- Don’t use activity papers as assessments. We need them for practice and/or they are way too easy and inflate grades. Use pausing point instead potentially.

-“regular spelling tests” instead of phoneme grapheme

-Don’t separate activity grades and assessments. Have them all weighted the same. Or need more activity grades that are harder so they do not inflate

-assess all tricky words taught so far each 9 weeks

-don’t combine 24.1 in skills 6 with the comprehension. It needs to be separate so it doesn’t inflate the comprehension grade.

• start out with multiple choice for comprehension tests and move into open ended as the 9 weeks go on.

• Use comprehension tests in the skill unit they match with.

• Fluency benchmarks need to be reviewed to align with DIBELS and make them less decodable.

• Comprehension should be decodable. Fluency should not be. Maybe a cumulative set of phonics skills instead of just one specific phonics skill.

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I do wish we had more autonomy in choosing what to grade. I understand the “why” behind being told what to grade, but I greatly dislike not being trusted to choose quality assessments and assignments for my students. It’s not so much that I dislike what I have to give grades on, but that I would like to grade additional things as well (essays, etc.). Maybe we could look at some flexibility with the assignments, and only require certain assessments?