Reading Fluency Benchmark Assessor Reports Overview

Read Naturally

Description

About Reading Fluency Benchmark AssessorReading Fluency Benchmark Assessor is anassessment tool that you can use to quickly assess thereading fluency of general student populations. It istypically administered in the fall, winter, and springto check students’ progress and help identify Reading Fluencystudents who may need fluency intervention.RFBA includes field-tested passages for assessingfluency at grades 1–8 (three per grade) Benchmark Assessorplus letter-naming pages for kindergartners.New software makes it easy to capture students’assessment results and analyze the data to makeappropriate educational decisions.Using the ResultsThe software included with RFBA features acomprehensive reporting capability with extensivecharts and tables that show fluency assessmentresults. The reports show progress among fall,winter, and spring results and compare them tonational norms.School-level reports display assessment results thatschool administrators can use, including fluencycomposites for each grade, demographics, andstudents ranked by need. Other reports enableteachers to identify students at risk and to assesswhether a student’s instruction needs adjusting.Individual student reports facilitate communicationwith parents.Reports OverviewRead Naturally, Inc.750 S. Plaza Drive #100 750 S. Plaza Drive #100Saint Paul, Minnesota 55120 Saint Paul, Minnesota 55120Phone: [phone] Phone: [phone]Fax: 651.452 ...

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• Publié par: Choim
• Nombre de lectures: 50
• Langue: English

Extrait

Reading Fluency Benchmark Assessor

Reports Overview

Read Naturally, Inc. 750 S. Plaza Drive #100 Saint Paul, Minnesota 55120

Phone: [phone] Fax: [phone] Website: www.readnaturally.com

Reading Fluency Benchmark Assessor Reports

Reports Overview

The RFBA software features two types of reports: teacher reports and school reports. Teacher reports enable you to view details of your students' progress, whereas school reports display general trends for all students in the school who were assessed with the Reading Fluency Benchmark Assessor. Only the RFBA administrator has access to school reports.

To create a report, click theReportsbutton from any tab. When you click it, the Reports window opens. From this window, you can select which type of report you want to view by using the Teacher tab or the School tab. All reports display in your web browser. You can also print reports from your web browser. Note: in the School License, you do not have Also,Teachers do not have access to the School tab. access to any reports if you are logged in as an assessor.

Reports Window: Teacher Tab

Reports Window: School Tab

Many reports use "competency levels," a color-coded rating system that categorizes students according to their instructional needs. The levels range from Level 1 (considerably below median range) to Level 5 (considerably above median range). A student's level is based on the percentile in which his or her score falls using the Hasbrouck/Tindal national norms (2005).  Level 1: below 10th percentile (considerably below median range)  Level 2: – 39th percentile (below median range) 10th  Level 3: – 59th percentile (within median range) 40th   60th – 79th percentile (above median range)Level 4:   80th percentile and above (considerably above median range)Level 5: Competency levels apply only to oral reading fluency. Letter-naming reports use "risk levels," based on the DIBELS ™  scale has three levels: 1–At Risk; 2–Some Risk; 3–Low Risk. Thisindicators of risk.

Reading Fluency Benchmark Assessor Copyright © 2006 Read Naturally, Inc.

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Teacher Tab In the Reports window, the Teacher tab enables you to view Summary reports that detail your students' progress. You can view a report for your current students, a report for how your current students performed in a previous year, or a report for your past students. You can also select which of your students to include in the reports. For example, you could select all of the students in a class, or just a single student.

Summary reports compare students to national norms for their own grade level. Therefore, when you view a report that includes students from more than one grade level, the report separates the students based on grade level.

Viewing Summary Reports

To view a Summary report, follow these steps: 1. Log in to the RFBA software, and clickReports(from any tab). The Reports window opens. Note:If you logged in with an assessor password, theReportsbutton is not available.

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2. In the Reports window, click the Teacher tab. Note:If you logged in with a teacher password, the Teacher tab is the only tab that is available.

3. Select the students on whom you want to base the report (Current studentsorPast students). If you selectPast students, you must also choose a past school year from the drop-down list. If you selectCurrent students, you have these options:  Show how your students have performed in the current school year. do so, leave the ToShow how current students did in a past yearbox unchecked.   do so, check theShow how your students did in a past school year. ToShow how current students did in a past yearbox, and then select a past school year from the drop-down list. Note:This box will be disabled if you do not have information recorded for past years.

4. If you are logged in as the RFBA administrator, use the drop-down list to select a teacher. Note:logged in with a teacher password; the drop-down list does notSkip this step if you are appear because teachers can view reports only for their own students.

Reading Fluency Benchmark Assessor Copyright © 2006 Read Naturally, Inc.

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Choose the type of students on whom you want to base the report (Homeroom studentsor Reading students).

6. In the list of students, select the specific student(s) on whom you want to base the report.  To select all of the students, clickSelect All.  To select several consecutive students, click the first student's name, hold down theShift key, and then click the last student's name. All of the students between the first student you clicked and the last student you clicked will also be selected.

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Tip:students in a particular class, first sort the list by class (click theTo select all of the Class Namecolumn heading). all students are now listed by class, you can use the Because method described above to select these consecutive students.

 To select several non-consecutive students, hold down theCtrlkey (Windows) or key (Macintosh) as you click the students' names. ClickCreate Report Summary report opens in your web browser.. The

Reading Fluency Benchmark Assessor Copyright © 2006 Read Naturally, Inc.

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Summary Reports When you open a Summary report, you are presented with a table that lists your students' mean score for each season. The table also displays the DIBELS ™ benchmark goals for grades K and 1 and the Hasbrouck/Tindal national 50th percentiles for grades 1–8.

Below theSummary of teacher's students the iconheading, a report icon appears for each grade. Click to view a Results report for the students in that grade. If the icon is not enabled, that means your report does not include information on students in that grade. For example, suppose you created a report for a class that contains third graders and fourth graders. In this scenario, the report icons would be enabled for grades 3 and 4; all other report icons would be disabled. See the next page for more information. Note:Grade 1 has Results reports for both letter-naming (fall) and oral reading (winter and spring).

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Reading Fluency Benchmark Assessor Copyright © 2006 Read Naturally, Inc.

Results Reports To view a Results report for a specific grade, click the report icon below theSummary of teacher's students A heading on the Summary report.Results report contains the same information for each grade, with the exception of kindergarten and grade 1 (fall); these reports contain information about letter-naming rather than oral reading fluency. Each section of a Results report is described below.

Oral Reading Fluency

A graph displays the mean assessment scores for the selected group of students compared to Hasbrouck/ Tindal national norms (2005). Use this graph to see how, overall, your group of students performed from season to season, and to see how your group compares to national norms.

Use the table following the graph to look up individual students and see how they performed on their assessments. The table includes fall, winter, and spring scores for the following categories: words correct per minute (WCPM), errors, and national percentile. You can click on a student's name to open a detailed report for that student. See "Student Details Reports" on page 56 for more information.

Letter-Naming Proficiency This section applies only to kindergarten and grade 1 (fall). It corresponds to the Oral Reading Fluency section described above. Use the graph to see how, overall, your group of students performed from season to season, and to see how their mean letter-naming scores compare to DIBELS ™  The DIBELSbenchmark goals. ™ cnebramhk goals show the lowest number of letters correct per minute that a student must reach to be considered at low risk.

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Oral Reading Fluency – Continuously Enrolled Students

This section again compares the group mean for each season to national norms, but the mean is calculated using only the scores of students who were tested in every possible assessment for the school year. For example, after the winter assessment, the continuously enrolled students are those who were tested in both fall and winter. Looking at continuously enrolled students enables you to more accurately judge the effectiveness of your instruction because the score does not take into account students who joined the class late or left early.

Letter-Naming Proficiency – Continuously Enrolled Students

This section applies only to kindergarten and grade 1 (fall). It corresponds to the Oral Reading Fluency – Continuously Enrolled Students section described above, but this section reports the results of letter- naming assessments instead of oral reading assessments.

Competency Summary

Use this section to see how your group of students is distributed among competency levels. Students in levels 1 and 2 are considered at risk. See page 49 for more information on competency levels.

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Reading Fluency Benchmark Assessor Copyright © 2006 Read Naturally, Inc.

Risk Summary

Use this section to see how your group of students is distributed among risk levels. See page 49 for more information on risk levels.

Students Ranked by Scores on Most Recent Test

Use this section to identify those students who need extra help in reading fluency such as a supplemental fluency-building program. You can also see those students who are reading above the level of their peers and may need extra reading challenges. Across the seasons, most students' scores increase; for struggling students, however, the scores may not increase fast enough. Look for an increase in a student's national percentile ranking, competency level (grades 1–8), or risk level (grades K–1) to help you determine whether he or she is on track.

After the winter assessment, you can use information in this table to predict whether the student is likely to meet his or her spring target. Multiply the change in number of words (or letters) per week since fall by the number of weeks between the winter and spring assessments, and add the result to the student's winter score. This result indicates how the student will perform on the spring assessment if the student's progress remains steady. If the predicted score is less than the target, you may need to change or intensify the student's instruction.

Reading Fluency Benchmark Assessor Copyright © 2006 Read Naturally, Inc.

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Student Details Reports A Student Details report provides detailed information for an individual student. You can use this report to help you make instructional decisions about the student. You can also show this report to parents at conferences to facilitate discussion about the student's reading performance. To see this report, click a student's name in the Oral Reading Fluency section of the Results report. Each section of a Student Details report is described below. Student Results

This section provides an overview of the student's assessment results for the current school year. Using the graph and table, look for increasing scores with a reduction in errors. A student whose national percentile ranking falls below the 40th percentile may require additional diagnosis and intervention.

This student read 117 WCPM in the fall. Sixteen weeks later, in the winter, she read 138 WCPM. Thus, she gained 21 WCPM over 16 weeks, for an average gain of 1.31 WCPM per week.

This student's fall score placed her at the 73rd percentile. Therefore, the "Typical Words Gained per Week" row displays the WCPM gained per week by students at the 73rd percentile, based on the Hasbrouck/ Tindal national norms (2005).

The "Student's Words Gained per Week" row displays the average number of WCPM the student gained per week from fall to winter and from fall to spring.

The "Typical Words Gained per Week" row displays the average number of WCPM gained per week by students reading at this percentile nationally. Even if the student's percentile changes over the course of the year, this row continues to display numbers based on the student's fall percentile. Thus, at the end of the school year, you can compare the student to others who began the year in the same percentile.

In the fall, you can use the "Typical Words Gained per Week" row to predict how the student will perform on future assessments. This information can be useful in setting a realistic target for the student to achieve. Using the example above, you could have predicted the student's winter score by multiplying the number in the "Fall to Winter" column (1.25) by the number of weeks between the fall and winter assessments (16) and then adding the student's fall assessment score (117): 1.25 x 16 + 117 = 137.

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Reading Fluency Benchmark Assessor Copyright © 2006 Read Naturally, Inc.

After the winter assessment, compare the "Student's Words Gained per Week" row to the "Typical Words Gained per Week" row. The "Typical Words Gained per Week" row shows how your student must perform to stay at the same percentile ranking. If your student is at a low percentile, you want the student to exceed the typical gains in order to move to a higher percentile ranking.

After the spring assessment, you can see how well the student progressed compared to others at the same national percentile.

"Standardized Test Comprehension Score" displays the following information: test date, test name, percentile, and NCE (normal curve equivalent).

Student History

This section displays the student's past RFBA scores. In kindergarten and in the fall of first grade, students are assessed using timed letter naming. This assessment can be used to predict which students are likely to experience difficulty in learning to read in first grade.

The "Early Fluency Indicator" section displays the student's letter-naming history along with guidelines based on DIBELS ™ Grade 1 goals, which can help you interpret the student's scores.Kindergarten and

The "Oral Reading Fluency History" section displays a graph and table that show how the student's scores compared to national norms over time. Use the fluency history to trace the student's growth.

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Instructional Considerations

A graph displays the student's score compared to the color-coded competency levels (grades 1–8) or risk levels (K–1). Suggested instructional interventions appear below the graph.

If a target has been set for the student, a second graph displays the student's actual fluency scores versus the student's target score.

"Words Missed" displays the average number of errors the student made in each assessment session. For students who were assessed with the RFBA software, the actual words (or letters) that the student missed are listed for each passage. If the student was assessed using paper and pencil and scores were entered manually, only the number of errors is shown.

Patterns in the words the student missed may indicate that he or she needs extra instruction in a certain area.

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Reading Fluency Benchmark Assessor Copyright © 2006 Read Naturally, Inc.