OPS 2019-20 Reading Assessment Benchmarks by Grade

Total Page:16

File Type:pdf, Size:1020Kb

OPS 2019-20 Reading Assessment Benchmarks by Grade OPS 2019-20 Reading Assessment Benchmarks by Grade K-8 READING Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade Sixth Grade Seventh Grade Eighth Grade FASTBRIDGE earlyReading Gr K&1; all students F-W-S; four subtests administered each benchmark period as indicated to generate a composite score for screening. ​ Fall Winter Spring Fall Winter Spring Fall Winter Spring Fall Winter Spring Fall Winter Spring Fall Winter Spring Fall Winter Spring Fall Winter Spring Fall Winter Spring Concepts of Print 7 Onset Sounds 11 16 Letter Names 14 Letter Sounds 3 26 41 K-6 Tier 2 and Tier 3 Reading Intervention Criteria: Word Segmenting 25 30 28 31 32 Students with benchmark scores below the cut score for risk on Nonsense Words 6 12 10 17 22 screening assessments, indicated with or , will be considered Sight Words 13 16 49 65 for Tier 2 or Tier 3 intervention. Sentence Reading 12 CBMR- English 37 66 *Composite 32 50 64 33 52 66 FASTBRIDGE aReading Gr 2-8; all students F-W-S ​ < this score = Some risk ! 469 481 490 490 498 503 502 509 513 513 517 520 517 521 524 524 528 531 536 538 541 < this score = High risk !! 445 462 469 468 477 483 484 493 496 496 501 504 499 505 508 505 511 513 510 519 519 >= this score: Very Low Risk 488 499 505 505 512 517 517 522 526 528 532 536 534 537 541 541 545 548 552 557 558 FASTBRIDGE autoReading Composite Gr 2-5; all students F-W-S ​ < this score = Some risk ! 469 481 490 490 498 503 502 509 513 513 517 520 < this score = High risk !! 445 462 469 468 477 483 484 493 496 496 501 504 FASTBRIDGE CBMR-English Gr 1-5; F-W-S ​ < this score = Some risk ! 37 66 56 84 101 87 110 125 115 133 147 132 149 162 144 159 171 < this score = High risk !! 16 30 22 46 66 51 75 90 84 101 113 100 114 127 107 123 134 >= this score: Very Low Risk 74 97 87 114 131 117 138 151 144 161 175 163 178 192 173 188 200 Fountas and Pinnell Benchmark Assessment System Gr K-5 ​ BOY Dec/Jan EOY BOY Feb/Mar EOY BOY Feb/Mar EOY BOY Feb/Mar EOY BOY Feb/Mar EOY BOY Feb/Mar EOY Instructional Level B D/E D/E H J/K J/K L M/N M/N O P/Q P/Q R S/T S/T U V/W MCA Achievement Levels Does Not Meet ≤339 ≤439 ≤539 ≤639 ≤739 ≤839 Partially Meets 340-349 440-449 540-549 640-649 740-749 840-849 Meets 350-374 450-465 550-566 650-666 750-766 850-866 Exceeds ≥374 ≥466 ≥567 ≥667 ≥767 ≥867 OPS 2019-20 Math Assessment Benchmarks by Grade 1-8 Students with scores at or above the indicated cut score for risk may be considered to be “on-track” for grade-level progress in math. Scores below the targets may be considered at “some risk.” ​ ​ MATH First Grade Second Grade Third Grade Fourth Grade Fifth Grade Sixth Grade Seventh Grade Eighth Grade FASTBRIDGE aMath (Gr 2-8 F-W-S) ​ Fall Winter Spring Fall Winter Spring Fall Winter Spring Fall Winter Spring Fall Winter Spring Fall Winter Spring Fall Winter Spring Fall Winter Spring < this score = Some risk ! 197 201 205 204 207 209 209 211 213 213 216 218 215 219 220 219 222 223 222 226 226 < this score = high risk !! 191 195 197 196 198 201 201 204 205 205 207 208 206 207 208 209 210 210 212 213 212 >= this score: Very Low Risk 203 206 209 209 213 215 214 217 222 220 225 229 224 229 231 229 233 234 234 237 235 MCA Achievement Levels Does Not Meet Below 339 Below 439 Below 539 Below 639 Below 739 Below 839 Partially Meets 340-349 440-449 540-549 640-649 740-749 840-849 Meets 350-365 450-465 550-562 650-661 750-759 850-860 Exceeds 366+ 466+ 563+ 662+ 760+ 861+ .
Recommended publications
  • Singapore: Rapid Improvement Followed by Strong Performance
    7 Singapore: Rapid Improvement Followed by Strong Performance Singapore is one of Asia’s great success stories, transforming itself from a developing country to a modern industrial economy in one generation. During the last decade, Singapore’s education system has remained consistently at or near the top of most major world education ranking systems. This chapter examines how this “tiny red dot” on the map has achieved and sustained so much, so quickly. From Singapore’s beginning, education has been seen as central to building both the economy and the nation. The objective was to serve as the engine of human capital to drive economic growth. The ability of the government to successfully match supply with demand of education and skills is a major source of Singapore’s competitive advantage. Other elements in its success include a clear vision and belief in the centrality of education for students and the nation; persistent political leadership and alignment between policy and practice; a focus on building teacher and leadership capacity to deliver reforms at the school level; ambitious standards and assessments; and a culture of continuous improvement and future orientation that benchmarks educational practices against the best in the world. Strong PerformerS and SucceSSful reformerS in education: leSSonS from PiSa for the united StateS © OECD 2010 159 7 Singapore: rapid improvement Followed by Strong perFormance introduction When Singapore became independent in 1965, it was a poor, small (about 700 km2), tropical island with few natural resources, little fresh water, rapid population growth, substandard housing and recurring conflict among the ethnic and religious groups that made up its population.
    [Show full text]
  • Attending Kindergarten Improves Cognitive Development in India, but All Kindergartens Are Not Equal∗
    Attending kindergarten improves cognitive development in India, but all kindergartens are not equal∗ Joshua T. Dean Seema Jayachandran University of Chicago Booth School of Business Northwestern University July 23, 2020 Abstract Early childhood is a critical period for child development, and several studies find high returns to formal early schooling (e.g., pre-K) in developed countries. However, there is limited evidence on whether formal pre-primary schooling is an effective model in developing countries. We study the impacts of attending kindergarten on child devel- opment in Karnataka, India, through a randomized evaluation. We partnered with a private kindergarten provider to offer two-year scholarships to children in low-income families. Children who attend the partner kindergarten due to the scholarship experi- ence a 0.8 standard deviation gain in cognitive development. Some children induced to attend the partner kindergarten would not have attended kindergarten, while others would have attended a different kindergarten. We use machine learning techniques to predict each child's counterfactual activity and then estimate separate treatment ef- fects for each type of switcher. We find that the short-run effect on cognition is driven mostly by children who would have otherwise not attended kindergarten. About 40% of the effect on cognitive development persists through first grade, with more persis- tence for higher-order thinking skills. In contrast, we find no effects on socioemotional development, which could be due to most children interacting with other children in daycare centers even if they do not attend kindergarten. ∗We thank UBS Optimus Foundation for funding this research; Tvisha Nevatia, Sadish Dhakal, Aditya Madhusudan, Akhila Kovvuri, Sachet Bangia, Alejandro Favela, Ricardo Dahis, and Ariella Park for research assistance; and Azzurra Ruggeri for advising us on measurement of child development.
    [Show full text]
  • SHERMAN ALEXIE Indian Education
    SHERMAN ALEXIE SHERMAN ALEXIE is a poet, fiction writer, and filmmaker known for witty and frank explorations of the lives of contemporary Native Americans. A Spokane/Coeur d'Alene Indian, Alexie was born in 1966 and grew up on the Spokane Indian Reservation in Wellpinit, Washington. He spent two years at Gonzaga University before transferring to Washington State University in Pullman. The same year he graduated, 1991, Alexie published The Business ofFancydancing, a book of poetry that led the New York Times Book Review to call him "one of the major lyric voices of our time." Since then Alexie has published many more books of poetry, including I Would Steal Horses ( 1993) and One Stick Song (2000); the novels Reservation Blues (1995) and Indian Killer (1996); and the story collections The Lone Ranger and Tonto Fistfight in Heaven (1993), The Toughest Indian in the World (2000), and Ten Little Indi­ ans ( 2003). Alexie also wrote and produced Smoke Signals, a film that won awards at the 1998 Sundance Film Festival, and he wrote and directed The Business of Fancydancing (2002), a film about the paths of two young men from the Spokane reservation. Living in Seattle with his wife and children, Alexie occasionally performs as a stand-up comic and holds the record for the most consecutive years as World Heavyweight Poetry Bout Champion. Indian Education Alexie attended the tribal school on the Spokane reservation through the seventh grade, when he decided to seek a better education at an off-reservation :', \ all-white high school. As this year-by-year account of his schooling makes clear, he was not firmly at home in either setting.
    [Show full text]
  • Children's Reading and Mathematics Achievement in Kindergarten and First Grade
    Children's Reading and Mathematics Achievement in Kindergarten and First Grade Kristin Denton, Education Statistics Services Institute Jerry West, National Center for Education Statistics Acknowledgments The authors wish to recognize the 20,000 children and their parents, and the more than 8,000 kindergarten and first grade teachers who participated during the first 2 years of the study. We would like to thank the administrators of the more than 1,000 schools we visited across the United States for allowing us to work with their children, teachers and parents, and for providing us with information about their schools. We are especially appreciative of the assistance we received from the Chief State School Officers, district superintendents and staff, and private school officials. We would like to thank Elvie Germino Hausken and Jonaki Bose of the National Center for Education Statistics, and Lizabeth Reaney, Naomi Richman, Amy Rathbun, Jill Walston, Thea Kruger, Sarah Kaffenberger, Nikkita Taylor, and DeeAnn Brimhall of the Education Statistics Services Institute for their hard work and dedication in supporting all aspects of the ECLS-K program. We also appreciate the comments we received from program offices within the Department of Education and NCES staff members Sam Peng, Laura Lippman, and Bill Fowler. In addition, we would like to recognize the input we received from Barbara Wasik of Johns Hopkins University, Doug Downey of the Ohio State University, and Susan Fowler of the University of Illinois at Urbana-Champaign. Westat, Incorporated—in affiliation with the Institute for Social Research and the School of Education at the University of Michigan, and the Educational Testing Service, under the direction of the National Center for Education Statistics (NCES)—conducted the base-year and first grade study.
    [Show full text]
  • The Netherlands
    THE NETHERLANDS Martina Meelissen Annemiek Punter Faculty of Behavioral, Management & Social Sciences, University of Twente Introduction Overview of Education System Dutch schools traditionally have significant autonomy. The Dutch education system is based on the principle of freedom of education, guaranteed by Article 23 of the Constitution.1 Each resident of the Netherlands has the right to establish a school, determine the principles on which the school is based, and organize instruction in that school. Public and private schools (or school boards) may autonomously decide how and to a large extent, when to teach the core objectives of the Dutch curriculum based on their religious, philosophical, or pedagogical views and principles. The Minister of Education, Culture, and Science is primarily responsible for the structure of the education system, school funding, school inspection, the quality of national examinations, and student support.2 The administration and management of schools is decentralized and is carried out by individual school boards. Specifically, these boards are responsible for the implementation of the curriculum, personnel policy, student admission, and financial policy. A board can be responsible for one school or for a number of schools. The board for public schools consists of representatives of the municipality. The board for private schools often is formed by an association or foundation. Two-thirds of schools at the primary level are privately run. The majority of private schools are Roman Catholic or Protestant, but there also are other religious schools and schools based on philosophical principles. The pedagogical approach of a small number of public and private schools is based on the ideas of educational reformers such as Maria Montessori, Helen Parkhurst, Peter Petersen, Célestin Freinet, and Rudolf Steiner.
    [Show full text]
  • The Ancient Greek Civilization
    GRADE 2 Core Knowledge Language Arts® • New York Edition • Listening & Learning™ Strand The Ancient Greek Civilization Greek Ancient The Tell It Again!™ Read-Aloud Anthology Read-Aloud Again!™ It Tell The Ancient Greek Civilization Tell It Again!™ Read-Aloud Anthology Listening & Learning™ Strand GRADE 2 Core Knowledge Language Arts® New York Edition Creative Commons Licensing This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. You are free: to Share — to copy, distribute and transmit the work to Remix — to adapt the work Under the following conditions: Attribution — You must attribute the work in the following manner: This work is based on an original work of the Core Knowledge® Foundation made available through licensing under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. This does not in any way imply that the Core Knowledge Foundation endorses this work. Noncommercial — You may not use this work for commercial purposes. Share Alike — If you alter, transform, or build upon this work, you may distribute the resulting work only under the same or similar license to this one. With the understanding that: For any reuse or distribution, you must make clear to others the license terms of this work. The best way to do this is with a link to this web page: http://creativecommons.org/licenses/by-nc-sa/3.0/ Copyright © 2013 Core Knowledge Foundation www.coreknowledge.org All Rights Reserved. Core Knowledge Language Arts, Listening & Learning, and Tell It Again! are trademarks of the Core Knowledge Foundation. Trademarks and trade names are shown in this book strictly for illustrative and educational purposes and are the property of their respective owners.
    [Show full text]
  • The Effectiveness of Early Foreign Language Learning in the Netherlands
    Studies in Second Language Learning and Teaching Department of English Studies, Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University, Kalisz SSLLT 4 (3). 2014. 409-418 doi: 10.14746/ssllt.2014.4.3.2 http://www.ssllt.amu.edu.pl The effectiveness of early foreign language learning in the Netherlands Kees de Bot University of Groningen, the Netheralnds University of Pannonia, Veszprém, Hungary [email protected] Abstract This article reports on a number of projects on early English teaching in the Nether- lands. The focus of these projects has been on the impact of English on the devel- opment of the mother tongue and the development of skills in the foreign language. Overall the results show that there is no negative effect on the mother tongue and that the gains in English proficiency are substantial. Given the specific situation in the Netherlands where English is very present, in particular in the media, a real com- parison of the findings with those from other countries is problematic. Keywords: early foreign language learning, the Netherlands, English, vocabu- lary, syntax 1. Introduction In this contribution an overview of the research on early foreign language teach- ing in the Netherlands will be presented. Research on this topic started in the early 2000s with a number of small-scale projects and, more recently, a large, government-funded project was finished. The findings will be presented along 409 Kees de Bot with some ideas and related research on future developments. First, a brief his- tory of the provision of bilingual education in the Netherlands will be presented.
    [Show full text]
  • Age in Grade Congruence and Progression in Basic Education in Bangladesh
    Consortium for Research on Educational Access, Transitions and Equity Age in Grade Congruence and Progression in Basic Education in Bangladesh Altaf Hossain CREATE PATHWAYS TO ACCESS Research Monograph No. 48 October 2010 Institute of Education and Development, BRAC University, Dhaka, Bangladesh The Consortium for Educational Access, Transitions and Equity (CREATE) is a Research Programme Consortium supported by the UK Department for International Development (DFID). Its purpose is to undertake research designed to improve access to basic education in developing countries. It seeks to achieve this through generating new knowledge and encouraging its application through effective communication and dissemination to national and international development agencies, national governments, education and development professionals, non-government organisations and other interested stakeholders. Access to basic education lies at the heart of development. Lack of educational access, and securely acquired knowledge and skill, is both a part of the definition of poverty, and a means for its diminution. Sustained access to meaningful learning that has value is critical to long term improvements in productivity, the reduction of inter-generational cycles of poverty, demographic transition, preventive health care, the empowerment of women, and reductions in inequality. The CREATE partners CREATE is developing its research collaboratively with partners in Sub-Saharan Africa and South Asia. The lead partner of CREATE is the Centre for International Education
    [Show full text]
  • Application 21/22
    Greece Montessori School Dear Parents, Thank you for your interest in the Greece Montessori School. We hope that the following information is helpful in learning more about our school and its teaching philosophy. Our goal is to maximize the full potential within each child; not just provide academic learning at an early age. Your child is a unique individual deserving the utmost respect, honor and care. Our approach to education and care is based on the Montessori Philosophy. Your child is given freedom with guidance in our prepared environments. Children are given the freedom to choose materials that are meaningful to them. Meaningful activities capture the children’s attention as long as they correspond to the child’s inner needs. As a result, children enjoy real, sequential, hands-on-experiences. Your child is immersed in surroundings and activities that can be seen, heard, smelled, felt and experienced at the child’s level of understanding. We respect their choices so they may begin to experience life as powerful and curious individuals. Your child's input is valued and incorporated into our curriculum so we can create environments that are meaningful and irresistible. In your child, you can expect to see growth in the following areas of development supported by the Montessori Philosophy and Method: • A joy of learning • Learning through discovery • Independence • Self-confidence • Self-discipline • Concentration • Attachment to reality • Love of order • Ability to choose • Enjoyment of quiet We believe that Montessori is very appropriate for the child, but may not work for all parents. To effectively determine if Montessori is right for you, we have developed the following procedures: 1.
    [Show full text]
  • How to Use the Best Strategies from Singapore to Strengthen Your Math Instruction (Grades K‑6)
    How to Use the Best Strategies from Singapore to Strengthen Your Math Instruction (Grades K‑6) 2014 Schedule ALABAMA Birmingham / April 7 NEWLY UPDATED Seminar AL Verification of Attendance Available MS CEUs Available Presented by MAINE Portland / April 3 Tricia Salerno 5 Contact Hours Available with Prior Approval from your Local Certification Support System Expert of the Singapore Method MISSISSIPPI of Teaching Mathematics, Jackson / April 8 Software Developer, Author, and MS CEUs Available International Presenter NEW JERSEY Cherry Hill (Voorhees) / April 2 Newark (Parsippany) / April 1 NJ Professional Development Hours Available Specifically Designed for Classroom Teachers, Special Education with Prior District Approval Staff, Title I Staff, Math Specialists, Instructional Assistants, PA CPE Hours Verification Available with Prior District Approval in Cherry Hill Only and Administrators Who Teach Mathematics to Students in NEW YORK Grades K‑6 Long Island (Ronkonkoma) / April 4 hhPractical ideas, tools and techniques to seamlessly incorporate White Plains / March 31 the best math strategies from Singapore into your existing (New Rochelle) math curriculum NY CPE Hours Verification Available with Prior District Approval hhAcclaimed, proven techniques to create positive math learning CT Five (5) Contact Hours Available with District Approval in White Plains Only experiences for all your students – which result in dramatic boosts NJ Professional Development Hours Available in student achievement with Prior District Approval hhInnovative, engaging strategies to help your students master TEXAS basic math facts, mental math and problem solving Dallas (Arlington) / April 11 Houston / April 9 hhReady‑to‑use tips, tools and an extensive resource handbook San Antonio / April 10 filled with a wealth of meaningful ideas to put the power of TX Registered Approved CPE Provider Singapore methodology to work in your own classroom.
    [Show full text]
  • The Primary Goal of the French Curriculum at Little Flower School Is to Foster a Love of the French Language and Culture
    LITTLE FLOWER SCHOOL FRENCH LANGUAGE CURRICULUM FOR GRADES 1 – 5 GOAL: The primary goal of the French curriculum at Little Flower School is to foster a love of the French language and culture. Classes meet twice a week; first, second and third grades for thirty minutes, fourth and fifth grade, for forty minutes. METHODOLOGY: A wide variety of methodologies are used in order to accommodate all learning styles. Topical units are introduced using the TPR (Total Physical Response) method. Stories, nursery rhymes, videos, games, songs and skits are also used to further develop these units. ASSESSMENT: Competency assessment is built around the four pillars of language acquisition: listening, speaking, reading and writing. * Listening and speaking: classroom participation – dialogs – storytelling and role‐play – miscellaneous activities (50 %) * Speaking, reading and writing: Age‐appropriate research projects and presentations (20%) * Reading and writing: ‘Me’ booklet [grades 1 and 2 only] – Quizzes and essays [grades 4 and 5 only] (30%) RELIGION: Prayers are taught in the following sequence: First and second grades: ‘Signe de Croix’, ‘Notre Père’ Third grade: ‘Je Vous Salue, Marie’ Fourth and fifth grades: ‘Gloire Soit À Dieu’ CULTURE: Francophone culture is taught as an integral part of the class. Differences and similarities with American culture are discussed whenever appropriate. The following French holidays are celebrated: la Toussaint, la Noël, l’Épiphanie, la Chandeleur, Pâques, la Fête du Travail. ACADEMICS: French is taught using a thematic, content‐based approach that integrates other subject areas and makes learning contextual and fun. First Grade: 1. Les Salutations (Salutations) a. Language objectives: Vocabulary – Greeting others b.
    [Show full text]
  • ECLS-K Variable Naming Conventions
    ECLS-K Getting Started with the Data > Variable Naming Conventions, Examples > Slide 10 of 15 ECLS-K Variable Naming Conventions Variables are named according to the data source (e.g., parent interview, teacher questionnaire) and the data collection point. A number is used to indicate in which round of data collection the information was obtained, as follows: 1 = fall kindergarten, 2 = spring kindergarten, 3 = fall first grade, 4 = spring first grade, 5 = spring third grade, 6 = spring fifth grade, and 7 = spring eighth grade. This numbering system is used for all variables except those beginning with “W.” For those variables, K = kindergarten, 1 = first grade, 3 = third grade, 5 = fifth grade, and 8 = eighth grade. These variable names are used consistently throughout the data file. The prefixes listed here are organized by year of data collection. Base-Year (Kindergarten) Variables A1 Data collected/derived from fall kindergarten teacher questionnaire A A2 Data collected/derived from spring kindergarten teacher questionnaire A B1 Data collected/derived from fall kindergarten teacher questionnaire B B2 Data collected/derived from spring kindergarten teacher questionnaire B C1 Data/scores collected/derived from fall kindergarten direct child assessment and fall kindergarten weight variables C2 Data/scores collected/derived from spring kindergarten direct child assessment and spring kindergarten weight variables F1 Data from fall kindergarten Field Management System (FMS) F2 Data from spring kindergarten FMS IF Imputation flags K2 Data
    [Show full text]