This document summarizes student reading assessment data and provides guidance on instructional strategies. It analyzes student performance on the FAIR assessment and places them into groups based on their scores. Strategies are then recommended for each group, with the lowest performing students needing the most intensive focus on word study, decoding, and comprehension. A variety of programs and teaching methods are listed to address the different needs of students.

1. FAIR Data
Created by: Linda Dressel, Melissa
Gardner, Jessica Schweitzer, Zachary
Sechrist

2. Student Data
Grade Primary
Exp
Lexile Ability Score FSP
Reading Comprehension
Maze Percentile Rank Word Analysis
Percentile
Rank
FAIR Student Cumulative Data
Student 3 SB 8 K 710 403 8 28 21
Student 9 KB 7 Z 805 447 19 46 0
Student 2 SB 8 K 1020 541 40 8 20
Student 18 MC 8 Z 1005 534 38 0 0
Student 12 CE 8 Z 1105 579 52 56 45
Student 11 KH 7 Z 775 432 16 52 39
Student 17 DL 8 Z 1055 558 45 39 28
Student 4 KM 7 Z 825 454 21 27 73
Student 7 EM 7 Z 620 363 5 60 10
Student 15 AO 8 Z 910 492 26 31 28
Student 1 JO 8 Z 930 501 28 63 41
Student 5 DP 8 Z 1150 598 58 47 70
Student 13 TP 7 Z 660 381 7 16 6
Student 14 ED 7 Z 715 406 11 60 10
Student 8 CS 8 Z 840 461 18 20 8
Student 16 KS 8 Z 910 492 25 66 41
Student 6 ZT 8 Z 725 410 9 15 29
Student 10 IV 8 Z 920 498 27 27 18
Class Means Grade 7 733 413 13 43 23
Class Means Grade 8 940 505 31 33 29

3. Student Grouping
• Box 1 - no students
• Box 2 and 4 - Student # 1,5,11,12,& 16
• Box 2 and 5 - Student # 7, 9, 14, 15,& 17
• Box 3 and 4 - Student # 4
• Box 3 and 5 - Student # 2,3,6,8 10,13, & 18

4. FAIR Decision Tree
• Box 1- provide instruction in high-level reasoning skills, vocabulary, and
reading comprehension strategies on grade level
• Box 2 + 4- provide instruction in high-level reasoning skills, vocabulary, and
reading comprehension strategies to meet grade level standards
• Box 2 + 5- provide instruction to address specific weakness in spelling that
do not impact reading, provide instruction in basic orthographic patterns
and affixes/roots.
• Box 3 + 4- work on text reading efficiency (comprehension and fluency);
develop automaticity at the phrase, sentence, and paragraph level,
practice with repeated readings, and teach with a comprehension focus.
• Box 3 + 5- provide intense instruction in word/study, work on applying
decoding strategies to connected text, as accuracy increases build fluency
with an emphasis on comprehension strategies.

5. Box 1
Students in Box 1 scored 85% or
higher on the Reading
Comprehension section of the FAIR
assessment.
- Students will go further into grade level
text using higher level thinking
- Socratic seminars

6. Boxes 2 + 4
• The second set of students can be categorized
into boxes two and four.
• Box two is any student scoring above a 30%
MAZE percentile and box four is any student
scoring above a 30% Word Attack score.
• These students are placed into a category that
requires enhanced instruction, of current
grade level instruction

7. Boxes 2 + 4
• Strategies for students who require enhanced
instruction to assist in comprehension and
vocabulary:
– Achieve 3000
– Intervention from content area teachers
• Graphic Organizers
• Text Mapping

8. Boxes 2 + 5
• This set of students can be categorized into
boxes two and five.
• Box two is any student scoring above a 30%
MAZE percentile and box five is any student
scoring below a 30% Word Analysis Percentile
Rank.
• These students are placed into a category that
requires reading instruction in word analysis
such phonics/spelling

9. Boxes 2 + 5
• Strategies for students who require
instruction/intervention to assist in word
analysis:
– Intervention from content area teachers
• LDC
• CIS
• Project CRISS
• Kagan Training
• These strategies can and should be applied by
all content areas.

10. Boxes 3 + 4
• Students who scored less than 30% on the
MAZE assessment
• Students who scored over 30% in Word
Analysis

11. Focus for boxes 3 + 4
• The combination of these boxes represents
students who need to work on
comprehension and fluency.

12. Strategies for Comprehension and
Fluency
• Previewing the Text
• Frayer Diagrams
• Think Aloud
• Close Readings

13. Diagnostics Assessments for Reading
(DAR)
• Used by Duval as assessment tool
• Double blocks of reading provided
• DAR focuses on:
• - Spelling
• - Word Recognition
• - Oral Reading
• - Silent Reading
• - Word Meaning

14. Boxes 3 + 5
Students who score less than eighty-five
percent on comprehension and less than
thirty percent on both the MAZE and Word
Attack sections of the FAIR assessment need
the most intensive instruction (District:
Hillsborough, 2014) .
- Starts with word study and
moves on from there
- Main curriculum is Springboard
- Students have 2 full periods of
reading

15. Boxes 3 + 5
EPS Academy of Reading
- Ongoing progress monitoring
- Ongoing assessments
- 3 – 5 times per week for 30 minutes
- Prints detailed reports
- Online
Scholastic’s READ 2000
- For students reading two grades below level
- Utilizes gradual release
- Online

16. References
• District: Pinellas. (2014). District: Pinellas. Retrieved October 7, 2014,
from https://app1.fldoe.org/Reading_Plans/Narrative/CompleteReport1415.aspx?DID=48
• District: Hillsborough. (n.d.). District: Hillsborough. Retrieved October 8, 2014, from
https://app1.fldoe.org/Reading_Plans/Narrative/CompleteReport1415.aspx?DID=29
• Duval (n.d.). 2014-15 K-12 Comprehensive Research Based Reading Plans. Retrieved October 10, 2014, from
https://app1.fldoe.org/Reading_Plans/Narrative/CompleteReport1415.aspx#Mid
• Education, F. D. (2014, October). Just Read Florida- FAQ. Retrieved from Florida Department of Education:
http://www.fldoe.org/faq/default.asp?Dept=4&ID=1310#Q1310
• Filkins, S. (2014, January 1). Socratic Seminars. Retrieved October 11, 2014, from
http://www.readwritethink.org/professional-development/strategy-guides/socratic-seminars-30600.html

17. Reference Continued
• Florida Center for Reading Research. (2014). Fair-fs. Retrieved October 10, 2014, from
http%3A%2F%2Fwww.fcrr.org%2Ffair-fs%2F
• Florida Department of Education, (2009). Florida Assessments for Instruction in Reading (fair). doi:
https://www.fldoe.org/schools/foil/FAIR.pdf
• Hillsborough, D. (2014, October). 2014-15 K-12 Comprehensive Research Based Reading Plans. Retrieved from Florida
Department of Education: https://app1.fldoe.org/Reading_Plans/Narrative/CompleteReport1415.aspx?DID=29
• Mathieu, W. (2012, March 22). 5 Fluency and Comprehension Strategies That Every Reader Can Use. Retrieved October
10, 2014, from http://www.scilearn.com/blog/fluency-comprehension-strategies
• READ 180 FAQs. (n.d.). Frequently Asked Questions & Answers. Retrieved October 8, 2014, from
http://www.scholastic.com/read180/contact-us/faq.htm
• School Specialty - EPS Literacy and Intervention | EPS. (n.d.). School Specialty - EPS Literacy and Intervention | EPS.
Retrieved October 8, 2014, from http://eps.schoolspecialty.com/products/online-programs/academy-of-reading/
about-the-program