1. Fountas & Pinnell Benchmark Assessment System Training
2014

2. Why Are We Doing This?
We need to go deeper in comprehension with our students. These Running Records are more insightful into the students’ thinking.
Standardizing TLA and making sure that everyone is on the same page is paramount to quality reading instruction.
District wants fidelity and consistency in TLA and linking results to drive guided reading instruction.
Bullet 1:Comprehension is deepened by students talking/conversing with teachers about the text. If students can’t talk about it, they can’t write about it, nor do they have true comprehension of the text. Oral language is also imperative for EL students to deepen comprehension.
Bullet 2: As we will talk about as we go, it is imperative that teachers follow the script and guidelines for administration so that standardization is not skewed.
Bullet 3: The hope is that this series will make it easier for teachers to determine true TLA levels and use the data from the running record to make sound instructional decisions at the guided reading table.

3. Let’s Take A Look at the Benchmark Assessment System
Each level has a fiction and a non-fiction text.
Administer 3 times per year: Fall, Winter, Spring.
Administration of assessment will determine independent AND instructional levels.
Writing component will not be administered the first year.
Assessment includes 3 components: accuracy, fluency, and a comprehension conversation with each student.
Kits will be distributed to schools with a 2-3 teachers to 1 kit ratio.
Students will be assessed past a 44.
Schools should use the MNPS Correlation Chart to align with F&P lettered levels.
Refer to MNPS Text Level Correlation Chart AND F&P Text Level Gradient Chart
Bullet 1: Fiction and Non-fiction text are standardized to be equivalent. Presenter should show a sample of new text. Presenter should point out that Running Words (RW) and the Number of Errors (E) allowed before student goes below 95% accuracy are indicated on the front of each text.
Bullet 3: This will be different but useful in making instructional decisions as well as text selection for student reading. This will be gone over in detail later in the presentation.
Bullet 4: District will make a decision about administering the writing component next year.
Bullet 5: The conversation, particularly, will be a distinctive shift from the comprehension questions we’ve asked in the past. This, too, will be gone over in detail later in the presentation.
Bullet 6: Additional kits will be purchased each year by district. Schools may receive a “starter kit” of recording forms but should be prepared to make some additional copies in their buildings.
Bullet 7: Schools may want to purchase leveled text at the higher levels to accommodate GR at those levels.
Bullet 8: Schools SHOULD NOT take time to change their book rooms! Focus should be on quality Guided Reading!

4. Let’s Take a Closer Look! Inside the Benchmark Assessment System Box
Leveled Text – Fiction and Non-Fiction for each level
Assessment Guide for Teachers
The Continuum of Literacy Learning by levels
Assessment Forms
Optional Assessments: Student Forms
Calculator/Stopwatch – apps also available
Student Folders – Set of 30
Recording Forms
PD DVD & Assessment Forms CD-ROM
Show each component of the kit that will be used.
Kit 1 and Kit 2 overlap a little bit.
Organizing is up to you. Different for each building. Some who have been using the system created binders. Some have just kept the kit as is.
Check out system vs. allowing teachers to house kits in their rooms is also open to building discretion.

5. Oral Reading Students choose which text they would like to read.
Make sure you have all materials prepared and on hand.
Students should read text ONLY once! Multiple readings of the same text skews standardization.
Read introduction as stated on the form. DO NOT DEVIATE. Deviation skews standardization.
Teacher MAY NOT prompt student during TLA. This skews standardization.
Teachers may choose to use the F&P calculator which comes with each kit to determine Accuracy Rate and Self- Corrections.
Some texts (Levels K-Z) allow students to read a portion of the text aloud and complete the reading of the text silently. Students should read entire text either silently or aloud for comprehension.
Refer to the provided sample of the Recording Form during this slide.
Refer to the Assessment At-a-Glance Sheet during this slide.
Bullet 1: Teachers should encourage students who read a fiction text last time, to read a non-fiction text this time.
Bullet 2: Preparedness will allow for smooth and efficient administration of running records.
Bullet 3: With 2 texts for the same level, this should greatly reduce repeated readings of the same text.
Bullet 4: Give an example of deviating from the scripted introduction.
Bullet 5: Example of prompting: pointing with your pencil, asking students to check the picture, telling a student “you know that word”, prompting with decoding: “chunk it”.
Bullet 6: To the presenters – a tutorial of how to use the calculator is available in each kit on the Professional Development CD.
Bullet 7: As students complete oral reading and continue silently, teachers should use this time to code MSV’s, evaluate fluency, determine accuracy rate, or prepare for the next student. DO NOT START A RR WITH ANOTHER STUDENT!

6. Calculating the Running Record
Errors
MSV
RW – E ÷ RW = Accuracy
(E + SC) ÷ SC = 1: ___
Self Correction – degree of monitoring or checking on understanding. Reconcile text as meaningful and coherent.
M = Meaning/Pictures
Does it make sense?
S = Structure/Syntax
Can you say it that way?
V = Visual/No pictures
Does it look right?
Refer to the provided sample of the Record Form during this slide.
Refer to the Resource Sheet/Finding Easy, Instructional, and Hard Texts

7. Coding, Scoring, & Analysis
Consolidation #3 Tutorial
Use record form for My Loose Tooth
Let’s take a look and discuss:
Coding of the TLA
Scoring of the TLA
Analysis of the TLA
Refer to the provided sample of the Coding Errors/ Self-Correct Guide during this slide. Provide a laminated copy for each teachers’ GR table.
Refer to the provided sample of a Recording Form for MY LOOSE TOOTH during this slide (blank & completed)
Refer to Guide For Observing And Noting Reading Behaviors
Refer to Scoring and Analysis At-A-Glance
Bullet 1: Reserve a few minutes for discussion and questions after each component of the tutorial.
Accurate reading, substitution, omissions, insertions, repetittions, & self-corrections are review during the Consolidation #3 video on the DVD
Provide pages 29-33, for each participant
Provide each participant with a copy of the coding handout, “Coding and Scoring Errors at-a-Glance” found under resources on pp. 332
COACHES: For new teachers AND based on your building needs, you may need to use tutorials for individual codings found on the professional development DVD. You may need to do all previous tutorials up to the consolidation #3 video
How to Access Tutorials
You need to go to the F&P DVD and go to tutorials.
Next go to coding oral reading.
Click on Consolidation #3
Participants need to receive a copy of a coded, scored, and analyzed text of Loose Tooth.

8. Assessing Fluency
Levels A-B: No Fluency Key/students may use finger to track.
Levels C-Z: 4-point Fluency Key is provided. Teachers should make a note if student uses finger for tracking.
Levels J-Z: Optional Reading Rate will not be assessed.
Phonetic variations that DO NOT interfere greatly with comprehension or fluency should be judged based on teacher knowledge of student, i.e. EL students.
Bullet 1: Levels A-B teacher should make notes about how the student is pointing/tracking words when reading. Underneath the word? On top? Randomly?
Bullet 2: Rubric is available on each record form.
Bullet 3: Word Per Minute will be determined by AIMSWEB
Bullet 4: EL’s might not sound precisely the same as native speakers – more pauses, words may be stressed differently, etc.

9. Comprehension Conversation
Immediately follows oral reading.
Teacher is familiar with the text.
Teacher invites student to talk about text.
Teacher rates student response by identifying key understandings students should have gained from:
within the text
beyond the text
about the text
Prompts are available to help teachers elicit key understandings from readers. Scoring should not be lowered because a student needed a prompt.
The student may look back in the book to answer ONLY if the action is initiated by student.
Key understandings communicated by the child in the conversation are noted by a checkmark next to that key understanding.
Refer to the provided sample of the Recording Form during this slide.
Refer to the Keys to a Good Comprehension Conversation Chart during this slide. Fig. 2:16
Bullet 1: There shouldn’t be much time between reading and talking about what was read.
Bullet 2: As part of good preparation, teacher has read and thought about the book.
Bullet 3: The teacher simply says, “Talk about what you learned in this book”.
Bullet 4: A rubric and scoring column is available on each form.
Bullet 5: Prompts are available on each form as well. Students need various levels of prompting, students should not be penalized for needing a prompt. If they communicate the key understandings, they should be scored accordingly whether the teacher needed to prompt them or not.
Bullet 6: TEACHERS MAY NOT SUGGEST TO THE CHILD TO LOOK BACK IN THE BOOK FOR THE ANSWERS! If a child begins reading from the text, ask them to say in their own words.
Bullet 7: If a child offers additional information that is not listed, make a note of it to use when a evaluating the score.

10. Practice Conversation
Conversation #1 and Conversation #3 from Kit 1 CD-ROM.

11. Determining a Student’s Level
Students read texts to determine 3 levels:
Independent (Easy) Reading Level
Instructional Reading Level
Frustrational (Hard) Reading Level
Refer to a provided sample of the Text Level Gradient during this slide. Fig 1:1
Refer to a provided copy of Finding Easy, Instructional, and Hard Texts during this slide. Fig. 2:21
Refer to the provided copy of Chart to Determine Instructional Level

12. Determining Independent (Easy) Level
Levels A-K
Levels L-Z
Student reads at % accuracy with excellent or satisfactory comprehension.
Student reads at % accuracy with excellent or satisfactory comprehension.
Next Step: Move to a higher level text and repeat until student reads at instructional level.

13. Determining Instructional Level
Levels A-K
Levels L-Z
Student reads at 90-94% accuracy with excellent or satisfactory comprehension OR
Student reads at % accuracy with limited comprehension
Student reads at 95-97% accuracy with excellent or satisfactory comprehension OR
Student reads at % accuracy with limited comprehension
Next Step: Move to a higher level text and repeat until student reads at frustrational (hard) level.

14. Determining Frustrational (Hard) Level
Levels A-K
Levels L-Z
Student reads below 90% accuracy with any score on comprehension.
Student reads below 95% accuracy with any score on comprehension.
Next Step: Move to a lower level text and repeat until student reads at instructional level.

15. Finding a Place to Start
Former records
Data Warehouse
Where-to-Start Word Test
Using the Instructional Expectations Chart
For the fall benchmark, consider giving the assessment one level BELOW the student’s current level to ensure a successful first read
New system will TAKE TIME – plan accordingly by scheduling assessments throughout the window
Informal Running Records should be given throughout the semester between formal assessments
Refer to the Instructional Level Expectations For Reading Chart & Text Level Ladder of Progress Sheet
Bullet 1: Refer to former teacher notes and records
Bullet 2: Found in the Assessment portion of the kit. Familiarize yourself with this process.
Bullet 3: Provided in the packet.
Bullet 5: As we know, students slip from EOY to BOY. Starting one level below will save time.
Bullet 6: Some teachers try to fit all assessments into a couple of days. This assessment will take min per child. Plan accordingly so you won’t get stressed.
Final Bullet: If Formal TLA are given only 3x per year, teachers should be giving “on the fly” informals often to determine growth.

16. Entering Data
New summary forms provided in the kit: Tri-annual summary form.
The class record form provided in the kit may be helpful with grouping.
Teacher will still submit grid to Coach.
District will still use EXCEL Spreadsheets to track TLA data.
Data should be reported and analyzed by teacher and grade level to plan for future instruction.
Refer to Sample Assessment Summary Form, Sample Tri-Annual Assessment Summary Form, and Sample Class Record Form
Bullet 1: District will determine new learning profiles to replace purple folders.
Bullet 2: This is the tool for creating groups based on assessment results.
Bullet 3: At this point, TLA data will be submitted to district in a similar way to the current model.
Bullet 4: After data is collected, teachers, coaches, and admin should view and discuss data in PLCs to make instructional decisions.

17. Next Steps: Using the Information to Guide Instruction
Each kit includes The Continuum of Literacy Learning – use this text to determine reading behaviors at each level.
Teachers may want to use lesson planning templates to plan daily guided reading instruction.
Take anecdotal notes during guided reading lessons to use to plan future instruction.
Take informal (“on the fly”) running records often.
Refer to sample guided reading templates on this slide (these are optional and not required)
Bullet 1: Reference a sample of The Continuum of Literacy Learning
Bullet 2: Again, these are optional. Teachers are not required to use them.
Bullet 3: Anecdotal notes help to determine behaviors and guide future instruction.
Bullet 4: Again, this should be done if you are only assessing text level 3 times a year instead of 5.

18. Teacher Reflections Teacher Reflection Tutorial
Positives about the new reading assessment
Concerns about the new reading assessment
Show Teacher Reflections from Our New Neighbors and Edwin’s Haircut on PD DVD
Give teachers a chance to ask questions and talk about the new system.