West Ada School District Fluency Guidelines Grades 1-5 Reporting Topic 3

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Elinor Gilbert
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1 West Ada School District Fluency Guidelines Grades 1-5 Reporting Topic 3 Reading researcher Tim Rasinski (2013) identifies the components of fluency as accuracy, rate, and expression in service to solid comprehension. Keep in mind that the IRI assesses only reading speed and accuracy without regard to expression and comprehension. Instructions: 1. Choose a grade-level passage* of up to 200 words. This passage should be unfamiliar to students. Journeys includes a book called Cold Reads that is intended for this purpose. R-CBMs from AIMSweb and DIBELS are also appropriate. 2. Time the student reading for 1 minute and mark the errors to help calculate words read correctly. Accuracy Calculation: Total number of words read correctly divided by total words read (correct and/or corrected + uncorrected errors). Example: 137 words read correctly / 145 total words read (137 correct + 8 uncorrected errors) = 94.5% correct. Please note that a self-corrected miscue/error does not count as an error. Mispronouncing proper nouns is counted as an error. Skipping a line is counted as multiple errors (the total number of words skipped). 3. In order to be marked a 3 on the Standards-based Report Card for RT 3, students need to be reading at or above benchmarks indicated on the following norms chart with at least 95% accuracy as well as exhibiting the oral reading traits described on the rubric on the next page. Please note that the norms used for reporting fluency may differ slightly from current AIMSweb norms and/or IRI cut scores. IRI cut scores are included in this document so teachers can be aware of these differences. Please teach students word attack skills rather than instructing them to skip words on timed readings. Having students skip words when reading rather than decoding them is counter-productive to what skilled readers do. *Grade level passages may be informational, narrative or poetry. Appropriate sources for passages include, but are not limited to HMH Journeys myon Reader AIMSweb DIBELS easycbm SKIP Updated September 2016

2 West Ada School District Oral Reading Fluency Rubric (adapted from the NAEP Oral Reading Fluency Scale) Students must have a check in all three categories to earn the score. If scores are split between two proficiency levels, the reported proficiency level is the lower level. For example, if the score is split between a 4 and a 3, then the proficiency level is a 3. 4 Reads above-grade level informational and narrative text in meaningful phrase groups with expression preserving the author s syntax Rate exceeds grade-level benchmarks Accuracy at/above 95% 3 Reads grade level text primarily in larger, meaningful phrase groups Rate meets grade level benchmarks Accuracy at/above 95% 2.5 Reads grade level text primarily in three- and four-word phrase groups, but with little expressive interpretation Rate is near the benchmark rate Accuracy is at least 90% 2 Reads primarily in two-word phrase groups with some threeand four-word groupings with little expression or reads too quickly with no expression Rate is either below the benchmark or student fails to attempt word attack skills and skips words without attempting to decode Accuracy is at least 90% 1 Reads primarily word-by-word lacking expressive interpretation Rate is significantly below grade level benchmarks Accuracy is at or below 89% Syntax: the order of words in a sentence, clause, or phrase Updated September 2016

3 Accuracy Rate (Source: Reading A-Z, Running Records and Benchmark Books runrecord.html#accuracy) Accuracy rate is expressed as a percentage. You can calculate the accuracy rate using the following formula: (Total words read Total errors) / Total words read x 100 = Accuracy rate Please note that self-corrections are not counted as errors? Example: (99 total words read 8 errors ) / 99 total words read x 100 = Accuracy rate 91/99 x 100 =.919 which equals 91.9%, or 92% rounded to the nearest whole number. This student s accuracy rate is not meeting the 95% accuracy benchmark. You can use accuracy rate to determine whether the text read is easy enough for independent reading, appropriate to use without frustration during reading, or too difficult for the reader. The breakdown of these three categories is as follows: Easy enough for independent reading = % Instructional level for use in leveled reading session = 90 94% Too difficult and will frustrate the reader = 89% and below Updated September 2016

4 IRI Benchmarks=District Benchmarks Fall =11 wcpm baseline not reported to state Winter = 23 wcpm Spring only = 53 wcpm IRI Benchmarks=District Benchmarks Fall = 54 wcpm Winter = 77 wcpm Spring = 92 wcpm

5 IRI Benchmarks=District Benchmarks: 3 4 Fall = 77 WCPM Winter = 96 WCPM Spring = 110 WCPM benchmark

6 benchmark benchmark

7 benchmark benchmark

DIBELSnet System- Wide Percentile Ranks for. DIBELS Next. Elizabeth N Dewey, M.Sc. Ruth A. Kaminski, Ph.D. Roland H. Good, III, Ph.D.

DIBELSnet System- Wide Percentile Ranks for. DIBELS Next. Elizabeth N Dewey, M.Sc. Ruth A. Kaminski, Ph.D. Roland H. Good, III, Ph.D. 2011-2012 DIBELSnet System- Wide Ranks for Introduction DIBELS Next Elizabeth N Dewey, M.Sc. Ruth A. Kaminski, Ph.D. Roland H. Good, III, Ph.D. The following report presents the system- wide percentile