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The Florida Assessments for Instruction in Reading

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Title: Florida Assessments for Instruction in Reading - NEW! Author: cathy.cross Last modified by: Jaime Elliott Created Date: 8/14/2008 7:13:22 PM – PowerPoint PPT presentation

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Title: The Florida Assessments for Instruction in Reading


1
  • The Florida Assessments for Instruction in
    Reading
  • Overview

2
Agenda
  • Overview of Florida Assessments for Instruction
    in Reading (K-12)
  • K-2 Assessments
  • 3-12 Assessments
  • Connecting Assessment to Instruction
  • PMRN Reports
  • Resources
  • Current Steps in 2008-2009
  • Implementation Study
  • Experimental Study
  • Looking Ahead to 2009-2010

3
Agenda
  • K-12 Reading Plan District Reflection Tool
  • K-12 District Reading Plan Revisions

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What Will It Take to Accelerate Progress?
  • Strong assessment system
  • Content area literacy instruction (will not get
    the job done for some students)
  • Reading interventions (will never get the job
    done alone)
  • Differentiated intensity based on need
  • Adequate progress is different with a
    struggling reader

14
Appropriate Use of Assessment
  • Questions to ask
  • Is it valid and reliable?
  • Does it yield new information?
  • Is it instructionally useful to teachers?
  • Is it appropriate?

15
Why Spend 30 Minutes Assessing Rather Than
Teaching?
  • 1. You cant expect unless you inspect.
  • Diagnostic information is crucial to teaching.
  • Progress monitoring is crucial to learning.

16
Why New Reading Assessments?
  • Improved to include assessment of PreK,
    vocabulary, and comprehension
  • Automatic reporting without data entry
  • Identifies risk of reading difficulties

17
HOW does using the Florida Assessments for
Instruction in Reading Support Students
Teachers?
  • Comprehensive assessment system
  • Phonemic Awareness
  • Phonics
  • Fluency
  • Vocabulary
  • Text Comprehension
  • Orthographic Skills (Spelling)

K-2 3-12






embedded in text comprehension
18
Task Administration
  • All but one of the K-2 tasks (grade 2 spelling)
    are individually administered and scored in a
    web-based application or on paper.
  • Most 3-12 tasks are individually administered on
    the computer. The Informal Diagnostic Toolkit and
    grades 3-5 fluency probes will be individually
    administered by paper and pencil only.

19
HOW is Using the Florida Assessments for
Instruction in Reading Beneficial?
  • Precise ability placement for Reading
    Comprehension tasks
  • K-2 Word List placement into Reading
    Comprehension
  • passages
  • 3-12 Adaptive placement into Reading
    Comprehension
  • passages
  • Precise Internet-based scoring options
  • K-2 Internet-based application may be used
    for task
  • administration
  • 3-12 Screen and Targeted Diagnostic Inventory
    tasks
  • on computer

20
HOW is Using the Florida Assessments for
Instruction in Reading Beneficial?
  • Access to the PMRN system for recording student
    scores
  • K-2 Scores can be entered by hand or via
    internet-based scoring tool
  • 3-12 Scores are automatically sent to the PMRN
    via the computerized task administration
  • Teacher website for guiding instruction will be
    available
  • Ideas for grouping students by instructional need
    including program-specific professional
    development
  • Links to appropriate instructional routines,
    based upon student score results

21
HOW is Using the Florida Assessments for
Instruction in Reading Beneficial?
  • Broad Screen tasks are directly related to
    Florida Sunshine State Standards and predict end
    of year performance on the Stanford Achievement
    Test (K-2) or FCAT (3-12)
  • Strong psychometric test properties form the
    basis of all of the assessments
  • All reading comprehension and oral reading
    fluency tasks use equating methods to put
    passages on the same scale so that fluency scores
    are meaningful.

22
K-2 Web-Based Administration
  • Neither Palm nor handheld scoring will be
    available
  • May be administered on laptops, mini-laptops, NOT
    desktop computers
  • Tentative plan to provide mini-laptops for
    elementary schools in pilot, Reading First
    schools, and current Palm users (estimated one
    laptop for every two K-2 teachers)-Based on
    availability of funding and results of bidding
    process
  • District-wide implementation required to receive
    hardware

23
Why Web-Based Versus Palms or Handhelds?
  • Confident that assessments can be administered in
    a reliable, valid, and efficient manner
  • Long range technology solution
  • Teachers more comfortable with laptop format
  • Broader availability and greater functionality
    (multifunction versus single)
  • Broader access to technical assistance and
    maintenance
  • No reprogramming required for updates

24
The Role of DIBELS in 2009-10
  • Schools can choose which assessments they want to
    use if they are not in Reading First.
  • DIBELS will not be supported by the PMRN.
  • DIBELS will not be a part of the FLKRS.

25
Florida Assessments Frequency of Administration
  • Assessment Period 1 Fall/September
    (Instructional Days 20 - 39)
  • Assessment Period 2 Winter/February
    (Instructional Days 95 - 114)
  • Assessment Period 3 Spring/April
    (Instructional Days 156 - 174)

26
Florida Assessments K - 2
Most assessments include practice items.
27
How Long Will it Take to Administer the Grades
K-2 Tasks?
  • Broad Screen
  • Broad Diagnostic Inventory
  • Targeted Diagnostic Inventory
  • 3- 5 minutes
  • 12-18 minutes
  • 14-18 minutes

28
WHAT are the Florida Assessments for Instruction
in Reading?
  • Broad Screen/Progress Monitoring Tool (K-2)
  • K-2 3-5 minute set of tasks designed to indicate
    the probability of success on the SESAT (K) or
    SAT-10 (1, 2)
  • Kindergarten
  • Letter (Naming) Sounds Assessment Periods 1 and
    2
  • Phonemic Awareness Assessment Periods 1, 2, and
    3
  • Word Reading Assessment Period 3
  • Grades 1 2
  • Word Reading

29
What is the Probability of Success in Reading
Score?
  • A score that tells the probability that a student
    will be on grade level at the end of the year.
  • at or above the 40ile on the Stanford
    Achievement Test (SAT 10)
  • Zones of Success
  • Green Success Zone the student has an 85 or
    greater chance of being at or above grade
    level
  • Yellow Success Zone the student has a 16-84
    chance of being at or above grade level
  • Red Success Zone the student has 0-15 chance
    of being at or above grade level

30
WHAT are the Florida Assessments for Instruction
in Reading?
  • Broad Diagnostic Inventory (K-2)
  • Set of tasks designed to indicate other key areas
    of instructional need related to reading success
  • Listening Comprehension
  • Reading Comprehension
  • Vocabulary
  • Spelling (Grade 2 only)

31
WHAT are the Florida Assessments for Instruction
in Reading?
  • Targeted Diagnostic Inventory (K-2)
  • Set of tasks designed to more precisely indicate
    the areas of instructional need based upon Screen
  • performance
  • Print Awareness
  • Phoneme Blending/Deletion
  • Letter Names
  • Letter Sound Knowledge
  • Letter Sound Correlations
  • Word Building
  • Multisyllabic Words

32
Florida Assessments K - 2
Most assessments include practice items.
33
Broad Screen/Progress Monitoring Tasks
34
Letter Naming and Sounds Kindergarten
  • Teacher Directions
  • Im going to show
  • you some letters
  • of the alphabet.
  • Tell me the name
  • of the letter and
  • the sound it
  • makes. Ready?

35
Phonemic Awareness Kindergarten
  • Teacher Directions
  • 1. What would the word be if I say
  • /l/ /ake/    (lake)
  •  /l/ /ock/   (lock)
  •  /sh/ /ip/   (ship)
  •  /s/ /o/     (so)
  •  /h/ /all/  (hall)
  • /c/ /oa/ /t (coat)

For the first assessment, the majority of the
items are onset and rime.
36
Word Reading Kindergarten
  • Grade K Word Reading Task Card
  • Student reads word lists
  • Ten items

37
Broad Screen Task Example
38
First Grade Probability of Success Chart
First Grade Probability of Success Chart
39
Broad Diagnostic Inventory
40
Florida Assessments Broad Diagnostic
Inventory Assessment Periods 1 2
/Reading Comprehension
  • All receive Listening Comprehension/Reading
    Comprehension
  • Vocabulary is only for students scoring in
    yellow/red Success Zones

41
Broad Diagnostic Task Examples
42
K-2 Assessment Sample Internet-based
Administration
43
K-2 Assessment Sample Internet-based
Administration
  • Teacher is guided through assessment
  • Easy to use
  • When synced, scores are sent directly to PMRN
  • Immediate display of raw score performance

44
Vocabulary
Teacher Directions What is this?
45
Vocabulary
Teacher Directions What do you call this outdoor
activity?
46
The Targeted Diagnostic Inventory
  • A set of tasks that cover the range of
    developmental reading skills at each grade
  • Students in the yellow and red zones of Success
    work through these tasks.
  • A criterion of 80 accuracy is required to move
    on to the next task.

47
Targeted Diagnostic Inventory
Optional
48
Targeted Diagnostic Task Example
Phoneme Blending Administer items using the key
phrase What would the word be if I say /n/
/ew/ ?
49
Targeted Diagnostic Task Example
  • Word Building Tasks are given at each grade
    level.
  • Grade 1 Vowels. Student moves letters to make
  • new words like dig, dug, pug, pig, and pit.

Practice and Task Items
u p t a e i
dog
50
Targeted Diagnostic Task Example Multisyllabic
Word Reading Grade 2
51
Targeted Diagnostic Inventory AP 1, 2, 3
  • Only given to K-2 students in yellow or red
    zones
  • Focus is on more specific skills
  • May be given on a different day

Medial Vowels
52
The Big Picture Map (K-2)
Broad Screen/Progress Monitoring Tool (BS/PMT) All students Letter Naming Letter Sounds Phonemic Awareness Word Reading
Broad Diagnostic Inventory (BDI) Most students Listening Comprehension Reading Comprehension Vocabulary Spelling (2nd grade only)
Targeted Diagnostic Inventory (TDI) Some students K 9 tasks 1st 8 tasks 2nd 2 tasks
53
The Score Map (K-2)
BS/PMT PRS Probability of Reading Success
BDI LC Listening Comprehension Total questions correct (implicit/explicit) RC Reading Comprehension Total questions correct (implicit/explicit), Adjusted Fluency, Percent Accuracy VOC Vocabulary Percentile Rank SPL Spelling Percentile Rank
TDI ME Meets Expectations BE Below Expectations
54
Grades 3-12 Assessments Model
Scores are automatically entered into the PMRN to
generate student reports
55
Reading Concepts Assessed
  • Reading Comprehension (Broad Screen)
  • Fluency (Maze task, Targeted Diagnostic
    Inventory)
  • Orthographic Processing/Spelling Knowledge (Word
    Analysis task, Targeted Diagnostic Inventory)

56
WHAT are the Florida Assessments for Instruction
in Reading?
  • Broad Screen/Progress Monitoring Tool
  • 3-12 Computer-based, adaptive reading
    comprehension assessment designed to indicate the
    probability of success on FCAT Reading

57
WHAT are the Florida Assessments for Instruction
in Reading?
  • Broad Screen/Progress Monitoring Tool (3-12)
  • Reading Comprehension Screen
  • This will meet the requirement for reporting
    progress monitoring scores for students scoring
    at Level 1 and 2 on FCAT Reading at grades 4-12
    and students with reading deficiencies at grade
    3.

58
The Broad Screen/Progress Monitoring Tool
  • 20-40 minute computer-adaptive task of reading
    comprehension
  • Predicts students probability of success in
    reading on the FCAT

59
Reading Comprehension Task Demonstration Click
here to start
60
3-12 Sample RC Screen Task Item
Submit Answers
Switch between full-and split- screen views
  • The student reads a passage and answers 7-9
    questions to assess reading comprehension. Once
    all questions are completed, the student clicks
    the Submit Answers button.

61
RC Screen Feedback
  • After the answers are submitted for a passage,
    the student receives performance feedback.
  • Depending upon his/her score, the student will
    either be administered an additional (easier or
    harder) passage or be finished with the task.

62
WHAT are the Florida Assessments for Instruction
in Reading?
  • Targeted Diagnostic Inventory (3-12)
  • Set of tasks designed to more precisely indicate
    the areas of instructional need based upon Broad
    Screen performance
  • Online MAZE and Word Analysis

63
TDI The Maze Task
  • Two 3-minute passages
  • Combines the assessment of reading accuracy and
    speed, or fluency, and gist level
    comprehension results indicate whether
    probability of success in reading is hampered by
    difficulties with fluency
  • Administered to all implementation study students
    in 2008-2009

64
Maze Task Demonstration Click here to start
65
3-12 Sample Maze Task Item
66
Maze Feedback
  • After the answers are submitted for a passage,
    the student receives performance feedback.
  • Students are administered 2 passages and then
    proceed to Word Analysis.

67
TDI The Word Analysis Task
  • A 5-15 minute computer-adaptive spelling task
    that assesses a students understanding of
    letter/sound correspondence
  • Results indicate whether probability of success
    in reading is hampered by difficulties with
    word-level skills.
  • Administered to all implementation study students
    in 2008-2009

68
Word Analysis Task Demonstration Click here to
start
69
The Word Analysis TDI
  • Student clicks on the ear to hear the word
  • Student types spelling of word in the box
  • Student clicks DONE when finished

spelling box
70
FCAT Success Probability (FSP) Score
  • A prediction score from the Broad Screen that
    indicates whether a student needs TDI assessment
    and additional instructional support in reading
  • The probability score will fall within 1 of 3
    Success Zones

GREEN
YELLOW
RED
71
Success Zone Probabilities
  • 85 or better probability of grade-level or above
    success on the FCAT
  • 16-84 probability of grade-level or above
    success on the FCAT
  • 15 or less probability of grade-level or above
    success on the FCAT
  • GREEN

YELLOW
RED
72
The TDI Logic
73
The Big Picture Map
Type of Assessment Name of Assessment Information Given
Broad Screen/Progress Monitoring Tool (BS/PMT) All students Reading Comprehension (RC) Identifies which students we need more information on before planning instruction
Targeted Diagnostic Inventory (TDI) Somestudents Maze Word Analysis (WA) Differentiates between what type of intervention is needed Comprehension and Fluency Deeper Word Level Skills
74
The 3-12 Score Map
Broad Screen/ Progress Monitoring Tool FCAT Success Probability (FSP) Color- coded Percentile Standard Score Ability Score
Maze Targeted Diagnostic Inventory Percent Correct Percentile (look up table) Standard Score Monitoring Level
Word Analysis Targeted Diagnostic Inventory Percentile Standard Score Ability Score (WAAS)
Scores reported from Assessment Period 1
75
Matching Reader to Text
  • Scaffold discussion.
  • Verify that comprehension is at least at 75
    correct.

76
FCAT Test Design
  • Cognitive Complexity (Webbs Depth of Knowledge)
  • Content Categories for Reading
  • - Words phrases in context
  • - Main idea, plot, authors purpose
  • - Comparison cause/effect
  • - Reference Research locate, organize,
    interpret, synthesize, evaluate information

77
Purpose of Each 3-12 Assessment
  • Reading Comprehension Screen
  • Assists in identifying students who may not be
    able to meet the grade level literacy standards
    as assessed by the FCAT. 
  • Mazes
  • Assists in determining whether a student has more
    fundamental reading problems in the area of
    fluency and low level reading comprehension. 
  • Word Analysis
  • Helps us learn more about a student's fundamental
    literacy skills--particularly those required to
    decode unfamiliar words and read accurately. 

78
Information Gained from Results
  • Reading Comprehension Screen
  • If a student has a relatively low probability of
    success, it means they will need extra support
    for reading growth during the year, and the TDI
    tests are given as a follow up to get more
    information about the type of help that may be
    needed.
  • Maze
  • If a student does well on this test, but has a
    low probability of success from the RC screen,
    this means that they are likely to need support
    in the comprehension strategies, vocabulary, and
    thinking skills, but likely do not need intensive
    work to increase their basic reading abilities.
  • Word Analysis
  • Students who perform low on both mazes and word
    analysis may need intensive interventions to
    improve their basic reading skills.

79
Ongoing Progress Monitoring (3-12)
  • Oral Reading Fluency (3-5) on paper
  • Computer-based Mazes (3-12)

80
Informal Diagnostic Toolkit (3-12)
  • Phonics Inventory
  • An inventory designed to help you gather
    information on students phonology, orthography,
    and morphology skills for grades 3-5 and grades
    6-12.
  • Sight Word Grade Level Inventory
  • Word lists for grades 3-12 designed to help
    monitor the students knowledge of grade level
    vocabulary words.
  • Scaffolding Reading PassagesComing Soon
  • Short reading passages with multiple choice
    questions. Within each set of passages, scaffolds
    will be embedded to help students determine the
    correct responses (e.g., think and search, right
    there, author and you.)

81
Accessing the 3-12 Florida Assessments for
Instruction in Reading
  • Make sure the computers meet the minimum
    technology requirements for use
  • - Internet Explorer 6.0 or later, Safari 2.0 or
    later, or Firefox 1.5 or later web browser
    enabled (tasks can be taken on both PC and Mac)
  • -Screen resolution of 1024 x 768 pixels in use
  • -Flash Player 8.0.24 or later
  • -JavaScript and Cookies enabled
  • -Headphones for administration in use (the task
    instructions have audio)
  • -Placement in a well-lit, non-distracting, quiet
    area
  • 2. Assessments can be accessed at the following
    URL https//flassessments.fcrr.org

82
Accessing the 3-12 Florida Assessments for
Instruction in Reading
Scenarios for testing Computer lab
setting Classroom setting
83
3-12 Assessment Sample Login
  • Student logs into the computer application using
  • District Name
  • School Name
  • Grade
  • Student Name
  • Birth Date

84
3-12 Assessment Sample Login
  • Using the drop-down menu options, the student
    completes the login process.
  • A confirmation page is displayed prior to the
    start of the task.

Florida Assessments for Instruction in Reading
85
Connecting Assessment to Instruction
  • PMRN Reports
  • Instructional Resources

86
PMRN Reports
  • FCRR reports (e.g., school or student change)
  • State Region reports (state status success
    zone historical)
  • School report (status success zone historical
    student 3 progress)
  • Teacher reports (status grade historical
    year-end outcome success zone progress)
  • Class reports (also TDI report and error
    analysis)
  • Student report (OPM cumulative historical
    score detail parent letter)

87
K 2 PMRN Reports Reviewed
  • Class Status Report
  • Student Score Detail Box
  • Class Targeted Diagnostic Inventory Report
  • Class Detail Targeted Diagnostic Inventory Report
  • Class Summary Error Analysis Report
  • Class Detail Error Analysis Report

88
3 12 Reports Reviewed
  • Class Status Report
  • Student Score Detail Box
  • Class Summary Error Analysis Report
  • Student Ongoing Progress Monitoring Report
  • Class Year-End Outcome Test Report

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http//www.fcrr.org/SCASearch/
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Other resources available online
  • Florida Department of Education
  • http//www.fldoe.org
  • Just Read! Florida
  • http//www.justreadflorida.com/
  • LEaRN (Literacy Essentials and Reading Network)
  • http//www.justreadflorida.com/LEaRN/
  • Partnership for Reading (National Institute for
    Literacy)
  • http//www.nifl.gov/partnershipforreading/
  • Reading Rockets
  • http//www.readingrockets.org
  • Colorin Colorado
  • http//www.colorincolorado.org/

98
The Florida Assessments for Instruction in
Reading Current Steps
99
Implementation Study 08-09
  • 20 schools in 4 counties (Broward, Manatee, Leon,
    Alachua) administer new tests during 3 windows
  • Teachers individually administer the K-2
    assessments (except grade 2 spelling)
  • Reading teachers in grades 3-12 take students to
    computer lab or Internet-connected computers
  • Teachers give feedback on tests, links to
    instruction, and toolkit

100
Psychometric Work - 0809
  • Testers administer (in Manatee, Leon, Alachua)
  • Additional Phonemic Awareness Word Recognition
    items for Broad Screen K-1
  • Additional vocab items in fall validation in
    spring
  • Additional passage tryouts at all grades, with
    links to word placement list.
  • Equating study for Ongoing Progress Monitoring
    Maze grades 3-5 fluency
  • Comparison DIBELS with Broad Screen in K FORF
    with Maze Word Analysis with reading.

101
Continued Goals
  • Helping teachers understand the value of doing
    their own assessment
  • Streamlining assessment burden in schools
  • Translating assessment results to instruction
  • Logistics of getting assessment done in real
    school time

102
Looking Ahead 2009-2010
  • The Florida Assessments for Instruction in
    Reading will be available to all public schools
    free of charge
  • Scores from these assessments will be used to
    meet Reading First reporting requirements
  • Professional development will be provided in
    regionally during spring and summer 2009 and at
    the JRF! Leadership conference.

103
Professional Development on the New Florida
Reading Assessments
  • December and January FCRR trains RFPD
    coordinators and FLARE trainers
  • Winter, 2009 RFPD and FLaRE Coordinators train
    reading coaches and developers in all districts
    choosing to use new assessments
  • Spring, 2009 FCRR conducts regional trainings to
    develop district Master Trainers
  • Summer Academies and Leadership Conference All
    attendees trained (teachers, leadership)
  • Elementary Train the Trainer- 3 days
  • Secondary Train the Trainer 2 days

104
Professional Development Opportunities
Training Audience When Location
Elementary/Secondary Train the Trainer How to Administer Assessment Linking to Instruction PMRN Elementary and Secondary District Trainers Spring/Summer (Provided by FCRR) Regional
Elementary Train the Trainer How to Administer Assessment Linking to Instruction PMRN Elementary (K-5) Reading Coaches and District Trainers RFPD Quarterlies District
Secondary Train the Trainer How to Administer Assessment Linking to Instruction PMRN Secondary (6-12) Reading Coaches and District Trainers FLaRE Quarterlies District
Elementary/Secondary How to Administer Assessment Linking to Instruction PMRN Grades K-12 Teachers Summer Professional Development (provided by Just Read, Florida!, FLaRE, RFPD, FCRR) Regional
Elementary/Secondary Assessment Overview Elementary and Secondary Reading Leadership Team members Reading Leadership Team Institutes (Provided by FLaRE and RFPD) Regional
Elementary/Secondary How to Administer Assessment Linking to Instruction PMRN Elementary and Secondary teachers, coaches, and principals Just Read, Florida! Leadership Conference (audience-specific session tracks) (provided by Just Read, Florida!, FLaRE, RFPD, FCRR) Orlando
105
K-12 District Reading Plan Revisions
  • Embedded RtI language
  • Professional Development Charts will be
    pre-populated.
  • Added question(s) about PD for Florida
    Assessments for Instruction in Reading to the PD
    section
  • Charts C, F, and I will be pre-populated
  • Separated assessment information on Charts C, F,
    and I (not pre-populated)

106
What Can Be Gained From the Florida Assessments
for Instruction in Reading?
  • Use of an efficient Broad Screen to predict K-12
    student success in reading
  • Access to free assessment tools designed to guide
    instruction
  • Linking of expanded curricular supports to
    assessment results
  • Successful Readers!

107
Questions?
  • Additional information regarding the Florida
    Reading Assessments for Instruction in Reading is
    available at http//www.fcrr.org.
  • For more information contact
  • Flassessments_at_fcrr.org

108
K-12 Reading Plan
109
K-12 Reading Plan District Reflection Tool
  • Think-Pair-Share
  • In terms of K-12 District Reading Plan
    implementation
  • Discuss what is in place and working
  • Discuss the top priority areas to develop
  • Discuss the general strategies needed to address
    top priorities
  • Discuss anticipated challenges and how the
    challenges will be addressed

110
K-12 Reading Plan District Reflection Tool
  • How can Just Read, Florida! help?
  • Is there an area within the K-12 Reading Plan
    that should be enhanced?

111
Contact Information
  • Evan.Lefsky_at_fldoe.org
  • Executive Director, Just Read, Florida!
    Leadership Contact
  • Barbara.Elzie_at_fldoe.org
  • Deputy Director, Just Read, Florida!
    Professional Development Contact
  • Cari.Miller_at_fldoe.org
  • Director of Reading First Elementary School
    Contact

112
Contact Information
  • Melinda.Webster_at_fldoe.org
  • Elementary Reading Specialist Elementary
    Contact
  • Laurie.Lee_at_fldoe.org
  • Middle School Reading Specialist Middle
    School Contact
  • Kevin.Smith_at_fldoe.org
  • High School Reading Specialist High School
    Contact
  • Call us at. 850/245-0503
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