Reports Guide - Scholastic...1) First test: The student’s Lexile measure from the ﬁrst test of...

ReportsGuide

Copyright©2014byScholas6cInc.Allrightsreserved.PublishedbyScholas6cInc.

SCHOLASTIC,SCHOLASTICLEARNINGZONE,SCHOLASTICREADINGPROandassociatedlogosaretrademarksand/orregisteredtrademarksofScholas6cInc.LEXILE®isatrademarkofMetaMetrics,Inc.Othercompanynames,brandnamesandproduct

namesarethepropertyand/ortrademarksoftheirrespec6veowners.

TableofcontentsTeacherreports:Dashboard........................................................Forecas(nganddifferen(atedinstruc(on..............................Readingproficiencyreport........................................ExpectedLexilegrowthreport*......................................Analysingandmonitoring...........................................Lexilegrowthreport..............................................Lexilecomparedtonormreport...................................ClassLexilehistoryreport.........................................Classreadingreportcard..........................................Alerts..........................................................Independentreading...............................................Bookcomprehensionreport.......................................Cer6ficatesreport.............................................Quizpassratereport.............................................Reportsonindividualstudents:Myresults.......................................................Readingreportcard...............................................Studentac6vi6es..................................................Viewallcomments................................................StudentLexilehistoryreport........................................ParentleZer......................................................Studentawardcer6ficate...........................................Studenttestprintout...............................................Studentquizprintout..............................................Schoolleaderreports:Dashboard.......................................................Forecas(nganddifferen(atedinstruc(on.............................Readingproficiencyreport.......................................ExpectedLexilegrowthreport*...................................Analysingandmonitoring..........................................Lexilegrowthreport.............................................Lexilecomparedtonormreport...................................Independentreading..............................................Bookcomprehensionreport.......................................Quizpassratereport.............................................

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HomedashboardPurpose:Thedashboardshowsthekeymetricsforateacher’sclassandconsolidatedreportsofstudents’expectedLexile®growthandreadingproficiency.

Howithelps:Thedashboardprovidesareal-6meviewofhowstudentsareperforming

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Note:ThisisthedashboardviewforschoolsthathaveselectedtousetheUnitedKingdombenchmark.

Teacherreports

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Understandingthedata:1)AverageLexile:Theaverageofstudents’mostrecentLexilemeasures.2)AverageLexilegrowththisyear:TheaverageLexilegrowthofstudentsintheclassoverthecurrentschoolyear,asdefinedbytheScholas6cLearningZonecalendar.3)Averagequizscore:Theaveragescoreofallbookquizzesstudentshavetakenduringthecurrentschoolyear.4)Numberofquizzestaken:ThetotalnumberofbookquizzesstudentshaveaZemptedduringthecurrentschoolyear.5)Quizpassrate:Thepercentageofthenumberofbookquizzesstudentshavepassed,dividedbythenumberofquizzesstudentshaveaZempted.6)Wordsread:Thetotalnumberofwordsofallthebookswhosequizzesstudentshavepassed.7)Lexilegrowth:ThisreportshowsLexilegrowthofstudentsoverthecourseoftheschoolyear.Itcomparesthestudents’star6ngLexiletotheirmostrecentLexile.Seepage9formoreinforma6ononhowtousethisreport.Note:thisgraphmayappearastheExpectedgrowthreportifyourschoolisusingabenchmarkotherthantheUnitedKingdombenchmark.8)Readingproficiency:Thisreportshowsthepercentageofstudentsineachreadingproficiencyband.Seepage5formoreinforma6ononhowtousethisreport.

Follow-up:Iden6fyhowstudentsareperformingfromthegraphsandviewtheirdetailedquizandReadingProtestdatabyselec6ngthemontheReportsscreensothatyoucanpersonaliseinstruc6onaccordingtoneed.

Usingthedata:Who:TeachersWhen:WeeklyHow:Usekeymetricstomonitortheclass’sreadingdevelopmentandviewcurrentperformance.

DatainacVon:Byviewingmul6plemetrics,teachersaregivenasnapshotofstudents’readinglevelanddevelopment,asassessedbytheReadingProtestandreadingcomprehensionsuccess.Visualdataprovidesac6onableinsightsquicklyandefficiently.

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ReadingproficiencyreportPurpose:Thisreportisusedtoshowthedistribu(onofstudentsacrosspre-determinedreadingproficiencybands.ReadingproficiencybandsarebasedonthebenchmarkedLexilerangesoftextsthatstudentsareexpectedtobeabletoreadattheiryearlevel.

Howithelps:Thisreporthelpstoiden6fytheactualreadingproficiencyofstudentscomparedtothetextstheyareexpectedtoreadattheiryearlevel.Itmaybeusedtosetperformancegoalsandiden6fystrategiesfordifferen6atedinstruc6on.

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Teacherreports

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Follow-up:Groupstudentsaccordingtoproficiencylevelsandtailorinterven6ontoaddressspecificneeds.Organisesmallgrouplessonsthatprovidemoreexplicit,targetedinstruc6onforthoseinBasicandBelowbasicproficiencybands;andchallengeyouradvancedstudentswithmorecomplexques6onsandconcepts.

Usingthedata:Who:TeachersWhen:AkereachReadingProtestisadministered,usually3-46mesperyearHow:Establishandmonitorexpectedannualproficiencygoals.Usetheinforma6ontosetinstruc6onalgoalsandsetappropriatetargetsfortheclassandforindividualstudents.

DatainacVon:Thisreportprovidesaclearbreakdownofstudents’readinglevels.Usethisdatatodifferen6ateinstruc6onaccordingtoneedsothatyoucanaccelerategrowth.

Forecas-nganddifferen-atedinstruc-on

Understandingthedata:1)Proficiencybands:Thesearetheproficiencybandsforyourschool,basedonthebenchmarkselected.Theproficiencybandsvarybyyearlevel.TherearefourproficiencybandsbasedontheLexilerangeoftextsthatstudentsareexpectedtoreadattheiryearlevel.Theseare:2)Percentage:Thepercentageofstudentsthatfallintothisproficiencyband.3)Count:Thenumberofstudentsthatfallintothisproficiencyband.4)Lexile:Thestudent’smostrecentLexilemeasure.5)Date:ThedateofthemostrecentReadingProtest.

Advanced ReadingabovetheLexiletextlevelexpectedfortheyearlevelrange

Proficient Readingwithintheyearlevelrange

Basic Readingbelowtheyearlevelrange

Belowbasic Readingwellbelowtheyearlevelrange

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ExpectedLexilegrowthreport*

Teacherreports

Purpose:ThisreportshowstheLexilegrowthexpectedoveraschoolyearbasedonthestart-of-yearLexile.ItalsocomparesthecurrentandexpectedendingLexilemeasurestotheyeargroupend-of-yearnorm.

Howithelps:Thisreportmonitorseachstudent’sprogresstowardtheirexpectedend-of-yearLexile.

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*Note:ThisreportwillonlydisplayanormedLexileforschoolsthathaveselectedtousetheReadingProStandardBenchmarkortheUnitedKingdomBenchmark.

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Understandingthedata:1)CurrentLexile:ThisisthecurrentLexileofstudents,basedontheirmostrecentReadingProtest.2)Expectedend-of-yearLexile:ThisistheLexilemeasureastudentisexpectedtoreachbytheendoftheschoolyear,basedontheirstart-of-yearLexile.Note:Ifastudent’sstar(ngLexileexceedsthehighestexpectedend-of-yearLexileforheryearlevel,noexpectedLexilevaluewillbeshown.3)NormedLexile:Thisisthenormedend-of-yearLexilefortheclass’syear/gradelevel.4)Expectedgrowth:Thisisthedifferencebetweentheexpectedend-of-yearLexileandthestudent’scurrentLexile.ItshowshowmuchmorestudentsneedtoincreasetheirLexilemeasureinordertoreachthetargetedend-of-yearLexilemeasure.5)Variance:Expectedend-of-yearLexiletonorm:Thisisthedifferencebetweenthestudent’sexpectedend-of-yearLexileandthenormedend-of-yearLexilefortheiryearlevel.

Follow-up:Ifstudentsarenotontracktomeettheexpectedend-of-yeargoal,orifthereiss6llagaptoreachthenormfortheiryearlevel,teachersmayneedtodecideonaplanofinterven6onandsupport.Thismayincludeprovidingexplicitteachingofreadingskillsandstrategies,encouragingthemtoreadmoreintheirrangeandacknowledgingtheirsuccesses.Ifstudentsareontracktomeettheirexpectedend-of-yearLexileandarelikelytoachieveaLexilethatisabovethenormfortheiryearlevel,teachersmayconsiderwaystochallengeandextendtheirgrowthbeyondwhatisexpected.Thisreportisalsoatoolformeasuringtheeffec6venessofclassroomreadingprogrammes.

Usingthedata:Who:TeachersWhen:AkereachReadingProtestadministra6onHow:Meetwithstudents,discussgrowthachievementandsetgoalsandexpecta6ons

DatainacVon:AstudentinYear3withastar6ngLexileof420Lisexpectedtogrowto570Lbytheendoftheschoolyear(anincreaseof150L).However,anotherstudentinYear3withastar6ngLexileof630Lisexpectedtogrowto730Lbytheendoftheschoolyear—anincreaseofonly100L.


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Behindthenumbers:Expectedgrowthvaluesarebasedonanorma6vestudywithover370,000students.ThisstudyshowedthatstudentswhostartedatalowerLexileatthebeginningoftheschoolyeargrewmorethanstudentsinthesameyearwhostartedatahigherLexile.Thisdataisconsideredvalidinothersimilarmul6culturalcountrieswhereEnglishisthefirstlanguage.

LexilegrowthreportPurpose:Thisreportmeasureseachstudent’sLexilegrowthfromthefirstReadingProtestoftheschoolyeartothemostrecent.

Howithelps:Thisreportisusedtomonitorhowstudents’readinglevelisdevelopingover6me.

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Teacherreports

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Analysingandmonitoring

Understandingthedata:1)Firsttest:Thestudent’sLexilemeasurefromthefirsttestoftheschoolyear.2)Mostrecenttest:Thestudent’sLexilemeasurefromthemostrecenttesttaken.3)Testdate:ThedateeachReadingProtestwascompleted.4)Variance:Thedifferencebetweenthestudent’sLexilemeasurefromthemostrecenttestandthefirsttest.Growthcanbeposi6veornega6ve.

Follow-up:Ifagroupofstudentsisshowingsignificantgrowth,teachersmayacknowledgethesuccess,determinewhichstrategiesmayhaveledtothatsuccessandincorporateanyappropriatemethodstohelpotherstudents.Teachersmayalsoiden6fyindividualswhoarenotshowingadequategrowthover6meandprovideextrahelptoop6mizereadingdevelopment,asmeasuredbytheReadingProtest.Ifnega6veornogrowthisrecorded,teachersmaychecktoseeifastudent’stestexperiencewasproblema6cinsomewayandre-testaccordingly.

Usingthedata:Who:TeachersWhen:AkerstudentshavetakenatleasttwoReadingProtestsHow:Monitorgrowthratestoensurethatstudentsareontracktomeetannualgrowthexpecta6ons

DatainacVon:Students’Lexilereadingmeasuresshouldgrowoverthecourseofaschoolyear.Thegrowthisgreaterforstudentsinloweryearsthaninupperyears.Thereisnotlikelytobesignificantgrowthinashortperiodof6me.Atall6mes,studentsshouldbeencouragedtotakethetestcarefully,sothattheirtruereadinglevelisabletobemeasured.

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Lexilecomparedtonormreport*Purpose:Thisreportcompareseachstudent’sLexiletotheend-of-yearLexilenorm(50%percen(le)fortheiryeargroup.

HowItHelps:Thisreportisusedtodeterminewhereeachstudent’sperformancefallswithregardtothenormedLexilefortheiryearlevel.

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Teacherreports

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Understandingthedata:1)CurrentLexile:Thestudent’sLexilemeasurefromthemostrecenttest.2)NormedLexile:Theaverage(50%percen6le)end-of-yearLexileforstudentsinapar6cularyeargroup3)Variance(tonorm):Thevariancebetweenthestudent’scurrentLexileandthenormedLexilefortheyeargroup

Follow-up:Byiden6fyinghowwellstudentsareperformingrela6vetothenorm,teachersareabletomakedecisionsaboutthetypeofsupport,interven6onorchallengethatmayberequiredtocon6nuetodevelopindividualstudents’readingability.

Usingthedata:Who:TeachersWhen:AkereachReadingProTestadministra6onHow:Monitorprogresstocompareactualstudentresultswithnormeddataofstudentsinthesameyear

DatainacVon:Bycomparingstudents’currentLexiletotheend-of-yearnorm,teachersareabletoposi6oneachchildrela6vetonorma6veperformance.

Forexample:IfastudentinYear/Grade3hasacurrentLexileof460L,theteacherdoesn’tknowwhetherthatperformanceisrela6velygoodornotforastudentinYear3.Whencomparedtotheend-of-yearnormof590L,theteacherisabletoseethatthisstudentiscurrentlyperformingwellbelowthenorm.

Behindthenumbers:AlinkingstudybetweentheReadingProTestandtheLexileFrameworkdevelopednorma6veinforma6onbasedonasampleof512,224studentsfromamedium-to-largeU.S.state.Thesample’sdistribu6onofscoresonnorm-referencedandotherstandardizedmeasuresofreadingcomprehensionaresimilartothosereportedforna6onaldistribu6on.


Grade(US) NormedLexile1 150L

2 475L

3 590L

4 700L

5 810L

6 880L

7 955L

8 1000L

9 1045L

10 1080L

11 1090L

12 1100L

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ClassLexilehistoryreportPurpose:Thisreportshowsatableviewofstudents'Lexilemeasuresbytestdateandtheirgrowthoverthecourseoftheschoolyear.

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Teacherreports

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Follow-up:Ifastudentisprogressingpar6cularlywell,acknowledgethesuccessandsharethatstudent’sstrategieswithothers.Iden6fystudentswhoarenotshowingadequategrowthover6meandprovideextrahelptoop6mizeperformance.

DatainacVon:Lookforasteadyincreaseinreadingdevelopmentover6me.Iden6fystudentswhoareexperiencingdeclinesorunusualfluctua6onsintheirLexilemeasures.Ensurethattestcondi6onsareconsistent,studentsarenotunderpressuretocompletethetestandthereisnoexcessivenoiseordistrac6ons.

Understandingthedata:1)Testdate:Thetestdateofthestudent’sLexile.2)TestLexile:Thestudent’sLexilemeasurefromthattestdate.3)Variance:Thevariancebetweenthestudent’sfirstandmostrecenttestsoftheschoolyear.

Usingthedata:Who:TeachersWhen:AkereachReadingProtestadministra6onHow:Monitorprogressofeachstudentoverthecourseoftheschoolyear

ClassreadingreportcardPurpose:Thisreportshowsatableviewofstudents'Readingreportcards,includinginforma(onaboutstudentLexileandbookquizac(vity.

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Teacherreports

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Follow-up:Reviewthedatapointsforeachstudenttounderstandperformance.Usethisdatatosetgoalsandtoprovidedirec6onthatwillleadtodesiredperformancegains.Thiscouldincludedailygoalsforpagesorwordsread,orquarterlygoalsforbooksreadorbookquizzespassed.

DatainacVon:Studentsbenefitfromconsistentmonitoringoftheirreadingprogress

UnderstandingtheData:1)Student:Thenameofthestudent.2)Lexile:Thestudent’scurrentLexilemeasure.3)Lexilegrowth:Thestudent’sgrowthinLexilesincethebeginningoftheschoolyear.4)DateoflastReadingProtest:ThedateofthelastReadingProtestthestudentcompleted.5)Proficiencyband:Thisshowswhichproficiencybandthestudentfallsinto,basedontheLexilemeasurefromthelastcompletedReadingProtest.6)CerVficatelevel:Thestudent’scurrentcer6ficatelevel.Itisbasedoneitherthenumberofbookquizzestakenorthenumberofpointsearned.Formoreinforma6ononsesngcer6ficatelevels,seetheSesngstaborcontacttheschooladministrator.7)#ofquizzespassed/abempted:Thenumberofbookquizzesthestudenthaspassedvs.thenumberofbookquizzesthestudenthasaZempted.8)Averagequizscore:Thestudent’saveragescoreofallbookquizzestakenduringthecurrentschoolyear.9)AverageLexileofquizzespassed:TheaverageLexilemeasureofbookswhosequizzesthestudenthaspassed.10)Wordsread:Thetotalnumberofwordsread.Itisbasedonthewordcountofthebooksforwhichthestudenthaspassedthequiz.11)Pointsearned:Thetotalnumberofpointsthestudenthasearnedfrompassingbookquizzes.12)Teacher-addedpoints:Thetotalnumberofteacher-addedpointsthestudenthasearned.

UsingtheData:Who:TeachersWhen:Onceortwiceamonth

HowIthelps:Thisreportmaybediscussedwithstudentssotheycanmonitortheirownprogressandaddressanychallengestheyareexperiencing.

AlertsPurpose:Thisreporthighlightsthelevelofpar(cipa(onandavarietyofchallengesindividualstudentsmaybeexperiencingwithReadingProtestsorbookquizzes.Italertsteacherstoperformanceorac(vi(esthatareoutsidetheusualrangeofexpecta(ons.

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Teacherreports

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Usingthedata:Who:TeachersWhen:AsappropriateHow:Monitorstudentpar6cipa6onordifficulty


Howithelps:Thisreportprovides6melyalertstoteacherssothattheycaninves6gateanyincompletetestsorotherperformanceabnormali6es.

Understandingthedata: Follow-up:Teachersshouldusethedatatocreateprogrammemodifica-onsthatwillhelpstudentssucceed.

1)IncompleteReadingProtestalert:Thestudent(s)listeddidnotcompletetheirlastReadingProtest.Thisalertmayindicatethatthestudent’scurrentLexilelevelmaybeinaccurateoroutdated.

1)GuidethestudenttotheReadingProtestscreenandmakesuretheyunderstandthetestdirec6ons.Ensurethatthestudentcompletesthetest.

2)Hasn’ttakenaquizin14days:Acheckinthiscolumnsignalsthatthestudenthasnottakenabookquizinthepast14days.Thismayindicatethatthestudentisnotreadingenoughbookstomeethis/herreadinggoals.

2)Determineifthelapseismo6va6onalorifthestudenthasreasons,suchasprolongedabsenceorover-scheduling.Ifmo6va6onistheissue,supportthereadertoensuresuccess.Forinstance,letthestudenthearthebookreadaloud,workwithareadingpartnerorincreasethepointstheyreceiveforreadingsuccessfully.

3)Required3ormoreabemptstopassquiz:AcheckinthiscolumnsignalsthatthestudentrequiredthreeormoreaZemptstopassapar6cularbookquiz.Thismayindicatethatthestudentisfailingquizzesandneedsaddi6onalsupport.

3)Askstudentifheorshereallyreadthebook.Reviewtheexpectedreadinglevel.Provideareadingpartner.Increasenumberof6mesthequizmaybetakenand/orthenumberofdaysbetweenaZempts.

4)Scoredbelow70%onlast3quizzes:Acheckinthiscolumnsignalsthatthestudentscoredbelowa70%onthelastthreeaZemptedbookquizzes.Thismayindicatethatthestudentisfailingquizzesandneedsaddi6onalsupport.

4)Askstudentifheorshereallyreadthebook.Reviewtheexpectedreadinglevel.Provideareadingpartner.Increasenumberof6mesthequizmaybetakenand/orthenumberofdaysbetweenaZempts.

5)Hasnotpassedatleast5quizzesabovestudent’sLexile:AcheckinthiscolumnsignalsthatthestudenthasnotpassedatleastfivebookquizzesabovetheircurrentLexile.ThismayindicatethatthestudentisconsistentlyreadingbooksbelowhisorherLexileleveland/ordemonstra6ngahighpassrate.

5)Discussreasonsforbookchoicesandencouragestudentstochallengethemselves.Perhapsincreasepointsforsuccessfullyreadingattheappropriatelevel.

6)AbletopassquizzesonbooksathigherLexile:Acheckinthiscolumnsignalsthatthestudenthassuccessfullypassedatleast3quizzesforbooksthatareatahigherLexilethanthestudent’scurrentLexile.Thismayindicatethatthestudentisexceedingexpecta6onsandneedsanewchallengeorthatitmaybe6meforanotherReadingProtesttoensureaccuracyofLexilelevel.

6)EncouragethestudenttoreadbooksinahigherLexilerange.Usepointsedittoencouragestudenttotakeariskwithamorechallenging6tle.

7)SelectedbookssignificantlylowerthanLexile:Acheckinthiscolumnsignalsthatthestudenthaspassedatleast3quizzesforbooksthathaveLexilessignificantlylowerthanthestudent’scurrentLexile.ThismayindicatethatthestudentisconsistentlyreadingbooksbelowhisorherLexileleveland/ordemonstra6ngahighpassrate.

7)Discussreasonsforbookchoicesandencouragestudentstochallengethemselves.Perhapsincreasepointsforsuccessfullyreadingattheappropriatelevel.

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BookcomprehensionreportPurpose:Thisreportshowsstudents’averagescoreonbookquizzes.

Howithelps:Thisreportisusefulfortrackingstudents’independentreadingprogressandforplanninganynecessaryinterven6ons.

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Independentreading

Understandingthedata:1)Averagequizscore:Theaveragescoreofallcompletedbookquizzesasapercentage.Note:IfaquizisaZemptedmul6ple6mes,onlythelatestaZemptiscountedinthestudent’saveragequizscore.Note:Whenastudentretakesaquiz,theydonotseethesamequizques6onsasonthefirstquiz.Adifferentsetoftenques6onsisrandomlyselectedfromthequizbankofupto30ques6ons.

Follow-up:Ifstudentshavelowaveragecomprehensionresults,theteachermaywanttoinves6gatewhetherthestudentsarecarefullyreadingthebooksandtakingthequizzesandwhethertheyarereadingbookswithintheirLexilerange.Theteachermayencouragestudentstoreadmorecarefully,ortore-readthebookbeforeretakingthequiztoimprovetheirresults.Targetedinstruc6ononspecificreadingcomprehensionstrategiesmaybeneeded.Addi6onalsupporttoimprovereadingandcomprehensionskillsmayberequired.Forstudentswithhighaveragecomprehensionresults,theteachermayconsidertheLexilesofthebookstheyarereading.AretheyreadingbookswithintheirLexilerange,oraretheychoosingeasybooksthatdonotchallengethemsothattheyscorewell?

Usingthedata:Who:TeachersWhen:OnceortwiceamonthHow:Meetwithstudentsregularlyregardingtheirprogress.Acknowledgesuccessandencouragecon6nuedreadinggrowth.Establishgoalsforbookstoreadandcomprehensionaccuracy.

DatainacVon:Studentswithlowcomprehensionaveragesarelikelytobestrugglingwithwhattheyarereading,ornotreadingwithcare.Studentswithhighercomprehensionaveragesareabletounderstandwhattheyreadwell.

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CerVficatesReportPurpose:Thisreportshowswhichcer(ficatesstudentshaveearnedandwhen.Itprovidesasnapshotintohowstudentsareprogressingintheirreading.

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TeacherReports

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UsingtheData:Who:TeachersWhen:Onceortwiceamonth

HowItHelps:Thisreportallowseducatorstoeasilytrackthecer6ficatesstudentsareearning,makingiteasiertoencouragestudentstocon6nuereading.

UnderstandingtheData:1)Student:Thenameofthestudent.2)DateEarned:Thedateonwhichthestudentearnedhis/hercer6ficate,listedfrommostrecenttoleastrecent.3)CerVficateEarned:Thecer6ficatelevelearnedbythestudent.

QuizpassratereportPurpose:Thisreportshowsstudents'passratesonbookquizzes,totrackhowmanyquizzestheyaPemptcomparedtothenumbertheypass.

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Independentreading

Understandingthedata:1)Averagepassrate:Theaveragepassrateofallcompletedbookquizzesasapercentage.ThepassrateiscalculatedbydividingthenumberofpassedbookquizzesbythenumberofaZemptedbookquizzes.2)#ofabemptedbookquizzes:ThenumberofbookquizzesaZemptedbythestudent.3)#ofpassedbookquizzes:Thenumberofbookquizzespassedbythestudent.

Follow-up:Ifstudentshavelowaveragepassrates,theteachermaywanttoinves6gatewhetherthestudentsarecarefullyreadingthebooksandtakingthequizzes,andwhethertheyarereadingbookswithintheirLexilerange.Theteachermayencouragestudentstoreadmorecarefully,ortore-readthebookbeforeretakingthequiztoimprovetheirresults.Targetedinstruc6ononspecificreadingcomprehensionstrategiesmaybeneeded.Addi6onalsupporttoimprovereadingandcomprehensionskillsmayberequired.Forstudentswithhighaveragepassrates,theteachermayconsidertheLexilesofthebookstheyarereading.AretheyreadingbookswithintheirLexilerange,oraretheychoosingeasybooksthatdonotchallengethemsothattheyscorewell?

Usingthedata:Who:TeachersWhen:OnceortwiceamonthHow:Meetwithstudentsregularlyregardingtheirprogress.Acknowledgesuccessandencouragecon6nuedreadinggrowth.Establishgoalsforbookstoreadandcomprehensionaccuracy.

DatainacVon:Studentswithlowpassrateaveragesarelikelytobestrugglingwithwhattheyarereading,ornotreadingwithcare.Studentswithhigherpassrateaveragesareabletounderstandwhattheyreadwell.

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Reportsonindividualstudent

MyresultsPurpose:Thisreportallowsstudentstoseeanoverviewoftheirkeyperformancemetricsandahistoryofallthebookquizzestheyhavetaken.

Howithelps:Studentsaremo6vatedbyseeingtheirscoresandtrackingtheirprogress.

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Understandingthedata:1)MyLexile:Thestudent’scurrentLexilemeasure,basedonthelastReadingProtestcompleted.2)CerVficatelevel:Thestudent’scurrentcer6ficatelevel.Itisbasedoneitherthenumberofbookquizzestakenorthenumberofpointsearned.Cer6ficatelevelsareconfiguredbytheadministratororteacherintheSesngs.3)Quizzespassed:Thenumberofbookquizzesthestudenthaspassed.4)Wordsread:Thetotalnumberofwordsread.Itisbasedonthewordcountofthebooksforwhichthestudenthaspassedthequiz.5)Averagequizscore:Thestudent’saveragescoreofallbookquizzestakenduringthecurrentschoolyear.6)PrintawardcerVficate:Thisopensthestudent’scer6ficateinanewwindow,wherethestudentcanprintit.7)Printallmycomments:Thisopensaprintableviewofallthebookquizzesastudenthaspassed,withthestudent’sra6ngandcomments.8)Title:The6tleofthebookforwhichthestudenthastakenaquiz.9)Author:Theauthorofthebookwhosequizthestudenthastaken.10)Lexile:TheLexilemeasureassociatedwiththebookforwhichthestudenthastakenaquiz.11)Wordcount:Thewordcountofthebookforwhichthestudenthastakenaquiz.12)Score:Thestudent’sscorefromhis/herlatestaZemptofthebookquiz.13)Points:Thenumberofpointsthestudentearnedforpassingthebookquiz.14)Date:Thedateonwhichthestudenttookthisbook’squiz.15)SeemybookraVng:Thisopensawindowwiththestudent’sscore,ra6ngandcommentsaboutthebook.

Usingthedata:Who:StudentsWhen:AkereveryReadingProtestorbookquiziscompleted,ifdesiredHow:Monitorcomprehensionsuccessandreadingdevelopment

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ReadingreportcardPurpose:Thisreportprovidesteacherswithacomprehensiveviewofastudent’skeymetrics.

Howithelps:Thisreportmaybediscussedwithstudentssotheycanmonitortheirownprogressandaddressanychallengestheyareexperiencing.

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Understandingthedata:1)CurrentLexile:Thestudent’scurrentLexilemeasure,basedonthelastReadingProtestcompleted.2)Lexilegrowth:Thestudent’sgrowthinLexilesincethebeginningoftheschoolyear.3)DateoflastReadingProtest:ThedateofthelastReadingProtestthestudentcompleted.4)Proficiencyband:Thisshowswhichproficiencybandthestudentfallsinto,basedontheLexilemeasurefromthelastcompletedReadingProtest.5)CurrentcerVficatelevel:Thestudent’scurrentcer6ficatelevel.Itisbasedoneitherthenumberofbookquizzestakenorthenumberofpointsearned.Formoreinforma6ononsesngcer6ficatelevels,seetheSesngstaborcontacttheschooladministrator.6)#ofquizzespassed/abempted:Thenumberofbookquizzesthestudenthaspassedvs.thenumberofbookquizzesthestudenthasaZempted.7)Averagequizscore:Thestudent’saveragescoreofallbookquizzestakenduringthecurrentschoolyear.8)AverageLexileofquizzespassed:TheaverageLexilemeasureofbookswhosequizzesthestudenthaspassed.9)Wordsread:Thetotalnumberofwordsread.Itisbasedonthewordcountofthebooksforwhichthestudenthaspassedthequiz.10)Pointsearned:Thetotalnumberofpointsthestudenthasearnedfrompassingbookquizzes.11)Teacher-addedpoints:Thetotalnumberofteacher-addedpointsthestudenthasearned.

Follow-up:Reviewthedatapointsforeachstudenttounderstandperformance.Usethisdatatoprepareforone-on-oneMeets,tosetgoalsandtoprovidedirec6onthatwillleadtodesiredperformancegains.

Usingthedata:Who:TeachersWhen:OnceortwiceamonthHow:Meetwithstudentseachmonthregardingtheirprogress.Establishgoalsforwordsread,booksreadorquizzespassedforeachstudent.

DatainacVon:Studentsbenefitfromconsistentmonitoringoftheirreading.Implementdailygoalsforpagesorwordsread,orquarterlygoalsforbooksreadorbookquizzespassed.

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StudentacVviVesPurpose:Thisreportprovidesteacherswithalistofspecificquizmetricsforallthebookquizzestakenbyanindividualstudent.DataforTeacher-addedac(vi(esisalsoshown.

Howithelps:Thisreportisusedtotrackastudent’sperformanceonindividualquizzesandotherreadingachievementsassessedandaddedbytheteacher.

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Understandingthedata:1)Title/Author:The6tleandauthorofthebookforwhichthestudenthastakenaquiz.2)Lexile:ThisistheLexilemeasureassociatedwiththebookforwhichthestudenthastakenaquiz.3)Wordcount:Thisisthewordcountofthebookforwhichthestudenthastakenaquiz.4)Date:Thisisthedateonwhichthestudenttookthisbook’squiz.5)Score:Thisisthestudent’sscorefromhis/herlatestaZemptofthebookquiz.6)Points:Thisisthenumberofpointsthestudentearnedforpassingthisbookquiz.Thisvalueiseditablebytheteacher.7)View:Thisopensawindowcontainingthestudent’scompletedquiz.

Follow-up:UsetheSearchfacilitytoiden6fy6tlesforthestudentorclasstoread,basedontheirinterests,lessontopics,orareasoffocus.Mo6vatestrugglingreadersbyedi6ngthepointstheyreceiveforpassingquizzesand/oraddingpointstoacknowledgeotherreadingresponses.Encouragegoodreaderstocompletemoreopen-ended,teacher-assessedac6vi6esandaddpointsfortheseac6vi6es.

Usingthedata:Who:TeachersWhen:MonthlyorquarterlyHow:Setclassgoalsforbooksreadand/orwordsreadforeachassessmentperiod.Postclassgoalsandtrackprogresstowardgoals.Setindividualstudentgoalsforbooksreadorquizzespassed.

DatainacVon:Regularassessmentofindependentreadingfosterson-taskbehaviour.Inaddi6ontobookquizzes,encouragestudentstocommentinwri6ngonwhatthey’vereadintheirlogs.

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ViewallcommentsPurpose:Thisreportservesasarecordofastudent’sreadingfortheschoolyear,showingthebook(tleandauthor,alongwiththestudent’sra(ngofthebook,commentsandscorefollowingcomple(onofthebookquiz.

Howithelps:Thisreportisusedtotrackastudent’sperformanceonindividualquizzesandtoseewhatstudentsthoughtofthebookstheyread.Printorsaveacopyofthislistasastudentreadinglogfortheyear.

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StudentLexilehistoryreportPurpose:ThisreportshowstheLexilemeasuresofalltheReadingProtestsastudenthastakenoverthecourseofthedaterangeselected.

Howithelps:Thisreportshowshowstudentsarerespondingtoreadinginstruc6onanddevelopingover6me.

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2

Understandingthedata:1)Lexile:Thisisthestudent’sLexilemeasure.2)Date:ThisisthedatetheReadingProtestwascompleted.

Usingthedata:Who:TeachersWhen:AkerastudenthastakenatleasttwoReadingProtestsHow:Monitorgrowthratestoseeifthestudent’smeasuresaresteadilyincreasing

Follow-up:Ifastudentisprogressingpar6cularlywell,acknowledgethesuccessandsharethatstudent’sstrategieswithothers.Iden6fystudentswhoarenotshowingadequategrowthover6meandprovideextrahelptoop6mizeperformance.

DatainacVon:Lookforasteadyincreaseinreadingdevelopmentover6me.Inves6gateanydeclinesorunusualfluctua6onsinLexile.Ensurethattestcondi6onsareconsistent,studentsarenotunderpressuretocompletethetest,andthereisnoexcessivenoiseordistrac6ons.

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ParentleberPurpose:ThislePermaybesenthometoparentstohelpthemunderstandScholas(cReadingPro.ThelePersuggestswaystheycanusetheirchild’sLexilemeasuretochoosebooksforsuccessfulindependentreading.

Howithelps:ThisleZermaybesentatthebeginningoftheyear,akerthefirstReadingProtestresults,tointroduceparentstotheprogramandsuggestwaystheycanhelpwithreadingathome.

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StudentawardcerVficatePurpose:Scholas(cReadingProincludesaneasy-to-usefeaturethatallowsteacherstoprintstudentawardcer(ficatestorecogniseachievement.Cer(ficatesreinforcereadingsuccessandbuildmomentumforfurtherprogress.Thisawardcer(ficaterecognisesastudentforreachingacertaincer(ficatelevel,basedonhowmanypointstheyhaveearnedorhowmanybookquizzestheyhavepassed.

Howithelps:Thecer6ficatesmaybeusedtomo6vatestudentstoreachahighercer6ficatelevelbyreadingmore.

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StudenttestprintoutPurpose:Thisisaprintoutofthestudent’slastcompletedReadingProtest.Itincludeseachpassageandallfouranswerchoices,withthestudent’sanswerchoiceandthecorrectanswerchoicebothindicated.Thesourceofeachtextextractisalsolisted.

Howithelps:Thisreportisusedtoreviewtestresultswithstudents.Theteacherandstudentcanworktogethertounderstandwhypar6cularques6onsweremissed.

Understandingthedata:1)Testdate:Thisisthedateofthecompletedtest.2)Extract:Thisisthetextextractthestudentwasgiven.3)Answerchoices:Thesearetheanswerchoices.4)Correctanswer:Thisisthecorrectanswer.5)Incorrectanswer:Thisistheanswerthestudentincorrectlychose.6)Student’sanswer:Thisistheanswerselected.7)Source:Thisisthesourceinforma6onofthepassage.

Follow-up:Reviewtheprintoutofthetestwiththestudent,poin6ngoutitemsthestudentansweredincorrectly.Workthroughthoseitemswithstudentstohelpthemunderstandwhytheanswersareincorrect.

Usingthedata:Who:TeachersWhen:AkeraReadingProtestadministra6onwitharesultthatseemsunclearHow:Reviewtheques6onsthatwereansweredincorrectlytodeterminewherethestudenthaddifficultyansweringques6ons.

DatainacVon:Usetestresultstodiscusstest-takingstrategiessuchaswhentoskipques6ons,avoidingfa6guebyexi6ngoutofthetestandresumingthenextdayandbestprac6cesforansweringmul6plechoiceques6ons.

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7

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StudentquizprintoutPurpose:Thisisaprintoutofthestudent’scompletedbookquiz.Itincludeseachques(onandallfouranswerchoices,withthestudent’sanswerchoiceandthecorrectanswerchoicebothindicated.

Howithelps:Thisreportisusedtoiden6fywhichques6onsastudentansweredincorrectly.Meetwiththestudenttodiscusstheiranswersanddecidetogetherifthestudentneedstorevieworre-readthebookbeforere-takingthequiz.

Understandingthedata:1)Quizdate:ThisisthedateofthelatestquizaZempt.2)QuesVon:Thisisthequizques6onthestudentwasgiven.3)Answerchoices:Thesearetheanswerchoices.4)Correctanswer:Thisisthecorrectanswer.5)Incorrectanswer:Thisistheanswerthestudentincorrectlychose.6)Student’sanswer:Thisistheanswerthestudentselected.

Follow-up:Thequizprintoutmaybeusedfordiagnos6cpurposes,andteachersmaychoosetofocusonspecificweaknessesthatindividualstudentsmayhave.

Usingthedata:Who:TeachersWhen:AkerastudenthasnotpassedabookquizHow:Scheduleone-on-oneMeetswithstudentsabouttheirquizresults.Discussques6onsthatwereansweredincorrectly.

DatainacVon:Completedquizzesprovideafolioofstudentcomprehensionac6vi6es.

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2

3

6

5

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HomedashboardPurpose:ThedashboardshowsthekeymetricsforaschoolandconsolidatedreportsofexpectedLexilegrowthandreadingproficiency.

Howithelps:Thedashboardprovidesanimmediateviewofhowstudentsareperforming.

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2 3 4 5

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7

Schoolleaderreports

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Note:ThisisthedashboardviewforschoolsthathaveselectedtousetheUnitedKingdombenchmark.

Understandingthedata:1)AverageLexilegrowththisyear:TheaverageLexilegrowthofstudentsintheschooloverthecurrentschoolyear,asdefinedbytheScholas6cLearningZonecalendar.2)Averagequizscore:Theaveragescoreofallbookquizzesstudentsintheschoolhavetakenduringthecurrentschoolyear.3)Numberofquizzestaken:ThetotalnumberofbookquizzesstudentsintheschoolhaveaZemptedduringthecurrentschoolyear.4)Quizpassrate:Thepercentageofthenumberofbookquizzesstudentshavepassed,dividedbythenumberofquizzesstudentshaveaZempted.5)Wordsread:Thetotalnumberofwordsofallthebookswhosequizzesstudentsintheschoolhavepassed.6)Lexilegrowth:ThisreportshowsaverageLexilegrowthofstudentsoverthecourseoftheschoolyear.Itcomparesthestudents’star6ngLexiletotheirmostrecentLexile.Seepage36formoreinforma6ononhowtousethisreport.Note:ThisgraphmayappearastheExpectedgrowthreportifyourschoolisusingabenchmarkotherthantheUnitedKingdombenchmark.7)Readingproficiency:Thisreportshowsthepercentageofstudentsineachreadingproficiencyband.Seepage34formoreinforma6ononhowtousethisreport.

Follow-up:Iden6fyhowstudentsareperformingfromthegraphsandviewtheirdetailedquizandReadingProtestdatabyselec6ngthemontheReportsscreensothatyoucanpersonaliseinstruc6onaccordingtoneed.

Usingthedata:Who:GroupandschoolleadersWhen:MonthlyHow:Usekeymetricstomonitortheschool’sreadingdevelopmentandviewcurrentperformance.

DatainacVon:Byviewingmul6plemetrics,leadersaregivenasnapshotofstudents’readinglevelanddevelopment,asassessedbytheReadingProtestandreadingcomprehensionsuccess.Visualdataprovidesac6onableinsightsquicklyandefficiently.

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ReadingproficiencyreportPurpose:Thisreportisusedtoshowthedistribu(onofstudentsacrosspre-determinedreadingproficiencybands.ReadingproficiencybandsarebasedonthebenchmarkedLexilerangesoftextsthatstudentsareexpectedtobeabletoreadattheiryearlevel.

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2

Schoolleaderreports

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Howithelps:Thisreporthelpstoiden6fytheactualreadingproficiencyofstudentscomparedtothetextstheyareexpectedtoreadattheiryearlevel.Itmaybeusedtosetperformancegoalsandiden6fystrategiesfordifferen6atedinstruc6onandresourceneeds.

3

Understandingthedata:1)Proficiencybands:Thesearetheproficiencybandsforyourschool,basedonthebenchmarkselected.Theproficiencybandsvarybyyeargroup.TherearefourproficiencybandsbasedontheLexilerangeoftextsthatstudentsareexpectedtoreadattheiryearlevel.Theseare:2)Percentage:Thepercentageofstudentsthatfallintothisproficiencyband.3)Count:Thenumberofstudentsthatfallintothisproficiencyband.

Follow-up:Groupstudentsaccordingtoproficiencylevelsandtailorinterven6ontoaddressspecificneeds.Organisesmallgrouplessonsthatprovidemoreexplicit,targetedinstruc6onforthoseinBasicandBelowbasicproficiencybands;andchallengeyouradvancedstudentswithmorecomplexques6onsandconcepts.

Usingthedata:Who:GroupandschoolleadersWhen:AkereachReadingProtestisadministered,usually3-46mesperyearHow:Establishandmonitorexpectedannualproficiencygoals.Usetheinforma6ontosetappropriatetargetsfortheschoolandmakeinstruc6onaldecisions


Advanced ReadingabovetheLexiletextlevelexpectedfortheyearlevelrange

Proficient Readingwithintheyearlevelrange

Basic Readingbelowtheyearlevelrange

Belowbasic Readingwellbelowtheyearlevelrange

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DatainacVon:Thisreportprovidesaclearbreakdownofstudents’readinglevels.Usethisdatatodifferen6ateinstruc6onaccordingtoneedsothatyoucanaccelerategrowth.

ExpectedLexilegrowthreport*

Schoolleaderreports

Purpose:ThisreportshowstheaverageLexilegrowthexpectedoveraschoolyearbasedonthestart-of-yearLexile.ItalsocomparestheaveragecurrentandexpectedendingLexilemeasurestotheend-of-yearnormforeachyeargroup.

Howithelps:Thisreportmonitorseachyearlevelandclass’sprogresstowardtheirexpectedend-of-yearLexile.

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3

Understandingthedata:1)AveragecurrentLexile:ThisistheaveragecurrentLexileofstudents,basedontheirmostrecentReadingProtests.2)Expectedend-of-yearLexile:ThisistheaverageLexilemeasureayearorclassisexpectedtoreachbytheendoftheschoolyear,basedontheiraveragestart-of-yearLexile.Note:Ifayeargrouporclass’sstar(ngaverageLexileexceedsthehighestexpectedend-of-yearLexileforitsyearlevel,noexpectedLexilevaluewillbeshown.3)NormedLexile:Thisisthenormedend-of-yearLexilefortheyearlevel.4)Expectedgrowth:Thisisthedifferencebetweentheaverageexpectedend-of-yearLexileandtheaveragecurrentLexile.ItshowshowmuchmoreayeargrouporclassneedstoincreaseitsaverageLexilemeasureinordertoreachthetargetedend-of-yearaverageLexilemeasure.5)Variance:Expectedend-of-yearLexiletonorm:Thisisthedifferencebetweentheaverageexpectedend-of-yearLexileandthenormedend-of-yearLexilefortheyearlevel.

Follow-up:Ifayeargrouporclassisnotontracktomeetitsaverageexpectedend-of-yeargoal,orifthereiss6llagaptoreachthenormforitsyearlevel,schoolleadersmayneedtoworkwithteacherstodecideonaplanofinterven6onandsupport.Thismayincludeworkingmorecloselywithteachersonbestteachingstrategies,providingprofessionaldevelopment,orreviewingcurriculummaterialsforeffec6venessIfayear/gradelevelorclassisontracktomeetitsaverageexpectedend-of-yearLexileandislikelytoachieveanaverageLexilethatisabovethenormfortheiryearlevel,schoolleadersmayencourageteacherstoconsiderwaystochallengeandextendtheirgrowthbeyondwhatisexpected.Thisreportisalsoatoolformeasuringtheeffec6venessofclassroomreadingprogrammes.

Usingthedata:Who:GroupandschoolleadersWhen:AkereachReadingProtestadministra6onHow:Meetwithteachersofclassesthatarenotontracktomeettheirexpectedend-of-yearLexiletarget

DatainacVon:AYear3classwithastar6ngaverageLexileof420Lisexpectedtogrowto570Lbytheendoftheschoolyear(anincreaseof150L).However,anotherclassinYear3withastar6ngaverageLexileof630Lisexpectedtogrowto730Lbytheendoftheschoolyear--anincreaseofonly100L.


40

Behindthenumbers:Expectedgrowthvaluesarebasedonanorma6vestudywithover370,000students.ThisstudyshowedthatstudentswhostartedatalowerLexileatthebeginningoftheschoolyeargrewmorethanstudentsinthesameyeargroupwhostartedatahigherLexile.Thisdataisconsideredvalidinothersimilarmul6culturalcountriesinwhichEnglishisthefirstlanguage.

LexilegrowthreportPurpose:ThisreportcomparestheaverageLexileofthefirstReadingProtestoftheschoolyeartothemostrecenttest,totrackprogressoverthecourseoftheyear.

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2

Schoolleaderreports

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Understandingthedata:1)Firsttest:TheaverageLexilemeasurefromthefirstReadingProtestoftheschoolyear.2)Mostrecenttest:TheaverageLexilemeasurefromthemostrecenttesttaken.3)Variance:ThedifferencebetweentheaverageLexilemeasurefromthemostrecenttestandthefirsttest.Growthcanbeposi6ve,nega6veorzero.

Follow-up:Ifayeargrouporclassisshowingsignificantgrowth,schoolleadersmayacknowledgethesuccessandworkwithteacherstodeterminewhichstrategiesmayhaveledtothatsuccess,sothatotherteachersmayincorporateanyappropriatemethodstohelptheirstudentsimprove.Schoolleadersmayalsoiden6fyyeargroupsorclassesthatarenotshowingadequategrowthover6meandencourageteacherstoprovideextrahelptoop6mizereadingdevelopment,asmeasuredbytheReadingProtest.

Usingthedata:Who:GroupandschoolleadersWhen:AkerstudentsintheschoolhavetakenatleasttwoReadingProtestsHow:Monitorgrowthratestoensurethatstudentsintheschoolareontracktomeetannualgrowthexpecta6ons

DatainacVon:Students’Lexilereadingmeasuresshouldgrowoverthecourseofaschoolyear.Thegrowthisgreaterforstudentsinloweryearsthaninupperyears.Thereisnotlikelytobesignificantgrowthinashortperiodof6me.Atall6mes,studentsshouldbeencouragedtotakethetestcarefully,sothattheirtruereadinglevelcanbemeasured.

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Howithelps:Thisreportisusedtomonitorwhichyeargroupsandclassesaredemonstra6ngsufficientgrowthinstudents’Lexilemeasures.

Lexilecomparedtonormreport*Purpose:ThisreportcomparestheaverageLexiletotheend-of-yearLexilenorm(50%percen(le)forapar(cularyeargroup.

Howithelps:Thisreportisusedtodeterminewhereayeargrouporclass’sperformancefallswithregardtothenormedLexileforitsyearlevel.

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2

Schoolleaderreports

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Understandingthedata:1)CurrentLexile:TheaverageLexilemeasurefromthemostrecenttest.2)NormedLexile:Theaverage(50%percen6le)end-of-yearLexileforstudentsinapar6cularyear/gradelevel.3)Variance:ThevariancebetweentheaveragecurrentLexileandthenormedLexile.

Follow-up:Byiden6fyinghowwellstudentsareperformingrela6vetothenorm,schoolleadersareabletomakedecisionsaboutthetypeofsupport,interven6onorchallengethatmayberequiredtocon6nuetodevelopstudents’readingability.

Usingthedata:Who:GroupandschoolleadersWhen:AkereachReadingProtestadministra6onHow:Monitorprogresstocompareactualstudentresultswithnormeddataofstudentsinthesameyearlevel

DatainacVon:BycomparingtheaveragecurrentLexiletotheend-of-yearnormforapar6cularyearlevel,schoolleadersareabletoposi6oneachyeargrouporclassrela6vetonorma6veperformance.Forexample:IfaclassinYear3hasacurrentaverageLexileof460L,theschoolleaderdoesnotknowwhetherthatperformanceisrela6velygoodornotforstudentsinYear3.Whencomparedtotheend-of-yearnormof590L,theschoolleaderisabletoseethatthisclassiscurrentlyperformingwellbelowthenorm.

Behindthenumbers:AlinkingstudybetweentheReadingProtestandtheLexileFrameworkdevelopednorma6veinforma6onbasedonasampleof512,224studentsfromamedium-to-largeU.S.state.Thesample’sdistribu6onofscoresonnorm-referencedandotherstandardizedmeasuresofreadingcomprehensionaresimilartothosereportedforna6onaldistribu6on.

Grade(US) NormedLexile1 150L

2 475L

3 590L

4 700L

5 810L

6 880L

7 955L

8 1000L

9 1045L

10 1080L

11 1090L

12 1100L


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BookcomprehensionreportPurpose:Thisreportshowsstudents’averagescoreonbookquizzes.

Schoolleaderreports

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Independentreading

Understandingthedata:1)Averagequizscore:Theaveragescoreofallcompletedbookquizzesasapercentage.Note:IfaquizisaZemptedmul6ple6mesbyastudent,onlythelatestaZemptiscountedinthestudent’saveragequizscore.Note:Whenastudentretakesaquiz,theydonotseethesamequizques6onsasonthefirstquiz.Adifferentsetoftenques6onsisrandomlyselectedfromthequizbankofupto30ques6ons.

Follow-up:Ifstudentsinapar6cularyeargrouporclasshavelowaveragecomprehensionresults,theschoolleadermaywanttoencouragetheteachertoinves6gatewhetherthestudentsarecarefullyreadingthebooksandtakingthequizzes,andwhethertheyarereadingbookswithintheirLexileranges.Theteachermayencouragestudentstoreadmorecarefully,ortore-readthebookbeforeretakingthequiztoimprovetheirresults.Targetedinstruc6ononspecificreadingcomprehensionstrategiesmaybeneeded.Addi6onalsupporttoimprovereadingandcomprehensionskillsmayberequired.

Usingthedata:Who:GroupandschoolleadersWhen:AttheendofeachmarkingperiodHow:Acknowledgesuccessandencouragecon6nuedreadinggrowth.Establishschool-widegoalsforcomprehensionaccuracy.

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Howithelps:Thisreportisusefulfortrackingtheschool’sindependentreadingprogressandforplanninganynecessaryinterven6ons.

DatainacVon:Yeargroupsorclasseswithlowcomprehensionaveragesarelikelytobestrugglingwithwhattheyarereading,ornotreadingwithcare.Yeargroupsorclasseswithhighercomprehensionaveragesareabletounderstandwhattheyreadwell.

QuizpassratereportPurpose:Thisreportshowsstudents'passratesonbookquizzes,totrackhowmanyquizzestheyaPemptcomparedtothenumbertheypass.

Schoolleaderreports

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Independentreading

Understandingthedata:1)Averagepassrate:Theaveragepassrateofallcompletedbookquizzesasapercentage.ThepassrateiscalculatedbydividingthenumberofpassedbookquizzesbythenumberofaZemptedbookquizzes.2)#ofabemptedbookquizzes:ThenumberofbookquizzesaZemptedbythestudents.3)#ofpassedbookquizzes:Thenumberofbookquizzespassedbythestudents.

Follow-up:Ifstudentsinapar6cularyeargrouporclasshavelowaveragepassrates,theschoolleadermaywanttoencouragetheteachertoinves6gatewhetherthestudentsarecarefullyreadingthebooksandtakingthequizzes,andwhethertheyarereadingbookswithintheirLexileranges.Theteachermayencouragestudentstoreadmorecarefully,ortore-readthebookbeforeretakingthequiztoimprovetheirresults.Targetedinstruc6ononspecificreadingcomprehensionstrategiesmaybeneeded.Addi6onalsupporttoimprovereadingandcomprehensionskillsmayberequired.

Usingthedata:Who:GroupandschoolleadersWhen:AttheendofeachmarkingperiodHow:Acknowledgesuccessandencouragecon6nuedreadinggrowth.Establishschool-widegoalsforcomprehensionaccuracy.

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DatainacVon:Yeargroupsorclasseswithlowpassrateaveragesarelikelytobestrugglingwithwhattheyarereading,ornotreadingwithcare.Yeargroupsorclasseswithhigherpassrateaveragesareabletounderstandwhattheyreadwell.


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Reports Guide - Scholastic...1) First test: The student’s Lexile measure from the ﬁrst test of...

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