rapid - lexia learning...vocabulary knowledge (vk) read the sentence and choose which of three...

Teacher Quick G

uide

Instructional planning tools for the classroom

Individualized item delivery for students

Precise data for educators

ADAPTIVE ASSESSMENT

Targeted and Time-efficient

Assessment™RAPID

READING ASSESSMENT for PRESCRIPTIVE INSTRUCTIONAL DATA

Lexia RAPID Assessment™ is an online, adaptive screener and diagnostic tool for your classroom.

It will help you to:

1. Predict the likelihood of reading success

2. Identify profiles of strengths and weaknesses in language and reading skills

3. Group students for instructional planning

4. Monitor change in skills over time

2 RAPID Assessment | www.lexialearning.com

Task Description Average Time

Word Recognition (WR)Listen and select the correct spelling of a word from three choices.

2–5 min.

Vocabulary Knowledge (VK)Read the sentence and choose which of three morphologically related words best completes the sentence.

2–5 min.

Syntactic Knowledge (SK)Listen to the sentence and choose which word best completes the sentence based on questions of text cohesion (e.g., subject/verb agreement).

3–7 min.

Reading Comprehension (RC)Read 1, 2, or 3 passages and answer implicit and explicit questions based on deep understanding of connected text.

10–30 min.

Scores

Reading Success Probability (RSP) Overall likelihood of end-of-year reading success

Percentile Score Performance on each skill compared to grade-level norms

Ability Score Skill development in word reading, academic language and reading comprehension

Word Recognition Academic Language Reading Comprehension

LOGIN

1. Once students and classes have been set up through www.myLexia.com, launch your web browser and go to the site-specific RAPID URL for your school or district.

_________________________________________________

2. Students enter their unique username and password to log in.

How do my students use RAPID?

ASSESSMENT PROCESS

Each student will take three reading and language tasks, which begin with five standard items based on their grade level and adapt based on his or her individual performance level. Performance on these tasks places students into a reading comprehension passage. Each student will receive at least one and no more than three passages.

To view sample test questions, choose the “I‘m an Educator“ tab.

www.lexialearning.com | RAPID Assessment 3

KEY REPORTS AND RESOURCES

Student Report: Shows a student’s performance across all RAPID tasks to provide a reliable profile of strengths and weaknesses and monitor skills over time.

Class Report: Provides an analysis of class performance over time and creates instructional groups based on performance profiles.

Instructional Connections: Provide strategies to guide focus during instruction based on students’ performance on the tasks (e.g., strategies for teaching Latin Prefixes to support vocabulary development).

Instructional IntensityThe Reading Success Probability (RSP) predicts the likelihood that your student will be successful on an end-of-year comprehension assessment based on his or her grade. This score indicates the overall level of instructional intensity needed to support each student in successful reading comprehension. In the Class Report, you can see the total percentage of students who demonstrate a high likelihood of success (i.e., they have a 70% chance or higher).

How do I review my students‘ performance on RAPID?

Diagnostic ProfileThe percentile scores create a diagnostic profile for each student in your class. This provides information on your students‘ strengths and areas of instructional focus. Two students might have the same intensity of need (indicated by their RSP); however, their diagnostic profiles could differ, which would have important implications for the most pressing instructional needs.

Skill DevelopmentTeachers are able to assess if students have made progress in all four tasks assessed by RAPID. Ability scores provide a consistent scale to measure change in skills over the current year and across multiple years. This score allows a record of growth over time with a scale sensitive enough to detect small amounts of growth. You can also compare students performance to the average range of performance for their grade.

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


48%

33%

Apr 2015

Jan 2015

Apr 2015 43%




Diagnostic ProfileThe student’s overall strengths and weaknesses in Word Recognition, Academic Language (vocabulary and syntactic knowledge), and Reading Comprehension.

44%Chance


WR

VK

SK

RC

Sep 2014

Jan 2015

Percent Chance

1

1 50 99

1

99


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


View percentiles for: 6th Grade

433418

Apr 2015



Class Average



Skill Development

72%Chance


WR

VK

SK

RC

Sep 2014

Percent Chance

1

1 50 99

1

99


68%

60%

59

34

28

25 50 75 99

15

900

1000

700

800

600

400

300

200

100

Abili

ty S

core


Apr 2015



5th Grade


425 437449

0


Apr 2015

Jan 2015


43%Chance

Sep 2014

Percent Chance

1

1 50 99

99


48%

33%

Apr 2015

Jan 2015

Apr 2015 43%

500



Class Average



Skill Development

72%Chance


WR

VK

SK

RC

Sep 2014

Percent Chance

1

1 50 99

1

99


68%

60%

59

34

28

25 50 75 99

15

900

1000

700

800

600

400

300

200

100

Abili

ty S

core


Apr 2015



5th Grade


425 437449

0


Apr 2015

Jan 2015


43%Chance

Sep 2014

Percent Chance

1

1 50 99

99


48%

33%

Apr 2015

Jan 2015

Apr 2015 43%

500

Go to www.myLexia.com or download the free

myLexia app to view reports with students‘

performance data.

Teachers can use the Student Overview to quickly view all three of these areas (Instructional Intensity, Diagnostic Profile, and Skill Development).

300 Baker Avenue Suite 320 • Concord, MA 01742

www.lexialearning.com

tel: 800-435-3942 / 978-405-6200fax: 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)

READING ASSESSMENT for PRESCRIPTIVE INSTRUCTIONAL DATA

INSTRUCTIONAL GROUPS

Based on their RAPID performance, students in your class are placed into an instructional group:

• Students performing below the 25th percentile in Word Recognition and one or both of the Academic Language tasks (VK and SK) are placed in the Intensive Instruction group.

• Targeted Instruction groups are based on low performance (below the 25%ile) in a particular task.

• Students in the Enhanced Instruction group are above the 25%ile in all tasks and have an RSP score at or above 70%, indicating they have a high likelihood of end-of-year reading proficiency.

Clicking on a group provides recommendations for instructional priorities and displays a table showing the percentile scores for students in that group.

Based on the recommended priorities, you can use the View Resources link within each group to access Lexia Instructional Connections. These resources provide strategies to guide instruction across the domains (e.g., Syllable Division Rules).

How do I connect the RAPID data to my classroom instruction?

Intensive Instruction

WR VK/SK RCStudents4

Targeted Instruction: Word Recognition


Targeted Instruction: Academic Language (VK/SK)


Targeted Instruction: Reading Comprehension


Enhanced Instruction


Instructional Groupings

page 2

Common Latin Prefixes

Latin Prefix Sample Words

ab- = away from abduct, absent

ad- = toward advise, admit

con- = together conduct, contract

de- = down, away detract, destruct

dis- = not or apart disagree, disobey; disrupt, distant

ex-/e- = out/away, from export, expel

in- = not or in incorrect, inactive; income, intake

mis- = wrong mislead, misprint

non- = not nonsense, nonstop

ob- = against object, obstruct

pre- = before predict, prescribe

pro- = forward produce, propel

re- = again, back replay, return

sub- = under/below subtract, subject

un- = 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 PrefixesLatin 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

Your myLexia.com username is your school email address.

password |

username |

Lexia Customer Support 1 800 • 507 • 2772 [email protected]

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rapid - lexia learning...vocabulary knowledge (vk) read the sentence and choose which of three...

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