1. Lexia Reading Core5 Diving Deeper into your Data
Welcome to the Diving Deeper into Your Data Training for Lexia Reading Core5. We will spend time today reviewing your own student data at the class and student level.
Before we get started, I want to know, what are some of the key challenges you face in using data to drive instruction? Wait for audience participation, maybe even write some of them on a chart paper. Then ask, We talk a lot about using data to drive instruction & progress monitoring – do you feel you have all of the information you need to do so quickly and easily?
Once you identify some of their challenges and talk about their needs in terms of progress monitoring, then you can tie pieces of the training and elements of Core5 to their specific needs.
Lexia Reading Core5 Diving Deeper into your Data

2. Goals Review the Core5 Integrated Model
Focus on the Data and Reports in myLexia
At the Class Level
At the Student Level
Review which reports work best in typical situations in school
Parent Conferences
Student Data Meetings (RTI, IEPs, etc.)
Grade Level Data Discussions
Planning Small Group Instruction
The goals of today’s session are to quickly review the components of the Lexia Core5 integrated model, but then dive deeper into your reports at the class and student level. Highlighting which reports are most effective in certain scenarios.

3. Teachers change lives. At Lexia, we believe Teachers change lives!!
We show this in our initial launch training because it truly is all about the children.
I show it to you today to remind you as we focus on data and what the numbers mean, all of those numbers are attached to a child and it is still all about the children. We are going to learn how to use the data to help reach all the children in your class.

4. Core5 Integrated Model
Let’s review the three components of the Personalized Learning System of Core5.
Independent, Student Driven Learning
Ongoing Data to Drive Instructional Priorities
Resources for Teacher-Led Instruction.
The following section describes the Problem Solving Process which is a huge part of RTI and MTSS models. You can provide this level of detail or move on depending on your audience.
This model shows arrows cycling on itself. This implies a type of problem solving process through the use of data. We are going to identify areas of weakness through the student’s work on the software, determine a plan by reporting it out on the Plan Instruction list and Action Plans, Implement the plan through teacher-led Lexia Lessons, and then ask ourselves – did it work? That will be determined when the student is continuing in the online activities. The online activities are constantly adapting to student performance and myLexia will help highlight skills where the student struggled. The problem solving process is part of an RTI or MTSS model. The key to getting the most power out of the data is the integrated model and the ongoing nature of this model.
Let’s talk about the data that will help you drive your instructional priorities

5. Assessment Without Testing®
Real-time, norm-referenced performance data
Ongoing progress monitoring without a test event:
Predict future performance and Prescribe
Instructional Intensity
Monitoring of performance toward meeting Common Core State Standards
Saves teachers up to a month of instruction time across the year
Assessment data is highly predictive of outcomes
on commonly used assessments such as:
DIBELS® – MAPS®
AIMSweb® – GRADE®
As students are working in the program, Lexia gathers real-time, norm-referenced and criterion-referenced performance data that informs the student-driven and teacher-led instruction in the program - and it is all done without stopping your instruction time to administer a test.
This data helps you to:
Predict future performance and prescribe instructional intensity
Track performance on the Common Core State Standards
And it saves teachers up to a month of instructional time.
Lexia’s data are highly predictive of outcomes on commonly used assessments such as DIBELS, AIMSweb, MAPS and GRADE. Lexia’s data is used here because we do not yet have correlations with these assessments and Core5, but based on our correlations with Lexia Reading, we feel the data will correlate with these measures.
And it is available on the ipad and iphone.

6. Goal of Assessment
“The goal is to gain enough information about student progress to make effective decisions while minimizing the time spent administering assessments.” Torgesen, 2006
This quote by Dr. Joe Torgesen drives us to provide valuable data to planning instruction without taking your instructional time.
Torgesen, J. K. (2006) A comprehensive K-3 reading assessment plan: Guidance for school leaders. Portsmouth, NH. RMC Research Corporation, Center on Instruction.

7. Four Types of Assessments
(Universal) Screening
Progress Monitoring
Diagnostic
Outcome
Progress Monitoring
Remember, when thinking about RTI or MTSS models, Lexia can help you address each of the four types of assessment.
screeners – the Auto Placement (AP) will give you a grade level of material which can be compared to the student’s current grade level in school. The AP is given in the first session before the students start the program. The first month’s performance predictor has been found to be 86% accurate at predicting who is On Target to reach the end of year benchmark.
Progress monitoring data is provided daily, weekly and monthly from students using Core5. Norm-referenced means the data is compared to a group of typical students at that grade level and criterion-referenced means compared to some pre-set criteria for mastery (e.g., 90% or 100%).
Diagnostic – Obtain very detailed diagnostic data on every student pinpointing specific areas where students struggle – helping to complete a profile of strength and weaknesses.
Outcome – Predict future performance on state outcome tests by using the highly correlated and highly predictive norm-referenced measures in Lexia’s Assessment Without Testing. You can also think about “reaching benchmark” as a type of outcome measure at the end of the year.

8. Performance Predictors: Risk Levels
Indicates each student’s percent chance of reaching the end-of-year benchmark for his or her grade level
Rosie has a 27% chance of reaching end-of-year benchmark
Juan has a 35% chance of reaching end-of-year benchmark
Max has a 62% chance of reaching end-of-year benchmark
On the first day of every calendar month, students who have been using the program (in that prior month) will get a Performance Predictor. Performance Predictors indicate each student’s likelihood of reaching the end of year benchmark for his or her grade level by the end of the year.
These percent chances are what would happen if you did not change instruction and just continued on the current path. Here are some examples.
Read through each students percent chance – pausing to ask, if you were Rosie’s teacher or parent, how would you feel about her chances. Talk about odds of winning the lottery? Or percent chance of rain to help give them some other contexts to think about probabilities. Ask the same questions about Juan? Max? Lily?
Then ask the group, would you do the same instructional intensity with Rosie and Lily? How about Max and Juan? Getting them to think about the intensity needed for each group.
When we are discussing overall risk, we have three categories High Risk, students with a 1-30% chance of reaching benchmark (such as Rosie) and we color code these students as “red”
Some Risk, 31% - 79% chance, color coded as “yellow” (Juan and Max) and On Target students 80-99% chance are color coded as Green (Lily). If they have already reach their grade level benchmark they are listed as 100% and are color coded as green. Click to advance the slide and the three color bands will come over each sentence. Now, with overall risk, I am okay talking about Juan and Max as the same level, Some Risk, but when it comes to Instructional Intensity, we need to break that group up. When thinking about creating Tiers of Instruction, I think it is also helpful to think about Instructional Intensity vs. Overall Risk levels due to the large range of students in the Some Risk category. Let’s learn more about Instructional Intensity on the next slide.
Lily has a 84% chance of reaching end-of-year benchmark

9. Innovations in Assessment
Performance Predictors
(PK-5)
Prescription of Intensity
(PK-5)
Based on a student’s Performance Predictor, we will prescribe an instructional intensity level for that student. The instructional intensity is designed to improve the student’s likelihood of reaching benchmark by the end of the year. The prescription of intensity really consists of three main parts.

10. Prescription of Intensity
The number of minutes the student should use the software
2. The targeted, teacher-led instructional materials to be used for that student
3. The frequent analysis of student data
The prescription of intensity includes: (read the bullets) – the third bullet is a reminder to teachers that they should be monitoring students’ data. Only 1 and 2 will actually appear in the reports and action plan. Make sure to explain they are updated monthly because they are based on the student’s performance predictor.
If a student has already reached benchmark and therefore their Performance Predictor is 100%, they will have n/a for their recommended minutes on the software because the minutes are designed to improve the students’ chances of reaching end of year benchmark. This does not mean that students who are at benchmark cannot use Lexia any more. It simply means if resources are tight, the students who have not yet reached benchmark should take priority for computer time.
And when you think about the Prescription of Intensity, think of it as a Prescription from your doctor which is designed to make you “feel” better and this is designed to improve your chances of reaching end of year benchmark.

11. Performance Predictors: Zones of Intensity
Indicates each student’s percent chance of reaching the end-of-year benchmark for his or her grade level
Rosie has a 27% chance of reaching end-of-year benchmark
Juan has a 35% chance of reaching end-of-year benchmark
Max has a 62% chance of reaching end-of-year benchmark
So let’s look again at Rosie, Juan, Max, and Lily. When we were talking about Overall Risk Level we had three levels – High Risk, Some Risk, and On Target. When we are talking about Instructional Intensity, we are going to split the Some Risk (yellow) range into two zones of intensity. If you want, you can think about it as an Orange Range – however, you will not see “orange” color anywhere on the reports. Click to advance the slide and the four colors will cover the four sentences. Let’s take a look at what the Zones of Instructional Intensity are for the different grade ranges. Remember, these intensity levels are driven by the monthly Performance Predictor.
Lily has a 84% chance of reaching end-of-year benchmark

12. Instructional Intensity Ranges (Minutes/Week)
Pre-K
(min/wk)
K – 2nd
3rd – 5th
1% - 30% 20 80
100
31% - 50% 60 70
51% - 79% 15 40
80% - 99%
So when we think about our student examples, depending on their grade level, they would have different recommended intensity levels.
If Juan was in Fourth grade, he would be recommended to use the online activities of Core5 for 70 min/week, but Max would only be recommended to use the online activities for 40 minutes/week. So again, when thinking about creating Tiers of instruction, it would be more appropriate to look at the Instructional Intensity groupings rather than the Overall Risk categories, because the intensity ranges are at a more granular level. To get very specific, you can look at students individual Performance Predictor and perhaps set your own ranges in your school.
* Students who have already reached grade level benchmark will have a predictor
of 100% and an Instructional Intensity of n/a. This does not mean they cannot
still continue to use Core5, but if resources are limited, other students should be
given priority.

13. The power of the prescription: What is the difference between meeting Recommended usage and not meeting usage?
Let’s look at the difference in progress for students who consistently met their recommended use vs. those who did not

14. A system that works when used with Fidelity!
Two-thirds of students who had been identified as High-Risk in October reached grade-level benchmarks in one year when they met their instructional intensity for more than 6 months.
When high-risk students (Remind them that High Risk means a 1-30% chance of reaching end of year benchmark – think Rosie) use the program as directed, they close gap… and they change the future.
We examined the performance of more than 45,000 students across the country using Lexia. We found that, when used as directed, the program helped high-risk students to close the gap and meet their grade-level benchmarks within one year.
These gains were not just limited to Lexia’s own instructional benchmarks. Based on the correlations we have outside measures such as AIMSweb and MAPS this success likely translated into improved performance and passing grades in their progress- monitoring and outcomes tests.
Note to presenter: these results are with Lexia Reading, not Core5 (yet), but we expect the same type of results with Core5.
2013 National analysis of 45,000 high-risk students using Lexia Reading in a geographically and ethnically representative sample

15. Monthly and Daily Progress Monitoring Data
Performance Predictors
Prescription of Intensity
Daily
Accuracy
Rate
Units Gained/Units to Target
Grade Level of Material (GLM)
Struggling Indicator
Usage
Actual Usage (Avg. Minutes/Week on Computer)
So far, we have learned about powerful monthly data that can help predict future performance and prescribe instructional intensity.
Lexia Reading Core5 also provides very powerful data that you can get on a daily basis. You do not need to wait until the beginning of the month to have powerful data to use to drive your instruction.
Accuracy is based on the number of times the student dropped to instruction or practice before being able to successfully complete the standard step (which requires is 90 or 100% accuracy). Accuracy, as well as rate, are norm-referenced meaning the individual student’s score is then compared to a typical group of his/her peers. It is then reported back to you as High, Medium, or Low. When compared to your peers, if you are in the bottom 25th percentile, you will have a Low score. If you are in the 26th – 75th percentile you will receive a Medium score, and above the 75th percentile you will receive a score of High. These ranges also apply to the categories students will receive in the Rate column. (Fast, Average, Slow)
The Rate score is an indication of how long a student spends working on units (time on task) compared to a typical group of peers.
Units gained is simply a total of how many units have been completed by the student within a given time period. On the Class Skills Report, the Units Gained are presented for this School Year. If you want to customize the data range for Units Gained (for example, over the last two weeks, how many units gained) you can use the Reports tab and create a Student or Class Usage Report to see Units Gained during a specific time range. Units to Target is a total of how many units the student needs to complete to reach the end-of-year benchmark for his or her grade level. This is on the Class Skills Report. The Units Gained and Units to Target can be compared to monitor a student’s overall rate of progress in the program.
Grade Level of Material (GLM) corresponds to the grade level of material of the skills that students are working on in the online activities. These grade levels are based on rigorous reading standards, such as the CCSS, and can be a great way to “get an overall sense” or “screen” students at the beginning of the year. Based on where they placed into Core5 using the Auto Placement, you can tell if they are working below/on/above grade level.
Struggling Indicator – in Core5, if the student drops to the Instruction step more than once they will be flagged for instruction needed by the teacher and will appear on the Plan Instruction List. They will have a struggling indicator that matches their Overall Risk Level color – so for example, if Rosie were struggling, she would have a red icon, but if Lily were struggling, she would have a green icon. All students can struggle, even those On Target, but again, to help prioritize resources, we wanted to give you some way to determine, who is at higher overall risk.
Usage - Lexia Usage refers to login/logout time on the software (minutes per week) averaged over a 4-week period. This number is used to determine whether or not students are meeting their recommended target usage (based on Performance Predictors). The average mins/week is updated in real time as students use the program and always reflects the last 28 days of use. Total login/logout time (sum of all minutes logged in) is also available for specific periods of time on the Student and Class Usage Reports (as described in the Units Gained section above).

16. Reports for Teachers: Seeing the Progress & monitoring implementation
So, how as teachers do you monitor progress and make sure students are getting the intensity they need? Through mylexia.com the reporting system of Lexia.

17. Key reports for Teachers at the Class Level
1. Class Home Page/Combined Report
Plan small group instruction
Allocate resources (computer, teacher)
Monitor Usage
Prioritize by risk
Celebrate Success
2. Class Skills Report
Monitor grade level of material
Units Gained/Units to Target – great for RTI
3. Class Usage Report
Select Custom Date Range
See Units Gained for specific date ranges
There are several reports that you can access as a teacher at the “Class” Level. I want to highlight 3 of those for you today. We will walk through explanations of each of these, and then take a look at your own data. Note: depending on amount of time, you can use one of the teachers reports (if checked with them ahead of time) as the examples. It is important that as you explain the sections and benefits of these reports, that you are all looking at the same example. The other option is to use the following slides or go into the demo on myLexia.
Your Class Home Page (also called Combined Report on the reports tab) is where you land when you login to myLexia. This is considered a summary of your class. This report allows you to plan small group instruction, think about allocating resources, monitor usage, prioritize by risk and celebrate success.
The Class Skills Report is a great report to show the overall progress of your class in relation to each other, in relation to grade level benchmarks, and in relation to Grade Level of Material.
It also provides Units Gained and Units to Target which is a great quantitative data point for RTI purposes.
The Class Usage Report is a report, when run in the Reports Tab, can be used to get Units Gained for a specific data range.
Let’s take a closer look at each report.
Note: You’ll find language about Class Home Page and the Student Home Page in the Teacher Training Guide. The Class homepage is on page 6

18. 1 2 3
Here’s a screenshot of the top of the Class home page. You can think about it in three sections. Section 1 is the Plan Instruction List which we will talk about on the next slide. The Performance Predictor pie summarizes the students in your class into the three categories of risk: On Target, Some Risk, High Risk. This is a great place to get a quick read on the overall needs of your class. The number that is in parentheses below the On Target % is your monthly change from last month. So in this case, I have 34% of my students On Target. +10 is in parentheses which means, last month I only had 24% of my students On Target. You want to see positive numbers here which are displayed in green. If you have lost students in the On Target group, the number is – and red.
The third section is your class usage. You want to see this overall average class usage up in the shaded area. Although each student is working toward a recommended target, 40 minutes/week is used as a target for a class. Don’t forget, that right below this graph is a statement of what % of your class is meeting usage. In this example, 39% of my class is meeting usage. I want to strive to have that number up at least in the 50-60% range or higher. Now let’s look at the Plan Instruction List.

19. Data – Simple and Actionable
Plan Instruction list groups students with similar needs to help plan small group instruction
Color-coded icons and order of list help teachers prioritize students
Lesson icons link directly to the lessons those students need
Link to Class Skill Report at bottom of list
Note: Before you click to advance the slide and have all of the text appear on the right hand side – read the section below so they understand the list and then click to advance until all four text boxes & arrows appear with more information.
It is important to understand two main concepts about this list– 1. How do students get on the list? And 2. What determines the color of their icon?
They appear on this list when they are struggling with a skill in the online activities. Struggling means they have dropped to instruction more than once.
Their icon color is determined by what “color” their performance predictor is that month. In the first month, all students will have a yellow icon until they have a Performance Predictor. So if they are On Target, but are struggling, they will have a green icon. Students who are “green” and struggling are a lower priority for a teacher than the ‘red’ or ‘yellow’ students. Although teachers want to help all students who are struggling, if they have limited time, you can understand that the student with a Green icon is struggling, but with on or above grade level material.
Note: As you advance the slide, read each bullet and talk about what it addresses. If you are in the live demo, you may want to make sure to point out the Lesson link as well as the link to the Class Skills report because it is one of our “key” reports for teachers.

20. Class Table – Sorted Alphabetically (default)4
NOTE to presenter: Gordon Vickery, who has a 19% predictor, should have a red indicator in his struggling column. This is a bug that we are aware of, but it is not an easy fix to doctor up the slides so I am just pointing it out to you so that you don’t use him as an example of how priority icons on the Plan Instruction list match their Performance Predictor. Also, if someone asks, say, Yes, great catch, that is a bug that we are working to fix. Use it as a teachable moment!! 
The bottom section of your home page is the Class Table. I almost think about this as the Class Action Plan or my resource allocator – who needs more time with me with a Lesson? Who needs more time on the computer? The + column. Who needs a certificate to celebrate their success, etc.
The power in the class table is the ability to sort by columns. The default, which is how you will see it when you land on this page, is by alphabetical order. Any one of the column headers can be clicked to sort by that data point. If you click it once, it will sort low to high and if you click it again it will sort high to low. The next several slides show different ways to sort by the class table and why you might want to sort by that data point.

21. Class Table – Sorted by Performance Predictors
NOTE: Gordon Vickery, who has a 19% predictor, should have a red indicator in his struggling column. This is a bug that we are aware of, but it is not an easy fix to doctor up the slides so I am just pointing it out to you so that you don’t use him as an example of how priority icons on the Plan Instruction list match their Performance Predictor. Also, if someone asks, say, Yes, great catch, that is a bug that we are working to fix. Use it as a teachable moment!! 
Sorting by The “Performance Predictor” which remember is each student’s percent chance of reaching end-of-year benchmark, can help you do two main things:
See you class listed by overall risk level, giving you a more granular look than the pie chart at the top of the page.
By sorting by performance predictors, it will also sort by Target (Recommended Minutes under Prescription of Intensity) – this will essentially sort into the 4 zones of intensity, helping you to prioritize computer time both in class, during center rotations and in the computer lab/mobile lab.

22. Class Table – Sorted by + Sign
NOTE: Gordon Vickery, who has a 19% predictor, should have a red indicator in his struggling column. This is a bug that we are aware of, but it is not an easy fix to doctor up the slides so I am just pointing it out to you so that you don’t use him as an example of how priority icons on the Plan Instruction list match their Performance Predictor. Also, if someone asks, say, Yes, great catch, that is a bug that we are working to fix. Use it as a teachable moment!! 
To see how many students need more time on the computer (because they are not meeting their recommended usage or target), and how much more time they need, click on the + sign to sort. I wouldn’t get too caught up in the very specific, so the two students on the bottom of the list that need 3 and 4 minutes, I might just say both need about 5 more minutes which is very close, compared to the top students who all need about another minutes/week to reach their target. For those students, I mgith consider talking to the parents about home use or determining if they are in any before/after school programs where they could get the extra minutes needed. As you can see, most of the students who need a signigifcant amount of time to reach their target are some of my most at risk students. I also see that Wilton (2nd from the bottom) has already reached benchmark, but has an average of 276 minutes/week. I would want to take some of Wilton’s time and share it with those more at risk – again not necessarily taking Wilton off Core5, but just trying to reallocate some of the minutes so they are more evenly distributed.

23. Class Table – Sorted by Lessons
NOTE: Gordon Vickery, who has a 19% predictor, should have a red indicator in his struggling column. This is a bug that we are aware of, but it is not an easy fix to doctor up the slides so I am just pointing it out to you so that you don’t use him as an example of how priority icons on the Plan Instruction list match their Performance Predictor. Also, if someone asks, say, Yes, great catch, that is a bug that we are working to fix. Use it as a teachable moment!! 
To see how many students need more time with me, the teacher, or with a paraprofessional for teacher-led instruction, and which lessons they need, click on the Lesson column header and rollover the Lesson icons to see what lesson (s) is/are needed. Remember, anywhere you see that Lesson icon, CLICK and you will be taken to a pdf of the lesson addressing the skill needed.

24. Class Table – Sorted by Skills
NOTE: Gordon Vickery, who has a 19% predictor, should have a red indicator in his struggling column. This is a bug that we are aware of, but it is not an easy fix to doctor up the slides so I am just pointing it out to you so that you don’t use him as an example of how priority icons on the Plan Instruction list match their Performance Predictor. Also, if someone asks, say, Yes, great catch, that is a bug that we are working to fix. Use it as a teachable moment!! 
To get a quick sense of what grade level of material your studnets are working on, click on the Skills column. You can see in this 1st grade class example, other than the first three students, all of my class are working at least on first grade level material and some students are working above grade level. Grade level of material can be another way to prioritize or screen students based on need and are available day 1 of using the program. Remember, the predictors are not available until the 1st of a calendar month (and the student needed to be using Core5 in the prior month).

25. Class Table – Sorted by Certificates
NOTE: Gordon Vickery, who has a 19% predictor, should have a red indicator in his struggling column. This is a bug that we are aware of, but it is not an easy fix to doctor up the slides so I am just pointing it out to you so that you don’t use him as an example of how priority icons on the Plan Instruction list match their Performance Predictor. Also, if someone asks, say, Yes, great catch, that is a bug that we are working to fix. Use it as a teachable moment!! 
To see how many students have certificates to celebrate successful completion of a level in Core5 and when they completed it, click on the Certificates column header. Rollover the certificate icon to view when specifically the level was completed and what level was completed. Click on the icon to view/print the certificate. In the mobile app, you can the certificates as pdfs!

26. Key reports for Teachers at the Class Level
1. Class Home Page/Combined Report
Plan small group instruction
Allocate resources (computer, teacher)
Monitor Usage
Prioritize by risk
Celebrate Success
2. Class Skills Report
Monitor grade level of material
Units Gained/Units to Target – great for RTI
3. Class Usage Report
Select Custom Date Range
See Units Gained for specific date ranges
Let’s look at the next key report – the Class Skills Report - which you can get to by clicking on the link at the bottom of your Plan Instruction List or from the Reports tab.

27. Where students started
Class
Skills Report
Where students started
Where they need to go
How much they need to do to get there
What % of your class is working Below, On, or Above Grade Level
The Class Skills Report answers four main questions. Note: Each question has a corresponding arrow that will appear when you click to advance the slide.
Where students started - in this example, Mike started at Level 6. The arrows in Levels 1-5 mean he Auto Placed over those levels and placed and began working in Level 6. He is 49% of the way through Level 6. If he had a green check that means that level is complete, so looking at the next student down, Olen, he started/placed in Level 7, but has already completed it and is now working in Level 8.
Where they need to go – the end of year grade level benchmark is marked with a darker blue line – in the case of this 1st grade class, the goal is to finish level 9. Think of this almost as a “finish line” and when you sort by Units to Target, you can see how far the students are from the finish line in descending or ascending order. We will look at that in a minute on the next slide.
How much they need to do to get there – units to target can be sorted by clicking on the column header and tells you how many units the student needs to finish to reach the grade level benchmark. The Performance Predictor can be thought of as the likelihood of each student completing these units by the end of the school year.
What % of your class is working Below, On, or Above Grade Level – at the bottom, it summarizes what percentage of your class is working on which grade level. Again, in our 1st grade example, we have all of our students completed PreK material, 6% working on Kindergarten, and 67% working on grade level material. We have 28% working above grade level.

28. This Class Skills Report is Sorted by Units to Target – just click on the column header to sort. You can see the students who have 0 units to target are working above grade level. Starting with the student who has 16 units to Target, Henry, those students are working on grade level material (Levels 6-9), and one student is working below grade level and is listed at the bottom with 510 units to go to Target.
Remember, this table is updated in real time, so it is a great place to go for daily or weekly progress monitoring and a great one to print to bring to grade level meetings.

29. Class Usage from the link on Class Home Page
If you click on the link from your home page that is below your usage graph, you are taken to the class usage table. This will have the last four weeks displayed. As you can see here (click to advance to blow up the table so they can see), it shows the levels they used in the last four weeks, the last date of login, the total minutes in the time period, and the units gained.

30. Class Usage from Reports Tab – This School Year
If you want to customize the date range for the usage report, then go to the reports tab, select class, usage, the class, the date range and hit go. This example is for the whole school year, but if you want to see if a particular time period was effective because maybe you had increased intensity, you can do that in the reports tab.
Note to presenter: In the demo version, the only date range option is school year because it is the demo. This would be a great one to ask someone ahead of time if you can use their class as an example and select a specific date range. The units gained column is new to this report this year.

31. Key reports for Teachers at the Student Level
Student Combined Report
Data meetings
Student Skills Report
Monitor progress on CCSS
5 Finger Rule if you are questioning placement:
Look at Accuracy/Rate, if all 5 are High/Fast then maybe you can move them ahead a level
Parent Conference – includes text
Student Progress Report
Parent Conference – no text, just line graphs
There are three key reports that can be very helpful at the student level.
Student Combined Report, Student Skills Report, and Student Progress Report. Let’s take a look at each one and talk a bit about the purpose for each.

32. Note: Teachers can follow along in the TTG on page 7 if they have it with them.
By clicking on a student’s name from your class home page, the teacher can access a summary report on that student’s progress.
The top of the report provides a historical view of the student’s progress in the program (click to advance the slide and highlight the section you are referring to), including the grade level of material they are currently working on, their performance predictors over time and their current one, and their status of meeting/not meeting usage over time and their current average usage. This student is currently just starting Kindergarten material, has a 1% chance based on current performance of reaching end of year benchmark, but part of that might be due to the fact that he has not met usage in any month as evidenced by the gray bars. If he had met usage, there would be some green bars.
Let’s look at the action plan section on the next slide.

33. Action Plan to Differentiate for Each Student
Notification of achievement certificates available
Number of minutes needed
Detailed information on the skills with which the student is struggling – link to lesson
Links to independent practice material for skills mastered
Real-time progress monitoring on specific skills
Note: Teachers can follow along in the TTG on page 7 if they have it.
The action plan provides the teacher with a to do list and provides a lot of information in one space. Click to advance the slide to see 5 text boxes appear. Read each one and provide specific examples from this action plan. An example is provided below in relation to the Lexia Lesson and the specific skill the student is struggling on.
Here we see that the student is struggling with Spatial Concepts and more specifically he is struggling with an expressive task involving the spatial concepts of beside, beneath, and in front of. So, the teacher can focus instruction during the lesson on these specific concepts.
If you want even more details on the particular skills, you can click on the View Skills Report link at the bottom of the action plan.

34. Common Core Standards – Progress and Accuracy
Four strands from ELA standards
Sub-strands in Foundational Reading
Only relevant strands for grade level display
Accuracy
Progress through units
On the bottom left section of the Student Combined, is the Common Core Standards Section. Here you can see both the progress through the standards in the various strands and the overall accuracy of the work through that strand. This section will appear in detail if the student is working “on” grade level. If they are working above or below, it will simply say working below grade level or working above grade standard and it will show all of the accuracy in the “on” grade level standards.
Note: Remind the teachers that not all standards in each strand are covered in Core5, but this section reports progress and accuracy on all of the activities that fall into that strand.

35. The Student Skills Report includes a great summary of student progress across their use of Lexia (timeline at the top) and their performance on specific Skills from different levels of the program. This report has two links at the top of the report – one for a parent report in English and one in Spanish. If you click on this link it brings up a short paragraph that explains what Lexia Reading Core5 is and what they will see on the report. It is a great one to use in parent conferences. It can also be a useful report to bring to data meetings (along with the Student Combined Report).
Another great use of the report is when a teacher is questioning a student’s placement, either right after auto placement or after a long break (summer or vacations), teachers can use the “5 Finger Rule” – look at accuracy and rate for all activities in the current level. If student has all 5 High Accuracy and Fast Rate, then they may consider moving them up to the next Part of the level or the next level.
There are also exact CCSS reference numbers indicated with each skill – matching the CCSS alignment documents.
Parent Teacher Conferences: has a Parent printing option, which includes language that is like a letter to parents explaining the report.

36. Student Progress Report
The Student Progress Report is a great report to use with parents who have limited English or limited reading proficiency. You can get to this report by clicking on the link below the progress section on the Student Combined Report. You can explain to parents that they want to see a line slanted at a 45 degree angle (use your hands to show the angle) and what we don’t want to see is a flat line because that means they are struggling. It can also be a great report to share with older students to monitor their progress.

37. myLexia has a mobile app that can be accessed on the iphone or ipad
myLexia has a mobile app that can be accessed on the iphone or ipad. Your class overview on the ipad will be on the left (like on the slide first and then click the slide to advance and the phone smaller phone view will appear) and on the phone will take up all of the real estate. If you want to find out more information about the 4 students who need instruction, click on the line and it will take you to a page that lists the students. Any item you want to find out more about it, click that row and you will be taken to the next level of detail.

38. Here, we have clicked on the Instruction Needed list and here are the 4 students that need teacher led instruction. If I click on Jossie Casas you will see her information on the right. Let’s look a little closer at the information on the right. (Click to advance the slide to bring up a bigger view of the right hand side)
It has an action plan telling you, the teacher, if the student needs more time or a lesson with a teacher or a certificate that is ready to print (not pictured).
It then gives a summary of their skills, performance, and usage. And more detail on usage and some information on their account.

39. Reports Tab
If you ever forget the short cuts or links of how to get to a certain report – use the reports tab! Go left to right and don’t forget to hit Go!
Remember: Your homepage is also called a Combined Report
If you forget how to get any of the reports we talked about today, you can always go to the reports tab and create any report. Depending on your access level (Classroom, school, etc.) you will have different options for selections. You need to go left to right. Select what level and type of report, in this example I selected a Class Progress report so far. I would then need to select school, grade and/or class. Again, if you are coming in at the class level, you won’t have all of these options. Then select a time period and don’t forget to hit Go! Also remember, your home page is called a Combined Report on the reports tab.

40. Let’s explore your data!!
Now that we have seen some of the ‘demo’ data (or your colleague’s data) – let’s have you explore your own data to find some of the items we have been talking about. Based on the amount of time you have, you can modify the next two slides.
Let’s explore your data!!

41. Scavenger Hunt through your own Data: Home Page
Can you identify 2 or 3 students who have the same skill deficit?
What percent of your students are meeting their Recommended Usage? (Hint: Look under your usage graph on your home page)
What percent of your class is “High Risk?”
How many students need to increase their usage? Any of them need more than 30 minutes?
Who just leveled up Today or This Week and has a certificate available?
These questions are to be answered while looking at your home page or your Class Combined Report. Take a minute and see if you can answer these five questions about your own data.

42. Scavenger Hunt through your own Data: Student Combined Report & Teacher Resources
Find one of your student’s combined reports
What lesson (s) does the student need?
What level is he/she currently working on?
What is the percentage of completion through each activity?
What overall progress has your student made through his/her grade CCSS?
Where can you find the Teacher’s Guide?
Where is the Core5 Training Guide?
What report can be used as a parent report that includes text to explain Core5?
On this slide, you will need to pick one student’s Combined Report by clicking on a student’s name from your home page. This also asks some questions that you might have to find in other areas on myLexia!!

43. So to recap, let’s review specific reports for specific scenarios.
Concluding thoughts

44. Which reports are best suited for these situations?
Parent Conferences
Student Skills Report
Student Progress Report (if limited English or reading proficiency)
Student Data Meetings (RTI, IEPs, etc.)
Student Combined
Student Skills
Grade Level Data Discussions
Class Skills Report
Class Home Page
Planning Small Group Instruction
There are certain reports or data points that are most effective in certain situations that you typically encounter in your day to day schedules. Talk through the four scenarios on the slide and remind them which reports would be best in those situations – referring back to some of the points you made throughout the presentation.

45. Lexia’s instructional process
Remember this is a system of student-driven learning online, and targeted instruction by a teacher or paraprofessional.
Based on how you have talked about the various components throughout the session – review the model. Below are some potential talking points. They are also from page 2 in the TTG.
Lexia Reading Core5 is a web-based, individualized reading curriculum for PreK through Grade 5 students of all abilities.
Students practice and learn foundational reading skills by interacting with the online program, receiving teacher-led Lexia Lessons, and continuing with independent, paper-based practice activities using Lexia Skill Builders.
Real-time student data is captured and reported to teachers for planning instruction and helping students reach grade-level benchmarks.
Lexia Reading Core5 is designed to meet and exceed the Common Core State Standards and includes six components of reading (phonological awareness, phonics, vocabulary, structural analysis, fluency and comprehension).

46. Teachers change lives.
Remember, it is all about the students and by helping them learn to read at grade level, we are changing their lives!

47. Thank you!
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