Resource Familiarity, Use and Ownership – Practical information was shared with the teachers involved in this project with respect to how to use the BAS (Fountas & Pinnell, 2016) and how to convert student reading levels from previous resources such as the DRA (Beaver & Carter, 2011), PM Benchmark (Ciuffetelli, 2010) and Reading A to Z (Reading A-Z, n.d.). Teachers drew on their prior knowledge and experience with previously used resources, focusing on similarities and enhancements with this new assessment resource. Comparing the BAS (Fountas & Pinnell, 2016) to the DRA (Beaver & Carter, 2011), teachers were pleased with the emphasis on students discussing text (instead of writing about text as required in the DRA (Beaver & Carter, 2011)), and they regarded the story content in the DRA (Beaver & Carter, 2011) passages as now outdated.

Being Responsive to Contemporary Students – One of the professional learning facilitators emphasized the distinction of the BAS (Fountas & Pinnell, 2016) resource as it values different learning styles and modes of expression related to reading. The BAS (Fountas & Pinnell, 2016) is a living system after these assessments are conducted, as students are continually evolving as readers. Teachers were very motivated to discuss the reality of pre-adolescents’ experience and their world, in addition to the practical aspects of this assessment.

Teachers as Leaders – The teachers involved were keen to ask questions about specific implementation details, critiqued components of the BAS (Fountas & Pinnell, 2016), and noted that there appears to be a need for their professional judgement with this resource. One noted that this professional learning project required a great deal of independent learning, and to find the time and motivation to do this can be difficult – they appreciated the opportunity to have collegial discussion and work together.

Assessment to Instruction Connection – The coach emphasized that monitoring progress is the key to effective teaching and student growth, and interpreting assessments is important; scores do not enhance learning, but teaching does. Assessment should inform the design of learning and engaging experiences for students.

Professional Learning Facilitation – The intricacies of the BAS (Fountas & Pinnell, 2016) resource were reviewed by the teachers in a roll out session and they were asked to use the resource in their classes, analyze and interpret the results and then target a few students to monitor their progress. As a supplement, teachers appreciated video-recorded exemplars that illustrated use of the resource, and supported their learning. Teachers were looking for additional coaching with the assessments in their classrooms. As well, there was a desire to continue the collaboration and maintain the momentum of the implementation as the school year progressed.

Beaver, J. & Carter, M. (2011). Developmental Reading Assessment (DRA; 2nd ed.). Pearson.

Ciuffetelli, P. (2010). PM Benchmark Reading Assessment Resource Kit. Nelson.

Fountas, I. & Pinnell, G.S. (2016). Fountas & Pinnell Benchmark Assessment Systems 1 and 2 (3rd ed.). Heinemann.ISBN 978-0-325-07769-7 and  ISBN 978-0-325-07770-3.

Reading A-Z. (n.d.). Overview: Reading A-Z Printable and Projectable Reading Resources for K-5. https://www.learninga-z.com/site/products/readinga-z/overview