Kindergarten Assessments
Extended Day Kindergarten Screening (EDK): The EDK Screening is a screening that is
given to every student enrolled in Virginia Beach City Public Schools during the first two
weeks of the school year. This screening is compiled of basic reading, math, and school
readiness skills. Students with the lowest scores qualify for enrollment in EDK, which allows
15 students the opportunity to attend a full day of kindergarten to work on school readiness
skills.
Developmental Reading Assessment (DRA): The DRA is a formative state wide reading
assessment that is used to identify students for literacy interventions, inform reading
instruction, and help a teacher create appropriate reading groups, by identifying a student’s
reading strengths and weaknesses, in the areas of reading fluency and reading
comprehension. An independent level represents the student’s reading fluency and
comprehension level that they can complete independently with no help from the teacher.
Kindergarten students take this assessment one time in the Spring. The end of the year
benchmark is an independent level 3.
Phonological Awareness Literacy Screening (PALS): PALS is a state wide literacy readiness
screening tool used in Kindergarten through Third Grade. It informs teachers on a student’s
reading readiness skills such as letter identification and sounds, sight word knowledge,
spelling, concept of word, and oral reading ability. Results inform reading readiness
instruction and guide small group reading. Students take this at least twice in Kindergarten.
The Fall Benchmark for Kindergarten is a 28, and the Spring Benchmark is 81with a total
points possible being 102. Students whose scores are below this benchmark are seen as at
risk. These students are taken by the PALS tutor to work on reading skills.
First Grade Assessments
Developmental Reading Assessment (DRA): The DRA is a formative state wide reading
assessment that is used to identify students for literacy interventions, inform reading
instruction, and help a teacher create appropriate reading groups, by identifying a student’s
reading strengths and weaknesses in the areas of reading fluency and reading
comprehension. An independent level represents the student’s reading fluency and
comprehension level that they can complete independently with no help from the teacher.
First Grade students take this assessment at least two times a year in the Fall and in the
Spring. If they are below benchmark they will also be administered the assessment mid-year.
The Fall benchmark for first grade is independent 3, and the Spring Benchmark is an
independent 16.
Phonological Awareness Literacy Screening (PALS): PALS is a state wide literacy readiness
screening tool used in Kindergarten through Third Grade. It informs teachers on a student’s
reading readiness skills such as letter identification and sounds, sight word knowledge,
spelling, concept of word, and oral reading ability. Results inform reading readiness
instruction and guide teaching in small reading groups. Students take this at least twice in
First Grade. The Fall Benchmark for First Grade is a 39 and the Spring Benchmark is a 35.
Students whose scores are below this benchmark are seen as at risk. These students are
taken by the PALS tutor to work on reading skills.
Developmental Spelling Assessments DSA: The DSA is a district wide spelling assessment
that is used to identify a student’s developmental spelling stage and guide the word study
material given throughout the year. All students are given an initial 20-word screening.
Afterwards, in small groups, students take specific spelling feature screenings to identify
which word level they need to start on. Students in First grade should begin on Feature C
Group, short vowels, and should end on the Feature F Group, long vowels.
Second Grade Assessments:
Developmental Reading Assessment (DRA): The DRA is a formative state wide reading
assessment that is used to identify students for literacy interventions, inform reading
instruction, and help a teacher create appropriate reading groups, by identifying a student’s
reading strengths and weaknesses in the areas of reading fluency and reading
comprehension. An independent level represents the student’s reading fluency and
comprehension level that they can complete independently with no help from the teacher.
First Grade students take this assessment at least two times a year in the Fall and in the
Spring. If they are below benchmark they will also be administered the assessment mid-year.
The Fall Benchmark for Second Grade is independent 16, the Spring Benchmark is an
independent 28.
Phonological Awareness Literacy Screening (PALS): PALS is a state wide literacy readiness
screening tool used in Kindergarten through Third Grade. It informs teachers on a student’s
reading readiness skills such as letter identification and sounds, sight word knowledge,
spelling, concept of word, and oral reading ability. Results inform reading readiness
instruction and guide small group teaching. Students take this at least twice in Second Grade.
The Fall Benchmark for Second Grade is a 35 and the Spring Benchmark is a 54. Students
whose scores are below this benchmark are seen as at risk. These students are taken by the
PALS tutor to work on reading skills.
Developmental Spelling Assessments DSA: The DSA is a district wide spelling assessment
that is used to identify a student’s developmental spelling stage and guide the word study
material given throughout the year. All students are given an initial 20-word screening.
Afterwards students take spelling features screenings based on results to identify which word
level they need to start on. Students in first grade should begin on Feature G Group, Rcontrolled vowel patterns, and should end on the Feature H Group, other common long
vowels.
VBCPS Quarterly Benchmark Assessments: The VBCPS Quarterly Benchmark is a
standardized district wide assessment in reading and math. The first three Quarterlies
contains questions on the standards taught in reading and math during that quarter. The
fourth Quarterly contains information taught throughout the year. Results are used to
determine a students’ learning and plan instruction for the remainder of the year. A
proficient score on this assessment is 85%. Scores below 70% are seen to be in the at risk
range.
Third Grade Assessments
Developmental Reading Assessment (DRA): The DRA is a formative state wide reading assessment that is used
to identify students for literacy interventions, inform reading instruction, and help a teacher create appropriate
reading groups, by identifying a student’s reading strengths and weaknesses in the areas of reading fluency and
reading comprehension. An independent level represents the student’s reading fluency and comprehension level
that they can complete independently with no help from the teacher. First grade students take this assessment at
least two times a year in the Fall and in the Spring. If they are below benchmark they will also be administered
the assessment mid-year. The Fall benchmark for third grade is independent 28 and for the Spring benchmark is
an independent 38.
Phonological Awareness Literacy Screening (PALS): PALS is a state wide literacy readiness screening tool used
in kindergarten through third grade. It informs teachers on a student’s reading readiness skills such as letter
identification and sounds, sight word knowledge, spelling, concept of word, and oral reading ability. Results
inform reading readiness instruction and guide teaching of reading in small groups. Students take this at least
twice in kindergarten. The fall benchmark for first grade is a 54 and the Spring benchmark is a 65. Students
whose scores are below this benchmark are seen as at risk. These students are taken by the PALS tutor to work
on reading skills.
Developmental Spelling Assessments DSA: The DSA is a district wide spelling assessment that is used to
identify a student’s developmental spelling stage and guide the word study material given throughout the year. All
students are given an initial 20-word screening. Afterwards students take spelling features screenings based on
results to identify which word level they need to start on. Students in first grade should begin on Feature I
Group, Complex Consonants, and should end on the Feature J Group, Abstract Vowels.
VBCPS Quarterly Benchmark Assessments: The VBCPS Quarterly Benchmarks are standardized district wide
assessments in reading and math that is completed on a computer. The first three Quarterlies contains questions
on the standards taught in reading and math during that quarter. The fourth Quarterly contains information
taught throughout the year. Results are used to determine a students’ learning and plan instruction for the
remainder of the year. A proficient score on this assessment is 85%. Scores below 70% are seen to be in the at
risk range.
Reading Inventory (RI): The RI is a district wide vocabulary based Reading Comprehension Assessment that is
completed on a computer. It uses fiction and nonfiction passages and asks students to fill in a word in a sentence
blank. It allows teachers to gain insight of a student’s independent reading level through a Lexile Score. This
Lexile Scores helps the teacher create reading groups and helps students choose appropriately leveled text. A
proficient Lexile score for third grade is 500-599.
Standards of Learning (SOL): The SOLs are an end of the year, state- wide standardized test, that is completed
on the computer. It measures a student’s attainment of learning standards and objectives for that grade level in
particular subjects. In third grade students take SOLs in math and language arts. A passing score is 400 or above
with passed advance being 500 or above. A student scoring below 400 would receive a failing score.
Fourth Grade Assessments:
Developmental Reading Assessment (DRA): The DRA is a formative state wide reading assessment that is
used to identify students for literacy interventions, inform reading instruction, and help a teacher create
appropriate reading groups, by identifying a student’s reading strengths and weaknesses in the areas of
reading fluency and reading comprehension. An independent level represents the student’s reading fluency
and comprehension level that they can complete independently with no help from the teacher. First grade
students take this assessment at least two times a year in the Fall and in the Spring. If they are below
benchmark they will also be administered the assessment mid-year. The Fall benchmark for first grade is
independent 38 and for the Spring benchmark is an independent 40.
Developmental Spelling Assessments DSA: The DSA is a district wide spelling assessment that is used to
identify a student’s developmental spelling stage and guide the word study material given throughout the
year. All students are given an initial 20-word screening. Afterwards students take spelling features
screenings based on results to identify which word level they need to start on. Students in first grade should
begin on Feature K Group. –ing, -ed, and Doubling Endings, and should end on the Feature O Group,
Unstressed Syllable Vowel Patterns.
VBCPS Quarterly Benchmark Assessments: The VBCPS Quarterly Benchmarks are standardized district
wide assessments in reading and math that is completed on a computer. The first three Quarterlies contains
questions on the standards taught in reading, math, science, and social studies during that quarter. The
fourth Quarterly contains information taught throughout the year. Results are used to determine a students’
learning and plan instruction for the remainder of the year. A proficient score on this assessment is 85%.
Scores below 70% are seen to be in the at risk range.
Reading Inventory (RI): The RI is a district wide vocabulary based Reading Comprehension Assessment
that is completed on a computer. It uses fiction and nonfiction passages and asks students to fill in a word in
a sentence blank. It allows teachers to gain insight of a student’s independent reading level through a Lexile
Score. This Lexile Scores helps the teacher create reading groups and helps students choose appropriately
leveled text. A proficient Lexile score for third grade is 600-699.
Standards of Learning (SOL): The SOLs are an end of the year, state- wide standardized test, that is
completed on the computer. It measures a student’s attainment of learning standards and objectives for that
grade level in particular subjects. In fourth grade students take SOLs in math and language arts. A passing
score is 400 or above with passed advance being 500 or above. A student scoring below 400 would receive a
failing score.
Integrated Performance Task (IPT): The IPT is a timed performance task created by Virginia Beach City
Public Schools to assess 21st century skills that is given on the computer. It uses authentic (real—world) texts
and presents students with two open ended questions to answer using the resources given. It is scored using
a rubric and the scores are an indicator of a student’s ability to think critically, problem solve, and
communicate through writing.
Fifth Grade Assessments:
Developmental Reading Assessment (DRA): The DRA is a formative state wide reading assessment
that is used to identify students for literacy interventions, inform reading instruction, and help a
teacher create appropriate reading groups, by identifying a student’s reading strengths and
weaknesses in the areas of reading fluency and reading comprehension. An independent level
represents the student’s reading fluency and comprehension level that they can complete
independently with no help from the teacher. First grade students take this assessment at least two
times a year in the Fall and in the Spring. If they are below benchmark they will also be
administered the assessment mid-year. The Fall benchmark for first grade is independent 40 and
for the Spring benchmark is an independent 50.
Developmental Spelling Assessments DSA: The DSA is a district wide spelling assessment that is
used to identify a student’s developmental spelling stage and guide the word study material given
throughout the year. All students are given an initial 20-word screening. Afterwards students take
spelling features screenings based on results to identify which word level they need to start on.
Students in first grade should begin on Feature M Group, Silent & Sounded Consonants, and
should end on the Feature T Group, Prefixes.
VBCPS Quarterly Benchmark Assessments: The VBCPS Quarterly Benchmarks are standardized
district wide assessments in reading and math that is completed on a computer. The first three
Quarterlies contains questions on the standards taught in reading, math, science, and social studies
during that quarter. The fourth Quarterly contains information taught throughout the year. Results
are used to determine a students’ learning and plan instruction for the remainder of the year. A
proficient score on this assessment is 85%. Scores below 70% are seen to be in the at risk range.
Reading Inventory (RI): The RI is a district wide vocabulary based Reading Comprehension
Assessment that is completed on a computer. It uses fiction and nonfiction passages and asks
students to fill in a word in a sentence blank. It allows teachers to gain insight of a student’s
independent reading level through a Lexile Score. This Lexile Scores helps the teacher create
reading groups and helps students choose appropriately leveled text. A proficient Lexile score for
third grade is 700-799.
Standards of Learning (SOL): The SOLs are an end of the year, state- wide standardized test, that is
completed on the computer. It measures a student’s attainment of learning standards and objectives
for that grade level in particular subjects. In fifth grade students take SOLs in math, language arts,
science, and Virginia History. A passing score is 400 or above with passed advance being 500 or
above. A student scoring below 400 would receive a failing score.