We moved to the F&P Benchmark Assessment system right after it was published. We administer it 3 times a year (FALL/WINTER/SPRING-- just before the end of each trimester). Before switching to the F&P, we used the Early Literacy Profile (ELP) and the WRAP. In our district, it has been the tradition to include the student's reading level on the report card (it simply says "Independent Reading Level"). I've been working to try to have it taken off of the report card because it causes all sorts of confusion: it is information for TEACHERS to help drive instruction, and for STUDENTS to make just-right book choices. Parents cannot go into a bookstore or library and ask "Where are your Level M books?" Instead, they misunderstand it (that "A" is good, that "I" means inconsistent, that a first grader at "F" is a failure, etc.) or worse, they misuse it (bragging at the town pool that their child is already reading at a level T, try to arrange play dates with children who are reading at higher levels, etc. -- true examples!).
What's worse is that previously, the reading level helped determine grade levels (1-4) for various indicators on the report cards. For example, there was a rubric that stated that if a child is reading at a level F in the Winter of Grade 1, that they would receive a 3 on the report card next to indicators such as "Uses multiple strategies to decode unfamiliar words." Does reading a Level F automatically mean a student uses multiple strategies to decode unfamiliar words?? Since I discovered this, I proposed something novel: I suggested we consider whether or not they USE MULTIPLE STRATEGIES in order to determine a grade for the student. It's a long process of change...but we're moving. The point is this: the Benchmark Assessment is ONE measure of a student as a reader. Just one. It is an excellent source of information for what the student knows and is ready to learn. It should not be a driving force to assign grades (not even 50%). It's one ten-minute assessment. As a teacher, would you want your yearly evaluation to be based solely on one 10 minute observation by your principal, or would you rather they use multiple measures to determine your effectiveness as a teacher? I have yet to find "benchmarks" for each grade level that are assigned by Fountas and Pinnell. I believe it is because it is counter to the purpose of the assessment. F&P do provide ranges for each grade, but the point is not to "flag" students who are behind; the level helps to determine what students do as independent readers, and to determine the next steps of instruction for each student. It's formative, not summative. It's to help the teacher teach the student -- not to hold students accountable. When you use it as a factor in the student's grade, you begin to elevate it to the status of a high-stakes test, when its really meant to drive instruction. Randy Lichtenwalner Elementary ELA Developer Public Schools of the Tarrytowns _______________________________________________ Mosaic mailing list [email protected] To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
