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