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

2. 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

3. 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

4. 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

5. 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.

6. Reading by Grade 3 Assessment Framework

7. 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?

8. Reading by Grade 3 Assessment Framework

9. 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. 

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

11. 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

12. 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.

13. Reading by Grade 3 Assessment Framework

14. 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

15. 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

16. 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

17. 9/18/2018
Baltimore County Public Schools

18. 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

19. 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

20. 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

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

22. 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.

23. 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

24. 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

25. 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

26. 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

27. 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

28. 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

29. 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

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