About Reading Assistant Plus report scores

About the scores

Throughout the Reading Assistant Plus reports, mySciLEARN uses several benchmarks and guidelines to indicate student achievement in the component, including Performance Levels, Reading Level High Scores, and Developing or Above benchmarks. Read on to learn more.

Performance Levels

To show student performance in an individual reading selection, the Reading Assistant Plus component measures two critical reading skills: fluency and comprehension.

• Fluency refers to how quickly and accurately the student can read the material, measured by comparing the words correct per minute (WCPM) score to a fluency goal specific to that selection. Students demonstrate fluency in the second activity, Read and Record. To learn more see About Reading Assistant Plus fluency. See a student's Selection report to see the actual fluency goal for a selection.
• Comprehension refers to how well the student understands the material, measured by the quiz score. Students demonstrate comprehension in the third activity, Take the Quiz. See a student's Performance Details report to review the actual questions and answers for a quiz.

When a student completes a selection, the component uses the following criteria to identify the performance level for that selection. In turn, the Reading Level High Score and the Developing or Above metrics use the selection performance levels to measure achievement across multiple selections.

Performance level	Fluency score (WCPM) (Step 2 – Read and Record)		Comprehension score (Step 3 – Take the Quiz)
Proficient	2 or 3 readings of the selection with at least 1 reading at or above 100% of WCPM goal	AND	80% or more questions answered correctly
Developing	3 readings of the selection with at least 1 reading at 75% of WCPM goal	AND	80% or more questions answered correctly
Emerging	3 readings of the selection with all readings less than 75% of WCPM goal	AND/ OR	Fewer than 80% of questions answered correctly

Reading Level High Score

The Reading Level High Score represents the highest reading level mastered by the student in the component. Students master a reading level as follows. For more information on interpreting these levels see Performance Levels.

• By completing one selection in that reading level at the proficient performance level, or
• By completing any two selections at the developing performance level. The Reading Level High Score will reflect the lowest reading level of those two selections.

Students make larger gains when they can maintain a high level of performance in the component over time. If the student has not earned a Reading Level High Score yet, or their Reading Level High Score is lower than you'd like it to be, you may want to intervene. Generally, a student could have difficulty achieving a Reading Level High Score when working on content that is too difficult, or when first starting out on the software (with few or no completed selections). For students who are having difficulty with the content, consider classroom intervention to help the student improve comprehension, or consider placing the student in a lower reading level so they can practice reading while improving comprehension. See Reading Assistant Plus report alerts for some examples of intervention strategies.

Developing or Above

The Developing or Above benchmark indicates the percentage of selections completed by the student at a performance level of developing or proficient (see Performance Levels for more information). Each percentage is rated as follows:

• Excellent – 80% to 100%
• Good – 60% to 79%
• Needs Improvement – Lower than 60%

Students make larger gains in the component when they can maintain a high level of performance over time. Students with a percentage in the needs improvement range (red) may not be meeting this expectation and may require an intervention. Generally, a student could fall below Developing or Above when working on content that is too difficult. To help get the student back on track, consider classroom intervention to help the student improve comprehension, or consider placing the student in a lower reading level so they can practice reading while improving comprehension. See Reading Assistant Plus report alerts for some examples of intervention strategies.

Conversely, students who consistently earn percentages in the excellent range (green) may be ready for more challenging material, and you might consider placing the student in a higher reading level. Students who work on increasingly challenging content while maintaining a high level of performance can make larger gains.

Completing selections

With the exception of a few metrics (noted throughout help), the results in the reports reflect completed selections only. Generally, they show the first completion of a selection only, and exclude any subsequent repeats of a selection.

To learn how students complete the activities and selections, see Complete Reading Assistant Plus content

Completing a selection

• In Step 1 Preview and Read, respond to all of the Think About Its, and
• In Step 2 Read and Record, read a selection at least twice while reaching the fluency goal (WCPM) in one of those readings, or read the selection a third time, and
• In Step 3 Take the Quiz, answer all of the quiz questions one time.

Repeating a selection

• In Step 2 Read and Record, read the selection one more time, and
• In Step 3 Take the Quiz, answer all of the quiz questions one more time.

  See also