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DSCYF Education
Reading Benchmarks Document
A working document
Created August 2015
DSCYF Education Reading Benchmarks
Kindergarten Benchmarks Intensive(red) Strategic (yellow) Benchmark (green) Advanced (blue)
Screening/Diagnosis Criteria(Fall)
Dibel’s Benchmark required for all students
Scores on DIBELS indicate intensive instruction
First Sound Fluency <4Letter Naming Fluency <1
Dibel’s Benchmark required for all students
Scores on DIBELS indicate strategic instruction
First Sound Fluency 5-9Letter Naming Fluency 2-7
Dibel’s Benchmark required for all students
Scores on DIBELS indicate benchmark instruction
Knows half of letter sounds First Sound Fluency > 10
Letter Naming Fluency > 8
Dibel’s Benchmark required for all students
Scores on DIBELS indicate benchmark instruction
Knows all letter sounds and is reading words confidently
Instructional Focus Intensive emphasis on oral language development, phonemic
awareness, letter/sound correspondences, rapid letter
naming
Instructional emphasis on phonemic awareness, letter/sound
correspondences, rapid letter naming
Instructional emphasis on phonemic awareness, letter/sound
correspondences, rapid letter naming, fluency vocabulary,
comprehension, grade level GLE’s
Instructional emphasis on phonics, fluency, vocabulary
comprehension
Intervention Strategies and
Recommendations
Utilize phonemic awareness strategies
I’ve DIBEL’d, Now What?
Utilize phonemic awareness strategies found in sources such as
I’ve DIBEL’d, Now What?
Additional support as indicated by classroom based and skill based
reading assessments
Develop independent reading skills
Progress MonitoringAssessment dates
DIBELS Weekly
DIBELS Twice a month
DIBELSBimonthly: September, November,
January, March, May
DIBELS 3 times annually: September, January, May
Diagnosis Criteria(Winter)
Benchmark progress on DIBELSFirst Sound Fluency <19
Letter Naming Fluency <14Phoneme Segmentation Fluency <9
Nonsense Word Fluency <7
Benchmark progress on DIBELSFirst Sound Fluency 20-29
Letter Naming Fluency 15-26Phoneme Segmentation Fluency
10-19 Nonsense Word Fluency 8-16
Benchmark progress on DIBELSFirst Sound Fluency > 30
Letter Naming Fluency > 27Phoneme Segmentation Fluency
> 20Nonsense Word Fluency > 17
Mastery of 25 most common high frequency words
Certify Progress(Spring)
Benchmark progress on DIBELSLetter Naming Fluency < 28
Phoneme Segmentation Fluency<9Nonsense Word Fluency < 14
Benchmark progress on DIBELSLetter Naming Fluency 29-39
Phoneme Segmentation Fluency 25-39
Nonsense Word Fluency 15-27
Benchmark achievement on DIBELSLetter Naming Fluency >40
Phoneme Segmentation Fluency >40Nonsense Word Fluency >28
Mastery of 75 most common high frequency words
Benchmark achievement on DIBELS and continued
confidence in reading words and text
*Educational Planning Team decision after student has had multiple opportunities to master core curriculum and been provided with extensive interventions.
Revised 9.1.15
DSCYF Education Reading Benchmarks First Grade Benchmarks
Intensive(red) Strategic (yellow) Benchmark (green) Advanced (blue)Screening/Diagnosis
Criteria(Fall)
Dibel’s Benchmark required for all students
Scores on DIBELS indicate intensive instruction
LNF < 24Phoneme Segmentation Fluency
< 24Nonsense Word Fluency <17
Dibel’s Benchmark required for all students
Scores on DIBELS indicate strategic instruction
LNF 25-36Phoneme Segmentation Fluency
25-39Nonsense Word Fluency 18-26
Dibel’s Benchmark required for all students
Scores on DIBELS indicate benchmark instruction
LNF > 37Phoneme Segmentation Fluency
> 40Nonsense Word Fluency >27
Mastery of 75 most common high frequency words
Dibel’s Benchmark required for all students
Scores on DIBELS indicate benchmark instruction
Established in Nonsense Word Fluency (50+), reading
words confidently
Instructional Focus Intensive emphasis on oral language development, phonemic
awareness, letter/sound correspondences, rapid letter
naming
Instructional emphasis on phonemic awareness, letter/sound correspondences, high frequency
words, fluency of skills, vocabulary, comprehension
Instructional emphasis on phonemic awareness, phonics, high
frequency words, fluency, vocabulary, comprehension, grade
level GLE’s
Instructional emphasis on phonics, fluency, vocabulary
comprehension, high frequency words, writing
about reading Intervention
Strategies and Recommendations
Utilize phonemic awareness strategies found in sources such as
I’ve DIBEL’d, Now What?
Utilize phonemic awareness strategies found in sources such as
I’ve DIBEL’d, Now What?
Additional support as indicated by classroom & skill based reading
assessments. Emphasize fluency.
Develop independent reading skills
Progress Monitoring Assessment dates
DIBELS Weekly
MAP four times per year
DIBELS Twice a month
MAP four times per year
DIBELSSept, Nov, Jan, March, May
MAP four times per year
DIBELS 3 times annually: September, January, MayMAP four times per year
Diagnosis Criteria (Winter)
Scores on DIBELS indicate intensive instruction
Phoneme Segmentation Fluency < 9
Nonsense Word Fluency <32Oral Reading Fluency <15
Scores on DIBELS indicate strategic instruction
Phoneme Segmentation Fluency 10-34
Nonsense Word Fluency 33-42Oral Reading Fluency 16-22
Scores on DIBELS indicate benchmark instruction
Phoneme Segmentation Fluency > 35
Nonsense Word Fluency >43Oral Reading Fluency > 23
Certify Progress(Spring)
Benchmark progress on DIBELS and Progression in knowledge of high frequency words Phoneme
Segmentation Fluency <9Nonsense Word Fluency <47
Oral Reading Fluency <19
Benchmark progress on DIBELSKnows 150 high frequency wordsPhoneme Segmentation Fluency
10-34Nonsense Word Fluency 32-46
Oral Reading Fluency 20-39
Benchmark achievement on DIBELSPhoneme Segmentation Fluency >
35Nonsense Word Fluency ≥ 58
Oral Reading Fluency ≥ 47Mastery of 200 most common high
frequency words
Benchmark achievement on DIBELS
Oral Reading Fluency >83 Knows 300 high frequency
words
Second Grade Benchmarks Intensive(red) Strategic (yellow) Benchmark (green) Advanced (blue)
Revised 9.1.15
DSCYF Education Reading Benchmarks Screening/Diagnosis
Criteria(Fall)
Dibel’s Benchmark required for all students
Scores on DIBELS indicate intensive instruction
Oral Reading Fluency <36
Dibel’s Benchmark required for all students
Scores on DIBELS indicate strategic instruction
Oral Reading Fluency 37-51
Dibel’s Benchmark required for all students
Scores on DIBELS indicate benchmark instruction
Oral Reading Fluency <52Mastery of 200 most common high
frequency word
Dibel’s Benchmark required for all students
Scores on DIBELS indicate benchmark instruction
Instructional Focus Intensive emphasis on oral language development, phonemic
awareness, phonics/decoding, high frequency words
Instructional emphasis on phonemic awareness, high
frequency words, phonics, fluency, vocabulary, comprehension, writing
about reading
Instructional emphasis on phonemic awareness, phonics, high
frequency words, fluency, vocabulary, comprehension, grade level GLE’s, writing about reading
Instructional emphasis on phonics, fluency, vocabulary comprehension, writing about
reading, cognition
Intervention Strategies and
Recommendations
Interventions focusing on phonemic awareness, phonics/spelling and fluency found in sources such as:
I’ve DIBEL’d, Now What? *Replacement Curriculum
Interventions focusing on phonemic awareness, phonics/spelling and fluency found in sources such as:
I’ve DIBEL’d, Now What?
Fluency and additional supports as indicated on classroom based
measures
Novels (following DSCYF Suggestions)
Progress Monitoring Assessment dates
DIBELS Phonics Assessment
WeeklyMAP four times per year
DIBELS twice a month Phonics Assessment Twice a
monthMAP four times per year
DIBELS Phonics
Bimonthly September, November, January, March, May
MAP four times per year
DIBELS three times per yearMAP four times per year
Diagnosis Criteria (Winter)
Scores on DIBELS indicate intensive instruction
Oral Reading Fluency <54MAP < 23 %ile
Scores on DIBELS indicate strategic instruction
Oral Reading Fluency 55-71MAP 24-41 %ile
Scores on DIBELS indicate benchmark instruction
Oral Reading Fluency > 72MAP 42-65 %ile
Certify Progress(Spring)
Benchmark progress on DIBELS, Phonics Assessment and progress
in knowledge of high frequency words, Oral Reading Fluency <64
MAP use winter
Benchmark progress on DIBELS, Phonics Assessment
Knows 300 high frequency words, Oral Reading Fluency 65-86
MAP use winter
Benchmark achievement on DIBELS, HM Phonics Assessment,
Oral Reading Fluency <87Mastery of 300 most common high
frequency wordsMAP use winter
Benchmark achievement on DIBELS and continued
confidence in reading words and text,
MAP use winter
*Educational Planning Team decision after student has had multiple opportunities to master core curriculum and been provided with extensive interventions.
Third Grade Benchmarks Intensive(red) Strategic (yellow) Benchmark (green) Advanced (blue)
Screening/Diagnosis Criteria(Fall)
Dibel’s Benchmarking required if MAP score is below the 42 %ile
MAP < 23 %ile
Dibel’s Benchmarking required if MAP score is below the 42 %ile
MAP 24-41 %ile
Dibel’s Benchmarking required if MAP score is below the 42 %ile
MAP 42-65 %ileOral Reading Fluency <70
MAP ≥66 %ileSmarter Balanced
Revised 9.1.15
DSCYF Education Reading Benchmarks Oral Reading Fluency <54
Smarter BalancedOral Reading Fluency 55-69
Smarter BalancedMastery of 300 most common high
frequency wordsSmarter Balanced
Instructional Focus Intensive emphasis on oral language development, phonemic
awareness, phonics/decoding
Instructional emphasis on phonemic awareness, phonics
(syllabication) fluency, vocabulary, comprehension, writing about
reading
Instructional emphasis on phonemic awareness, fluency, vocabulary, comprehension,
phonics (syllabication, Anglo Saxon and Latin roots, prefixes, suffixes),
writing about reading
Instructional emphasis on phonics, fluency, vocabulary comprehension, writing about
reading, cognition
Intervention Strategies and
Recommendations
Interventions focusing on phonemic awareness, phonics/spelling and fluency found in sources such as:
I’ve DIBEL’d, Now What?*Replacement Curriculum
Interventions focusing on phonemic awareness, phonics/spelling and fluency found in sources such as:
I’ve DIBEL’d, Now What?
Fluency and additional supports as indicated on classroom based
measures
Novels (following DSCYF Suggestions)
Progress Monitoring Assessment dates
DIBELS weekly, Phonics Assessment Weekly
MAP four times per year
DIBELS twice a month, Phonics Assessment Twice a month
MAP four times per year
MAP four times per year MAP four times per year
Diagnosis Criteria (Winter)
MAP < 23 %ileOral Reading Fluency <67
MAP 24-41 %ileOral Reading Fluency 68-85
MAP 42-65 %ileOral Reading Fluency >86
MAP ≥66 %ile
Certify Progress(Spring)
MAP use winter Phonics Assessment
Oral Reading Fluency <79
MAP use winter Phonics Assessment
Oral Reading Fluency 80-99
MAP use winter, Phonics Assessment
Oral Reading Fluency >100
MAP use winter
Fourth Grade Benchmarks Intensive(red) Strategic (yellow) Benchmark (green) Advanced (blue)
Screening/Diagnosis Criteria(Fall)
Dibel’s Benchmarking required if MAP score is below the 42 %ile
MAP < 23%ileOral Reading Fluency < 69
Smarter Balanced
Dibel’s Benchmarking required if MAP score is below the 42 %ile
MAP 24-41 %ileOral Reading Fluency 70-89
Smarter Balanced
Dibel’s Benchmarking required if MAP score is below the 42 %ile
MAP 42-65 %ileOral Reading Fluency <90
Smarter Balanced
MAP ≥66 %ileSmarter Balanced
Instructional Focus Primary focus of instruction is Primary focus of instruction is Instructional emphasis on Instructional emphasis on
Revised 9.1.15
DSCYF Education Reading Benchmarks phonological awareness and
phonics/decoding with support for vocabulary, syllabication, language
development
phonemic awareness, fluency, vocabulary, comprehension,
phonics (syllabication, Anglo Saxon and Latin roots, prefixes, suffixes),
writing about reading
advanced phonics/decoding (Anglo Saxon and Latin roots, prefixes,
suffixes) fluency, vocabulary, comprehension, grade level GLE’s,
writing about reading
vocabulary, comprehension, writing about reading,
cognition
Intervention Strategies and
Recommendations
Interventions focusing on phonemic awareness, phonics/spelling,
fluency and vocabulary found in sources such as: I’ve DIBEL’d, Now
What? *Additional curriculum –Fusion Reading
Interventions focusing on phonemic awareness, phonics/spelling,
fluency and vocabularyI’ve DIBEL’d, Now What?
Fluency and additional supports as indicated on classroom based
measures
Novels (following DSCYF Suggestions)
Progress Monitoring Assessment dates
DIBELS, MAZE (goal: 19+)Weekly
MAP four times per year
DIBELS, MAZE (goal: 19+)Twice a month
MAP four times per year
MAP four times per year MAP four times per year
Diagnosis Criteria (Winter)
MAP < 23 %ileOral Reading Fluency <78
MAP 24-41 %ileOral Reading Fluency 79-102
MAP 42-65 %ileOral Reading Fluency > 103
MAP ≥66 %ile
Certify Progress(Spring)
MAP use winter HM Phonics Assessment
Oral Reading Fluency < 94
MAP use winter HM Phonics Assessment
Oral Reading Fluency 95-114
MAP use winter Oral Reading Fluency >115
MAP use winter
Fifth Grade Benchmarks Intensive(red) Strategic (yellow) Benchmark (green) Advanced (blue)
Screening/Diagnosis Criteria(Fall)
Dibel’s Benchmarking required if MAP score is below the 42 %ile
MAP < 23 %ileOral Reading Fluency < 95
Smarter Balanced
Dibel’s Benchmarking required if MAP score is below the 42 %ile
MAP 24-41 %ileOral Reading Fluency 96-110
Smarter Balanced
Dibel’s Benchmarking required if MAP score is below the 42 %ile
MAP 42-65 %ileOral Reading Fluency <111
Smarter Balanced
MAP ≥66 %ileSmarter Balanced
Instructional Focus Primary focus of instruction is phonological awareness and
phonics/decoding (Anglo-Saxon and Latin roots, prefixes, suffixes
Primary focus of instruction is phonemic awareness, fluency, vocabulary, comprehension,
phonics (syllabication, Anglo-Saxon
Instructional emphasis on fluency, vocabulary, comprehension,
(Anglo-Saxon and Latin roots, prefixes, suffixes), writing about
Instructional emphasis on vocabulary, comprehension,
writing about reading, cognition
Revised 9.1.15
DSCYF Education Reading Benchmarks syllabication) with support for
vocabulary, language developmentand Latin roots, prefixes, suffixes),
writing about readingreading grade level GLE’s
Intervention Strategies and
Recommendations
Interventions focusing on phonemic awareness, phonics/spelling,
fluency and vocabulary found in sources such as: I’ve DIBEL’d, Now
What?*Additional curriculum –Fusion Reading
Interventions focusing on phonemic awareness, phonics/spelling,
fluency and vocabularyI’ve DIBEL’d, Now What?
Fluency and additional supports as indicated on classroom based
measures
Novels (following DSCYF Suggestions)
Progress Monitoring Assessment dates
DIBELS, MAZE (goal 23+) WeeklyMAP four times per year
DIBELS, MAZE (goal 23+) Twice a month
MAP four times per year
MAP four times per year MAP four times per year
Diagnosis Criteria (Winter)
MAP < 23 %ileOral Reading Fluency < 100
MAP 24-41 %ileOral Reading Fluency 101-119
MAP 42-65 %ileOral Reading Fluency > 120
MAP ≥66 %ile
Certify Progress(Spring)
MAP use winter HM Phonics Assessment
Oral Reading Fluency < 104
MAP use winter HM Phonics Assessment
Oral Reading Fluency 105-129
MAP use winter Oral Reading Fluency >130
MAP use winter
Sixth Grade Benchmarks Intensive(red) Strategic (yellow) Benchmark (green) Advanced (blue)
Screening/Diagnosis Criteria(Fall)
MAP < 23 %ileOral Reading Fluency < 95
Smarter Balanced
MAP 24-41 %ileOral Reading Fluency 96-110
Smarter Balanced
MAP 42-65 %ileOral Reading Fluency <111
Smarter Balanced
MAP ≥66 %ileSmarter Balanced
Instructional Focus Primary focus of instruction is phonological awareness and
phonics/decoding (Anglo-Saxon and Latin roots, prefixes, suffixes
syllabication) with support for vocabulary, language development
Primary focus of instruction is fluency, vocabulary,
comprehension, phonics (Greek derived morphemes, Anglo-Saxon and Latin roots, prefixes, suffixes),
writing about reading
Instructional emphasis on fluency, vocabulary, comprehension,
phonics (Anglo-Saxon and Latin roots, prefixes, suffixes, Greek
derived morphemes), writing about reading grade level GLE’s
Instructional emphasis on vocabulary, comprehension,
writing about reading, cognition
Intervention Strategies and
Interventions focusing on phonemic awareness, phonics/spelling,
fluency and vocabulary
Interventions focusing on phonemic awareness, phonics/spelling,
fluency, vocabulary and structured
Classroom based measures
Revised 9.1.15
DSCYF Education Reading Benchmarks Recommendations *Additional curriculum –Fusion
Readingstudy skills programming
*Consider *Additional curriculum –Fusion Reading
Progress MonitoringAssessment dates
DIBELS,and MAZE (goal 22+) Twice a month
MAP four times per year
DIBELS,and MAZE (goal 22+) Twice a month
MAP four times per year
MAP four times per year MAP four times per year
Diagnosis Criteria (Winter)
MAP < 23 %ileOral Reading Fluency < 100
MAP 24-41 %ileOral Reading Fluency 101-119
MAP 42-65 %ileOral Reading Fluency >120
MAP ≥66 %ile
Certify Progress(Spring)
MAP < 23 %ilePhonics Assessment
Oral Reading Fluency < 104
MAP 24-41 %ileOral Reading Fluency 105-129
MAP 42-65 %ileOral Reading Fluency > 129
MAP ≥66 %ile
Seventh Grade Benchmarks Intensive(red) Strategic (yellow) Benchmark (green) Advanced (blue)
Screening/Diagnosis Criteria(Fall)
MAP < 23 %ileORF < 102
Smarter Balanced
MAP 24-41 %ileORF 103-127
Smarter Balanced
MAP 42-65 %ileORF <128-156
Smarter Balanced
MAP ≥66 %ileSmarter Balanced
Instructional Focus Primary focus of instruction is phonological awareness and
phonics/decoding (Anglo-Saxon and Latin roots, prefixes, suffixes,
syllabication) with support for vocabulary, language development
Primary focus of instruction is fluency, vocabulary,
comprehension, phonics (Greek derived morphemes, Anglo-Saxon and Latin roots, prefixes, suffixes),
writing about reading
Instructional emphasis on fluency, vocabulary, comprehension,
phonics (Greek derived morphemes), writing about reading
grade level GLE’s
Instructional emphasis on vocabulary, comprehension,
writing about reading, cognition
Intervention Strategies and
Recommendations
Interventions focusing on phonemic awareness, phonics/spelling,
fluency, vocabulary and structured study skills programming
* *Additional curriculum –Fusion
Interventions focusing on phonemic awareness, phonics/spelling,
fluency, vocabulary and structured study skills programming
*Consider Replacement:
Classroom based measures
Revised 9.1.15
DSCYF Education Reading Benchmarks Reading *Additional curriculum –Fusion
ReadingProgress MonitoringAssessment dates
DIBELS and MAZE (goal 24+) Twice a month
MAP four times per year
DIBELSand MAZE (goal 24+) Twice a month
MAP four times per year
MAP four times per year MAP four times per year
Diagnosis Criteria (Winter)
MAP < 23 %ile MAP 24-41 %ile MAP 42-65 %ile MAP ≥66 %ile
Certify Progress(Spring)
MAP < 23 %ileHM Phonics Assessment
Oral Reading Fluency < 122
MAP 24-41 %ileOral Reading Fluency 123-149
MAP 42-65 %ileOral Reading Fluency >150
MAP ≥66 %ile
.
Revised 9.1.15
DSCYF Education Reading Benchmarks Eighth Grade Benchmarks
Intensive(red) Strategic (yellow) Benchmark (green) Advanced (blue)Screening/Diagnosis
Criteria(Fall)
MAP < 23 %ileOral Reading Fluency < 106
Smarter Balanced
MAP 24-41 %ileOral Reading Fluency 107-132
Smarter Balanced
MAP 42-65 %ileOral Reading Fluency < 133
Smarter Balanced
MAP ≥66 %ileSmarter Balanced
Instructional Focus Primary focus of instruction is phonological awareness and
phonics/decoding (Anglo-Saxon and Latin roots, prefixes, suffixes,
syllabication, Greek derived morphemes) with support for
vocabulary, language development, writing about reading
Primary focus of instruction is fluency, vocabulary,
comprehension, phonics (Greek derived morphemes), writing about
reading
Instructional emphasis on fluency, vocabulary, comprehension,
phonics (Greek derived morphemes), writing about reading
grade level GLE’s
Instructional emphasis on vocabulary, comprehension,
writing about reading, cognition
Intervention Strategies and
Recommendations
Interventions focusing on phonemic awareness, phonics/spelling,
fluency, vocabulary and structured study skills programming
**Additional curriculum –Fusion Reading
Interventions focusing on phonemic awareness, phonics/spelling,
fluency, vocabulary and structured study skills programming
*Consider Additional curriculum –Fusion Reading
Classroom based measures
Progress MonitoringAssessment dates
DIBELS,and MAZE (goal 23+) Twice a month
MAP four times per year
DIBELS,and MAZE (goal 23+) Twice a month
MAP four times per year
MAP four times per year MAP four times per year
Diagnosis Criteria (Winter)
MAP < 23 %ile MAP 24-41 %ile MAP 42-65 %ile MAP ≥66 %ile
Certify Progress(Spring)
MAP < 23 %ileHM Phonics Assessment
Oral Reading Fluency < 123
MAP 24-41 %ileOral Reading Fluency 124-150
MAP 42-65 %ileOral Reading Fluency >151
MAP ≥66 %ile
Revised 9.1.15
DSCYF Education Reading Benchmarks
Ninth Grade Benchmarks Intensive(red) Strategic (yellow) Benchmark (green) Advanced (blue)
Screening/Diagnosis Criteria(Fall)
MAP < 23 %ileOral Reading Fluency <123
Smarter Balanced
MAP 24-41 %ileOral Reading Fluency 124-150
Smarter Balanced
MAP 42-65 %ileSmarter Balanced
MAP ≥66 %ileSmarter Balanced
Instructional Focus Primary focus of instruction is word origins (Anglo-Saxon and Latin
roots, prefixes, suffixes, syllabication, Greek derived morphemes) with support for
vocabulary, language development, writing about reading
Primary focus of instruction is fluency, vocabulary,
comprehension, word origins (Greek derived morphemes, word
origins), writing about reading
Instructional emphasis on fluency, vocabulary, comprehension,
phonics (word origins), writing about reading grade level GLE’s
Instructional emphasis on vocabulary, comprehension,
writing about reading, cognition
Intervention Strategies and
Recommendations
Interventions focusing on phonemic awareness, phonics/spelling,
fluency, vocabulary and structured study skills programming
**Additional curriculum –Fusion Reading
Interventions focusing on phonemic awareness, phonics/spelling,
fluency, vocabulary and structured study skills programming
*Consider *Additional curriculum –Fusion Reading
Classroom based measures
Progress Monitoring Assessment dates
DIBELS and MAZE (goal 23+) Twice a month
MAP four times per year
DIBELS and MAZE (goal 23+) Twice a month
MAP four times per year
MAP four times per year MAP four times per year
Diagnosis Criteria (Winter)
MAP < 23 %ile MAP 24-41 %ile MAP 42-65 %ile MAP ≥66 %ile
Certify Progress(Spring)
MAP < 23 %ileOral Reading Fluency <123
MAP 24-41 %ile MAP 42-65 %ile MAP ≥66 %ile
Tenth-Twelfth Grade Benchmarks Intensive(red) Strategic (yellow) Benchmark (green) Advanced (blue)
Revised 9.1.15
DSCYF Education Reading Benchmarks Screening/Diagnosis
Criteria(Fall)
MAP < 23 %ileOral Reading Fluency <123
Smarter Balanced
MAP 24-41 %ileSmarter Balanced
MAP 42-65 %ileSmarter Balanced
MAP ≥66 %ileSmarter Balanced
Instructional Focus Primary focus of instruction is phonological awareness and
phonics/decoding (Anglo-Saxon and Latin roots, prefixes, suffixes,
syllabication, Greek derived morphemes) with support for
vocabulary, language development, writing about reading
Primary focus of instruction is fluency, vocabulary,
comprehension, phonics (word origins), writing about reading
Instructional emphasis on fluency, vocabulary, comprehension,
phonics (word origins), writing about reading grade level GLE’s
Instructional emphasis on vocabulary, comprehension,
writing about reading, cognition
Intervention Strategies and
Recommendations
Interventions focusing on phonemic awareness, phonics/spelling,
fluency, vocabulary and structured study skills programming
*Additional curriculum –Fusion Reading
Interventions focusing on phonemic awareness, phonics/spelling,
fluency, vocabulary and structured study skills programming
*Consider *Additional curriculum –Fusion Reading
Classroom based measures
Progress MonitoringAssessment dates
DIBELS and MAZE (goal 29+) Twice a month
MAP four times per year
DIBELS and MAZE (goal 29+) Twice a month
MAP four times per year
MAP four times per year MAP four times per year
Certify Progress (Winter)
MAP < 23 %ile MAP 24-41 %ile MAP 42-65 %ile MAP ≥66 %ile
Certify Progress(Spring)
MAP < 23 %ileOral Reading Fluency <123
MAP 24-41 %ile MAP 42-65 %ile MAP ≥66 %ile
*Educational Planning Team decision after student has had multiple opportunities to master core curriculum and been provided with extensive interventions.
Revised 9.1.15
Recommended