r a pid rapid overview assessment reading ... - lexia learning · systematic, personalized learning...
TRANSCRIPT
Overview
RAPID generates three key scores providing screening information, diagnostic information, and information on growth of skills throughout the year. These scores are provided at the student level and then aggregated to the class, grade, school, and district levels.
Student Score Types
Reading Success Probability Score Ability Score Percentile Score
What does it tell you? Likelihood of end-of-year reading success on a gold-standard, national outcome measure
Personal performance on each task as compared to other students across grades 3–12
Relative performance compared to grade-level norms
How does it connect to instruction?
Indicates risk level and required intensity of instruction
Indicates whether a student made growth over time on key skill areas
Guides instructional strategies based on profile of strengths and weaknesses
READING EXPERTISE
Founded more than 30 years ago with private funding and grants obtained from the National Institute of Child Health and Human Development, Lexia Learning’s reading technology products are now used by more than two million students. As a Rosetta Stone® company, Lexia’s ongoing commitment to peer-reviewed efficacy research and gold-standard outcome studies are at the center of our pedagogical approach. Lexia Reading Core5®, the company’s award-winning, flagship product, has set the standard for technology-based reading instruction by providing explicit, systematic, personalized learning on fundamental literacy skills for students of all abilities.
LEXIA LEARNING AND FLORIDA CENTER FOR READING RESEARCH (FCRR)
With the launch of the RAPID Assessment, Lexia continues its promise to improve student literacy by leveraging technology to personalize learning and simplifying the use of data to drive instruction. RAPID is the result of Lexia’s ongoing partnership with researchers from the Florida Center for Reading Research (FCRR), a multidisciplinary research center at Florida State University that supports 17 federal research contracts and grants led by nine tenured and tenure-track faculty members. This partnership combines the resources and expertise of two of the most renowned innovators in education—the result being the creation of an assessment that breaks new ground in terms of efficiency and effectiveness. RAPID was developed to be computer-adaptive via an extensive research-based process, producing a more time-efficient assessment that helps teachers reclaim additional instructional time for teaching.
Foorman, B., Petscher, Y., & Schatschneider, C. (2015). Reading Assessment for Prescriptive Instructional Data (RAPID). Concord, MA: Lexia Learning.
ADAPTIVE SCREENER AND DIAGNOSTIC TOOL FOR READING COMPREHENSION GRADES 3–12
RA
PID A
ssessment
READING ASSESSMENT for PRESCRIPTIVE INSTRUCTIONAL DATA
The Lexia RAPID Assessment™ reliably measures the skills most predictive of reading success—word recognition, academic language, and reading comprehension—in a short amount of time.
Designed for group administration, grades 3–12, in the fall, winter, and spring, RAPID is a computer-adaptive screener and diagnostic tool that identifies and monitors reading and language skills to provide actionable, norm-referenced data for instructional planning.
MAXIMUM INFORMATION IN THE MINIMUM AMOUNT OF TIME
Rather than administer several lengthy assessments, RAPID provides an in-depth, reliable measurement of reading ability within the timeframe of a typical class period.
• Word Recognition – Measure how well students can synthesize the component skills of decoding and encoding to demonstrate effective word recognition ability.
• Vocabulary Knowledge – Measure students’ ability to apply morphological strategies for comprehending new vocabulary.
• Syntactic Knowledge – Measure sentence-level inferencing and use of connective words.
• Reading Comprehension – Measure students’ deep understanding of both narrative and informational text at their reading level based on their reading skill performance on the prior tasks.
Instructional planning tools for the classroom
Individualized item delivery for students
Precise data for educators
ADAPTIVE ASSESSMENT
Targeted and Time-efficient
Assessment™RAPID
300 Baker Avenue Suite 320 • Concord, MA 01742
www.lexialearning.com
tel: 800-435-3942 / 978-405-6200
fax: 978-287-0062
© 2015 Rosetta Stone Ltd. Lexia Learning and related trademarks and logos are the property of Rosetta Stone Ltd. and are registered and/or used in the United States and other countries. RAPID_Quickguide_2015 1. English Language Learners: A Policy Brief. National Council of Teachers of English. http://www.ncte.org/library/inctefiles/resources/policyresearch/ellresearchbrief.pdf 2. College Entrance Examination Board. 1992. College-Bound Seniors. 1992 Profile of SAT and Achievement Test Takers. National Report. New York: College Entrance Examination Board. ED 351 352. 3. Bamford, K.W., and D. T. Mizokawa. “Additive-Bilingual (Immersion) Education: Cognitive and Language Development.” Language Learning 41 (3): 413-429, 1991.; Foster, K., and C. Reeves. (1989). “FLES Improves Cognitive Skills.” FLES News 2 (3), 4-5; Ginsburg, H. and McCoy, I. (1981). An Empirical Rationale for Foreign Language in Elementary Schools. Modern Language Journal, 65, 36-42; Rafferty, E. A. (1986). Second language study and basic skills in Louisiana. U.S.; Louisiana, from ERIC database. 4. Bilingual Pay Differential (AFGE)
MKRAPIDBR-0915
Overview
RAPID generates three key scores providing screening information, diagnostic information, and information on growth of skills throughout the year. These scores are provided at the student level and then aggregated to the class, grade, school, and district levels.
Student Score Types
Reading Success Probability Score Ability Score Percentile Score
What does it tell you? Likelihood of end-of-year reading success on a gold-standard, national outcome measure
Personal performance on each task as compared to other students across grades 3–12
Relative performance compared to grade-level norms
How does it connect to instruction?
Indicates risk level and required intensity of instruction
Indicates whether a student made growth over time on key skill areas
Guides instructional strategies based on profile of strengths and weaknesses
READING EXPERTISE
Founded more than 30 years ago with private funding and grants obtained from the National Institute of Child Health and Human Development, Lexia Learning’s reading technology products are now used by more than two million students. As a Rosetta Stone® company, Lexia’s ongoing commitment to peer-reviewed efficacy research and gold-standard outcome studies are at the center of our pedagogical approach. Lexia Reading Core5®, the company’s award-winning, flagship product, has set the standard for technology-based reading instruction by providing explicit, systematic, personalized learning on fundamental literacy skills for students of all abilities.
LEXIA LEARNING AND FLORIDA CENTER FOR READING RESEARCH (FCRR)
With the launch of the RAPID Assessment, Lexia continues its promise to improve student literacy by leveraging technology to personalize learning and simplifying the use of data to drive instruction. RAPID is the result of Lexia’s ongoing partnership with researchers from the Florida Center for Reading Research (FCRR), a multidisciplinary research center at Florida State University that supports 17 federal research contracts and grants led by nine tenured and tenure-track faculty members. This partnership combines the resources and expertise of two of the most renowned innovators in education—the result being the creation of an assessment that breaks new ground in terms of efficiency and effectiveness. RAPID was developed to be computer-adaptive via an extensive research-based process, producing a more time-efficient assessment that helps teachers reclaim additional instructional time for teaching.
Foorman, B., Petscher, Y., & Schatschneider, C. (2015). Reading Assessment for Prescriptive Instructional Data (RAPID). Concord, MA: Lexia Learning.
ADAPTIVE SCREENER AND DIAGNOSTIC TOOL FOR READING COMPREHENSION GRADES 3–12
RA
PID A
ssessment
READING ASSESSMENT for PRESCRIPTIVE INSTRUCTIONAL DATA
The Lexia RAPID Assessment™ reliably measures the skills most predictive of reading success—word recognition, academic language, and reading comprehension—in a short amount of time.
Designed for group administration, grades 3–12, in the fall, winter, and spring, RAPID is a computer-adaptive screener and diagnostic tool that identifies and monitors reading and language skills to provide actionable, norm-referenced data for instructional planning.
MAXIMUM INFORMATION IN THE MINIMUM AMOUNT OF TIME
Rather than administer several lengthy assessments, RAPID provides an in-depth, reliable measurement of reading ability within the timeframe of a typical class period.
• Word Recognition – Measure how well students can synthesize the component skills of decoding and encoding to demonstrate effective word recognition ability.
• Vocabulary Knowledge – Measure students’ ability to apply morphological strategies for comprehending new vocabulary.
• Syntactic Knowledge – Measure sentence-level inferencing and use of connective words.
• Reading Comprehension – Measure students’ deep understanding of both narrative and informational text at their reading level based on their reading skill performance on the prior tasks.
Instructional planning tools for the classroom
Individualized item delivery for students
Precise data for educators
ADAPTIVE ASSESSMENT
Targeted and Time-efficient
Assessment™RAPID
300 Baker Avenue Suite 320 • Concord, MA 01742
www.lexialearning.com
tel: 800-435-3942 / 978-405-6200
fax: 978-287-0062
© 2015 Rosetta Stone Ltd. Lexia Learning and related trademarks and logos are the property of Rosetta Stone Ltd. and are registered and/or used in the United States and other countries. RAPID_Quickguide_2015 1. English Language Learners: A Policy Brief. National Council of Teachers of English. http://www.ncte.org/library/inctefiles/resources/policyresearch/ellresearchbrief.pdf 2. College Entrance Examination Board. 1992. College-Bound Seniors. 1992 Profile of SAT and Achievement Test Takers. National Report. New York: College Entrance Examination Board. ED 351 352. 3. Bamford, K.W., and D. T. Mizokawa. “Additive-Bilingual (Immersion) Education: Cognitive and Language Development.” Language Learning 41 (3): 413-429, 1991.; Foster, K., and C. Reeves. (1989). “FLES Improves Cognitive Skills.” FLES News 2 (3), 4-5; Ginsburg, H. and McCoy, I. (1981). An Empirical Rationale for Foreign Language in Elementary Schools. Modern Language Journal, 65, 36-42; Rafferty, E. A. (1986). Second language study and basic skills in Louisiana. U.S.; Louisiana, from ERIC database. 4. Bilingual Pay Differential (AFGE)
MKRAPIDBR-0915
Overview
RAPID generates three key scores providing screening information, diagnostic information, and information on growth of skills throughout the year. These scores are provided at the student level and then aggregated to the class, grade, school, and district levels.
Student Score Types
Reading Success Probability Score Ability Score Percentile Score
What does it tell you? Likelihood of end-of-year reading success on a gold-standard, national outcome measure
Personal performance on each task as compared to other students across grades 3–12
Relative performance compared to grade-level norms
How does it connect to instruction?
Indicates risk level and required intensity of instruction
Indicates whether a student made growth over time on key skill areas
Guides instructional strategies based on profile of strengths and weaknesses
READING EXPERTISE
Founded more than 30 years ago with private funding and grants obtained from the National Institute of Child Health and Human Development, Lexia Learning’s reading technology products are now used by more than two million students. As a Rosetta Stone® company, Lexia’s ongoing commitment to peer-reviewed efficacy research and gold-standard outcome studies are at the center of our pedagogical approach. Lexia Reading Core5®, the company’s award-winning, flagship product, has set the standard for technology-based reading instruction by providing explicit, systematic, personalized learning on fundamental literacy skills for students of all abilities.
LEXIA LEARNING AND FLORIDA CENTER FOR READING RESEARCH (FCRR)
With the launch of the RAPID Assessment, Lexia continues its promise to improve student literacy by leveraging technology to personalize learning and simplifying the use of data to drive instruction. RAPID is the result of Lexia’s ongoing partnership with researchers from the Florida Center for Reading Research (FCRR), a multidisciplinary research center at Florida State University that supports 17 federal research contracts and grants led by nine tenured and tenure-track faculty members. This partnership combines the resources and expertise of two of the most renowned innovators in education—the result being the creation of an assessment that breaks new ground in terms of efficiency and effectiveness. RAPID was developed to be computer-adaptive via an extensive research-based process, producing a more time-efficient assessment that helps teachers reclaim additional instructional time for teaching.
Foorman, B., Petscher, Y., & Schatschneider, C. (2015). Reading Assessment for Prescriptive Instructional Data (RAPID). Concord, MA: Lexia Learning.
ADAPTIVE SCREENER AND DIAGNOSTIC TOOL FOR READING COMPREHENSION GRADES 3–12
RA
PID A
ssessment
READING ASSESSMENT for PRESCRIPTIVE INSTRUCTIONAL DATA
The Lexia RAPID Assessment™ reliably measures the skills most predictive of reading success—word recognition, academic language, and reading comprehension—in a short amount of time.
Designed for group administration, grades 3–12, in the fall, winter, and spring, RAPID is a computer-adaptive screener and diagnostic tool that identifies and monitors reading and language skills to provide actionable, norm-referenced data for instructional planning.
MAXIMUM INFORMATION IN THE MINIMUM AMOUNT OF TIME
Rather than administer several lengthy assessments, RAPID provides an in-depth, reliable measurement of reading ability within the timeframe of a typical class period.
• Word Recognition – Measure how well students can synthesize the component skills of decoding and encoding to demonstrate effective word recognition ability.
• Vocabulary Knowledge – Measure students’ ability to apply morphological strategies for comprehending new vocabulary.
• Syntactic Knowledge – Measure sentence-level inferencing and use of connective words.
• Reading Comprehension – Measure students’ deep understanding of both narrative and informational text at their reading level based on their reading skill performance on the prior tasks.
Instructional planning tools for the classroom
Individualized item delivery for students
Precise data for educators
ADAPTIVE ASSESSMENT
Targeted and Time-efficient
Assessment™RAPID
300 Baker Avenue Suite 320 • Concord, MA 01742
www.lexialearning.com
tel: 800-435-3942 / 978-405-6200
fax: 978-287-0062
© 2015 Rosetta Stone Ltd. Lexia Learning and related trademarks and logos are the property of Rosetta Stone Ltd. and are registered and/or used in the United States and other countries. RAPID_Quickguide_2015 1. English Language Learners: A Policy Brief. National Council of Teachers of English. http://www.ncte.org/library/inctefiles/resources/policyresearch/ellresearchbrief.pdf 2. College Entrance Examination Board. 1992. College-Bound Seniors. 1992 Profile of SAT and Achievement Test Takers. National Report. New York: College Entrance Examination Board. ED 351 352. 3. Bamford, K.W., and D. T. Mizokawa. “Additive-Bilingual (Immersion) Education: Cognitive and Language Development.” Language Learning 41 (3): 413-429, 1991.; Foster, K., and C. Reeves. (1989). “FLES Improves Cognitive Skills.” FLES News 2 (3), 4-5; Ginsburg, H. and McCoy, I. (1981). An Empirical Rationale for Foreign Language in Elementary Schools. Modern Language Journal, 65, 36-42; Rafferty, E. A. (1986). Second language study and basic skills in Louisiana. U.S.; Louisiana, from ERIC database. 4. Bilingual Pay Differential (AFGE)
MKRAPIDBR-0915
www.lexialearning.com • tel: 800-435-3942
RELIABLY MEASURE LONG-TERM GROWTH
Teachers and administrators can determine whether students have made progress in all four tasks assessed by RAPID.
• Longitudinally track personal skill development growth over a school year and across multiple years.
• Track the impact of instructional interventions and programs across a school or district (see Figure 3).
• Compare Ability Scores, at the student or class level, to the average performance of grade-level peers as well as other grade levels on the same task (see Figure 4).
Measure Growth
IDENTIFY INSTRUCTIONAL NEEDS QUICKLY SCREEN READING SKILLS TO DETERMINE INTENSITY OF INSTRUCTION
Critical reading and language tasks measured by RAPID provide fast, reliable, and adaptive measurement of reading ability.
The Reading Comprehension task provides a deep measure of a student’s understanding of narrative and informational text. Students are placed into a passage based on their performance in the Word Recognition, Vocabulary Knowledge and Syntactic Knowledge tasks. Together, the tasks provide a Reading Success Probability score.
• Reading Success Probability (RSP): provides educators with a prediction of future reading success on a standardized outcome measure. Each student receives an individual RSP score (see Figure 1) indicating the overall level of instructional intensity needed to reach grade level by the end of the school year.
• RAPID also provides administrators and teachers with an aggregate view showing how many students have a high probability of success (RSP of 70% or greater) and a view with the distribution of ability scores across a grade, school or district (see Figure 2).
Screener Diagnostic Tool
Figure 1
Figure 2
RTI/MTSS INTEGRATION
RAPID helps with RTI/MTSS in two ways: The RSP helps determine the level of instructional intensity a student will need to close the gap. Then, the diagnostic profile helps determine the focus of individual instruction and identifies students with similar profiles for small group instruction.
The RAPID Assessment provides a diagnostic profile for each student comprised of grade-based percentile ranks for all four tasks. Two students may require the same intensity of instruction, as indicated by the RSP of 43%, but the focus of that instruction can be quite different.
Teachers
The diagnostic profile provides connections to instructional strategies for the teacher and identifies students with similar profiles for small group instruction.
Figure 4Figure 3
Administrators
RAPID’s school- and district-wide profiles can be used to assess the need for curriculum review or professional development for an administrator’s teachers and staff.
JamesStudents
Marissa
Reading Success Probability
Percentile Rank for Apr 2015
Class Average
The likelihood that a student will achievegrade level success by the end of the year.
Diagnostic ProfileThe student’s overall strenghts and weaknesses in Word Recognition, Academic Language (vocabulary and syntactic knowledge), and Reading Comprehension.
Skill Development
72%Chance
View Assessment Period
WR
VK
SK
RC
Sep 2014
Percent Chance
1
1 50 99
1
99
Past Success Probability
68%
60%
59
34
28
25 50 75 99
15
900
1000
700
800
600
400
300
200
100
Abili
ty S
core
September 2014 January 2015 April 2015
Apr 2015
View percentiles for
WR VK Syntactic Knowledge RC
5th Grade
25th-75th Percentile 50th Percentile
425 437449
0
The average ability score represents an estimate of students’ abilities anddevelopment in a skill within and across grade levels. This score, when comparedto prior ability scores, indicates relative growth in the skill.
Apr 2015
Jan 2015
Reading Success ProbabilityThe likelihood that a student will achievegrade level success by the end of the year.
43%Chance
Sep 2014
Percent Chance
1
1 50 99
99
Past Success Probability
48%
33%
Apr 2015
Jan 2015
Apr 2015 43%
500
Reading Success Probability
Percentile Rank for Apr 2015
Class Average
The likelihood that a student will achievegrade level success by the end of the year.
Diagnostic ProfileThe student’s overall strenghts and weaknesses in Word Recognition, Academic Language (vocabulary and syntactic knowledge), and Reading Comprehension.
Skill Development
72%Chance
View Assessment Period
WR
VK
SK
RC
Sep 2014
Percent Chance
1
1 50 99
1
99
Past Success Probability
68%
60%
59
34
28
25 50 75 99
15
900
1000
700
800
600
400
300
200
100Ab
ility
Sco
re
September 2014 January 2015 April 2015
Apr 2015
View percentiles for
WR VK Syntactic Knowledge RC
5th Grade
25th-75th Percentile 50th Percentile
425 437449
0
The average ability score represents an estimate of students’ abilities anddevelopment in a skill within and across grade levels. This score, when comparedto prior ability scores, indicates relative growth in the skill.
Apr 2015
Jan 2015
Reading Success ProbabilityThe likelihood that a student will achievegrade level success by the end of the year.
43%Chance
Sep 2014
Percent Chance
1
1 50 99
99
Past Success Probability
48%
33%
Apr 2015
Jan 2015
Apr 2015 43%
500
Word Recognition Task, All Schools, 6th Grade, April 2015
Students
25th-75th Percentile 50th Percentile
Abili
ty S
core
0
200
400
600
800
1000
Student: Joseph AielloAbility Score: 393
Reading Success Probability
Percentile Rank for Apr 2015
The likelihood that a student will achievegrade level success by the end of the year.
Diagnostic ProfileThe student’s overall strengths and weaknesses in Word Recognition, Academic Language (vocabulary and syntactic knowledge), and Reading Comprehension.
44%Chance
View Assessment Period
WR
VK
SK
RC
Sep 2014
Jan 2015
Percent Chance
1
1 50 99
1
99
Past Success Probability
42%
33%
34
15
10
25 50 75 99
58
Skill Development
Syntactic KnowledgeWR VK RC
900
800
700
600
500
400
300
200
Abili
ty S
core
September 2014 February 2015Assessment Period
25th-75th Percentile 50th Percentile
View percentiles for: 6th Grade
433418
Apr 2015
Reading Success Probability
Percentile Rank for Apr 2015
The likelihood that a student will achievegrade level success by the end of the year.
Diagnostic ProfileThe student’s overall strengths and weaknesses in Word Recognition, Academic Language (vocabulary and syntactic knowledge), and Reading Comprehension.
44%Chance
View Assessment Period
WR
VK
SK
RC
Sep 2014
Jan 2015
Percent Chance
1
1 50 99
1
99
Past Success Probability
42%
33%
30
60
12
25 50 75 99
5
Skill Development
Syntactic KnowledgeWR VK RC
900
800
700
600
500
400
300
200
Abili
ty S
core
September 2014 February 2015Assessment Period
25th-75th Percentile 50th Percentile
View percentiles for: 6th Grade
433418
Apr 2015
Intensive Instruction
WR VK/SK RCStudents4
Targeted Instruction: Word Recognition
WR VK/SK RCStudents3
Targeted Instruction: Academic Language (VK/SK)
WR VK/SK RCStudents5
Targeted Instruction: Reading Comprehension
WR VK/SK RCStudents4
Enhanced Instruction
WR VK/SK RCStudents7
Instructional Groupings
page 2
Common Latin PrefixesLatin Prefix Sample Words
ab- = away from abduct, absentad- = toward
advise, admitcon- = together conduct, contractde- = down, away detract, destructdis- = not or apart disagree, disobey; disrupt, distantex-/e- = out/away, from export, expelin- = not or in
incorrect, inactive; income, intakemis- = wrong
mislead, misprintnon- = not
nonsense, nonstopob- = against
object, obstructpre- = before predict, prescribepro- = forward produce, propelre- = again, back replay, returnsub- = under/below subtract, subjectun- = not
unkind, unwise
Latin Prefixes–continued
Curriculum Connection
Copy a page from a
math, science, history,
or geography text.
Challenge students to
locate as many learned
prefixes as they can on
the page. Then, spend
time discussing findings
as a class.
Structural Analysis
Skill Sequence
• Simple Suffixes
• LATIN PREFIXES
• Latin Suffixes
• Spelling Rules:
Doubling & Drop E
• Prefix Meanings
• Root Meanings
• Prefix Change Rules
• Spelling Rules:
Change y to i
• Greek Combining Forms
• Special Accent Rules
page 1
Latin Prefixes
Latin prefixes are word parts that come at the beginning of the word
and change the meaning, and occasionally the form, of a base word.
The ability to recognize Latin prefixes helps students understand
the structure and meaning of words (prefix, root/base word, suffix),
allows students to develop word identification strategies for
multisyllabic words, and serves as a foundation for understanding
the most common spelling rules.
Classroom Ideas
As necessary, teach or review the definition of a prefix. Teach
students to break down words with prefixes by displaying example
words (e.g., return) and then having students circle the prefix,
underline the rest of the word and read it, and then read the whole
word.
Say words that contain prefixes aloud. Ask students to repeat the
words first; then, have them say or write only the prefix that is
contained in the word. Provide visual references (such as prefix
words cards) as necessary.
Write a number of words that include Latin prefixes on cards (or
dictate them to students). Have students sort the words by prefix
and then read each word. If necessary, provide a limited number of
prefixes at a time.
Write a newly learned prefix (e.g., pre-) in the middle of a circle.
Ask students to generate as many words as they can that contain
the prefix (e.g., preview, preheat); add those words to the outside
of the circle. Then, assign students to their own prefixes and have
them repeat the exercise. Provide resource materials as needed.
Provide students with word cards that contain a variety of prefixes
(e.g, in-, mis-) and base words (e.g, take, lead). Challenge them to
combine the prefixes and base words to create as many real words
as possible. Ask students to record the words as they create them.
LEXIA INSTRUCTIONAL CONNECTIONS
District Average by Grade
Skill Development
900
800
700
600
500
400
300
200
100
Abili
ty S
core
Fall 2014
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
Grade 1
2
Grade 1
1
Grade 1
0
VK
25th-75th Percentile50th Percentile
The average ability score represents an estimate of students’ abilities anddevelopment in a skill within and across grade levels. This score, when comparedto prior ability scores, indicates relative growth in the skill.
Winter 2014-2015Spring 2015
WR Syntactic Knowledge RC
0
1000
Tier III
Tier II
Tier I
Lexia’s Multi-TierSystem of Support
I NTENSI TY
Reading Success Probability
Percentile Rank for Apr 2015
Class Average
The likelihood that a student will achievegrade level success by the end of the year.
Diagnostic ProfileThe student’s overall strenghts and weaknesses in Word Recognition, Academic Language (vocabulary and syntactic knowledge), and Reading Comprehension.
Skill Development
72%Chance
View Assessment Period
WR
VK
SK
RC
Sep 2014
Percent Chance
1
1 50 99
1
99
Past Success Probability
68%
60%
59
34
28
25 50 75 99
15
900
1000
700
800
600
400
300
200
100
Abili
ty S
core
September 2014 January 2015 April 2015
Apr 2015
View percentiles for
WR VK Syntactic Knowledge RC
5th Grade
25th-75th Percentile 50th Percentile
425 437449
0
The average ability score represents an estimate of students’ abilities anddevelopment in a skill within and across grade levels. This score, when comparedto prior ability scores, indicates relative growth in the skill.
Apr 2015
Jan 2015
Reading Success ProbabilityThe likelihood that a student will achievegrade level success by the end of the year.
43%Chance
Sep 2014
Percent Chance
1
1 50 99
99
Past Success Probability
48%
33%
Apr 2015
Jan 2015
Apr 2015 43%
500
Reading Success Probability
Percentile Rank for Apr 2015
Class Average
The likelihood that a student will achievegrade level success by the end of the year.
Diagnostic ProfileThe student’s overall strenghts and weaknesses in Word Recognition, Academic Language (vocabulary and syntactic knowledge), and Reading Comprehension.
Skill Development
72%Chance
View Assessment Period
WR
VK
SK
RC
Sep 2014
Percent Chance
1
1 50 99
1
99
Past Success Probability
68%
60%
59
34
28
25 50 75 99
15
900
1000
700
800
600
400
300
200
100
Abili
ty S
core
September 2014 January 2015 April 2015
Apr 2015
View percentiles for
WR VK Syntactic Knowledge RC
5th Grade
25th-75th Percentile 50th Percentile
425 437449
0
The average ability score represents an estimate of students’ abilities anddevelopment in a skill within and across grade levels. This score, when comparedto prior ability scores, indicates relative growth in the skill.
Apr 2015
Jan 2015
Reading Success ProbabilityThe likelihood that a student will achievegrade level success by the end of the year.
43%Chance
Sep 2014
Percent Chance
1
1 50 99
99
Past Success Probability
48%
33%
Apr 2015
Jan 2015
Apr 2015 43%
500
www.lexialearning.com • tel: 800-435-3942
RELIABLY MEASURE LONG-TERM GROWTH
Teachers and administrators can determine whether students have made progress in all four tasks assessed by RAPID.
• Longitudinally track personal skill development growth over a school year and across multiple years.
• Track the impact of instructional interventions and programs across a school or district (see Figure 3).
• Compare Ability Scores, at the student or class level, to the average performance of grade-level peers as well as other grade levels on the same task (see Figure 4).
Measure Growth
IDENTIFY INSTRUCTIONAL NEEDS QUICKLY SCREEN READING SKILLS TO DETERMINE INTENSITY OF INSTRUCTION
Critical reading and language tasks measured by RAPID provide fast, reliable, and adaptive measurement of reading ability.
The Reading Comprehension task provides a deep measure of a student’s understanding of narrative and informational text. Students are placed into a passage based on their performance in the Word Recognition, Vocabulary Knowledge and Syntactic Knowledge tasks. Together, the tasks provide a Reading Success Probability score.
• Reading Success Probability (RSP): provides educators with a prediction of future reading success on a standardized outcome measure. Each student receives an individual RSP score (see Figure 1) indicating the overall level of instructional intensity needed to reach grade level by the end of the school year.
• RAPID also provides administrators and teachers with an aggregate view showing how many students have a high probability of success (RSP of 70% or greater) and a view with the distribution of ability scores across a grade, school or district (see Figure 2).
Screener Diagnostic Tool
Figure 1
Figure 2
RTI/MTSS INTEGRATION
RAPID helps with RTI/MTSS in two ways: The RSP helps determine the level of instructional intensity a student will need to close the gap. Then, the diagnostic profile helps determine the focus of individual instruction and identifies students with similar profiles for small group instruction.
The RAPID Assessment provides a diagnostic profile for each student comprised of grade-based percentile ranks for all four tasks. Two students may require the same intensity of instruction, as indicated by the RSP of 43%, but the focus of that instruction can be quite different.
Teachers
The diagnostic profile provides connections to instructional strategies for the teacher and identifies students with similar profiles for small group instruction.
Figure 4Figure 3
Administrators
RAPID’s school- and district-wide profiles can be used to assess the need for curriculum review or professional development for an administrator’s teachers and staff.
JamesStudents
Marissa
Reading Success Probability
Percentile Rank for Apr 2015
Class Average
The likelihood that a student will achievegrade level success by the end of the year.
Diagnostic ProfileThe student’s overall strenghts and weaknesses in Word Recognition, Academic Language (vocabulary and syntactic knowledge), and Reading Comprehension.
Skill Development
72%Chance
View Assessment Period
WR
VK
SK
RC
Sep 2014
Percent Chance
1
1 50 99
1
99
Past Success Probability
68%
60%
59
34
28
25 50 75 99
15
900
1000
700
800
600
400
300
200
100
Abili
ty S
core
September 2014 January 2015 April 2015
Apr 2015
View percentiles for
WR VK Syntactic Knowledge RC
5th Grade
25th-75th Percentile 50th Percentile
425 437449
0
The average ability score represents an estimate of students’ abilities anddevelopment in a skill within and across grade levels. This score, when comparedto prior ability scores, indicates relative growth in the skill.
Apr 2015
Jan 2015
Reading Success ProbabilityThe likelihood that a student will achievegrade level success by the end of the year.
43%Chance
Sep 2014
Percent Chance
1
1 50 99
99
Past Success Probability
48%
33%
Apr 2015
Jan 2015
Apr 2015 43%
500
Reading Success Probability
Percentile Rank for Apr 2015
Class Average
The likelihood that a student will achievegrade level success by the end of the year.
Diagnostic ProfileThe student’s overall strenghts and weaknesses in Word Recognition, Academic Language (vocabulary and syntactic knowledge), and Reading Comprehension.
Skill Development
72%Chance
View Assessment Period
WR
VK
SK
RC
Sep 2014
Percent Chance
1
1 50 99
1
99
Past Success Probability
68%
60%
59
34
28
25 50 75 99
15
900
1000
700
800
600
400
300
200
100
Abili
ty S
core
September 2014 January 2015 April 2015
Apr 2015
View percentiles for
WR VK Syntactic Knowledge RC
5th Grade
25th-75th Percentile 50th Percentile
425 437449
0
The average ability score represents an estimate of students’ abilities anddevelopment in a skill within and across grade levels. This score, when comparedto prior ability scores, indicates relative growth in the skill.
Apr 2015
Jan 2015
Reading Success ProbabilityThe likelihood that a student will achievegrade level success by the end of the year.
43%Chance
Sep 2014
Percent Chance
1
1 50 99
99
Past Success Probability
48%
33%
Apr 2015
Jan 2015
Apr 2015 43%
500
Word Recognition Task, All Schools, 6th Grade, April 2015
Students
25th-75th Percentile 50th Percentile
Abili
ty S
core
0
200
400
600
800
1000
Student: Joseph AielloAbility Score: 393
Reading Success Probability
Percentile Rank for Apr 2015
The likelihood that a student will achievegrade level success by the end of the year.
Diagnostic ProfileThe student’s overall strengths and weaknesses in Word Recognition, Academic Language (vocabulary and syntactic knowledge), and Reading Comprehension.
44%Chance
View Assessment Period
WR
VK
SK
RC
Sep 2014
Jan 2015
Percent Chance
1
1 50 99
1
99
Past Success Probability
42%
33%
34
15
10
25 50 75 99
58
Skill Development
Syntactic KnowledgeWR VK RC
900
800
700
600
500
400
300
200
Abili
ty S
core
September 2014 February 2015Assessment Period
25th-75th Percentile 50th Percentile
View percentiles for: 6th Grade
433418
Apr 2015
Reading Success Probability
Percentile Rank for Apr 2015
The likelihood that a student will achievegrade level success by the end of the year.
Diagnostic ProfileThe student’s overall strengths and weaknesses in Word Recognition, Academic Language (vocabulary and syntactic knowledge), and Reading Comprehension.
44%Chance
View Assessment Period
WR
VK
SK
RC
Sep 2014
Jan 2015
Percent Chance
1
1 50 99
1
99
Past Success Probability
42%
33%
30
60
12
25 50 75 99
5
Skill Development
Syntactic KnowledgeWR VK RC
900
800
700
600
500
400
300
200
Abili
ty S
core
September 2014 February 2015Assessment Period
25th-75th Percentile 50th Percentile
View percentiles for: 6th Grade
433418
Apr 2015
Intensive Instruction
WR VK/SK RCStudents4
Targeted Instruction: Word Recognition
WR VK/SK RCStudents3
Targeted Instruction: Academic Language (VK/SK)
WR VK/SK RCStudents5
Targeted Instruction: Reading Comprehension
WR VK/SK RCStudents4
Enhanced Instruction
WR VK/SK RCStudents7
Instructional Groupings
page 2
Common Latin PrefixesLatin Prefix Sample Words
ab- = away from abduct, absentad- = toward
advise, admitcon- = together conduct, contractde- = down, away detract, destructdis- = not or apart disagree, disobey; disrupt, distantex-/e- = out/away, from export, expelin- = not or in
incorrect, inactive; income, intakemis- = wrong
mislead, misprintnon- = not
nonsense, nonstopob- = against
object, obstructpre- = before predict, prescribepro- = forward produce, propelre- = again, back replay, returnsub- = under/below subtract, subjectun- = not
unkind, unwise
Latin Prefixes–continued
Curriculum Connection
Copy a page from a
math, science, history,
or geography text.
Challenge students to
locate as many learned
prefixes as they can on
the page. Then, spend
time discussing findings
as a class.
Structural Analysis
Skill Sequence
• Simple Suffixes
• LATIN PREFIXES
• Latin Suffixes
• Spelling Rules:
Doubling & Drop E
• Prefix Meanings
• Root Meanings
• Prefix Change Rules
• Spelling Rules:
Change y to i
• Greek Combining Forms
• Special Accent Rules
page 1
Latin Prefixes
Latin prefixes are word parts that come at the beginning of the word
and change the meaning, and occasionally the form, of a base word.
The ability to recognize Latin prefixes helps students understand
the structure and meaning of words (prefix, root/base word, suffix),
allows students to develop word identification strategies for
multisyllabic words, and serves as a foundation for understanding
the most common spelling rules.
Classroom Ideas
As necessary, teach or review the definition of a prefix. Teach
students to break down words with prefixes by displaying example
words (e.g., return) and then having students circle the prefix,
underline the rest of the word and read it, and then read the whole
word.
Say words that contain prefixes aloud. Ask students to repeat the
words first; then, have them say or write only the prefix that is
contained in the word. Provide visual references (such as prefix
words cards) as necessary.
Write a number of words that include Latin prefixes on cards (or
dictate them to students). Have students sort the words by prefix
and then read each word. If necessary, provide a limited number of
prefixes at a time.
Write a newly learned prefix (e.g., pre-) in the middle of a circle.
Ask students to generate as many words as they can that contain
the prefix (e.g., preview, preheat); add those words to the outside
of the circle. Then, assign students to their own prefixes and have
them repeat the exercise. Provide resource materials as needed.
Provide students with word cards that contain a variety of prefixes
(e.g, in-, mis-) and base words (e.g, take, lead). Challenge them to
combine the prefixes and base words to create as many real words
as possible. Ask students to record the words as they create them.
LEXIA INSTRUCTIONAL CONNECTIONS
District Average by Grade
Skill Development
900
800
700
600
500
400
300
200
100
Abili
ty S
core
Fall 2014
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
Grade 1
2
Grade 1
1
Grade 1
0
VK
25th-75th Percentile50th Percentile
The average ability score represents an estimate of students’ abilities anddevelopment in a skill within and across grade levels. This score, when comparedto prior ability scores, indicates relative growth in the skill.
Winter 2014-2015Spring 2015
WR Syntactic Knowledge RC
0
1000
Tier III
Tier II
Tier I
Lexia’s Multi-TierSystem of Support
I NTENSI TY
Reading Success Probability
Percentile Rank for Apr 2015
Class Average
The likelihood that a student will achievegrade level success by the end of the year.
Diagnostic ProfileThe student’s overall strenghts and weaknesses in Word Recognition, Academic Language (vocabulary and syntactic knowledge), and Reading Comprehension.
Skill Development
72%Chance
View Assessment Period
WR
VK
SK
RC
Sep 2014
Percent Chance
1
1 50 99
1
99
Past Success Probability
68%
60%
59
34
28
25 50 75 99
15
900
1000
700
800
600
400
300
200
100
Abili
ty S
core
September 2014 January 2015 April 2015
Apr 2015
View percentiles for
WR VK Syntactic Knowledge RC
5th Grade
25th-75th Percentile 50th Percentile
425 437449
0
The average ability score represents an estimate of students’ abilities anddevelopment in a skill within and across grade levels. This score, when comparedto prior ability scores, indicates relative growth in the skill.
Apr 2015
Jan 2015
Reading Success ProbabilityThe likelihood that a student will achievegrade level success by the end of the year.
43%Chance
Sep 2014
Percent Chance
1
1 50 99
99
Past Success Probability
48%
33%
Apr 2015
Jan 2015
Apr 2015 43%
500
Reading Success Probability
Percentile Rank for Apr 2015
Class Average
The likelihood that a student will achievegrade level success by the end of the year.
Diagnostic ProfileThe student’s overall strenghts and weaknesses in Word Recognition, Academic Language (vocabulary and syntactic knowledge), and Reading Comprehension.
Skill Development
72%Chance
View Assessment Period
WR
VK
SK
RC
Sep 2014
Percent Chance
1
1 50 99
1
99
Past Success Probability
68%
60%
59
34
28
25 50 75 99
15
900
1000
700
800
600
400
300
200
100
Abili
ty S
core
September 2014 January 2015 April 2015
Apr 2015
View percentiles for
WR VK Syntactic Knowledge RC
5th Grade
25th-75th Percentile 50th Percentile
425 437449
0
The average ability score represents an estimate of students’ abilities anddevelopment in a skill within and across grade levels. This score, when comparedto prior ability scores, indicates relative growth in the skill.
Apr 2015
Jan 2015
Reading Success ProbabilityThe likelihood that a student will achievegrade level success by the end of the year.
43%Chance
Sep 2014
Percent Chance
1
1 50 99
99
Past Success Probability
48%
33%
Apr 2015
Jan 2015
Apr 2015 43%
500
www.lexialearning.com • tel: 800-435-3942
RELIABLY MEASURE LONG-TERM GROWTH
Teachers and administrators can determine whether students have made progress in all four tasks assessed by RAPID.
• Longitudinally track personal skill development growth over a school year and across multiple years.
• Track the impact of instructional interventions and programs across a school or district (see Figure 3).
• Compare Ability Scores, at the student or class level, to the average performance of grade-level peers as well as other grade levels on the same task (see Figure 4).
Measure Growth
IDENTIFY INSTRUCTIONAL NEEDS QUICKLY SCREEN READING SKILLS TO DETERMINE INTENSITY OF INSTRUCTION
Critical reading and language tasks measured by RAPID provide fast, reliable, and adaptive measurement of reading ability.
The Reading Comprehension task provides a deep measure of a student’s understanding of narrative and informational text. Students are placed into a passage based on their performance in the Word Recognition, Vocabulary Knowledge and Syntactic Knowledge tasks. Together, the tasks provide a Reading Success Probability score.
• Reading Success Probability (RSP): provides educators with a prediction of future reading success on a standardized outcome measure. Each student receives an individual RSP score (see Figure 1) indicating the overall level of instructional intensity needed to reach grade level by the end of the school year.
• RAPID also provides administrators and teachers with an aggregate view showing how many students have a high probability of success (RSP of 70% or greater) and a view with the distribution of ability scores across a grade, school or district (see Figure 2).
Screener Diagnostic Tool
Figure 1
Figure 2
RTI/MTSS INTEGRATION
RAPID helps with RTI/MTSS in two ways: The RSP helps determine the level of instructional intensity a student will need to close the gap. Then, the diagnostic profile helps determine the focus of individual instruction and identifies students with similar profiles for small group instruction.
The RAPID Assessment provides a diagnostic profile for each student comprised of grade-based percentile ranks for all four tasks. Two students may require the same intensity of instruction, as indicated by the RSP of 43%, but the focus of that instruction can be quite different.
Teachers
The diagnostic profile provides connections to instructional strategies for the teacher and identifies students with similar profiles for small group instruction.
Figure 4Figure 3
Administrators
RAPID’s school- and district-wide profiles can be used to assess the need for curriculum review or professional development for an administrator’s teachers and staff.
JamesStudents
Marissa
Reading Success Probability
Percentile Rank for Apr 2015
Class Average
The likelihood that a student will achievegrade level success by the end of the year.
Diagnostic ProfileThe student’s overall strenghts and weaknesses in Word Recognition, Academic Language (vocabulary and syntactic knowledge), and Reading Comprehension.
Skill Development
72%Chance
View Assessment Period
WR
VK
SK
RC
Sep 2014
Percent Chance
1
1 50 99
1
99
Past Success Probability
68%
60%
59
34
28
25 50 75 99
15
900
1000
700
800
600
400
300
200
100
Abili
ty S
core
September 2014 January 2015 April 2015
Apr 2015
View percentiles for
WR VK Syntactic Knowledge RC
5th Grade
25th-75th Percentile 50th Percentile
425 437449
0
The average ability score represents an estimate of students’ abilities anddevelopment in a skill within and across grade levels. This score, when comparedto prior ability scores, indicates relative growth in the skill.
Apr 2015
Jan 2015
Reading Success ProbabilityThe likelihood that a student will achievegrade level success by the end of the year.
43%Chance
Sep 2014
Percent Chance
1
1 50 99
99
Past Success Probability
48%
33%
Apr 2015
Jan 2015
Apr 2015 43%
500
Reading Success Probability
Percentile Rank for Apr 2015
Class Average
The likelihood that a student will achievegrade level success by the end of the year.
Diagnostic ProfileThe student’s overall strenghts and weaknesses in Word Recognition, Academic Language (vocabulary and syntactic knowledge), and Reading Comprehension.
Skill Development
72%Chance
View Assessment Period
WR
VK
SK
RC
Sep 2014
Percent Chance
1
1 50 99
1
99
Past Success Probability
68%
60%
59
34
28
25 50 75 99
15
900
1000
700
800
600
400
300
200
100
Abili
ty S
core
September 2014 January 2015 April 2015
Apr 2015
View percentiles for
WR VK Syntactic Knowledge RC
5th Grade
25th-75th Percentile 50th Percentile
425 437449
0
The average ability score represents an estimate of students’ abilities anddevelopment in a skill within and across grade levels. This score, when comparedto prior ability scores, indicates relative growth in the skill.
Apr 2015
Jan 2015
Reading Success ProbabilityThe likelihood that a student will achievegrade level success by the end of the year.
43%Chance
Sep 2014
Percent Chance
1
1 50 99
99
Past Success Probability
48%
33%
Apr 2015
Jan 2015
Apr 2015 43%
500
Word Recognition Task, All Schools, 6th Grade, April 2015
Students
25th-75th Percentile 50th Percentile
Abili
ty S
core
0
200
400
600
800
1000
Student: Joseph AielloAbility Score: 393
Reading Success Probability
Percentile Rank for Apr 2015
The likelihood that a student will achievegrade level success by the end of the year.
Diagnostic ProfileThe student’s overall strengths and weaknesses in Word Recognition, Academic Language (vocabulary and syntactic knowledge), and Reading Comprehension.
44%Chance
View Assessment Period
WR
VK
SK
RC
Sep 2014
Jan 2015
Percent Chance
1
1 50 99
1
99
Past Success Probability
42%
33%
34
15
10
25 50 75 99
58
Skill Development
Syntactic KnowledgeWR VK RC
900
800
700
600
500
400
300
200
Abili
ty S
core
September 2014 February 2015Assessment Period
25th-75th Percentile 50th Percentile
View percentiles for: 6th Grade
433418
Apr 2015
Reading Success Probability
Percentile Rank for Apr 2015
The likelihood that a student will achievegrade level success by the end of the year.
Diagnostic ProfileThe student’s overall strengths and weaknesses in Word Recognition, Academic Language (vocabulary and syntactic knowledge), and Reading Comprehension.
44%Chance
View Assessment Period
WR
VK
SK
RC
Sep 2014
Jan 2015
Percent Chance
1
1 50 99
1
99
Past Success Probability
42%
33%
30
60
12
25 50 75 99
5
Skill Development
Syntactic KnowledgeWR VK RC
900
800
700
600
500
400
300
200
Abili
ty S
core
September 2014 February 2015Assessment Period
25th-75th Percentile 50th Percentile
View percentiles for: 6th Grade
433418
Apr 2015
Intensive Instruction
WR VK/SK RCStudents4
Targeted Instruction: Word Recognition
WR VK/SK RCStudents3
Targeted Instruction: Academic Language (VK/SK)
WR VK/SK RCStudents5
Targeted Instruction: Reading Comprehension
WR VK/SK RCStudents4
Enhanced Instruction
WR VK/SK RCStudents7
Instructional Groupings
page 2
Common Latin PrefixesLatin Prefix Sample Words
ab- = away from abduct, absentad- = toward
advise, admitcon- = together conduct, contractde- = down, away detract, destructdis- = not or apart disagree, disobey; disrupt, distantex-/e- = out/away, from export, expelin- = not or in
incorrect, inactive; income, intakemis- = wrong
mislead, misprintnon- = not
nonsense, nonstopob- = against
object, obstructpre- = before predict, prescribepro- = forward produce, propelre- = again, back replay, returnsub- = under/below subtract, subjectun- = not
unkind, unwise
Latin Prefixes–continued
Curriculum Connection
Copy a page from a
math, science, history,
or geography text.
Challenge students to
locate as many learned
prefixes as they can on
the page. Then, spend
time discussing findings
as a class.
Structural Analysis
Skill Sequence
• Simple Suffixes
• LATIN PREFIXES
• Latin Suffixes
• Spelling Rules:
Doubling & Drop E
• Prefix Meanings
• Root Meanings
• Prefix Change Rules
• Spelling Rules:
Change y to i
• Greek Combining Forms
• Special Accent Rules
page 1
Latin Prefixes
Latin prefixes are word parts that come at the beginning of the word
and change the meaning, and occasionally the form, of a base word.
The ability to recognize Latin prefixes helps students understand
the structure and meaning of words (prefix, root/base word, suffix),
allows students to develop word identification strategies for
multisyllabic words, and serves as a foundation for understanding
the most common spelling rules.
Classroom Ideas
As necessary, teach or review the definition of a prefix. Teach
students to break down words with prefixes by displaying example
words (e.g., return) and then having students circle the prefix,
underline the rest of the word and read it, and then read the whole
word.
Say words that contain prefixes aloud. Ask students to repeat the
words first; then, have them say or write only the prefix that is
contained in the word. Provide visual references (such as prefix
words cards) as necessary.
Write a number of words that include Latin prefixes on cards (or
dictate them to students). Have students sort the words by prefix
and then read each word. If necessary, provide a limited number of
prefixes at a time.
Write a newly learned prefix (e.g., pre-) in the middle of a circle.
Ask students to generate as many words as they can that contain
the prefix (e.g., preview, preheat); add those words to the outside
of the circle. Then, assign students to their own prefixes and have
them repeat the exercise. Provide resource materials as needed.
Provide students with word cards that contain a variety of prefixes
(e.g, in-, mis-) and base words (e.g, take, lead). Challenge them to
combine the prefixes and base words to create as many real words
as possible. Ask students to record the words as they create them.
LEXIA INSTRUCTIONAL CONNECTIONS
District Average by Grade
Skill Development
900
800
700
600
500
400
300
200
100
Abili
ty S
core
Fall 2014
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
Grade 1
2
Grade 1
1
Grade 1
0
VK
25th-75th Percentile50th Percentile
The average ability score represents an estimate of students’ abilities anddevelopment in a skill within and across grade levels. This score, when comparedto prior ability scores, indicates relative growth in the skill.
Winter 2014-2015Spring 2015
WR Syntactic Knowledge RC
0
1000
Tier III
Tier II
Tier I
Lexia’s Multi-TierSystem of Support
I NTENSI TY
Reading Success Probability
Percentile Rank for Apr 2015
Class Average
The likelihood that a student will achievegrade level success by the end of the year.
Diagnostic ProfileThe student’s overall strenghts and weaknesses in Word Recognition, Academic Language (vocabulary and syntactic knowledge), and Reading Comprehension.
Skill Development
72%Chance
View Assessment Period
WR
VK
SK
RC
Sep 2014
Percent Chance
1
1 50 99
1
99
Past Success Probability
68%
60%
59
34
28
25 50 75 99
15
900
1000
700
800
600
400
300
200
100
Abili
ty S
core
September 2014 January 2015 April 2015
Apr 2015
View percentiles for
WR VK Syntactic Knowledge RC
5th Grade
25th-75th Percentile 50th Percentile
425 437449
0
The average ability score represents an estimate of students’ abilities anddevelopment in a skill within and across grade levels. This score, when comparedto prior ability scores, indicates relative growth in the skill.
Apr 2015
Jan 2015
Reading Success ProbabilityThe likelihood that a student will achievegrade level success by the end of the year.
43%Chance
Sep 2014
Percent Chance
1
1 50 99
99
Past Success Probability
48%
33%
Apr 2015
Jan 2015
Apr 2015 43%
500
Reading Success Probability
Percentile Rank for Apr 2015
Class Average
The likelihood that a student will achievegrade level success by the end of the year.
Diagnostic ProfileThe student’s overall strenghts and weaknesses in Word Recognition, Academic Language (vocabulary and syntactic knowledge), and Reading Comprehension.
Skill Development
72%Chance
View Assessment Period
WR
VK
SK
RC
Sep 2014
Percent Chance
1
1 50 99
1
99
Past Success Probability
68%
60%
59
34
28
25 50 75 99
15
900
1000
700
800
600
400
300
200
100
Abili
ty S
core
September 2014 January 2015 April 2015
Apr 2015
View percentiles for
WR VK Syntactic Knowledge RC
5th Grade
25th-75th Percentile 50th Percentile
425 437449
0
The average ability score represents an estimate of students’ abilities anddevelopment in a skill within and across grade levels. This score, when comparedto prior ability scores, indicates relative growth in the skill.
Apr 2015
Jan 2015
Reading Success ProbabilityThe likelihood that a student will achievegrade level success by the end of the year.
43%Chance
Sep 2014
Percent Chance
1
1 50 99
99
Past Success Probability
48%
33%
Apr 2015
Jan 2015
Apr 2015 43%
500
Overview
RAPID generates three key scores providing screening information, diagnostic information, and information on growth of skills throughout the year. These scores are provided at the student level and then aggregated to the class, grade, school, and district levels.
Student Score Types
Reading Success Probability Score Ability Score Percentile Score
What does it tell you? Likelihood of end-of-year reading success on a gold-standard, national outcome measure
Personal performance on each task as compared to other students across grades 3–12
Relative performance compared to grade-level norms
How does it connect to instruction?
Indicates risk level and required intensity of instruction
Indicates whether a student made growth over time on key skill areas
Guides instructional strategies based on profile of strengths and weaknesses
READING EXPERTISE
Founded more than 30 years ago with private funding and grants obtained from the National Institute of Child Health and Human Development, Lexia Learning’s reading technology products are now used by more than two million students. As a Rosetta Stone® company, Lexia’s ongoing commitment to peer-reviewed efficacy research and gold-standard outcome studies are at the center of our pedagogical approach. Lexia Reading Core5®, the company’s award-winning, flagship product, has set the standard for technology-based reading instruction by providing explicit, systematic, personalized learning on fundamental literacy skills for students of all abilities.
LEXIA LEARNING AND FLORIDA CENTER FOR READING RESEARCH (FCRR)
With the launch of the RAPID Assessment, Lexia continues its promise to improve student literacy by leveraging technology to personalize learning and simplifying the use of data to drive instruction. RAPID is the result of Lexia’s ongoing partnership with researchers from the Florida Center for Reading Research (FCRR), a multidisciplinary research center at Florida State University that supports 17 federal research contracts and grants led by nine tenured and tenure-track faculty members. This partnership combines the resources and expertise of two of the most renowned innovators in education—the result being the creation of an assessment that breaks new ground in terms of efficiency and effectiveness. RAPID was developed to be computer-adaptive via an extensive research-based process, producing a more time-efficient assessment that helps teachers reclaim additional instructional time for teaching.
Foorman, B., Petscher, Y., & Schatschneider, C. (2015). Reading Assessment for Prescriptive Instructional Data (RAPID). Concord, MA: Lexia Learning.
ADAPTIVE SCREENER AND DIAGNOSTIC TOOL FOR READING COMPREHENSION GRADES 3–12
RA
PID A
ssessment
READING ASSESSMENT for PRESCRIPTIVE INSTRUCTIONAL DATA
The Lexia RAPID Assessment™ reliably measures the skills most predictive of reading success—word recognition, academic language, and reading comprehension—in a short amount of time.
Designed for group administration, grades 3–12, in the fall, winter, and spring, RAPID is a computer-adaptive screener and diagnostic tool that identifies and monitors reading and language skills to provide actionable, norm-referenced data for instructional planning.
MAXIMUM INFORMATION IN THE MINIMUM AMOUNT OF TIME
Rather than administer several lengthy assessments, RAPID provides an in-depth, reliable measurement of reading ability within the timeframe of a typical class period.
• Word Recognition – Measure how well students can synthesize the component skills of decoding and encoding to demonstrate effective word recognition ability.
• Vocabulary Knowledge – Measure students’ ability to apply morphological strategies for comprehending new vocabulary.
• Syntactic Knowledge – Measure sentence-level inferencing and use of connective words.
• Reading Comprehension – Measure students’ deep understanding of both narrative and informational text at their reading level based on their reading skill performance on the prior tasks.
Instructional planning tools for the classroom
Individualized item delivery for students
Precise data for educators
ADAPTIVE ASSESSMENT
Targeted and Time-efficient
Assessment™RAPID
300 Baker Avenue Suite 320 • Concord, MA 01742
www.lexialearning.com
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© 2015 Rosetta Stone Ltd. Lexia Learning and related trademarks and logos are the property of Rosetta Stone Ltd. and are registered and/or used in the United States and other countries. RAPID_Quickguide_2015 1. English Language Learners: A Policy Brief. National Council of Teachers of English. http://www.ncte.org/library/inctefiles/resources/policyresearch/ellresearchbrief.pdf 2. College Entrance Examination Board. 1992. College-Bound Seniors. 1992 Profile of SAT and Achievement Test Takers. National Report. New York: College Entrance Examination Board. ED 351 352. 3. Bamford, K.W., and D. T. Mizokawa. “Additive-Bilingual (Immersion) Education: Cognitive and Language Development.” Language Learning 41 (3): 413-429, 1991.; Foster, K., and C. Reeves. (1989). “FLES Improves Cognitive Skills.” FLES News 2 (3), 4-5; Ginsburg, H. and McCoy, I. (1981). An Empirical Rationale for Foreign Language in Elementary Schools. Modern Language Journal, 65, 36-42; Rafferty, E. A. (1986). Second language study and basic skills in Louisiana. U.S.; Louisiana, from ERIC database. 4. Bilingual Pay Differential (AFGE)
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