided for the assessment windows for FAIR?
2. How much time should be allotted if students are completing all components of the Web-based Assessment Module (WAM)?
3. Will we gain the same information from the FAIR that we have received from the Diagnostic Assessment of Reading (DAR)? If not, will we continue to assess these students using a diagnostic assessment, such as the DAR?
4. Where is the FAIR reflected in the decision trees in Just Read, Florida! K-12 Plan?
5. Can we get a PMRN report that reflects students’ ability scores?
6. Will there be an end of the year printout available for the student’s cumulative file?
7. Is the second grade Spelling task timed? Is the 3-12 Word Analysis task timed?
8. How do you invalidate scores?
9. What if the student chooses not to do his/her best during the assessment?
10. Will benchmark information be provided from administration of the Targeted Diagnostic Inventory (TDI)?
11. Do the reading passages contain literary and informational text?
12. How were words chosen for the Vocabulary task? Is there research to support the selection of the specific vocabulary words?
13. Can a student be enrolled in more than one class at one time on the PMRN? (i.e. ESE and general education class).
14. If a student is entered into the PMRN, how long does it take to transfer that information to the Electronic Scoring Tool (EST)?
15. How are students’ previous FCAT scores uploaded to the PMRN?
16. Can data be retrieved for each student over multiple years?
17. Will the parent letters be generated in other languages?
18. How many years of previous FORF scores will be available on the PMRN?
19. Are there accommodations provided for ELL, ESE, or 504 students?
20. Who administers FAIR to ESE students?
21. Is it advisable to assess all students in grades 3-12 with the Targeted Diagnostic Inventory even if they achieved an FCAT Success Probability score of 85% or above?
22. What are the reading levels of the Grades 1-2 Reading Comprehension passages?
23. How do teachers handle the error on the Phonemic Awareness: Phoneme Deletion (Initial) TDI task with the item pup?
24. How are the scores from the Grade 2 Spelling task entered into the PMRN?

Elementary Reading Block

1. What should the reading block include?
2. What is considered an interruption?
3. Can students move to another classroom for the uninterrupted 90 minute reading block?
4. Can handwriting, spelling, and writing instruction be included as part of the reading block?
5. Is iii to be provided within or outside the reading block?
6. Are all ESE students expected to participate in the general education reading block?
7. What are the roles and responsibilities of special educators during the reading block?
8. What recommendations are there for collaboration between special educators and general educators?
9. What are the roles and responsibilities of administrators in facilitating the implementation of the reading block?
10. Can an example of the block be provided?

Reading Endorsement

1. What do I need in order to qualify for the reading endorsement?

Reading Endorsement Part 1

1. How does the reading endorsement interface with the reading certification? Can you take a test to satisfy a reading certification?
2. Will the DOE provide a "state" developed plan as a "Model?"
3. Will the participants who successfully complete Reading Add-on Programs be allowed to "bank" hours, similarly as provided in 6A-40051(5), Special provisions for teachers of limited English proficient students?
4. ESOL Training and meeting competencies – Can the competencies overlap from ESOL or other trainings?
5. Who are required to successfully complete the Reading Add-on Endorsement? Elementary, and/or Secondary instructional personnel? What is to be their status by July 2006?
6. What are the submission and/or deadline dates for this program?
7. Does successful completion of the K-12 Reading Add-on Certification program indicate that a teacher is qualified to work with students at all grade levels?
8. Will districts who submit their programs via the electronic Add-on WebTool be able to submit partial programs and expect a conditional rating from the DOE as indicated on Page 10 of "Planning with the End in Mind," Just Read, Florida! Technical Assistance Paper?
9. Will districts have access to the plans of other districts once these plans have been approved?
10. For the "practicum" demonstrations, are teachers required to work with elementary and secondary students since this is a K-12 endorsement?

Reading Endorsement Part 2

1. Can consortiums (PAEC, NEFEC, and HEC) be added to the webtool?
2. Will FOR-PD be available for districts to use after January, 2004?
3. Can districts use university reading courses and/or commercially available professional development courses to meet different competencies?

4. Can both undergraduate and graduate reading courses be used?
    Yes, as long as they have been identified as meeting the reading endorsement competencies.

5. If this is truly competency based (Manual, p. 20), can the 4 classes be waived if the candidate is ready and can demonstrate the practicum?
6. Do reading coaches funded by state/federal grants have to have the reading endorsement?
7. Should competency 6, Demonstration of Accomplishment, occur in an interwoven fashion, ongoing throughout learning in competencies 1-5?
8. Is the Reading Endorsement 300 hours plus the demonstration requirement in competencies 5 and 6? Or is it clock hours for competencies 1, 2, 3, and 4 and demonstration for 5 and 6 which will be recorded as clock hours or points?
9. Do courses teachers may have already taken at a college or university count toward any competency (ies)?
10. Is there any possibility that DOE can consider certain progress down the road toward endorsement as "sufficient" or "in good faith" progress by July 1, 2006?
11. Can a group of districts develop an application for the Reading Endorsement Add-on Program?
12. Please clarify: The role of the Community College in partnership with school districts for development of the K-12 Reading Add-on Certification program. For an example, is coursework offered (5 courses) at the Community College level for the Add-on?
13. Is there a username and password to access data entry?
14. Can a district "limit the menu" to training that lasts 30 hours or more?
15. We need specifics in writing on the practicum: i.e., "varying levels or varying student profiles" means exactly what? What does it mean to say, "not differentiated by age?"
16. Can you require that each district’s Add-on program name their component/ "courses" with the title or number of the reading competencies (or give it a list of component numbers or titles)? Then when a teacher transfers from district to district before completing the competencies, the receiving district can tell which component(s) to give the individual credit for toward completing the new district’s program.
17. How do we know which competencies were covered in the courses offered through DOE?
18. Can part of the state professional development funding be spent on tuition assistance for teachers taking university coursework?
19. Many districts have implemented CRISS training on a large scale – has the DOE indicated which competency CRISS might align with? Can the district make that decision?
20. Is there a set of indicators for the DOE professional development courses listed on the matrix?
21. Has the DOE issued any guidelines for any of the commercial online professional development courses?

Reading Endorsement Part 3

1. Who is qualified to supervise the practicum?
2. Who will provide feedback to the districts concerning our proposed plans? Who approves the plans?
3. The Just Read, Florida! Professional Development Chart lists training entitled "Reading Coaches Training: Coaching for Success." What is it?
4. Will the DOE publish a list of university courses and identify which competency each one addresses?
5. Are community college reading instructors eligible to earn the Reading Endorsement under the K-20 system?