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TC 2023-2024 Scope & Sequence and Suggested Assessments

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TC 2023-2024 Scope & Sequence and Suggested Assessments

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The adjusted Independent Reading levels by month are higher than current levels: for example, the current benchmark for first grade in March is F/G, but the new levels show March benchmark to be H/I/J.

We are noticing the new levels by month are a range.

We are also noticing the progress report needs updating to reflect the practices we are using based on the assessments that guide our instruction.

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Why is TC changing the grade level benchmarks?

Why is the pace faster compared to our current benchmarks?

Is this based on F&P assessments?

Are the new ranges based on difficulty moving through bands of reading?  For example, the move from D to E texts is significant.  As is the move from G to H texts.

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Looking at the Early Reader Benchmark Independent Reading Levels and Decodability Benchmarks:

Why is CVCe left off the rubric?

Why is the wording "AND/OR"?? We are thinking we need to say AND  - cannot be both.  In grade 1 we need to prioritize decoding.

Will this lead to a new item on the Grade 1 progress report for just decoding?

Will a student who is meeting benchmark based on F&P assessment, but NOT meeting decoding benchmark be moved to Tiered support?

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We notice that the proposed assessments have more emphasis on understanding and skills (word and syllable types) than on reading levels. The current sequence emphasizes reading levels.

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Will the new emphasis on skill rather than reading level be represented on progress reports?

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Will the high frequency assessment be a TC based High Frequency Assessment or the F&P High Frequency Word Assessment we are currently using? 

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Will the high frequency assessment be a TC based High Frequency Assessment or the F&P High Frequency Word Assessment we are currently using? 

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-The TC scope suggests running records/ other assessments after each unit.
-Some of the assessments are optional based on student needs.
- Many of the suggested TC assessments are  geared toward decoding skills.
-The end of year benchmark and start of year benchmark does not take into mind any possible summer slide.
-The benchmarks are higher than our current scope.
-When looking at the specific skills or decodability benchmarks, we feel that it will need to be parent facing friendly.

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Are we going to continue using the F&P as our reading assessment? Is there a way to "marry" the F&P and decodable reading assessments?

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Clarification around the and/or wording for level vs. decoding skill will be helpful.

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We are open to suggestions for ways to balance small groups, continuing curriculum scope, and assessment during F&P and assessment windows. What are some ways to get the assessments done in an efficient manner and not interrupt too much learning time.

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I notice TC is suggesting that we assess after each unit, I disagree. This is far too much assessing given the current assessment guide.

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Why are the benchmark expectations even higher for the end of the year than before? This doesn't make sense, even as we make the shift away from reading levels.