They are currently in development. There will be as many ready as possible by the 2009-10 school year.

It is important to note that schools using the Florida Assessments for Instruction in Reading for the 2009-10 school year (except for the pilot schools currently involved in the implementation study) will not have student data available until after Assessment Period 1 in fall of 2009. Therefore, schools will continue to use their current progress monitoring scores and screening assessments to determine student placement criteria for reading intervention for the beginning of the 2009-10 school year. The current screening procedures in place for determining fluency status and reading intervention placement for the 2008-09 school year (or a modification of that process) should remain in place for the start of the 2009-10 school year.

The 30th percentile cut point on the Maze and Word Analysis tasks has been provided as a guide to estimate the level of instructional support necessary for student success. This cut point may need to be refined within each school and district depending on local circumstances such as available resources and student performance. The 30th percentile cut point will be reevaluated by the Florida Center for Reading Research and Just Read, Florida! after data is collected during the third assessment period window in spring 2009.

The Broad Screen may be used to assess students scoring at Levels 1-5. It may be beneficial to test students who scored at Level 3 to be certain they are still on track. All students will also receive a Lexile score from the Broad Screen assessment.

There will be a Phonics Screening, Academic Vocabulary Inventory, Lexiled Text Passages, and Instructional Level Passages with Question/Response Templates provided.

Yes. Errors will be noted and teachers will receive professional development to help them provide appropriate instruction based on spelling error patterns.

No. The system is adaptive and therefore will provide passages at first grade level and above, if needed.

Third grade students who have been identified with a reading deficiency must be progress monitored; therefore, if districts/schools choose to administer the Florida Assessments for Instruction in Reading as their progress monitoring tool, it would be required. It’s important to note that the Florida Assessments for Instruction in Reading is appropriate for all students, and are useful for teachers when planning instruction to meet individual student needs.

No; However teachers will be able to use monthly Ongoing Progress Monitoring (OPM) to determine student progress.

FSP has prior FCAT in it whereas the RC percentile, ability, and Lexile do not. Thus, when RC percentile, ability, and Lexile scores are significantly higher than FSPs that’s a sign that true ability exceeds what’s demonstrated on FCAT. This could indicate improvement due to instruction and/or to the adaptive nature of FAIR’s RC screen which places students in passages they can actually comprehend. FSP, however, still remains a reliable predictor of performance on the upcoming FCAT because FCAT is not adaptive and requires that students demonstrate comprehension in grade-level passages.