Skip to main content
search navigation

HomeAssessment

Topics surrounding general assessment and the Fountas & Pinnell Benchmark Assessment Systems.

Rate Determines Level in BAS? Messages in this topic - RSS

ekarlgaard
ekarlgaard
Posts: 1


10/13/2021
ekarlgaard
ekarlgaard
Posts: 1
In regards to BAS testing, our district has instructed us that if students aren't meeting a rate, even if its close, that cannot be considered an instructional level. An example: to be instructional at a level T, students must have rate at 125 wpm. If they are somewhere between 115-124, then rate says that the student cannot be instructional at that level, even if comp is 9/9. Is this a standard for BAS testing? It seems that rate then trumps comp, and I'm confused/concerned by this mandate.
0 link
Helenann Steensen, Fountas & Pinnell Consultant
Helenann Steensen, Fountas & Pinnell Consultant
Posts: 982


10/14/2021
ekarlgaard wrote:
In regards to BAS testing, our district has instructed us that if students aren't meeting a rate, even if its close, that cannot be considered an instructional level. An example: to be instructional at a level T, students must have rate at 125 wpm. If they are somewhere between 115-124, then rate says that the student cannot be instructional at that level, even if comp is 9/9. Is this a standard for BAS testing? It seems that rate then trumps comp, and I'm confused/concerned by this mandate.



Fountas and Pinnell speak about Reading Rate in Section 2 or the Benchmark Assessment Guide under the heading: Completing the Scoring on
Each Recording Form. They state, “ Rate is important because it is one indicator of the reader’s ability to process text with ease…. at satisfactory pace, he is more likely to be able to attend to the meaning of the text. He is also more likely to group words as they are naturally spoken instead of reading one word at a time…. It may also help to think about the range of reading rate you want the student to reach by the end of the grade level…. Also, be sure to remember that all the dimensions of fluent reading are as important as rate. Reading rate is only one aspect of integrated and orchestrated processing of text.“ Please also refer to Section 3 Recommended Placement Level and Looking Beyond the Numbers for general factors to think about when using data (scores) to select a recommended placement level for a student. “ While we have to establish cutoffs for logistical reasons, consider how close to the cutoff point a reader is.”

Please refer to the Frequently Asked Questions regarding reading rate, page 134, Benchmark Assessment Guide,,,,,,, edition 3 for additional information.
One more consideration might be that placement at a level does not and should not be a forever determination, but rather a flexible decision. If you are placing a child at a level, consider their individual needs and perhaps move them quickly into another group as you see the necessary change. Always use the Literacy Continuum as a guide for responsive teaching.

I hope the above information is helpful to you.
Best Wishes,
Helenann

--
Helenann Steensen, Official Fountas & Pinnell Consultant, Heinemann
0 link





Powered by Jitbit Forum 8.3.8.0 © 2006-2013 Jitbit Software