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About the report
Use this reports to review gains and detailed assessment results for an individual student, as measured by Reading Progress Indicator (RPI), our integrated assessment tool. RPI assessments help measure the impact of Fast ForWord program intervention. To learn about the assessments in this report see About Reading Progress Indicator (RPI).
When using assessments to evaluate students, it's important to note that assessment scores only represent a partial snapshot of a student's performance at a given time, which can be influenced by the student's psychological or physical state at the time of testing. As such, assessment tools can be subject to errors. Scientific Learning recommends using both a pattern of test performance over time and multiple assessment tools to provide a more accurate measure of a student's true performance.
Additionally, please note that an assessment is considered to be at or below chance if the student scored below 30% on the assessment. Assessment scores below 30% correct cannot be distinguished from random guessing, and therefore are not a good basis for a valid evaluation. When reviewing RPI scores for your students, consider whether unexpectedly low scores seem reasonable for those students. If not, you may choose to void the RPI assessment and have the student complete a new assessment.
See RPI assessments for information on managing RPI assessments for your students. The Reading Progress Indicator FAQ is also a great resource, providing answers to frequently asked questions about RPI, scoring, and other important facts.
Based on which RPI report you’re viewing, the report includes the following assessments:
- The RPI Auto report only uses assessments administered by the Auto RPI feature. This includes initial assessments for any program (Fast ForWord and Reading Assistant Plus), and follow-up assessments for the Fast ForWord programs. To calculate results, the report compares the students’ initial assessments to the latest follow-up assessments completed within the selected date range. The initial assessments may be outside the date range, but the follow-up assessments must be within the date range or the gains results for those student will not be included. If none of the students have completed a follow-up assessment within the date range, no results will appear in the report.
- The RPI All report uses assessments administered for any program—Fast ForWord or Reading Assistant Plus. To calculate results, the report uses the first and last assessments completed within the selected date range. If none of the students have completed at least two assessments within the date range, no results will appear in the report.
If you don’t see results in the report, your students may not have completed the required assessments within the selected date range. Try changing the date range, or wait until the students have completed their next assessment.
To learn how Reading Progress Indicator assesses gains throughout the report, see About RPI gains results.
This bar graph illustrates the student's reading level gain score compared to the length of time spent using the Fast ForWord programs, as measured between the student's initial assessment and latest follow-up assessment completed within the date range.
Gains. This bar represents the reading level gain score after Fast ForWord program use. mySciLEARN calculates this score by subtracting the student's reading level on their initial assessment from the reading level on the student's latest follow-up assessment. A numerical gain score appears at the end of the bar, in years and months. To learn more see Gain scores.
Days of Use. This bar represents the number of days the student worked on the Fast ForWord programs, as measured between the assessments. This number is generally lower than the number of calendar days due to weekends, holidays, and absences. The actual number of participation days appears at the end of the bar.
Calendar Days. This bar represents the number of calendar days that have elapsed since the student first started the Fast ForWord programs, as measured between the assessments. The actual number of calendar days appears at the end of the bar.
In the gains reports, reading level gain scores are the same as grade equivalent gain scores.
Product Usage table
This table breaks down the number of training days for each Scientific Learning program used by the student, as measured between the student's assessments.
Product. The Scientific Learning programs used by the student. Click the column header to sort the report by program name. Click again to reverse the sort order.
Days of Use. The actual number of days that the student used each program, as measured between the assessments.
Protocol. The protocol (or schedule) that the student used when working on each of the Scientific Learning programs. If the student used more than one protocol with a program, this column lists those protocols, with the most recent protocol listed first (includes the last three protocols only). Protocols provide specific training schedules for the student. To learn more see Fast ForWord program protocols and Reading Assistant Plus Schedules.
This table presents the results for each RPI assessment taken by the student, providing an in-depth look at the student's growth as he or she progresses through the Fast ForWord programs. The first row in the table presents the student's initial assessment results. Each subsequent row presents the student's follow-up assessment results (up to the latest follow-up assessment completed within the date range), along with gain scores that show how much the student has improved since the previous assessment. This provides an historical record of the student's growth between assessments and across Fast ForWord program use.
The table includes the following columns. To sort the table, click the Test Date column header.
Test Date. The date that the student completed each assessment included in the table.
Total Min. Time spent taking the assessment, rounded to the nearest minute.
Grade. The student's grade when he or she completed the assessment.
Grade Equivalent (Y.Mo). The student's RPI grade equivalent for the assessment. This score reflects the student's performance compared to the average student at a given grade level. The first digit in this score represents the year and the second digit represents the month. The grade equivalent score is based on an academic school year of ten months, so a student with a score of 2.4 is performing on par with an average student in the fourth month of the second grade. To learn more see Grade equivalent scores.
Grade Equivalent Gains (Y.Mo). The student's RPI grade equivalent gain for each follow-up assessment included in the table, as measured between the previous assessment and that follow-up assessment. Grade equivalent scores reflect the student's performance compared to the average student at a given grade level. This gain score shows the difference between the student's initial assessment's score and that test's score. The first digit in this score represents the number of years gained and the second digit represents the number of months gained. The grade equivalent score is based on an academic school year of ten months, so a score of 2.4 represents a gain of two academic years and four months. To learn more see Gain scores.
Percentile. The student's reading level percentile for each assessment. To learn more see National percentile scores.
Percentile Gains. The student's reading level percentile gain for each follow-up assessment, as measured between the previous assessment and that follow-up assessment.
Proficiency Level - The student's reading proficiency level for each assessment. Proficiency levels are based on percentile scores and can reflect how each student compares with his or her peers across the nation. Note that students can make dramatic gains without changing performance levels; for example, a student could move from the 55th percentile to the 75th percentile but still be within the Proficient level. To learn more see Reading proficiency levels.
- Struggling (red) – 1st to 29th percentile
- Emerging (yellow) – 30th to 54th percentile
- Proficient (blue) – 55th to 79th percentile
- Advanced (green) – 80th to 99th percentile
The Performance by Reading Skill table presents reading skill results for each RPI assessment taken by the student.
The table includes the following columns. Each row corresponds to the same row in the Reading Progress Indicator Test History table.
Test Date. The date that the student completed the assessment.
Grade. The student's grade when he or she completed the assessment.
Percent Correct by Reading Skill. This section shows the percent correct scores (that is, the percentage of correct answers out of total answers) for the skills tested within the assessment. These scores help illustrate a student's skills at the time the test was taken.
- Phonological awareness. The ability to discriminate, identify, and manipulate the sounds in words; for example, recognizing that ball and tall are words that rhyme, or removing the first sound of cat to make the word at.
- Decoding. The ability to decipher written words. Decoding requires phonological awareness as well as an understanding of sound-symbol correspondences.
- Vocabulary. The ability to understand a word's meaning and syntactical role, and to recognize the individual morphemes in a word. Morphemes are the smallest unit of meaning in a language, and include roots, prefixes, and suffixes.
- Comprehension. The ability to read text (or listen to spoken language) and actively construct meaning so as to understand the author’s message.