BAS
Benchmark Assessment System
What is the purpose of a BAS?
To identify each student’s reading level during this one-on-one, student-teacher assessment conference. Each assessment enables teachers to:
Determine students’ instructional and independent reading levels
Recommend a placement level for instruction
Form initial groups for reading instruction
Plan for efficient and effective instruction
Identify students who need intervention and extra help
Monitor and report student progress across a school year and grade levels
Assess the outcomes of teaching
2022-2023 Testing Window:
Testing windows are set for the district to follow. You will need to check out a BAS kit from the book room during your window. Data must be stored on your BAS Summary Sheet.
Fall: (ALL NEW STUDENTS)
For returning students, use data from 2022 Spring BAS & Fall Fastbridge
August 22nd - September 2nd
Winter: (ALL STUDENTS)
November 14th - December 16th
Fastbridge Benchmark Level
Spring: (ALL STUDENTS)
April 17th - May 12th
Fastbridge Benchmark Level
Running Records: These should be completed on each child regularing to guide instruction. See the Guided Reading tab for more information.
Fountas and Pinnell Instructional Level Expectations for Reading
Coding & Scoring at-a-Glance
Use the marks to code student errors and self corrections.
The total number of errors will be added to calculate the word accuracy score.
Independent, Instructional, or Hard?
Use the rubric to score the comprehension section. Then use the key (above) with the word accuracy score to find the independent, instructional, and hard levels.
You also need to keep the kit organized and filled with 10 recording forms
(5 fiction, 5 nonfiction) for every level when you return the kit.
How to Organize Small Groups
BAS On-Demand Training
FAQ:
Is there a difference in the L,M,N levels from both kits?
No. Levels L, M, and N are found in both kit 1 and kit 2. Kit 1 is generally used for first and second grade. Kit 2 is generally used for third, fourth, and fifth grades. Teachers must be mindful of using the correct leveling rubric when scoring these levels.
When should I stop testing a student?
Teachers should stop testing when the student reaches "hard". A student may have more than one instructional level. Teachers should conduct instruction and record the student's level at their highest instructional level.
Example: F-Independent, G-Instructional, H-Instructional, I-Hard (Student's instructional level is H)
What should I do when the student tests independent then hard on the very next level?
Begin by asking yourself if you have enough information to begin instruction. If not, try the alternate test (if you tested using the fiction test, try the nonfiction on that level). You can try this on the independent level or the hard level depending on your student and using your professional judgement to decide. If you finish that test and still need more information, you can try the alternate test at the other level (independent or hard) depending on what you previously tried. Keep the goal in mind that you are trying to determine which level to begin instruction on.