Benchmark Assessment System (BAS): Using data to inform instruction January 17, 2017 9/18/2018 Baltimore County Public Schools

Outcomes: Participants will: Understand the purpose for different layers of assessment of reading Examine characteristics and demands of the progression of text levels; Understand how children develop reading behaviors (accuracy, understanding, and fluency) as they move along the continuum of leveled texts; Examine running record results and identify instructional needs in order to plan responsively System wide tool = system wide expectations Move beyond the letter/level – what can we learn about our students as readers? How can the information gained from a running record support planning for small group instruction? 9/18/2018 Baltimore County Public Schools

Essential Questions: How do I use the information from the Benchmark Assessment to support the development of my students as readers? How do the text levels support the development of specific reading behaviors? To be used to drive instruction and plan for small groups 9/18/2018 Baltimore County Public Schools

Why can’t we just use MAP? Overheard around the Water Cooler…. Why can’t we just use MAP? Isn’t this too much time on testing? How would you respond? Turn and Talk MAP gives an overview of individual abilities, but not the specific areas of need for instruction. 9/18/2018 Baltimore County Public Schools

Guiding Assessment Principles 1. Assessment purpose must be clear. 2. Assessment value must exceed instructional time lost. 3. Assessment mechanics should not impact value. 4. Assessments must be fair and support equity. As always, when we look at assessment, we are guided by these 4 principles. For BAS, it is important that teachers understand 1 and 2 so that they are invested in the value of the information gained about our struggling readers. Note that the better training we provide teachers, the more likely we can meet principles #3 and 4.

Reading by Grade 3 Assessment Framework

Why the different layers of assessment? Different Assessments Different Purpose Different Information Henry Grade 3 Fall MAP – R RiT Score 174 Adam Grade 3 Fall MAP – R RiT Score 174 Both students are in Danger – the question is why?

Reading by Grade 3 Assessment Framework

F&P Benchmark Assessment System A series of texts that can be used to identify a student's current reading level and progress along a gradient of text levels over time. Provides teachers with precise tools and texts to observe and quantify specific reading behaviors, and then interpret and use that data to plan meaningful instruction. Identifies direct links from the data gathered with the assessment to The Literacy Continuum's specific behaviors to notice, teach, and support in every instructional context related to literacy. 

Running Record Results Henry’s Running Record Adam’s Running Record Accuracy Fluency Comprehension Writing > 95% = 1-5 1-9 1-3

Very Different Readers Universal Screening =Warning Light Same MAP Score Benchmark Assessment Henry’s Needs as a Reader: Fluency Comprehension Benchmark Assessment Adam’s Needs as a Reader: Systematic Instruction in Phonics Very Different Readers

Scarborough’s Rope Model: The Many Strands That Are Woven Into Skilled Reading ● Background Knowledge ● Vocabulary Knowledge ● Language Structures ● Verbal Reasoning ● Literacy Knowledge ● Phonological Awareness ● Decoding (and Spelling) ● Sight Recognition SKILLED READING: fluent execution and coordination of word recognition and text comprehension. LANGUAGE COMPREHENSION WORD RECOGNITION increasingly automatic strategic How does the information we learn about a reader during the Benchmark Assessment help us to better support each student into becoming a skilled reader? Reading is a multifaceted skill, gradually acquired over years of instruction and practice.

Reading by Grade 3 Assessment Framework

Digging Deeper – Planning Responsive Instruction Where does Henry need support with comprehension? Thinking Within the Text Thinking Beyond the Text Thinking About the Text Where does Adam need support with phonics? Optional Assessments: -Decoding Survey* -Phonological Awareness -Vowel Teams *Purchased for each school by the Office of Special Education

Activating Background Knowledge: Turn /Talk/Write: What else can you learn about your students’ reading behaviors that you can’t learn from MAP? Have participants create a list reading behaviors observed on post it notes or index cards. Sample Responses: tracking (one to one correspondence); return sweep, L to R, using picture clues; slowing down for unknown words; self-correcting using picture clues; Repeating; skipping lines; etc. 9/18/2018 Baltimore County Public Schools

Notice, Teach and Support: Reading Behaviors to Notice, Teach and Support: Combine to form groups of four. Share the reading behavior you observed during the Benchmark Assessment. Sort these behaviors into categories: solving words, self-corrections, early reading behaviors, maintaining fluency, use information cues Be prepared to share. What did you learn about each student as a reader? 9/18/2018 Baltimore County Public Schools

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We learn so much more than a level! Remember: We level texts not children! How can we use our knowledge of Reading Behaviors to inform small group instruction? Let participants turn and talk. 9/18/2018 Baltimore County Public Schools

The F & P Text Level Gradient™ Why a gradient of texts? Gradient means ascending or descending in a uniform or consistent way, so the levels of a gradient are defined in relation to each other. What is meant by the term – gradient – Webster Dictionary Goal of leveled text for students Read increasingly complex fiction and nonfiction Develop strategies to read independently

What is Gradient of Text? A gradient of text is an ordering of books according to a specific set of characteristics. individual students can not be categorized a range of levels any given student will be able to read a guide for matching books to readers to support reading behaviors GR levels should not be used to limit students from text! 9/18/2018 Baltimore County Public Schools

Why can’t we just use Lexile? 9/18/2018 Baltimore County Public Schools

Qualitative Measures Qualitative Measures “best measured or only measurable by an attentive human reader, such as levels of meaning or purpose; structure; language conventionality and clarity; and knowledge demands.” ~Appendix A, Common Core Introduction to qualitative measures   What Are the Qualitative Measures? Only a human reader can analyze this. It is characterized by: Layers of meaning Levels of purpose Structure Organization Language conventionality Language clarity Prior knowledge demands Cultural demands Vocabulary How about this metaphor? Is this an apple book where you can just bite into it? OR Is it an onion book that you have to peel back the layers? Table Talk: At your tables, share titles of apple and onion books with one another. In 2-3 minutes, ask table to share out titles.

Analyzing Texts: Preview the ten categories of text characteristics related to texts Genre Text Structure Content Themes and Ideas Language and literary Features Sentence Complexity Vocabulary Words Illustrations Book and Print Features Different systems for leveling (lexile) – Correlation chart How do these characteristics support the development of reader? (p. 408 – Literacy Continuum) 9/18/2018 Baltimore County Public Schools

The Literacy Continuum For The Guided Reading Continuum is organized by levels A to Z. Each level has several sections: Characteristics of Readers Selecting Texts for Guided Reading Demands of the Text – Ways of Thinking Planning Word Work 9/18/2018 Baltimore County Public Schools

Move to the ending level for your grade level and do the same. What do readers have to be able to do to read each level with understanding and accuracy? Work in grade-level groups. Use the text gradient to identify beginning and ending levels for your grade. Go through the beginning level considering characteristics of texts, curriculum goals, and suggested word work. Move to the ending level for your grade level and do the same. How can I use this document to help me plan for and teach small groups? 9/18/2018 Baltimore County Public Schools

Analyzing Reading Behaviors Look at a Running Record: What does the reader know how to do? What does the reader need to learn to do more consistently? Optional: If there is time – begin to analyze reading records to determine needs of readers. 9/18/2018 Baltimore County Public Schools

Analyzing Running Records Look at a Running Record: Fluency vs. Accuracy (Sort) Look at the running records for students who had difficulty with accuracy: Which behaviors for solving words are they not demonstrating? Look at the running records for students who had difficulty with fluency. Which behaviors do they need to develop? Optional: If there is time – begin to analyze reading records to determine needs of readers. 9/18/2018 Baltimore County Public Schools

Essential Questions: How do I use the information from the Benchmark Assessment to support the development of my students as readers? How do the text levels support the development of specific reading behaviors? 9/18/2018 Baltimore County Public Schools

Professional Learning: Next Steps/Future Professional Learning: Further exploration of The Literacy Continuum Miscue Analysis (MSV) Correlation between The Literacy Continuum and the College and Career Ready Standards 9/18/2018 Baltimore County Public Schools

Thank You! 9/18/2018 Baltimore County Public Schools