2. Individual student report

3. Graphic representation

4. Key terms and measures RIT = Rasch Unit. A standard scale score that is criterion refererenced like meters and kilos. Can be added and subtracted. This is a bench mark that doesn’t change relative to student achievement. It sets a bar students can measure their progress against year after year.

5. Graph key

6. How do I interpret RIT scores?

7. Math

8. ESOL student reading

9. Same student in Math

10. Another ESOL student reading

11. Key terms and measures RIT = Rasch Unit. A standard scale score like meters and kilos. Can be added and subtracted. This is a bench mark that doesn’t change relative to student achievement. It sets a bar students can measure their progress against year after year.

12. Key terms and measures RIT = Rasch Unit. A standard scale score like meters and kilos. Can be added and subtracted. This is a bench mark that doesn’t change relative to student achievement. It sets a bar students can measure their progress against year after year. MAP = Measure of Academic Progress. An adaptive test that selects more difficult questions as students answer correctly or easier questions as students answer incorrectly.

13. Key terms and measures RIT = Rasch Unit. A standard scale score like meters and kilos. Can be added and subtracted. This is a bench mark that doesn’t change relative to student achievement. It sets a bar students can measure their progress against year after year. MAP = Measure of Academic Progress. An adaptive test that selects more difficult questions as students answer correctly or easier questions as students answer incorrectly. Growth index = expected growth plus or minus actual growth.

14. Growth index

15. Same student in reading

16. Goal setting with students Go to Dynamic Reports and select your name. Select your advisory or content classes. Get a PDF of each student, their RIT scores by goal strand, and their expected growth index. They can set a goal that is different and make a plan to achieve it.

17. sample

18. Key terms and measures MAP = Measure of Academic Progress. An adaptive test that selects more difficult questions as students answer correctly or easier questions as students answer incorrectly. Growth index = expected growth plus or minus actual growth.

19. Key terms and measures MAP = Measure of Academic Progress. An adaptive test that selects more difficult questions as students answer correctly or easier questions as students answer incorrectly. Growth index = expected growth plus or minus actual growth. Norm Group = 6200 schools in USA from 1100 districts in 41 states including 1.8 million students District = all 3 SCIS campuses

20. Sample of norm group

21. Key terms and measures Growth index = expected growth plus or minus actual growth. Norm Group = 6200 schools in USA from 1100 districts in 41 states including 1.8 million students District = all 3 SCIS campuses Percentile = Norm referenced score. Student scored as well as or better than X% of Norm Group.

22. Goals - Reading

23. DesCartes

24. Reading goal strand: Strategies and skills

25. Goals – Language Usage

26. Goals - Math

27. Key terms and measures Percentile = student scored as well as or better than X% of Norm Group. Quintiles High = > 81%ile Hi avg = 61%ile - 80%ile Avg = 41%ile – 60%ile Lo Avg = 21%ile – 40%ile Low = <20%il

28. Sample of quintile

29. Key terms and measures Quintiles High = > 81%ile Hi avg = 61%ile - 80%ile Avg = 41%ile – 60%ile Lo Avg = 21%ile – 40%ile Low = <20%il Lexile = measure of reading difficulty. Books are rated either BG (beginning reader) or rated 10 – 1700. Go to lexile.com or scholastic.com for books at a given lexile.

30. Sample of lexile

31. Lexile.com

32. Select interest

33. Suggested books. Can adjust for age, # of pages, and book type

34. Don’t select books by lexile alone. It is very important for parents to keep in mind that Lexile does not evaluate genre, theme, content, or interest. Even though a student might be able to read books at a certain Lexile, the content or theme of the text may not be appropriate for that particular student because of his or her age or developmental level. Also, a student may be able to read more dif- ficult content if it is an area of interest for that child since he or she may already be familiar with some of the vocabulary necessary to comprehend the text.”