PL10L4 Interpreting Example

Mrs. Martinez administers an oral reading fluency screening assessment to her 2nd-grade students at the start of the school year. The assessment provides scores based on the number of correct words read per minute (WCPM). She uses benchmark goals and cut points to categorize each student's performance into one of three levels: At or Above Benchmark, Below Benchmark, or Well Below Benchmark.

Teacher: Ms. Martinez Grade: 2nd Grade Student: Blake

• At or Above Benchmark: >= 52 WCPM
• Below Benchmark: 37-51 WCPM
• Well Below Benchmark: < 37 WCPM

Blake's score of 45 WCPM falls within the range of "Below Benchmark" (37-51 WCPM).

Blake's ORF Score: 45 WCPM Benchmark Goal: 52 WCPM for the beginning of 2nd grade Cut Points for Risk:

• Since Blake's score is below the benchmark goal but not below the threshold for intensive support, he is categorized as needing Strategic Support.

Blake's score of 45 WCPM falls within the range of "Below Benchmark" (37-51 WCPM).

Levels of Support Needed:

• Since Blake's score is below the benchmark goal but not below the threshold for intensive support, he is categorized as needing Strategic Support.

Blake's score of 45 WCPM falls within the range of "Below Benchmark" (37-51 WCPM).

Levels of Support Needed:

In this scenario, Ms. Martinez used Blake's ORF score to determine that he needs strategic support. By analyzing his score relative to the benchmark and cut points, she completed the first step on her way to developing a targeted plan to address his reading difficulties.