If the student scores at or above these cut points, they are considered “On Track.” “Monitor” indicates the student would benefit from more scaffolded supports. “Support” shows an underdeveloped understanding and a need for more intensive intervention.
The Children’s Learning Institute conducts routine analyses to monitor KPM benchmarks and make applicable updates. Current benchmark tables are listed below.
Literacy Screener
| Support | Monitor | On Track | |
|---|---|---|---|
| Wave 1 | 0-14 | 15-17 | 18-42 |
LEAs must administer an approved Literacy Screener to Kindergarten students at BOY to meet legislative
requirements per Texas Education Code §28.006. The Literacy Screener is comprised of the following measures: Spelling, Letter Names, and Vocabulary.
Dyslexia Screener
| Support | Monitor | On Track | |
|---|---|---|---|
| Letter Sounds (receptive and expressive) |
0-8 | 9-11 | 12-13 |
| Blending (receptive and expressive) |
0-4 | 5-6 | 7-10 |
LEAs must administer a Dyslexia Screener to Kindergarten students at EOY to meet legislative requirements per Texas Education Code §38.003. The direct KPM assessments align with the criteria for dyslexia screening in accordance with Texas Education Code §28.006 and §38.003(a). The Dyslexia Screener is comprised of Letter Sounds (receptive and expressive) and Blending (receptive and expressive). Keep in mind for English Dyslexia Screener Total Scores, the student may be at risk for reading difficulties if they score below the cut score (red) on 2 of the 2 dyslexia screener total scores of Letter Sounds (receptive and expressive), Blending (receptive and expressive).
Vocabulary
| Support | Monitor | On Track | |
|---|---|---|---|
| Wave 1 | 0-8 | 9 | 10-16 |
| Wave 2 | 0-5 | 6 | 7-13 |
| Wave 3 | 0-4 | 5 | 6-13 |
Letter Names
| Support | Monitor | On Track | |
|---|---|---|---|
| Wave 1 | 0-5 | 6 | 7-11 |
| Wave 2 | 0-6 | 7 | 8 |
| Wave 3 | 0-9 | 10 | 11 |
Spelling
| Support | Monitor | On Track | |
|---|---|---|---|
| Wave 1 | 0 | 1 | 2-15 |
| Wave 2 | 0-3 | 4-5 | 6-19 |
| Wave 3 | 0-12 | 13-16 | 17-32 |
Listening Comprehension
| Support | Monitor | On Track | |
|---|---|---|---|
| Wave 1 | 0-5 | 6 | 7-16 |
| Wave 2 | 0-7 | 8-9 | 10-20 |
| Wave 3 | 0-6 | 7-8 | 9-16 |
Decoding
| Support | Monitor | On Track | |
|---|---|---|---|
| Wave 1 | 0-1 | 2 | 3-7 |
| Wave 2 | 0-1 | 2 | 3-7 |
| Wave 3 | 0-2 | 3 | 4-7 |
Letter Sounds
| Support | Monitor | On Track | |
|---|---|---|---|
| Wave 1 | 0-8 | 9-11 | 12-25 |
| Wave 2 | 0-6 | 7-10 | 11-15 |
| Wave 3 | 0-8 | 9-11 | 12-13 |
Blending
| Support | Monitor | On Track | |
|---|---|---|---|
| Wave 1 | 0-5 | 6 | 8-21 |
| Wave 2 | 0-5 | 6 | 8-17 |
| Wave 3 | 0-4 | 5 | 7-10 |
Math
| Support | Monitor | On Track | |
|---|---|---|---|
| Wave 1 | 0-8 | 9 | 10-16 |
| Wave 2 | 0-6 | 7 | 8-14 |
| Wave 3 | 0-8 | 9 | 10-15 |
Science
| Support | Monitor | On Track | |
|---|---|---|---|
| Wave 1 | 0-8 | 9 | 10-15 |
| Wave 2 | * | 0-3 | 4-14 |
| Wave 3 | * | 0-6 | 7-25 |
*No data available
Social Emotional
| Support | Monitor | On Track | |
|---|---|---|---|
| Wave 1 | 0-9 | 10 | 11-22 |
| Wave 2 | 0-9 | 10 | 11-22 |
| Wave 3 | 0-9 | 10 | 11-22 |
Emotion Management
| Support | Monitor | On Track | |
|---|---|---|---|
| Wave 1 | 0-7 | 8 | 9-12 |
| Wave 2 | * | * | * |
| Wave 3 | * | * | * |
*No data available
Working Memory
| Support | Monitor | On Track | |
|---|---|---|---|
| Wave 1 | 0-8 | 9-10 | 11-18 |
| Wave 2 | * | * | * |
| Wave 3 | * | * | * |
*No data available
Inhibition
| Support | Monitor | On Track | |
|---|---|---|---|
| Wave 1 | 3-6 | 2 | 0-1 |
| Wave 2 | ** | ** | ** |
| Wave 3 | ** | ** | ** |
**Measure not available at this wave.
Attention
| Support | Monitor | On Track | |
|---|---|---|---|
| Wave 1 | 0-12 | 13-14 | 15-65 |
| Wave 2 | ** | ** | ** |
| Wave 3 | ** | ** | ** |
**Measure not available at this wave.
Academic Motor Skills
| Support | Monitor | On Track | |
|---|---|---|---|
| Wave 1 | 0-5 | N/A | 6-7 |
| Wave 2 | ** | ** | ** |
| Wave 3 | ** | ** | ** |
**Measure not available at this wave.
This document was last modified on: August 11, 2026