Scientific Learning Fast ForWord, Reading Assistant Education Manual

MySciLEARN™
Results Reports
User Guide
For educators and providers using the
Fast ForWord® and Reading Assistant™
programs
April 2017
Copyright
© 1996 through 2017 Scientific Learning Corporation. All rights reserved. This document is supplied
subject to the terms of the Scientific Learning Corporation license agreement. Information in this document
is subject to change without notice. Names, data, and other information used in examples and exercises
herein are fictitious.
Trademarks
Fast ForWord® and SciLEARN® are registered trademarks of Scientific Learning Corporation, registered
in the U.S. and certain other countries.
MySciLEARN™ and Reading Assistant™ are trademarks of Scientific Learning Corporation.
Third-party trademarks
Apple, the Apple logo, Macintosh, Mac, iPad, iPhone, and iTunes are trademarks of Apple Inc., registered
in the U.S. and other countries. App Store is a service mark of Apple Inc.
Microsoft and Windows are either registered trademarks or trademarks of Microsoft Corporation in the
United States and/or other countries.
Lexile® is a trademark of MetaMetrics, Inc., and is registered in the United States and abroad.
Other brands and their products are trademarks of their respective holders. Trademark symbols are used
only in the first occurrence of a trademarked name.
Contact us
Scientific Learning Corporation
300 Frank H. Ogawa Plaza, Suite 600
Oakland, CA 94612-2040
888-665-9707
510-444-3580 (fax)
www.scientificlearning.com
Customer Support
888-358-0212 (US & Canada)
520-917-1200 (International)
www.scilearn.com/contact
Contents
Contents
3
About this guide
5
What’s new
6
About Results reports
7
User guides & manuals
8
More help
9
1 Getting started
10
Access Results reports
11
Log in as a staff member
14
Date ranges
15
Status updates and alerts
19
Fast ForWord scores
22
About Fast ForWord program protocols
25
Reading Assistant scores
26
Reading Assistant comprehension
29
Reading Assistant reading levels
35
About Reading Assistant content progression
36
Reading Assistant audio recordings
37
About Reading Assistant schedules
38
Gains results
39
About Reading Progress Indicator (RPI)
41
2 District reports
43
Navigate district reports
44
District Implementation Success (Fast ForWord)
45
District Implementation Success (Reading Assistant)
50
District Gains (Auto RPI)
55
District Gains (All RPI)
61
District Success Forecast
67
3 School reports
69
Navigate school reports
70
School Implementation Success (Fast ForWord)
74
School Implementation Success (Reading Assistant)
80
3
Contents
School Gains (Auto RPI)
86
School Gains (All RPI)
93
4 Teacher reports
99
Navigate teacher reports
100
Group Implementation Success (Fast ForWord)
102
Group Percent Complete (Fast ForWord)
109
Group Implementation Success (Reading Assistant)
111
Group Comprehension (Reading Assistant)
119
Student Progress History (Fast ForWord)
125
Student Errors – Last Participation Day (Fast ForWord)
132
Student Daily Usage Record (Fast ForWord)
134
Student Percent Complete History (Fast ForWord)
139
Student Weekly Achievement (Fast ForWord)
141
Student Implementation Success (Reading Assistant)
149
Student Reading Selection Progress (Reading Assistant)
159
Student Audio Recordings & Portfolio (Reading Assistant)
167
Student Performance Details (Reading Assistant)
172
Student Comprehension (Reading Assistant)
178
Group Gains (Auto RPI)
192
Group Gains (All RPI)
204
Student Gains (Auto RPI)
215
Student Gains (All RPI)
220
5 Distribute reports
225
Print reports
226
Email reports
230
Export reports (Excel)
239
Glossary
241
4
About this guide
About this guide
Learn how this guide is organized, what's new, and how to get more help.
For system requirements, see the MySciLEARN System Requirements guide, available within
MySciLEARN Help.
What's in this chapter
What’s new
6
About Results reports
7
User guides & manuals
8
More help
9
5
About this guide
What’s new
This topic outlines the latest updates to MySciLEARN results reports. For an historical record of updates
see the MySciLEARN release notes at http://scilearn.force.com/Support/articles/Informational/3163.
5/5/16
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Added the Manual RPI feature, which includes new gains reports.
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District Gains (All RPI)
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School Gains (All RPI)
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Group Gains (All RPI)
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Student Gains (All RPI)
3/17/16
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Added detailed scores to the Averages by Student table in the Group Implementation Success Results
report. See Group Implementation Success (Fast ForWord) and Fast ForWord scores.
6
About this guide
About Results reports
The Results reports present Fast ForWord and Reading Assistant student usage data at the district, school,
and student levels, along with a few handy tools to help you customize and share the reports.
The Results reports and features are available based on your staff role. Topics are organized accordingly.
Staff role
Related topics
All staff members
Getting started
Distribute reports
District managers
District reports
School managers
School reports
Instructors (teachers)
Teacher reports
7
About this guide
User guides & manuals
MySciLEARN provides the following user guides and teacher manuals, accessible in MySciLEARN Help.
General user guides
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MySciLEARN User Guide
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MySciLEARN Results Reports User Guide
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MySciLEARN System Requirements
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MySciLEARN Content Server Guide
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MySciLEARN Student Update Administrator Guide
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Fast ForWord Program User Guide
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Fast ForWord Program iPad User Guide
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Fast ForWord Program iPad User Guide - Parents
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Reading Assistant User Guide
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Reading Assistant iPad User Guide
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Reading Assistant iPad User Guide - Parents
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Reading Assistant Plug-in Install Guide
Offline resources for English learners
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Fast ForWord Offline Resources for English Learners
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Reading Assistant Offline Resources for English Learners (Elementary)
Teacher manuals
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Fast ForWord Language v2 Teacher Manual
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Fast ForWord Language to Reading v2 Teacher Manual
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Fast ForWord Literacy Teacher Manual
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Fast ForWord Literacy Advanced Teacher Manual
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Fast ForWord Reading Readiness Teacher Manual
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Fast ForWord Reading Level 1 Teacher Manual
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Fast ForWord Reading Level 2 Teacher Manual
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Fast ForWord Reading Level 3 Teacher Manual
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Fast ForWord Reading Level 4 Teacher Manual
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Fast ForWord Reading Level 5 Teacher Manual
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Reading Assistant Teacher Resource Guide
8
About this guide
More help
MySciLEARN provides several methods for getting help.
Use the Help link
Use the Help link at the top of any page in MySciLEARN to access help, which provides user-specific help
topics and downloadable PDF guides.
Download the PDF manuals
Prefer documents to online help? Download our user guides, specifications, and teacher manuals in PDF
format. Use the Help link in MySciLEARN to download them.
Access MySciLEARN Toolbox
This professional development hub for MySciLEARN provides access to all program training materials,
including teacher materials, video tutorials, and staff training. Access it from
http://help.myscilearn.com/toolbox.
Search our knowledge base
Our knowledge base provides up-to-date troubleshooting articles and tips on using the software, along
with release notes. To search the knowledge base, go to http://scilearn.force.com/Support.
Contact Customer Support
If you need further assistance or have more questions, contact Scientific Learning Customer Support.
Customer Support
Web
www.scilearn.com/company/contact-us
Email
[email protected]
Phone
1-888-358-0212 (US & Canada)
1-520-917-1200 (International)
Hours
Monday - Friday 5 AM - 5 PM PT
9
1 Getting started
1
Getting started
If you’re a new user, you’re in the right place; learning the basics is the best way
to get started. For this brief tour, you don’t need to know anything about the
programs.
What's in this chapter
Access Results reports
11
Log in as a staff member
14
Date ranges
15
Status updates and alerts
19
Fast ForWord scores
22
About Fast ForWord program protocols
25
Reading Assistant scores
26
Reading Assistant comprehension
29
Reading Assistant reading levels
35
About Reading Assistant content progression
36
Reading Assistant audio recordings
37
About Reading Assistant schedules
38
Gains results
39
About Reading Progress Indicator (RPI)
41
10
1 Getting started
Access Results reports
The Results reports are built into MySciLEARN so they're easy to find—just log in to MySciLEARN as a
staff member and click the Results tab to view them.
The Results pages show reports based on your staff role. Use the following topics to learn how to navigate
the reports based on your role:
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Navigate district reports
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Navigate school reports
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Navigate teacher reports
Search the Results reports
Use the Search feature on the Results page to search for a specific student's results. Search lets you jump
directly to that student's results without having to navigate through the reports or scroll through multiple
groups of students. This is especially helpful for district managers and school managers, who may manage
hundreds (or even thousands) of students within a district or school.
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1 Getting started
Tips for using Search
The Search feature works based on your staff role:
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District managers can find any student in the district.
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School managers can find any student in their school.
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Instructors can only find their students.
Access the Search feature from any report on the Results page. For the best search results, follow these
tips:
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Search for the student using the first name only, the last name only, or student ID. The Search feature
does not support terms with spaces.
Use the buttons at the top of the Results page to filter the search by Fast ForWord, Reading Assistant,
or Gains reports.
For a wider search, start from the highest level report, such as a district report (district managers),
school report (school managers), or group report (instructors).
For a narrower search, start from a lower level report, such as a group or student report.
The Search feature ignores the date range when searching for a student, but still applies the date
range when displaying the student's reports. If Search finds a student that has not used the program in
a while, you may need to widen the date range to see data on that student's reports. To learn about
using date ranges see Date ranges.
To search for a student's results
1. On the left side of the Results page, enter the student's first name, last name, or student ID in the
Search field and press Enter.
The Search Results page opens and displays all of the students that match your search criteria within
a table. The table includes three columns: Last Name, First Name, and School. Sort a list of students
by clicking a column header.
If you don't see your student on the Search Results page, make sure that you entered just one of the
following criteria only, and not a combination of them: the student’s first name, the student’s last name,
or the student’s ID. To clear the Search Results and try again, delete the text from the Search field and
press Enter. For more help see Tips for using Search.
2. Locate your student in the Search Results table and click the student to go to the student level report,
based on where you searched from:
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1 Getting started
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Student Progress History (Fast ForWord)
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Student Implementation Success (Reading Assistant)
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Student Gains (Auto RPI)
3. Navigate the reports as usual to view the student's results.
If you don't see any results, follow these tips. For more help see Tips for using Search.
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Widen the date range on the report to include the student's training days
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Choose a different option at the top of the Results page: Fast ForWord, Reading Assistant, Gains
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For the Fast ForWord products, choose a different Fast ForWord product
4. When your finished reviewing the student's results, perform one of the following tasks:
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To return to the Search Results, click the Back to Search Results link in the upper left of the report.
To clear the Search results and return to the default Results view, delete the text from the Search
field and press Enter.
13
1 Getting started
Log in as a staff member
As a staff member, use the Staff Login page at www.myscilearn.com to access MySciLEARN. You'll need
your login email, the email address associated with your account, and your password. Your login email is
automatically emailed to you when your user account is created. That email also provides a link for you to
create your password.
1. Connect your computer to the Internet.
2. Open a web browser and point to the MySciLEARN Staff Login page: www.myscilearn.com
3. Enter your login email and password on the Staff Login page and then click Log In.
MySciLEARN checks your login and when validated, opens and displays the Home page. Click
another tab as needed to access those pages: Manage, Results, Resources. You can also access the
Student Exercises login from this page using the Go to Student Login button.
14
1 Getting started
Date ranges
The MySciLEARN reports measure student activity on a weekly basis. That is, with the exception of a few
graphs and charts, the reports automatically focus on the most recent weeks of student activity, providing
an up-to-date assessment of student performance and compliance. The date range feature allows you to
customize this view based on specific periods of student activity. Choose from three weekly date ranges
and a custom date range option.
How the date range options work
The date range feature provides four date range options: Last 4 Weeks, This Week, Last Week, and
Custom. Each time you access the Results page, MySciLEARN automatically uses the Last 4 Weeks date
range for the reports. To use another date range, click the Date Range menu in the upper right corner of
any report and choose the desired date range. The new date range will remain in effect until you navigate
away from the Results page.
A calendar week starts on Sunday and ends on Saturday.
Last 4 Weeks – Includes student activity for the current calendar week (last Sunday through this Saturday)
and the previous three calendar weeks. This is the default date range when you first access the Results
page:
15
1 Getting started
This Week – Includes student activity for the current calendar week only (last Sunday through this
Saturday):
Last Week – Includes student activity for the previous calendar week only (the previous Sunday through
last Saturday). Note that because the Last Week date range does not include the current date, you may not
see the status update and alerts when using this date range. For more information see Status updates and
alerts:
Custom – Includes student activity for the weeks in that custom date range. If you select a custom date
range with a date that falls mid-week, the date range will automatically expand to include the entire
calendar week with that date. You can also set a custom date range when emailing a report one time. For
more information see Email reports:
16
1 Getting started
Set a custom date range
1. From any report, click the Date Range menu in the upper right corner of the page and choose Custom.
2. Choose any date range that starts on a Sunday and ends on a Saturday:
3. In the From field, select any Sunday.
4. In the To field, select any following Saturday.
If you choose a date that falls mid-week, MySciLEARN will automatically extend the date range to
include the entire calendar week with that date.
5. Click Go. The new date range will remain in effect until you navigate away from the Results page.
A few reports that work differently
Most of the district, school, and group reports follow the rules explained in How the date range options
work. However, the date ranges work slightly differently when viewing the gains reports and the following
student level reports.
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Gains reports show results based on RPI assessment completion. It varies based on the report view:
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Auto RPI Assessments – If a student completed a follow-up assessment within the date range, the
reports will include that student's activity from their initial Auto RPI assessment (which may be
before the date range) to the latest follow-up Auto RPI assessment in that date range.
All RPI Assessments – If a student completed at least one assessment within the date range, the
reports will include that student's activity from the first assessment in the date range to the last
assessment in the date range.
Student Progress History includes student activity based on the different report sections:
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Student Averages chart includes student activity for the weeks in the date range.
Completion History graph includes all student activity, with the student activity for the days in the
date range highlighted in blue.
Progress chart includes student activity for the weeks in the date range.
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1 Getting started
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Completion Details includes all student activity, regardless of the date range.
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Error reports include student activity for the days in the date range.
Student Errors – Last Participation Day includes any errors made by the student on the last training
day of each exercise, independent of the date range.
Student Daily Usage Record includes all student activity, as long as one day of activity falls within the
date range.
Student Percent Complete History includes all student activity, as long as one day of activity falls
within the date range.
Student Weekly Achievement does not use the same Date Range menu; instead, you can scroll
through the entire range of weeks for that student.
Student Reading Selection Progress report includes all student activity for all completed selections,
regardless of the date range.
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1 Getting started
Status updates and alerts
When a student reaches specific milestones within a Fast ForWord or Reading Assistant product, or the
student requires an intervention, MySciLEARN updates the student's status in the reports to inform staff
members that immediate action should be taken. When you see a status update or alert, open it to view
detailed recommendations.
Status updates and alerts are designed to inform staff members when immediate action is
required; therefore, they reflect the student's current state in the product and only appear when
you're using a date range that includes the current date (for example, Last 4 Weeks, This Week,
or a custom date range that includes today's date). If you set the date range to an earlier period,
the status updates or alerts may no longer appear in the report, or you may see "N/A" in the
report. For more information about date ranges, see Date ranges.
If you have any questions or concerns about status updates and alerts, or you'd like help understanding a
specific alert, contact Scientific Learning Customer Support.
Where can I see status updates and alerts?
The status updates and alerts appear in the following reports:
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District Implementation Success (Fast ForWord)
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School Implementation Success (Fast ForWord)
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Group Implementation Success (Fast ForWord)
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Group Percent Complete (Fast ForWord)
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Student Progress History (Fast ForWord)
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District Implementation Success (Reading Assistant)
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School Implementation Success (Reading Assistant)
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Group Implementation Success (Reading Assistant)
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Student Implementation Success (Reading Assistant)
Fast ForWord report status updates and alerts
If you see one of these status updates or alerts on a report, open it to view detailed recommendations.
Switch – This status indicates that the learner is progressing well, and to be continually challenged
in all areas, it would be beneficial to move them to the next product. There is sufficient overlap between
the products such that the learner's weaker skills will continue to be developed while the stronger skills
will be taken to new levels.
Complete – This status indicates that the learner has completed most of the material available in the
product. For the most effective use of ongoing learner time, they should progress to the next product or
return to a classroom environment that allows them to practice the skills that have been acquired.
19
1 Getting started
Intervene – This alert indicates that the learner is not progressing as well as desired in one or more
of the exercises. The learner may be having difficulty with the exercise instructions or content, or with
staying motivated. To help get the learner back on track, click the Intervene alert to view detailed,
exercise-specific intervention strategies based on the student’s performance in the product.
Adjust – This status indicates that the learner is not progressing as desired in the product. If
interventions have not been successful in getting the learner back on track, consider one of the
following:
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Advance to the next product. This will offer further challenges in areas where the learner has excelled,
and will present the difficult material using an alternative approach.
Participate in instructional activities that practice skills acquired in the Fast ForWord products. The
learner may benefit from further use of this product at another time.
If interventions have not been attempted, please refer back to them prior to discontinuing the Fast
ForWord products with any learner.
Note: When calculating the Fast ForWord status updates and alerts, MySciLEARN uses specific
algorithms that include multiple factors such as student age and exercise completion rate. These
algorithms are specific to each exercise and skill within the different Fast ForWord products. If
you have any further questions, contact Scientific Learning Customer Support.
Reading Assistant report alerts
If you see one of these alerts on a report, open it to view detailed recommendations.
Comprehension – This alert indicates that the learner is struggling to comprehend the presented
material and has achieved less than 80% correct on 3 or more of the last 5 quizzes. Consider revising
placement to provide an easier reading level or try using interventions to increase comprehension. Click
the Interventions link in the alert to view detailed intervention strategies. Following are some suggested
interventions:
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Provide the student with a checklist of activities to complete before taking the quiz in a reading
selection. For example:
In Preview and Read on My Own, listen to the selection and read along at least two lines. Then read
the selection silently all the way through at least one time. When you are finished, see how much of the
selection you can remember.
In Take the Quiz, review the selection before you begin answering questions.
WCPM (Words Correct Per Minute) – This alert indicates that the learner is struggling to read the
presented material at an appropriate rate (the student has achieved 75% or less of the WCPM goal on 3 or
more of the last 5 selections). Consider revising placement to provide an easier reading level or try using
interventions to increase accuracy and fluency. Click the Interventions link in the alert to view detailed
intervention strategies. Following are some suggested interventions:
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Provide the student with a checklist of activities to complete in the Preview and Read on My Own and
Read and Record activities. For example:
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In Preview and Read on My Own, listen and read along at least two times for each selection. Try
reading aloud while you listen to the reading. Then choose the sentences that are difficult to read
20
1 Getting started
and listen to the model reading. Practice reading the sentences at the same rate and with the same
expression.
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In Read and Record, think about what each sentence means as you read it aloud. Play your
recordings and find any sentences you did not read fluently. Then practice reading those
sentences. After each recording, listen to and practice reading words that are marked in red or
blue.
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1 Getting started
Fast ForWord scores
Students who rapidly complete the Fast ForWord products tend to have better outcomes. Rapidly
completing a Fast ForWord product requires that students focus on the following tasks:
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Making good progress through the content when they use the program (completion rate)
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Using the program regularly each week (attendance)
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Completing the scheduled minutes in their daily protocol (participation)
MySciLEARN reports on these measures of achievement in the Fast ForWord Implementation Success
reports.
Implementation
Research has shown that good completion rates are related to better outcomes with the Fast ForWord
products. Thus, MySciLEARN uses the completion rate score to provide a quick view of overall
implementation. To learn more see Completion rate. Note that because the completion rate score can
exceed 100%, the implementation score for a student may also exceed 100%.
101% to 200% – Above Target
65% to 100% – On Target
20% to 64% – Approaching Target
19% or lower – Below Target
Note: Completion rate provides a good measure of overall implementation when students are
using the program regularly. However, students with low attendance and/or participation scores
may not be working enough to complete the program in a timely fashion and achieve better
outcomes.To thoroughly evaluate a successful implementation, it’s best to consider all three
measures of achievement: completion rate, attendance, and participation.
Completion rate
Students who maintain good progress through the program content can achieve better outcomes with the
Fast ForWord program. The completion rate score measures how quickly a student is progressing through
the content when he or she is working, relative to their expected completion rate. At the beginning of each
week, the student is given an individualized completion goal based on the Fast ForWord product, the
selected protocol, and where the student is within the product content. MySciLEARN calculates the
completion rate score by comparing the student's percent complete gain—the percentage of the Fast
ForWord program mastered during the week—with this completion goal.
Note that the completion rate score only considers the actual time spent using the product. For example, if
a student takes a sick day and only works four out of five days that week, MySciLEARN adjusts the
completion rate score so it is based on a four day week.
On occasion, the completion rate score for a student may exceed 100%, which means that the student
exceeded the completion goal that week.
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1 Getting started
101% to 200% – Above Target
65% to 100% – On Target
20% to 64% – Approaching Target
19% or lower – Below Target
Attendance
Students who use the Fast ForWord program on a regular basis tend to benefit more from the program.
The attendance score measures how frequently the student used the program each week by comparing
the number of days the student met the attendance requirement that week to the expected attendance
(three or five days a week, depending on the protocol). To meet the minimum daily attendance
requirement, the student must complete 30% of the expected work time that day. If the student uses the
program but does not complete 30% of the daily protocol, MySciLEARN considers the student absent that
day.
Attendance scores are rated based on the number of days in the student's protocol. For more information
see About Fast ForWord program protocols.
5-day protocols:
80% to 100%– On Target
60% to 79% – Approaching Target
59% or lower– Below Target
3-day protocols:
90% to 100%– On Target
80% to 89% – Approaching Target
79% or lower – Below Target
Note: Because the number of days in a protocol determines how attendance scores are rated,
students who switch between the 3-day and 5-day protocols may have periods in which their
attendance scores are rated on an adjusted scale. MySciLEARN automatically makes this
adjustment to more accurately rate a student's attendance across a mixed protocol environment.
Participation
Students who complete the program schedule each day typically gain more from the Fast ForWord
programs. The participation score measures how much time the student spent in the program by checking
the actual participation time on the days the student worked that week and comparing it to each day's time
requirement, or daily protocol. Students are expected to complete the daily protocol each day that they use
the program (30 to 90 minutes per day, depending on the protocol). For more information see About Fast
ForWord program protocols.
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1 Getting started
95% to 100%– On Target
80% to 94% – Approaching Target
79% or lower– Below Target
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1 Getting started
About Fast ForWord program protocols
A Fast ForWord product’s protocol determines which exercises are worked on in that product, how often
those exercises are worked on, and the length of time spent working in each exercise on a given day.
These protocols have been proven to help maximize the benefits of the products.
By default, each of the Fast ForWord programs presents two to three exercises each day, for a total of 30
minutes each day, five days a week. For those who require more flexibility, the software provides alternate
protocols to meet different student requirements. For example, if your students have extra time each day to
work on the Fast ForWord programs, a protocol with a longer daily participation time may be more
appropriate. Choose from any of the available protocols (listed below). Note that Reading Readiness uses
only the 30-minute protocols.
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30 minutes a day, 3 or 5 days a week
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40 minutes a day, 3 or 5 days a week
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50 minutes a day, 3 or 5 days a week
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90 minutes a day, 3 or 5 days a week
For tips on how to determine which protocol will best meet the needs of your students, visit
MySciLEARN Toolbox and review the "Implementation Fidelity and Protocols" document.
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1 Getting started
Reading Assistant scores
Throughout the Reading Assistant reports, MySciLEARN uses the following benchmarks and guidelines to
indicate student achievement.
Performance levels
To show student performance in an individual reading selection, Reading Assistant measures two critical
reading skills: fluency and comprehension.
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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. See a student's Selection
report for details on the 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, Reading Assistant 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
More about performance levels
Notice that to earn a proficient or developing score in a selection, the student must meet the both
the fluency and the comprehension requirements. To earn an emerging score, students only
need to complete the selection.
Performance levels do not include results from the first activity, Preview and Read on My Own
(Think About Its), because this activity is designed to scaffold reading comprehension skills
rather than measure those skills.
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1 Getting started
Reading Level High Score
The Reading Level High Score represents the highest reading level mastered by the student. Students
master a reading level as follows. For more information on interpreting these levels see Performance
levels.
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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.
In Reading Assistant, students make larger gains when they can maintain a high level of performance 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 report alerts for some examples of intervention strategies.
More about Reading Level High Scores
The reading level for a selection appears in the Reading Selections table in the Student
Implementation Success (Reading Assistant) report, under Grade Equivalent. To learn more see
Reading Assistant reading levels.
A student's Reading Level High Score is a high-water mark for that student and will never go
down.
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:
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Excellent – 80% to 100%
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Good – 60% to 79%
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Needs Improvement – Lower than 60%
In Reading Assistant, students make larger gains 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 report alerts for
some examples of intervention strategies.
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1 Getting started
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 Reading Assistant reports
reflect completed selections only. This includes both the initial completion of a selection and any
subsequent repeats of that selection. Each time the student repeats a selection, those results are added to
the report. To learn how students complete the activities and selections, see the Reading Assistant user
guide or visit MySciLEARN Help.
Completing a selection
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In Step 1 Preview and Read on My Own, 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
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In Step 2 Read and Record, read the selection one more time, and
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In Step 3 Take the Quiz, answer all of the quiz questions one more time.
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1 Getting started
Reading Assistant comprehension
Good readers use a variety of comprehension strategies and skills to understand text. To help students
improve reading comprehension, Reading Assistant includes questions throughout the selections that
correlate to specific comprehension strategies and skills. Each question also helps reinforce a specific
level of thinking.
This topic lists the strategies, skills, and levels of thinking practiced in the Reading Assistant selections and
measured in the group and student comprehension reports. For further reading see Reading Skills,
Strategies & Levels of Thinking.
Comprehension strategies
Reading comprehension strategies help a reader decode text, understand words, and construct meanings
from text. In Reading Assistant, students generally practice comprehension strategies using the Think
About Its within a selection (and occasionally using the quiz questions in Take the Quiz). The Think About
Its appear in the first activity, Preview and Read On My Own.
While most of the Think About Its are questions about the text, approximately 20% are prompts or
statements about the text designed to help a student think further about the text or connect the text to a
personal experience.
Strategy
Definition
Example
Use prior
knowledge
(K-12)
Bring to mind what you know about a
topic as a basis for building
comprehension. This can be a factual
or personal experience.
Question – Have you ever seen a duck?
What do ducks do? More than one answer
can be correct. (swim / quack / fly)
Prompt – From the pictures you can see
that the poem takes place on a farm. When
you read, imagine yourself on the farm and
seeing these animals.
Identify a
reading
purpose
and plan
(K-12)
Think about what and why you are
reading and decide how to approach
the text.
Question – This article tells how snakes
act. How might you read this article? More
than one answer can be correct. (looking
for main ideas / paying attention to how
snakes behave / thinking about colors of
snakes)
Question – Which of the following kinds of
information will be most important in the
next section? (snakes’ habitats / how
snakes sense what is near / snake venom /
how snakes keep warm)
Prompt – As you read the next section,
look for three important ideas about how
snakes behave.
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1 Getting started
Strategy
Definition
Example
Predict (K12)
Predict upcoming events or
information based on what is known
from the text so far.
Question – Finch has gotten Crow to agree
to many things. What might happen in the
next part? (Finch and Crow will be friends. /
Crow will get angry. / Finch will agree to
live next door.)
Question – At the end of this chapter, Kate
is certain that the bridge over Honey Creek
has broken. What do you think you will
most likely read about in the next chapter?
(how Kate goes for help / how the bridge is
repaired / how Kate comforts her younger
sisters and brother)
Make
connections
(self/world)
(K-12)
Text-to-self connections (similar to
Use prior knowledge (K-12): Think
about how text information relates to
personal experience
Text-to-world connections (similar to
Use prior knowledge (K-12): Use
common sense or background
knowledge to make sense of text; part
of the information needed to answer
the question is not in the text at all and
must be supplied by the reader.
Visualize
(K-12)
Create mental images from text; often
involves synthesizing information and
making some inferences.
Text-to-self connections prompt – Kate
has to decide to cross the bridge in the
storm or go home for help. Think about
what you would do if you were Kate.
Text-to-world connections question – The
article says that 3% of Earth’s water is fresh
water. Is this a lot? (yes / no)
Text-to-world connections question –
What else might have caused the loud
cracking sound? (falling tree branches /
gunfire / something heavy falling onto the
rock slab)
Question – Imagine the scene in the
palace. Which of the following might be
there?
(broken chairs / golden vases / barking
dogs)
Prompt – Make a mental picture of the path
through the forest and what it would be like
to walk down the path with a twisted ankle.
Keep your picture in mind as you read on.
Monitor and
clarify
(K-12)
Stop and do something to check
whether you have understood: identify
a main idea, clarify meaning of idiom,
try to retell or summarize key point.
Question – Think about what you have
read. Is Jack joking or is he being serious?
Why do you think so? (serious, because
he said “I mean it.” / serious, because he
pulled a muscle in his leg / joking, because
he says he is “pulling your leg” / joking,
because the girl was funny)
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1 Getting started
Strategy
Definition
Example
Retell
(K-3 only)
Retell the passage up to that point or
an important section of a passage;
usually includes more information
than would be in a summary.
Prompt – See how much you can retell of
the story so far.
Summarize
(4-12 only)
Recap only the most important
information (or story events) for all or a
portion of a selection.
Question – Which of the following best
describes what the king did? (He tricked
the merchant just like the merchant tricked
the farmer. / He tricked the merchant into
giving away the gold. / He helped the
farmer get paid.)
Use context
clues for
word
meaning
(K-12)
Ask about word meaning when the
word is content-critical—a word that
you need to understand in order to
comprehend.
Question – Owls are nocturnal animals.
When are NOCTURNAL animals most
active? (day / night)
Ask
questions
(K-12)
Stop reading and ask yourself
questions as a way to monitor
comprehension or to learn and
remember.
Prompt – Think of a question you could
ask yourself to help remember the
important facts about a snake nest.
Comprehension skills
Good readers automatically use comprehension skills to understand and learn from text while they read. In
Reading Assistant, students generally practice comprehension skills while answering the quiz questions
within a selection (and occasionally by responding to the Think About Its). The quiz questions appear in
the third activity, Take the Quiz, and measure comprehension skills by checking the student's
understanding of a selection after the student has recorded at least two (and sometimes three) readings of
the selection.
Skill
Definition
Example
Inferences
Generate information that is not explicitly
stated in the text. Provide information from
prior knowledge or connect information in the
text that is not explicitly connected.
Do you think that these penguin
parents take good care of the eggs?
(yes / no)
For example, in the sentence “Dark clouds
rolled in, and Manny strained to see,” the
reader can infer that it is daytime, the clouds
were dark enough to make it hard to see, there
may be a storm coming, that Manny is looking
for something, and so on.
Why do you think Manny strained to
see? It is nighttime. / The clouds
made it very dark outside. / The
wind blew something into his eye. /
Clouds were rolling in the sky.)
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1 Getting started
Skill
Definition
Example
Sequence
Understand the order of events in a narrative
or steps in a process.
Before she went to school, Min
taught herself to read. Which did
Min do first? (go to school / learn to
read)
What happens first after you plant
the seed? (a leaf grows / the root
grows / the stem grows / it rains)
Story
events
(fiction)
In a narrative, identify and understand the
importance of setting, the problem or initiating
event, any steps toward the problem
resolution, and the resolution.
When and where does the story
take place? (in China today / in
China before the Revolution / in a
country near China today / in a
country near China before the
Revolution)
What happened to start the princess
on her quest? (she wanted to find
riches / her father was lost at sea /
she needed to find food)
Theme
(fiction)
Generalize to identify the moral, theme, or
lesson of a story.
What lesson can you learn from this
tale? (think before you act / trust
your first impression / follow the
example of others in the group)
Character
traits
(fiction or
biography)
Identify character traits, emotions, or
motivation from behavior or statements OR
identify behaviors or statements that indicate
character’s personality, emotions, or
motivation.
Click the sentence that shows
another time that Kate was brave.
Figurative
language
Interpret idioms, metaphors or similes, or other
figurative language that would be confusing if
taken literally.
When Dad said, "Keep your eyes on
the road," he meant for Ted to pay
attention to his driving. (true / false)
Do you think Frog will trick Toad?
Why? (yes, because they are
friends / no, because they are
friends / yes, because Toad tricked
Frog first)
What is a "world class" school?
Important
information
(nonfiction)
Identify important information in the text other
than main ideas or sequence.
How does the father penguin care
for the eggs?
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1 Getting started
Skill
Definition
Example
Compare
and
contrast
Identify likenesses and differences between
objects or events presented within a text.
How do the new high school
schedules differ from traditional
schedules? More than one answer
may be correct. (school starts later
in the day / class periods are longer
/ school is open for 11 months /
there are no study halls)
Author's
point of
view
(6-12 only)
Identify author’s point of view, likely opinion
about a character or topic, bias, and offer
support from statements in the text.
What does the author think about
Columbus Day? (should not be a
national holiday / should be a
holiday in communities that want it /
should be a national holiday /
should become a day to honor all
explorers of North America)
Fact and
opinion;
evaluate
support
(4-12 only)
Identify statements as facts or opinions;
evaluate evidence provided for statements of
opinion.
The author says that dogs are
unhappy as pets. What kind of
statement is this?
(fact / opinion)
How does Talia support her opinion
that schools should stay open all
year? More than one answer may
be correct.
(more students could attend one
school / working families would
need less childcare / energy costs
would be less)
Diagrams,
charts,
graphs
Extract and/or interpret information from
visuals.
According to the timeline, were
there people in the region before
the Grand Canyon started to form?
Cause and
effect
Recognize or infer a causal relationship
between stated events in a text. Recognize or
infer a causal chain of events. Cause and
effect is literal when the link is stated explicitly
with words and phrases like because, as a
result, so, etc. It is inferential when there is no
linking word in the text.
Why did the high school change the
starting time?
Identify an overarching statement that covers
several examples in the text; identify detail
statements in the text that support a stated
main idea.
What is the main idea of this
section? (cats are curious / cats
hate water / a cat watched herself in
the mirror / cats will eat shiny
objects)
Main idea
(nonfiction)
What other kinds of damage might
the storm have done?
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1 Getting started
Levels of thinking
In addition to comprehension, proficient readers also need good thinking skills, which enable them to read
beyond the text. Each of the Think About It and quiz questions in the Reading Assistant selections are
associated with a specific level of thinking.
Level of
thinking
Definition
Example
Literal
Identify information directly stated
in the text.
Text – "Unlike snakes, hamsters are warmblooded."
Question – How are snakes and hamsters
alike?
Text – "Sam, Hank’s older sister, looked on."
Question – Who is Sam?
Inferential
Supply information that is implied
but not directly stated, or supply the
relationship between statements in
the text.
Text – "The glasses fell from the table with a
crash. Hannah winced from a sharp pain in her
ankle. She winced again when she saw her
father’s face."
Organize or order the information a
different way than it was presented.
Question – Why does Hannah’s ankle hurt?
Use prior knowledge and/or
personal experience to fill in the
gaps in information provided by the
author.
Evaluation
Make judgments in light of the
material.
Question – What do you think Hannah will do
next?
Question – What is Hannah’s father most
probably thinking?
Did Harriet do the right thing when she gave her
brother’s gloves to the charity drive?
Which is the better product for the students to
buy?
Analysis
Pull out information from the text
and use it in a related context.
Identify story elements or text structure:
When did the man realize that something was
wrong and the expedition was in trouble?
Provide alternate action or piece of information
that is reasonable, given information in the text:
How else might James have settled the fight?
Identify author’s purpose or point of view.
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1 Getting started
Reading Assistant reading levels
Because every classroom includes students with a range of reading abilities, each selection in Reading
Assistant has been carefully evaluated for readability and then leveled using the following widely-adopted
leveling systems.
Grade equivalent
To help identify the complexity of the readings, Reading Assistant assigns a grade equivalent from the
Spache (K-3) or the Dale-Chall (4-12) readability formulas to each selection. For example, a grade
equivalent of 1 identifies text that is suitable for a typical first-grade reader, and a grade equivalent of 2.5
identifies text that is suitable for a typical second-grade reader who is halfway through the year.
Guided Reading Level
Each selection in Reading Assistant has been associated with a Guided Reading Level based on the
widely accepted research done by Fountas and Pinnell, as presented in Leveled Books, K–8: Matching
Texts to Readers for Effective Teaching (Heinemann, © 2005).
Guided Reading Levels A–Z—with A being least difficult—are determined through an analysis of the text
with respect to genre, text structure, content, themes and ideas, language and literary features, sentence
complexity, vocabulary, words (length and complexity), illustrations, and text features.
Non-prose text, which cannot be analyzed according to the same criteria as prose, is labeled NP.
The Lexile® Framework for Reading
The text of each selection in Reading Assistant has been analyzed by MetaMetrics to determine the Lexile
text measure. Each Lexile text measure is based on two strong predictors of a text’s difficulty: word
frequency and sentence length. The text-analyzing software assigns a Lexile measure based on these
analyses:
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Text that contains many common or high-frequency vocabulary words yields a low Lexile measure.
Text that contains words that do not occur frequently in common usage, such as subject-specific
academic words, yields a higher Lexile measure.
Sentence length is a general predictor of difficulty. The analysis software counts the number of words
in each sentence and calculates an average sentence length. Text with a shorter average sentence
length yields a lower Lexile measure than text with a longer average sentence length.
Poetry cannot be analyzed by these criteria, so poetry receives a Lexile text measure of NP (non-prose).
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1 Getting started
About Reading Assistant content progression
When assigning Reading Assistant, you’ll need to decide how you want the student to progress through
the content. Choose from the following three options.
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Locked – The student must complete topics, selections, and activities in a planned order (default)
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Student-selected – The student has flexibility in selection choices only
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Unlocked – Allows for total flexibility in content progression and completion (recommended for
teachers only)
Locked content progression
When you assign the Reading Assistant product, content progression is automatically locked. The student
must complete all activities within a selection and all selections within a topic, in the order that they appear
in the library. The student may not move from one selection to the next without completing all of the
activities, in order.
Student-selected content progression
As an alternative, you can allow the student to have more control over the content progression. This option
allows the student to work on any selection in a library; however, once a selection is started, the student
must complete all of the selection activities, in order, before moving on to a new selection. A selection is
considered started when the student responds to one Think About It in the Preview and Read on My Own
activity.
Unlocked content progression
Recommended for teachers/classroom instruction only, this option allows the user to access any selection
within any topic, and any activity within that selection, in any order. Unlocked progression provides
teachers and other staff with the flexibility to model different aspects of the program to a student.
Note: Unlocked mode is for teachers only. Using this setting with students is risky, and could
result in data loss if changed during an assignment.
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1 Getting started
Reading Assistant audio recordings
Each time a student reads a selection in the Read and Record activity within Reading Assistant, the
software automatically saves a recording of that reading. When the student completes the selection,
MySciLEARN allows staff members to access the student’s latest recording of that selection, along with
other performance details for the selection.
As an instructor, you can use the audio recordings to help your students a few ways. For example, to
illustrate the student’s improvement as well as encourage the student to keep up the good work, you could
save the student’s first and last reading of a selection and then play those recordings for the student and/or
the student’s parents. Or, to help coach a struggling student, you could sit with the student and listen to the
parts of a reading where the student had difficulty, while using the word-by-word evaluation to review
those words in written format.
A recording includes only the first 90 seconds of the reading, and includes complete sentences
only.
MySciLEARN lets you manage and review your student's audio recordings as follows.
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All Audio Recordings – Use this feature to access and manage a student’s most recent recordings.
See Student Audio Recordings & Portfolio (Reading Assistant).
Recording Portfolio – Use this feature to save copies of a student’s recordings for reviewing and
archiving purposes. Unlike the recent recordings, the readings in the Recording Portfolio will not be
overwritten if a student records a newer reading of the selection, or if the audio no longer exists on All
Audio Recordings. See Student Audio Recordings & Portfolio (Reading Assistant).
Performance Details – Use this feature to review details of a student’s recording, such as the actual
recorded audio for the reading, the entire text of a reading, a word-by-word evaluation of the reading,
and more. This feature also allows you to download a copy of the recording. See Student Performance
Details (Reading Assistant).
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1 Getting started
About Reading Assistant schedules
A Reading Assistant schedule determines the length of time spent training in the product each day. You
can determine the daily work time for a Reading Assistant assignment as follows.
Use a schedule
Reading Assistant provides schedules to help time the student’s work session each day. For example,
when the student completes the current selection after working for the scheduled number of minutes, the
software will notify the student that time is up. The student can either exit or continue the session. The
schedule always starts over on the next work session, even if the schedule has time remaining.
Libraries includes multiple schedule options: None, 20, 30, or 40 minutes. When you assign a library, the
system sets the schedule based on the library type. You can manually change the schedule as needed.
Content packs automatically assign a schedule as follows. Custom libraries do not default to any schedule;
you'll need to manually select a schedule option.
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K-3: 20 minutes
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4-5: 30 minutes
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6-8: 40 minutes
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9-12: 40 minutes
Opt out of schedules
As an alternative, you can opt out of the schedules entirely and implement the student’s daily work
schedule on your own. For example, you could instruct the student to work on Reading Assistant until he or
she completes a specific set of activities each day, regardless of the time spent training. Or, you could
allow the student to work on the activities as long he or she likes. To disable the schedules, select None as
the assigned schedule.
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1 Getting started
Gains results
The MySciLEARN Gains reports use Reading Progress Indicator, our integrated assessment tool, to
measure gains. RPI assessments help measure the impact of Fast ForWord program intervention.
About Reading Progress Indicator scores
For each assessment, Reading Progress Indicator assesses national percentile scores and grade
equivalent scores, along with the percent correct in each reading skill area. Gain scores are available for
students who have taken at least one follow-up assessment. A student’s overall gain score reflects
improvement from the initial assessment to the latest follow-up assessment. The scores in Reading
Progress Indicator are based on the results of a calibration study in which Reading Progress Indicator was
administered to a large, nationally representative sample of students. This sample was selected to include
students of different ethnicities, and students from all regions of the United States. Fast ForWord product
use was not considered in the selection process. Normalized scores were developed based on the
performance of the students in this study.
About grade equivalent scores
Grade equivalent scores provide a general idea of how a student is performing with reference to younger
and older students who took the same test. For example, a very advanced third grader might earn a grade
equivalent score of 5.3 on the level 2-3 RPI assessment. This score means that the student performed as
well as an average fifth grader who took the same test three months into the school year. A third grader
who earns a score of 5.3 is performing well above average on third grade level material (at the 83rd
percentile, to be precise), yet this does not mean the student is ready for fifth grade level material.
About national percentile scores
National percentile scores allow you to compare one student's score to the scores of a large national
sample. For example, if a student scored in the 70th percentile on an assessment, that student performed
better than 70% of the students in his or her grade who took the same assessment as part of the calibration
study. In contrast, percent correct scores indicate the proportion of questions that were answered correctly.
For example, if a student scored 40% correct on a set of 10 questions, it means that the student got 4
correct answers.
Reading Progress Indicator provides a national percentile score for the student’s performance on the
whole test, along with percent correct scores for the sets of questions on the four skill areas: phonological
awareness, decoding, vocabulary, and comprehension. In addition, percentile scores for Reading
Progress Indicator are based on the middle of the year and do not vary with the season. For example, for
students in second grade, the 50th percentile corresponds approximately to a grade equivalent of 2.5. A
second grader scoring at grade level earlier in the year will have a percentile score below 50, whereas a
second grader scoring at grade level later the year will have a percentile score above 50.
Because normative data is not available for students beyond tenth grade, the national percentile scores for
students in grades 11, 12, or 13+ are calculated based on tenth grade norms. For those who are familiar
with percentiles, please note that percentiles in Reading Progress Indicator range from 1 to 99.
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1 Getting started
About gain scores
Gain scores reflect improvement from an earlier assessment to a later assessment. A student’s overall gain
score shows improvement from the initial assessment to the latest follow-up assessment. Gain scores are
reported in terms of grade equivalent scores and percentile scores. Grade equivalent scores are based on
a ten month academic school year, so a student who earned an initial assessment score of 2.2 and a
follow-up assessment score of 3.4 would have a gain score of 1.2 (that is, one year and two months).
About reading proficiency levels
Reading proficiency levels are categories of achievement that describe student performance in the skills
measured by Reading Progress Indicator. There are four levels: struggling, emerging, established, and
advanced. These proficiency levels were established by aligning results from the Reading Progress
Indicator calibration study with information from various states regarding the percentage of students that
achieve proficiency on high-stakes assessments. The levels are defined as follows. Occasionally the
results are color coded.
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Struggling – Indicates minimal success with the fundamental skills assessed by Reading Progress
Indicator (students at the 1st to 29th percentile).
Emerging – Indicates a partial mastery of the skills assessed by Reading Progress Indicator (students
at the 30th to 54th percentile).
Proficient – Indicates a solid understanding of the skills assessed by Reading Progress Indicator
(students at the 55th to 79th percentile).
Advanced – Indicates a superior performance demonstrating excellent understanding of the skills
assessed by Reading Progress Indicator (students at the 80th to 99th percentile).
Please note that percentiles in Reading Progress Indicator range from 1 to 99.
How are the average scores for a group, school, or district calculated?
Neither grade equivalent scores nor percentiles can be mathematically averaged. To report average grade
equivalent gains, MySciLEARN averages the students' scaled scores on the initial assessment and the
latest follow-up assessment, references the grade equivalent scores corresponding to those averages,
and then uses those grade equivalent scores to calculate the average gain score. To report average
percentile gains, MySciLEARN averages the students’ normal curve equivalent scores on the initial
assessment and the latest follow-up assessment, references the percentile scores corresponding to those
averages, and then uses those percentiles to calculate the average gain score.
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1 Getting started
About Reading Progress Indicator (RPI)
Reading Progress Indicator (RPI) provides reading assessments within MySciLEARN, and reports the test
results in the Results pages. The RPI assessments correlate to nationally recognized normed
assessments, are reliable and validated, and provide overall reading scores that can help indicate how
students are responding to Fast ForWord product use.
Reading Progress Indicator provides four assessment levels based on the grade entered for the student:
K-1, 2-3, 4-6, and 7-13+ (pre-Kindergarten students are not eligible for the assessments). The
assessments are not timed. The student may complete an assessment across work sessions and days, but
should complete it in a timely manner. The products remain unavailable until the student completes the
assessment.
Tip: If your students are using iPad, install the Reading Progress Indicator app to let your
students take RPI assessments on iPad.
Reading Progress Indicator presents assessments automatically. You can supplement these assessments
with Manual RPI tests, if needed. To learn more see the rest of this topic.
About Auto RPI
Reading Progress Indicator presents assessments automatically, based on program usage (see How RPI
administers assessments). During each student work session, RPI determines if the student is eligible for
an assessment. If so, the RPI graphic appears on the Student Exercises screen in place of the assigned
product graphic, prompting the student to take the assessment. When complete, the assessment results
are immediately available on the Gains reports, in the Auto RPI Assessments view. See the MySciLEARN
Results Reports user guide, available in MySciLEARN Help.
You can manually assign an RPI test to supplement the automatic assessments, if this feature is enabled
at your school. See About Manual RPI to learn more.
How RPI administers assessments
Reading Progress Indicator is designed to automatically assess Fast ForWord students before
and after Fast ForWord program use. It’s also used to help choose an appropriate starting point
for Reading Assistant students. Here’s how it works:
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Students receive their initial assessment upon enrollment in MySciLEARN.
As students progress through the Fast ForWord programs, they receive a follow-up
assessment after completing each Fast ForWord program (that is, after earning a Switch or
Complete status in that program). For example, students will receive a follow-up assessment
after completing Language v2, then after completing Language to Reading v2, and so on.
Students have up to two months to complete a given follow-up assessment.
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1 Getting started
About Manual RPI
As described in How RPI administers assessments, Reading Progress Indicator automatically presents
assessments based on program usage. This is the best way to use RPI. However, you can choose to
administer a Manual RPI test to supplement the Auto RPI tests as needed—for example, at the end of a
school year, if your Fast ForWord students have not received an RPI test for their current program, or after
a group of Reading Assistant students have completed their assigned libraries.
By default, instructors are not allowed to access the Manual RPI feature—a district manager or school
manager needs to turn it on at the school level. Once enabled, instructors can choose to assign Manual
RPI assessments to any student who is currently using RPI.
When assigned, the Manual RPI test is presented to the student on the next work session, as usual: the
RPI graphic appears on the Student Exercises screen in place of the assigned product graphic, prompting
the student to take the assessment. The results are immediately available on the Gains reports in the All
RPI Assessments view. See the MySciLEARN Results Reports user guide, available in MySciLEARN
Help.
To get the most out of Reading Progress Indicator, you’ll want to be thoughtful about assigning Manual RPI
assessments. Here are a few general rules.
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RPI assessments should not be administered more than three to four times per year. This includes both
Auto RPI and Manual RPI assessments.
Manual RPI assessments, if administered mid-Fast ForWord product or mid-Reading Assistant library,
may not capture the full benefit of the program.
Use the following table for further guidance.
What RPI does best
What RPI does NOT do
RPI provides a general measure of early reading
skills: phonological awareness, decoding,
vocabulary, comprehension
RPI does not provide a comprehensive measure
of Common Core or any other curricular
standard, and should not replace any other
clinical, district, or state assessment
RPI serves as an outcomes measure suitable for
infrequent administration, such as after
completing a Fast ForWord product
RPI should not be used as a progress monitoring
tool for frequent Response to Intervention (RTI)
decisions, or as a diagnostic tool for specific
language or reading disabilities
RPI is sensitive enough to usually shows gains
made after completing a Fast ForWord product
RPI may not be sensitive enough to detect gains
mid-Fast ForWord product
RPI provides a fixed test, with two forms
available at four levels
RPI does not provide an adaptive test
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2
District reports
As a district manager, use this chapter to learn how use the district level reports. To
print, email, or export reports see Chapter 5 Distribute reports.
What's in this chapter
Navigate district reports
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District Implementation Success (Fast ForWord)
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District Implementation Success (Reading Assistant)
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District Gains (Auto RPI)
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District Gains (All RPI)
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District Success Forecast
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Navigate district reports
Only district managers can access the district reports. Use the following tips to help you navigate the
district reports. For instructions on how to access a specific district report, see each individual report topic.
By default, the Results page shows reports for all of the schools in your district. Select a school to view
results for that school.
Use the buttons at the top of the Results page to view Fast ForWord results, Reading Assistant results, or
Gains. Then, navigate the reports as follows:
Date Range – Use this filter to view student activity within a different date range than the one displayed.
For more information on date ranges, see Date ranges.
Browse by School – Use the Browse by School filter on the left side of the Results page to browse the
schools. See Navigate school reports for details.
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Click a school name to view reports for that school.
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Click All Schools at the top of this list to return to the district reports.
Search the Results reports – Use the Search feature on the left side of the Results page to search for a
student by first name or last name. As a district manager, you can search for any student in the district. For
complete details see Search the Results reports.
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District Implementation Success (Fast ForWord)
As a district manager, use this report to learn how well the schools in your district are meeting the weekly
achievement and implementation goals for the Fast ForWord products. Students who consistently earn
high implementation ratings and meet achievement goals typically gain the most benefit from the Scientific
Learning products. The achievement scores—completion rate, attendance, and participation—measure
implementation by comparing actual achievement against achievement goals. The implementation score
allows you to easily compare implementations across the district.
Tip: This report shows results for students who used the program within the selected date range.
See the District Averages chart for the actual number of students and schools included in the
report. For more information on date ranges see Date ranges.
Accessing the report
Only district managers can access this report. Click the Fast ForWord button at the top of the Results page.
The District Implementation Success report opens by default. For information on navigating and
customizing this report once it's opened, see Navigate district reports.
Understanding the scores
Throughout the report, MySciLEARN uses specific formulas to calculate and rate the weekly achievement
and implementation scores for a student. To learn more see Fast ForWord scores.
When calculating the scores across more than one week, MySciLEARN averages the scores across the
total weeks in the date range. For example, if the date range is Last 4 Weeks, MySciLEARN shows an
average of the scores for the last four weeks. See Date ranges for more information on date ranges.
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Implementation Success Trend graph
This graph illustrates how well the students in the district are meeting the weekly achievement and
implementation goals across the selected date range. It averages the student scores, compares those
averages to weekly goals, and then rates those scores. The x-axis maps each week in the date range, and
the y-axis maps the scores.
The default view presents an easy-to read overview of implementation success. When viewing an
individual graph on its own, the background of the y-axis is shaded to provide a visual cue to a given
score's rating: blue (above target), green (on target), yellow (approaching target), or orange (below target):
To add the completion, attendance, and/or participation results to the Implementation Success Trend
graph, select those items in the graph's legend:
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The graph maps the following implementation score averages for each week in the date range:
Implementation – This line graph provides a quick overview of implementation success. Each score
includes an icon to indicate its rating:
Above Target,
On Target,
Approaching Target,
Below
Target. To view details, hold your cursor over an icon. For more about this score see Implementation. For a
thorough understanding of implementation success, check all three scores: completion rate, attendance,
and participation.
Completion Rate – This orange bar graph shows how quickly the students progressed through the
program when they used it, relative to their expected completion rate. For more about this score see
Completion rate.
Attendance – This yellow bar graph shows how many days per week the students used the program,
relative to their scheduled days per week. For more about this score see Attendance.
Participation – This blue bar graph shows how much time the students spent using the program,
relative to their scheduled minutes per day.For more about this score see Participation.
District Averages chart
This chart provides an overall summary of how well the schools in your district are meeting the weekly
achievement goals. It averages the student scores, compares those averages to weekly goals, and then
rates those scores.
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Show Icons – Use this button below the chart (not shown here) to view icons that rate the completion rate,
attendance, and participation scores:
Above Target,
On Target,
Target. To learn more see the Averages by School table.
Approaching Target,
Below
# Students in # Schools – The number of students in the district who used the program within the selected
date range, and the number of schools at which those students worked. These are the students and
schools included in the report.
Implementation – This rating provides a quick overview of implementation success: Above Target (blue),
On Target (green), Approaching Target (yellow), or Below Target (orange). For more about this score see
Implementation. For a thorough understanding of implementation success, check all three scores:
completion rate, attendance, and participation.
Completion Rate – How quickly the students progressed through the program when they used it, relative
to their expected completion rate. For more about this score see Completion rate.
Attendance – How many days per week the students used the program, relative to their scheduled days
per week. For more about this score see Attendance.
Participation – How much time the students spent using the program, relative to their scheduled minutes
per day. For more about this score see Participation.
Alerts – The number of current intervention alerts for the students. An intervention alert indicates that a
student requires immediate attention. To learn more see Status updates and alerts. Alerts are date
sensitive, so you may see "N/A" in this field if your date range does not include the current date.
Averages by School table
This table provides implementation results for the schools that used the program within the selected date
range.
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The table includes the following information. Click a column header to sort the report.
Show Icons – Use this button above the table to show (or hide) icons that rate the completion rate,
attendance, and participation scores:
Above Target,
On Target,
Target. This button affects the icons throughout the report.
Approaching Target,
Below
School – The schools in the district that used the program within the selected date range. Click the arrow
to the left of the school name to expand the school and view these results by Fast ForWord product. Click a
school name to access the implementation success report for that school.
Enrolled – The number of students in the school who used the program within the selected date range.
Implementation – This icon provides a quick overview of implementation success: Above Target (blue),
On Target (green), Approaching Target (yellow), or Below Target (orange). For more about this score see
Implementation. For a thorough understanding of implementation success, check all three scores:
completion rate, attendance, and participation.
Completion Rate – How quickly the students progressed through the program when they used it, relative
to their expected completion rate. For more about this score see Completion rate.
Attendance – How many days per week the students used the program, relative to their scheduled days
per week. For more about this score see Attendance.
Participation – How much time the students spent using the program, relative to their scheduled minutes
per day. For more about this score see Participation.
Alerts – The number of current intervention alerts for the students. An intervention alert indicates that a
student requires immediate attention. To learn more see Status updates and alerts. Alerts are date
sensitive, so you may see "N/A" in this field if your date range does not include the current date.
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District Implementation Success (Reading Assistant)
As a district manager, use this report to learn how well the schools in your district are meeting your
implementation and achievement goals for Reading Assistant. Students who consistently use the Reading
Assistant software and progress through content while maintaining a high level of performance typically
gain the most benefit from the program.
Tip: This report shows results for students who used the program within the selected date range.
See the District Averages chart for the actual number of students and schools included in the
report. Except where noted, the results in this report reflect completed selections only—to learn
more see Completing selections.
Accessing the report
Only district managers can access this report. Click the Reading Assistant button at the top of the Results
page. The District Implementation Success report opens by default. For information on navigating and
customizing this report once it's opened, see Navigate district reports.
Understanding the scores
Throughout the report, MySciLEARN uses specific benchmarks and guidelines to indicate student
achievement in Reading Assistant. To learn more see Reading Assistant scores.
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District Averages chart
This chart provides a summary of how well the students in the district are meeting Reading Assistant
performance and implementation expectations. The selection performance metrics—Reading Level High
Score and Developing or Above—measure actual Reading Assistant achievement. The program usage
information—minutes per week and selections per week—allows you to quickly measure implementation
in your district.
# Students in # Schools – The number of students in the district who used the program within the selected
date range, and the number of schools at which those students worked. These are the students and
schools included in the report.
Reading Level High Score – The average Reading Level High Score for the students. Students who have
not mastered any selections are not included in this calculation. If none of the students have earned a
Reading Level High Score, this field shows N/A. To learn more see Reading Level High Score.
Developing or Above – The percentage of selections completed at a performance level of developing or
proficient. MySciLEARN uses colors to rate this percentage as excellent (green), good (blue), or needs
improvement (red). To learn more see Developing or Above. Note that the software calculates this
percentage using the performance levels from all completed selections.
Minutes per Week – The average number of minutes per week the students spent using the program,
including selections that are in progress. Students who spend the expected amount of time using the
software each week—as prescribed by either the Reading Assistant schedules or by the schedules at the
schools—are more likely to improve their performance and achieve success.
Selections Completed per Week – The average number of selections per week completed by the
students. Students who consistently complete content each week have a greater chance of improving their
performance and achieving success. To learn more see Completing selections.
District Usage Trend graph
This graph illustrates how well the students in the district are meeting your implementation goals for each
week in the date range. Reviewing these results over multiple weeks can help you identify product usage
trends in your schools and—if needed—advise those schools to take corrective action, such as monitoring
student usage in the classroom or providing incentives to increase productivity.
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X-axis – Maps the weeks in the date range that the students in the district used Reading Assistant. If none
of the students trained during a week, that week does not appear in the graph.
Y-axis – Maps two related usage trends for the students:
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Minutes (Avg.) – The orange bars show the average number of minutes per week the students
spent working on Reading Assistant, including selections that are in progress. One bar appears for
each week. The reference scale appears on the left side of the graph, in orange.
Completed Selections (Avg.) – The blue dots show the average number of selections completed
each week, connected by a blue line across the weeks in the graph. The reference scale appears on
the right side of the graph, in blue. To learn more see Completing selections.
By default, this graph shows all results. You choose which date to include in the graph by clicking that item
in the legend at the top of the graph. Hold your cursor over an item in the graph to view the actual minutes
or selections, broken down by completed selections and repeated selections.
District Performance and Reading Level Trend graph
Use this graph to view the district's selection performance for each week in the date range. Reviewing
these results over time can help illustrate student progression trends and reading proficiency gains.
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X-axis – Maps the weeks in the date range that the students in the district used Reading Assistant. If none
of the students trained during a week, that week does not appear in the graph.
Y-axis – Maps two related performance trends for the students:
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% of Reading Selections – The stacked orange, blue, and green bars show the average percentage of
selections completed at each performance level; that is, the percentage of selections completed at
each of the levels. To learn more see Performance levels. The reference scale appears on the left side
of the graph.
Proficient
Developing
Emerging
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Reading Level High Score (Avg.) – The blue dots show the average number of selections
completed each week, connected by a blue line across the weeks in the graph. The reference scale
appears on the right side of the graph, in blue. Ideally, for districts that follow a regular usage schedule,
this graph should go up over time as students read increasingly difficult content and improve their
scores. If none of the students completed any selections during a week, the graph will not show a
Reading Level High Score for that week. To learn more see Reading Level High Score.
By default, this graph shows all results. You choose which date to include in the graph by clicking that item
in the legend at the top of the graph. To view the actual results in the graph, hold your cursor over that item
in the graph. For example, if you hold your cursor over a section of a bar graph, you'll see the percentage
of selections completed at that level that week and the number of selections completed at that level over
the total selections completed at all levels that week. If any selections were repeated at any level that
week, you'll also see how many selections out of the total completed selections that week were repeated.
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Averages by School table
This table provides implementation details for the schools in the district that used Reading Assistant within
the selected date range. It lets you easily compare results across schools.
The table includes the following columns. Click a column header to sort the report.
School – The schools in the district that used Reading Assistant within the selected date range. Click a
school name to access the implementation success report for that school.
Total Enrolled – The number of students in the school who used Reading Assistant within the selected
date range.
Minutes per Week – The average number of minutes per week the students spent using Reading
Assistant, including selections that are in progress. Students who spend the expected amount of time
using the software each week—as prescribed by either the Reading Assistant schedules or by your own
schedule—are more likely to improve their performance and achieve success.
Selections per Week – The average number of selections per week completed by the students. Students
who consistently complete content each week have a greater chance of improving their performance and
achieving success. To learn more see Completing selections.
Reading Level High Score – The average Reading Level High Score for the students. Students who have
not mastered any selections in the date range are not included in this calculation. If none of the students
have earned a Reading Level High Score, this field shows N/A. To learn more see Reading Level High
Score.
Developing or Above - The percentage of selections completed at a performance level of developing or
proficient. This percentage is rated as excellent (green), good (blue), or needs improvement (red). To learn
more see Developing or Above. If none of the students have completed a selection, this field shows N/A.
Total Alerts – The total number of intervention alerts for the students. An intervention alert indicates that
the student requires immediate attention. If there are no interventions, this field is blank. To learn more see
Status updates and alerts.
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District Gains (Auto RPI)
Use this report to review gains for your district, as measured by the assessments automatically
administered within 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 Auto RPI. To view results for Manual RPI
assessments see District Gains (All RPI).
Tip: To calculate gains results, the report uses the latest Auto RPI follow-up assessments
completed within the selected date range. If none of the students have completed an Auto
RPI follow-up assessment within that date range, gains results will not appear in the report. Try
changing the date range, or wait until the students have completed their follow-up assessments.
To learn more see Date ranges.
Accessing the report
Only district managers can access this report. Click the Gains button at the top of the Results page. The
District Gains report opens by default and shows the Auto RPI Assessments view. For information on
navigating and customizing this report once it's opened, see Navigate district reports.
Using assessments to evaluate students
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.
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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.
Understanding the scores
To learn how Reading Progress Indicator assesses gains throughout the report, see Gains results.
District Reading Level Gains graph
This bar graph shows the average reading level gain score for the district compared to the length of time
the students spent using the Fast ForWord programs, as measured between each student's initial
assessment and latest follow up assessment completed within the date range. It appears next to the
Reading Level Gain Distribution graph to let you also see the distribution of actual student scores across
four gains levels.
To view the number of students measured in this graph, hold your cursor over a bar.
Gains – This bar represents the average reading level gain score for the district after Fast ForWord
program use. MySciLEARN calculates this score by subtracting the average reading level on the initial
assessments from the average reading level on the follow-up assessments. A numerical gain score
appears at the end of the bar, in years and months. To learn more see About gain scores.
Days of Use – This bar represents the average number of days the students 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.
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Calendar Days – This bar represents the average number of calendar days that have elapsed since
the students 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.
District Reading Level Gain Distribution graph
This graph maps the students in the district across four categories of reading level gain scores, as
measured between each student's initial assessment and latest follow up assessment completed within
the date range. It appears next to the Reading Level Gains graph to let you also see the average reading
level gain score for the district.
Each student with a gain score appears in one of the following four categories. Each category also
displays the percentage of students who fall in that category. To view the actual number of students in
each category, hold your cursor over that category. To learn more see About gain scores.
Up to 0.5 Year (cyan)
0.6 to 1.0 Year (green)
1.1 to 1.5 Years (dark blue)
Greater than 1.5 Years (light blue)
In the gains reports, reading level gain scores are the same as grade equivalent gain scores.
District Reading Percentile Scores graph
This graph presents the average reading level percentile scores before and after Fast ForWord program
use, as measured by each student's initial assessment and latest follow up assessment completed within
the date range. The scores reflect the district's performance compared to students across the nation. It
appears next to the Proficiency Level Changes graph to let you also see the distribution of the students by
reading proficiency level.
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To learn more about percentiles see About national percentile scores.
Before (red) – The average national percentile score before Fast ForWord program use, as measured
by the initial assessments.
After (green) – The average national percentile score after Fast ForWord program use, as measured
by the follow-up assessments.
District Proficiency Level Changes graph
This graph maps the students in the district across four proficiency levels—both before and after Fast
ForWord program use—to illustrate improvements in reading proficiency level. It appears next to the
Reading Percentiles score graph to let you also see the average percentile scores for the district before
and after Fast ForWord program use.
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The left side of the graph (red) maps the proficiency levels on the initial assessments and the right side of
the graph (green) maps the proficiency levels on the latest follow-up assessments completed within the
date range. Proficiency levels are based on percentile scores and reflect how each student compares with
his or her peers across the nation. Each bar in the graph also displays the number of students whose
scores fall in that proficiency level. 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 About reading proficiency levels.
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Struggling – 1st to 29th percentile
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Emerging – 30th to 54th percentile
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Proficient – 55th to 79th percentile
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Advanced – 80th to 99th percentile
By default, the graph includes all information. You can choose which data to include in the graph by
clicking that item (in blue) in the legend at the top right of the graph.
Gains by School table
This table presents gains results for each school in the district, as measured between each student's initial
assessment and latest follow up assessment. It lets you easily compare gains results across schools.
Which assessments are included?
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Each student’s initial assessment completed within the date range, including those taken for
Reading Assistant placement.
All follow-up assessments completed within the date range.
If a student's follow-up assessment is included in the report, the student's initial assessment is
also included, even it was completed outside the date range. This lets you can compare
results between the two assessments.
The table includes the following columns. To sort the table, click the Group column header.
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School – The schools in which students have taken an initial assessment or follow-up assessment within
the date range, including any initial assessments completed for Reading Assistant placement. Click a
school name to view results for that school.
Pre Tested – The number of students in the school who have taken an assessment (initial or follow-up)
within the date range, including any initial assessments completed for Reading Assistant placement.
Post Tested – The number of students in the school who have taken a follow-up assessment within the
date range.
Grade Equivalent Gains (Y.Mo) – The average RPI grade equivalent gain score (or reading level gain
score) after Fast ForWord program use. 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 About gain scores.
Percentile Gains – The average reading level percentile gains after Fast ForWord program use. To learn
more see About national percentile scores.
The last three columns show results for the Fast ForWord programs.
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FFW Products Completed – The average number of Fast ForWord programs completed to date; that
is, programs in which the students earned a Switch or Complete status. To learn more see Status
updates and alerts.
Days of Use – The average number of days that the students used (but not necessarily completed) 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.
Calendar Days – The average number of calendar days that have elapsed since the students first
started the Fast ForWord programs, as measured between the assessments.
Tip: If a school does not have any students with a follow-up assessment in the date range, no
gains results will appear in the table—only the School and # Pre Tested columns will show
information. For these schools, if you view the group and student reports, you may need to
change the date range to see results. To learn more see Date ranges.
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District Gains (All RPI)
Use this report to review gains for your district, as measured by all assessments—both Auto RPI and
Manual RPI—administered within Reading Progress Indicator (RPI), our integrated assessment tool. You
can also use it to measure gains across a specific date range, which lets you view results for a subgroup of
assessments.
To learn about the assessments in this report see About Reading Progress Indicator (RPI). To view results
for Auto RPI assessments only see District Gains (Auto RPI).
Tip: To calculate gains results, this 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
that date range, gains results will not appear in the report. Try changing the date range, or wait
until the students have completed their next assessment. To learn more see Date ranges.
Accessing the report
Only district managers can access this report. For information on navigating and customizing this report
once it's opened, see Navigate district reports.
1. Click the Gains button at the top of the Results page to view Gains reports.
2. Select All RPI Assessments from the top left menu.
Using assessments to evaluate students
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.
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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.
Understanding the scores
To learn how Reading Progress Indicator assesses gains throughout the report, see Gains results.
District Reading Level Gains graph
This bar graph shows the average reading level gain score for the district compared to the length of time
the students spent using the programs, as measured between the first and last assessments completed
within the date range. It appears next to the Reading Level Gain Distribution graph to let you also see the
distribution of actual student scores across four gains levels.
To view the number of students measured in this graph, hold your cursor over a bar.
Gains – This bar represents the average reading level gain score for the district, as measured between
the first and last assessments. MySciLEARN calculates this score by subtracting the average reading level
on the first assessments from the average reading level on the last assessments. A numerical gain score
appears at the end of the bar, in years and months. To learn more see About gain scores.
Days of Use – This bar represents the average number of days the students used the programs, as
measured between the first and last 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.
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Calendar Days – This bar represents the average number of calendar days that have elapsed
between the first and last 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.
District Reading Level Gain Distribution graph
This graph maps the students in the district across four categories of reading level gain scores, as
measured between the first and last assessments completed within the date range. It appears next to the
Reading Level Gains graph to let you also see the average reading level gain score for the district.
Each student with a gain score appears in one of the following four categories. Each category also
displays the percentage of students who fall in that category. To view the actual number of students in
each category, hold your cursor over that category. To learn more see About gain scores.
Up to 0.5 Year (cyan)
0.6 to 1.0 Year (green)
1.1 to 1.5 Years (dark blue)
Greater than 1.5 Years (light blue)
In the gains reports, reading level gain scores are the same as grade equivalent gain scores.
District Reading Percentile Scores graph
This graph presents the average reading level percentile scores, as measured by the first and last
assessments completed within the date range. The scores reflect the district's performance compared to
students across the nation. It appears next to the Proficiency Level Changes graph to let you also see the
distribution of the students by reading proficiency level.
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To learn more about percentiles see About national percentile scores.
Before (red) – The average national percentile score, as measured by the first assessments.
After (green) – The average national percentile score, as measured by the last assessments.
District Proficiency Level Changes graph
This graph maps the students in the district across four proficiency levels—as measured by the first and
last assessments completed within the date range—to illustrate improvements in reading proficiency level.
It appears next to the Reading Percentiles score graph to let you also see the average percentile scores
for the district measured by the first and last assessments.
The left side of the graph (red) maps the proficiency levels on the first assessments completed within the
date range. The right side of the graph (green) maps the proficiency levels on the last assessments
completed within the date range. Proficiency levels are based on percentile scores and reflect how each
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student compares with his or her peers across the nation. Each bar in the graph also displays the number
of students whose scores fall in that proficiency level. 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 About reading proficiency levels.
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Struggling – 1st to 29th percentile
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Emerging – 30th to 54th percentile
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Proficient – 55th to 79th percentile
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Advanced – 80th to 99th percentile
By default, the graph includes all information. You can choose which data to include in the graph by
clicking that item (in blue) in the legend at the top right of the graph.
Gains by School table
This table presents gains results for each school in the district, as measured between the first and last
assessments completed within the date range. It lets you easily compare gains results across schools.
The table includes the following columns. To sort the table, click the Group column header.
School – The schools in which students have taken at least one assessment within the date range. Click a
school name to view results for that school.
Pre Tested – The number of students in the school who have taken at least one assessment within the
date range.
Post Tested – The number of students in the school who have taken two or more assessments within the
date range.
Grade Equivalent Gains (Y.Mo) – The average RPI grade equivalent gain score (or reading level gain
score), as measured between the first and last assessments. 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 About gain scores.
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Percentile Gains – The average reading level percentile gains, as measured between the first and last
assessments. To learn more see About national percentile scores.
The last three columns show results for the Fast ForWord programs used between the first and last
assessments in the report. If no Fast ForWord programs were used, no results appear.
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FFW Products Completed – The average number of Fast ForWord programs completed between the
assessments; that is, programs in which the students earned a Switch or Complete status. To learn
more see Status updates and alerts.
Days of Use – The average number of days that the students used (but not necessarily completed) the
Fast ForWord programs between the assessments. This number is generally lower than the number of
calendar days due to weekends, holidays, and absences.
Calendar Days – The average number of calendar days that have elapsed between the assessments.
Tip: If a school does not have any students with at least two assessments within the date range,
no gains results will appear in the table—only the School and # Pre Tested columns will show
information. For these schools, if you view the group and student reports, you may need to
change the date range to see results. To learn more see Date ranges.
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District Success Forecast
The Success Forecast tool allows district managers to predict the effects that Fast ForWord program use
can have on their district's reading proficiency levels. Enter your district’s baseline data, and the
Success Forecast tool will calculate expected outcomes based on Fast ForWord student results from
across the nation. Once entered, your district's data is retained so will be available the next time you
access the report.
Accessing the report
Only district managers can access the Success Forecast report. Click the Success Forecast button at the
top of the Results page, to the right of the Gains button, then follow the prompts to enter your district data.
How the report works
The Success Forecast looks at a district’s past performance on the state assessment, then predicts gains
based on the growth made by matched students from across the nation who completed the Fast ForWord
program. It also looks at the district’s current Reading Progress Indicator (RPI) gains score, if available. As
more students in the district take follow-up RPI tests, the district’s gains are more heavily weighted in the
forecast.
Numerous studies have demonstrated the positive correlation of RPI to nationally normed reading
assessments and high-stakes reading tests from various states. All correlations are well over 0.50 and all
are statistically significant. These studies examined pre- and post-test data from over 25,000 RPI users,
along with data from over 12,000 students who took state assessments after Fast ForWord program use.
Correlations have been found between RPI and the following assessments:
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Gates-MacGinitie (GMRT)
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Arizona’s Instrument to Measure Standards (AIMS)
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Iowa Tests of Basic Skills (ITBS)
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Woodcock-Johnson III (WJIII)
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Indiana Statewide Testing for Educational Progress Plus (ISTEP)
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Florida Comprehensive Assessment Test (FCAT)
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NWEA Measures of Academic Progress (MAP)
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Scholastic Reading Inventory (SRI)
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Pennsylvania's Instrument to Measure Standards (PSSA)
With strong correlations established, it's possible to predict student performance on state assessments by
looking at the trends in a student’s RPI scores. Although it can’t make perfect predictions, the Success
Forecast tool offers an accurate mathematical model of student growth for a variety of states.
Note: The predicted gains reported in the Success Forecast require that schools and students
follow the recommended implementation, which includes these requirements:
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Attendance of 80% average or better
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Product use of 95% average or better
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Student completion of at least two Fast ForWord programs per school year
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3
School reports
As a district manager or school manager, use this chapter to learn how use the
school level reports. To print, email, or export reports see Chapter 5 Distribute
reports.
What's in this chapter
Navigate school reports
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School Implementation Success (Fast ForWord)
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School Implementation Success (Reading Assistant)
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School Gains (Auto RPI)
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School Gains (All RPI)
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Navigate school reports
Only district managers and school managers can access the school reports. Use the following tips to help
you navigate the school reports based on your staff role. For instructions on how to access a specific
school report, see each individual report topic.
School manager view
For school managers associated with only one school, the Results page shows reports for only that school.
By default, the reports open with All Students selected, which shows results for all of the students in the
school. To access the school level reports, which provide results by group, click All Groups.
For school managers associated with multiple schools, the Results page shows reports for all of your
schools. Select a school to view results for that school and to filter the results by group.
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Use the buttons at the top of the Results page to view Fast ForWord results, Reading Assistant results, or
Gains. Then, navigate the reports as follows:
Date Range – Use this filter to view student activity within a different date range than the one displayed.
For more information on date ranges, see Date ranges.
Browse by School – If you are associated with multiple schools, the Browse by School filter appears in the
left navigation pane. Use this filter as follows.
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Click a school name to view reports for that school, and to access the Filter by My Groups menu (see
below for details).
Click All Schools at the top of this list to view results for all of your schools.
Filter by My Groups – When viewing a school, the Filter by My Groups menu appears in the left navigation
pane. Use this filter as follows. For tips on navigating the group level reports see Navigate teacher reports.
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Click a group name to view reports for that group.
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Click All Students to view reports for all of the students in the school.
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Click All Groups at the top of this list to return to the school reports. Note that if students are in multiple
groups, this view will include those students multiple times.
Search the Results reports – Use the Search feature on the left side of the Results page to search for a
student by first name or by last name. As a school manager, you can search for any student in your school.
For complete details see Search the Results reports.
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District manager view
For district managers, the Results page shows school reports for all of the schools in your district. Select a
school to view results for that school and to filter the results by group.
Use the buttons at the top of the Results page to view Fast ForWord results, Reading Assistant results, or
Gains. Then, navigate the reports as follows:
Date Range – Use this filter to view student activity within a different date range than the one displayed.
For more information on date ranges, see Date ranges.
Browse by School – Use the Browse by School filter in the left navigation pane as follows.
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Click a school name to view reports for that school, and to access the Filter by My Groups menu (see
below for details).
Click All Schools at the top of this list to return to the district reports.
Filter by My Groups – When viewing a school, the Filter by My Groups menu appears in the left navigation
pane. Use this filter to access the group level reports as follows. For tips on navigating the group level
reports see Navigate teacher reports.
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Click a group name to view reports for that group.
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Click All Students to view reports for all of the students in the school.
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Click All Groups at the top of this list to return to the school reports. Note that if students are in multiple
groups, this view will include those students multiple times.
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Search the Results reports – Use the Search feature on the left side of the Results page to search for a
student by first name or by last name. As a district manager, you can search for any student in the district.
For complete details see Search the Results reports.
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School Implementation Success (Fast ForWord)
As a school manager, use this report to learn how well the students in your school are meeting the weekly
achievement and implementation goals for the Fast ForWord products. Students who consistently earn
high implementation ratings and meet achievement goals typically gain the most benefit from the Scientific
Learning products. The achievement scores—completion rate, attendance, and participation—measure
implementation by comparing actual achievement against achievement goals. The implementation score
allows you to easily compare implementations across the school.
Tip: This report shows results for students who used the program within the selected date range.
See the School Averages chart for the actual number of students included in the report. For more
information on date ranges see Date ranges.
Accessing the report
Only school managers and district managers can access this report. For information on navigating and
customizing this report once it's opened, see Navigate school reports.
1. Click the Fast ForWord button at the top of the Results page to view Fast ForWord reports.
2. If needed, select your school in the Browse by School column, or select a school in the district report.
Understanding the scores
Throughout the report, MySciLEARN uses specific formulas to calculate and rate the weekly achievement
and implementation scores for a student. To learn more see Fast ForWord scores.
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When calculating the scores across more than one week, MySciLEARN averages the scores across the
total weeks in the date range. For example, if the date range is Last 4 Weeks, MySciLEARN shows an
average of the scores for the last four weeks. See Date ranges for more information on date ranges.
Implementation Success Trend graph
This graph illustrates how well the students in the school are meeting the weekly achievement and
implementation goals across the selected date range. It averages the student scores, compares those
averages to weekly goals, and then rates those scores. The x-axis maps each week in the date range, and
the y-axis maps the scores.
The default view presents an easy-to read overview of implementation success. When viewing an
individual graph on its own, the background of the y-axis is shaded to provide a visual cue to a given
score's rating: blue (above target), green (on target), yellow (approaching target), or orange (below target):
To add the completion, attendance, and/or participation results to the Implementation Success Trend
graph, select those items in the graph's legend:
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The graph maps the following implementation score averages for each week in the date range:
Implementation – This line graph provides a quick overview of implementation success. Each score
includes an icon to indicate its rating:
Above Target,
On Target,
Approaching Target,
Below
Target. To view details, hold your cursor over an icon. For more about this score see Implementation. For a
thorough understanding of implementation success, check all three scores: completion rate, attendance,
and participation.
Completion Rate – This orange bar graph shows how quickly the students progressed through the
program when they used it, relative to their expected completion rate. For more about this score see
Completion rate.
Attendance – This yellow bar graph shows how many days per week the students used the program,
relative to their scheduled days per week. For more about this score see Attendance.
Participation – This blue bar graph shows how much time the students spent using the program,
relative to their scheduled minutes per day.For more about this score see Participation.
School Averages chart
This chart provides an overall summary of how well the students in the school are meeting the weekly
achievement and implementation goals. It averages the student scores, compares those averages to
weekly goals, and then rates those scores.
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Hide Icons – Use this button below the chart (not shown here) to hide the icons that rate the completion
rate, attendance, and participation scores. To learn more see the Averages by Group table.
# Students – The number of students in the school who used the Fast ForWord products within the
selected date range. These are the students included in the report.
Implementation – This rating provides a quick overview of implementation success: Above Target (blue),
On Target (green), Approaching Target (yellow), or Below Target (orange). For more about this score see
Implementation. For a thorough understanding of implementation success, check all three scores:
completion rate, attendance, and participation.
Completion Rate – How quickly the students progressed through the program when they used it, relative
to their expected completion rate. An icon indicates the score's rating:
Approaching Target,
Above Target,
On Target,
Below Target. For more about this score see Completion rate.
Attendance – How many days per week the students used the program, relative to their scheduled days
per week. An icon indicates the score's rating:
more about this score see Attendance.
On Target,
Approaching Target,
Below Target. For
Participation – How much time the students spent using the program, relative to their scheduled minutes
per day. An icon indicates the score's rating:
more about this score see Participation.
On Target,
Approaching Target,
Below Target. For
Alerts – The number of current intervention alerts for the students. An intervention alert indicates that a
student requires immediate attention. To learn more see Status updates and alerts. Alerts are date
sensitive, so you may see "N/A" in this field if your date range does not include the current date.
Averages by Group table
This table provides implementation scores and ratings for the groups in the school that used the program
within the selected date range.
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The table includes the following information. Click a column header to sort the report.
Hide Icons – Use this button above the table to hide (or show) icons that rate the completion rate,
attendance, and participation scores. This button affects the icons throughout the report.
Group – The groups in the school that used the program within the selected date range. Click the arrow to
the left of the group name to expand the group and view these results by Fast ForWord product. Click a
group name to access the implementation success report for that group.
Enrolled – The number of students in the group who used the program within the selected date range.
Implementation) – This icon provides a quick overview of implementation success: Above Target (blue),
On Target (green), Approaching Target (yellow), or Below Target (orange). For more about this score see
Implementation. For a thorough understanding of implementation success, check all three scores:
completion rate, attendance, and participation.
Completion Rate – How quickly the students progressed through the program when they used it, relative
to their expected completion rate. An icon indicates the score's rating:
Approaching Target,
Above Target,
On Target,
Below Target. For more about this score see Completion rate.
Attendance – How many days per week the students used the program, relative to their scheduled days
per week. An icon indicates the score's rating:
more about this score see Attendance.
On Target,
Approaching Target,
Below Target. For
Participation – How much time the students spent using the program, relative to their scheduled minutes
per day. An icon indicates the score's rating:
more about this score see Participation.
On Target,
Approaching Target,
Below Target. For
Alerts – The number of current intervention alerts for the students. An intervention alert indicates that a
student requires immediate attention. To learn more see Status updates and alerts. Alerts are date
sensitive, so you may see "N/A" in this field if your date range does not include the current date.
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Tip: If you export this report with All Students selected under Filter by My Groups, the exported
report also includes student IDs for each student in the report. To learn about exporting reports
see Export reports (Excel).
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School Implementation Success (Reading Assistant)
As a school manager, use this report to learn how well the students in your school are meeting your
implementation and achievement goals for Reading Assistant. Students who consistently use the Reading
Assistant software and progress through content while maintaining a high level of performance typically
gain the most benefit from the program.
Tip: This report shows results for students who used the program within the selected date range.
See the School Averages chart for the actual number of students and schools included in the
report. Except where noted, the results in this report reflect completed selections only—to learn
more see Completing selections.
Accessing the report
Only school managers and district managers can access this report. For information on navigating and
customizing this report once it's opened, see Navigate school reports.
1. Click the Reading Assistant button at the top of the Results page to view Reading Assistant reports.
2. If needed, select your school in the Browse by School column, or select a school in the district report.
Understanding the scores
Throughout the report, MySciLEARN uses specific benchmarks and guidelines to indicate student
achievement in Reading Assistant. To learn more see Reading Assistant scores.
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School Averages chart
This chart provides a summary of how well the students in the school are meeting Reading Assistant
performance and implementation expectations. The selection performance metrics—Reading Level High
Score and Developing or Above—measure actual Reading Assistant achievement. The program usage
information—minutes per week and selections per week—allows you to quickly measure implementation
in your school.
# Students in # Groups – The number of students in the school who used Reading Assistant within the
selected date range, and the number of groups to which those students belonged. These are the students
included in the report.
Reading Level High Score – The average Reading Level High Score for the students. Students who have
not mastered any selections are not included in this calculation. If none of the students have earned a
Reading Level High Score, this field shows N/A. To learn more see Reading Level High Score.
Developing or Above – The percentage of selections completed at a performance level of developing or
proficient. MySciLEARN uses colors to rate this percentage as excellent (green), good (blue), or needs
improvement (red). To learn more see Developing or Above. Note that the software calculates this
percentage using the performance levels from all completed selections.
Minutes per Week – The average number of minutes per week the students spent using the program,
including selections that are in progress. Students who spend the expected amount of time using the
software each week—as prescribed by either the Reading Assistant schedules or by your school's
schedule—are more likely to improve their performance and achieve success.
Selections Completed per Week – The average number of selections per week completed by the
students. Students who consistently complete content each week have a greater chance of improving their
performance and achieving success. To learn more see Completing selections.
School Usage Trend graph
This graph illustrates how well the students in the school are meeting your implementation goals for each
week in the date range. Reviewing these results over multiple weeks can help you identify product usage
trends and—if needed—take corrective action, such as monitoring student usage in the classroom or
providing incentives to increase productivity.
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X-axis – Maps the weeks in the date range that the students in the school used Reading Assistant. If none
of the students trained during a week, that week does not appear in the graph.
Y-axis – Maps two related usage trends for the students:
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Minutes (Avg.) – The orange bars show the average number of minutes per week the students
spent working on Reading Assistant, including selections that are in progress. One bar appears for
each week. The reference scale appears on the left side of the graph, in orange.
Completed Selections (Avg.) – The blue dots show the average number of selections completed
each week, connected by a blue line across the weeks in the graph. The reference scale appears on
the right side of the graph, in blue. To learn more see Completing selections.
By default, this graph shows all results. You choose which date to include in the graph by clicking that item
in the legend at the top of the graph. Hold your cursor over an item in the graph to view the actual minutes
or selections, broken down by completed selections and repeated selections.
School Performance and Reading Level Trend graph
Use this graph to view the school's selection performance for each week in the date range. Reviewing
these results over time can help illustrate student progression trends and reading proficiency gains.
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X-axis – Maps the weeks in the date range that the students in the school used Reading Assistant. If none
of the students trained during a week, that week does not appear in the graph.
Y-axis – Maps two related performance trends for the students:
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% of Reading Selections – The stacked orange, blue, and green bars show the average percentage of
selections completed at each performance level; that is, the percentage of selections completed at
each of the levels. To learn more see Performance levels. The reference scale appears on the left side
of the graph.
Proficient
Developing
Emerging
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Reading Level High Score (Avg.) – The blue dots show the average number of selections
completed each week, connected by a blue line across the weeks in the graph. The reference scale
appears on the right side of the graph, in blue. Ideally, for schools that follow a regular usage schedule,
this graph should go up over time as students read increasingly difficult content and improve their
scores. If none of the students completed any selections during a week, the graph will not show a
Reading Level High Score for that week. To learn more see Reading Level High Score.
By default, this graph shows all results. You choose which date to include in the graph by clicking that item
in the legend at the top of the graph. To view the actual results in the graph, hold your cursor over that item
in the graph. For example, if you hold your cursor over a section of a bar graph, you'll see the percentage
of selections completed at that level that week and the number of selections completed at that level over
the total selections completed at all levels that week. If any selections were repeated at any level that
week, you'll also see how many selections out of the total completed selections that week were repeated.
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Averages by Group table
This table provides implementation details for the groups in the school that used Reading Assistant within
the selected date range. It lets you easily compare results across groups.
The table includes the following columns. Click a column header to sort the report.
Group – The groups in the school that used Reading Assistant within the selected date range. Click a
group name to access the implementation success report for that group.
Total Enrolled – The number of students in the group who used Reading Assistant within the selected date
range.
Minutes per Week – The average number of minutes per week the students spent using Reading
Assistant, including selections that are in progress. Students who spend the expected amount of time
using the software each week—as prescribed by either the Reading Assistant schedules or by your own
schedule—are more likely to improve their performance and achieve success.
Selections per Week – The average number of selections per week completed by the students. Students
who consistently complete content each week have a greater chance of improving their performance and
achieving success. To learn more see Completing selections.
Reading Level High Score – The average Reading Level High Score for the students. Students who have
not mastered any selections in the date range are not included in this calculation. If none of the students
have earned a Reading Level High Score, this field shows N/A. To learn more see Reading Level High
Score.
Developing or Above - The percentage of selections completed at a performance level of developing or
proficient. The percentage is rated as excellent (green), good (blue), or needs improvement (red). To learn
more see Developing or Above. If none of the students have completed a selection, this field shows N/A.
Total Alerts – The total number of intervention alerts for the students. An intervention alert indicates that a
student requires immediate attention. If there are no interventions, this field is blank. Intervention alert
details appear in the student level implementation report. To learn more see Status updates and alerts.
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Tip: If you export this report with All Students selected under Filter by My Groups, the exported
report also includes student IDs for each student in the report. To learn about exporting reports
see Export reports (Excel).
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School Gains (Auto RPI)
Use this report to review gains for your school, as measured by the assessments automatically
administered within 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 Auto RPI. To view results for Manual RPI
assessments see School Gains (All RPI).
Tip: To calculate gains results, the report uses the latest Auto RPI follow-up assessments
completed within the selected date range. If none of the students have completed an Auto
RPI follow-up assessment within that date range, gains results will not appear in the report. Try
changing the date range, or wait until the students have completed their follow-up assessments.
To learn more see Date ranges.
Accessing the report
For information on navigating and customizing this report once it's opened, see Navigate teacher reports.
1. Click the Gains button at the top of the Results page to view Gains reports.
2. If needed, select Auto RPI Assessments from the top left menu.
3. If needed, select your school in the Browse by School column on the left, or select your school name
in the district report.
Using assessments to evaluate students
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
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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.
Understanding the scores
To learn how Reading Progress Indicator assesses gains throughout the report, see Gains results.
School Reading Level Gains graph
This bar graph displays the average reading level gain score for the school compared to the length of time
the students spent using the Fast ForWord products, as measured between each student's initial
assessment and latest follow up assessment completed within the date range. It appears next to the
Reading Level Gain Distribution graph to let you also see the distribution of actual student scores across
four gains levels.
To view the number of students measured in this graph, hold your cursor over a bar.
Gains – This bar represents the average reading level gain score for the school after Fast ForWord
program use. MySciLEARN calculates this score by subtracting the average reading level on the initial
assessments from the average reading level on the follow-up assessments. A numerical gain score
appears at the end of the bar, in years and months. To learn more see About gain scores.
Days of Use – This bar represents the average number of days the students worked on the Fast
ForWord programs, as measured between the assessments. This number is generally lower than the
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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 average number of calendar days that have elapsed since
the students 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.
School Reading Level Gain Distribution graph
This graph maps the students in the school across four categories of reading level gain scores, as
measured between each student's initial assessment and latest follow up assessment completed within
the date range. It appears next to the Reading Level Gains graph to let you also see the average reading
level gain score for the school.
Each student with a gain score appears in one of the following four categories. Each category also
displays the percentage of students who fall in that category. To view the actual number of students in
each category, hold your cursor over that category. To learn more see About gain scores.
Up to 0.5 Year (cyan)
0.6 to 1.0 Year (green)
1.1 to 1.5 Years (dark blue)
Greater than 1.5 Years (light blue)
In the gains reports, reading level gain scores are the same as grade equivalent gain scores.
School Reading Percentile Scores graph
This graph presents the average reading level percentile scores before and after Fast ForWord program
use, as measured by each student's initial assessment and latest follow up assessment completed within
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the date range. The scores reflect the school's performance compared to students across the nation. It
appears next to the Proficiency Level Changes graph to let you also see the distribution of the students by
reading proficiency level.
To learn more about percentiles see About national percentile scores.
Before (red) – The average national percentile score before Fast ForWord program use, as
measured by the initial assessments.
After (green) – The average national percentile score after Fast ForWord program use, as
measured by the follow-up assessments.
School Proficiency Level Changes graph
This graph maps the students in the school across four proficiency levels—both before and after Fast
ForWord program use—to illustrate improvements in reading proficiency level. It appears next to the
Reading Percentiles score graph to let you also see the average percentile scores for the school before
and after Fast ForWord program use.
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The left side of the graph (red) maps the proficiency levels on the initial assessments and the right side of
the graph (green) maps the proficiency levels on the latest follow-up assessments completed within the
date range. Proficiency levels are based on percentile scores and reflect how each student compares with
his or her peers across the nation. Each bar in the graph also displays the number of students whose
scores fall in that proficiency level. 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 About reading proficiency levels.
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Struggling – 1st to 29th percentile
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Emerging – 30th to 54th percentile
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Proficient – 55th to 79th percentile
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Advanced – 80th to 99th percentile
By default, the graph includes all information. You can choose which data to include in the graph by
clicking that item (in blue) in the legend at the top right of the graph.
Gains by Group table
This table presents gains results for each group in the school, as measured between each student's initial
assessment and latest follow up assessment. It lets you easily compare gains results across groups.
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Which assessments are included?
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Each student’s initial assessment completed within the date range, including those taken for
Reading Assistant placement.
All follow-up assessments completed within the date range.
If a student's follow-up assessment is included in the report, the student's initial assessment is
also included, even it was completed outside the date range. This lets you can compare
results between the two assessments.
The table includes the following columns. To sort the table, click the Group column header.
Group – The groups in which students have taken an initial assessment or follow-up assessment within
the date range, including any initial assessments completed for Reading Assistant placement. Click a
group name to view results for that group.
Pre Tested – The number of students in the group who have taken an assessment (initial or follow-up)
within the date range, including any initial assessments completed for Reading Assistant placement.
Post Tested – The number of students in the group who have taken a follow-up assessment within the
date range.
Grade Equivalent Gains (Y.Mo) – The average RPI grade equivalent gain score (or reading level gain
score) after Fast ForWord program use. 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 About gain scores.
Percentile Gains – The average reading level percentile gains after Fast ForWord program use. To learn
more see About national percentile scores.
The last three columns show results for the Fast ForWord programs.
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FFW Products Completed – The average number of Fast ForWord programs completed to date; that
is, programs in which the students earned a Switch or Complete status. To learn more see Status
updates and alerts.
Days of Use – The average number of days that the students used (but not necessarily completed) 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.
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Calendar Days – The average number of calendar days that have elapsed since the students first
started the Fast ForWord programs, as measured between the assessments.
Tip: If a group does not have any students with a follow-up assessment in the date range, no
gains results will appear in the table—only the Group and # Pre Tested columns will show
information. For these groups, if you click the group name to view the group and student reports,
you may need to change the date range to see results. To learn more see Date ranges.
If you export this report with All Students selected under Filter by My Groups, the exported report
also includes student IDs for each student in the report. To learn about exporting reports see
Export reports (Excel).
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School Gains (All RPI)
Use this report to review gains for your school, as measured by all assessments—both Auto RPI and
Manual RPI—administered within Reading Progress Indicator (RPI), our integrated assessment tool. You
can also use it to measure gains across a specific date range, which lets you view results for a subgroup of
assessments.
To learn about the assessments in this report see About Reading Progress Indicator (RPI). To view results
for Auto RPI assessments only see School Gains (Auto RPI).
Tip: To calculate gains results, this 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
that date range, gains results will not appear in the report. Try changing the date range, or wait
until the students have completed their next assessment. To learn more see Date ranges.
Accessing the report
For information on navigating and customizing this report once it's opened, see Navigate teacher reports.
1. Click the Gains button at the top of the Results page to view Gains reports.
2. Select All RPI Assessments from the top left menu.
3. If needed, select your school in the Browse by School column on the left, or select your school name
in the district report.
Using assessments to evaluate students
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
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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.
Understanding the scores
To learn how Reading Progress Indicator assesses gains throughout the report, see Gains results.
School Reading Level Gains graph
This bar graph displays the average reading level gain score for the school compared to the length of time
the students spent using the programs, as measured between the first and last assessments completed
within the date range. It appears next to the Reading Level Gain Distribution graph to let you also see the
distribution of actual student scores across four gains levels.
To view the number of students measured in this graph, hold your cursor over a bar.
Gains – This bar represents the average reading level gain score for the school, as measured between
the first and last assessments. MySciLEARN calculates this score by subtracting the average reading level
on the first assessments from the average reading level on the last assessments. A numerical gain score
appears at the end of the bar, in years and months. To learn more see About gain scores.
Days of Use – This bar represents the average number of days the students used the programs, as
measured between the first and last 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.
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Calendar Days – This bar represents the average number of calendar days that have elapsed
between the first and last 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.
School Reading Level Gain Distribution graph
This graph maps the students in the school across four categories of reading level gain scores, as
measured between the first and last assessments completed within the date range. It appears next to the
Reading Level Gains graph to let you also see the average reading level gain score for the school.
Each student with a gain score appears in one of the following four categories. Each category also
displays the percentage of students who fall in that category. To view the actual number of students in
each category, hold your cursor over that category. To learn more see About gain scores.
Up to 0.5 Year (cyan)
0.6 to 1.0 Year (green)
1.1 to 1.5 Years (dark blue)
Greater than 1.5 Years (light blue)
In the gains reports, reading level gain scores are the same as grade equivalent gain scores.
School Reading Percentile Scores graph
This graph presents the average reading level percentile scores, as measured by the first and last
assessments completed within the date range. The scores reflect the school's performance compared to
students across the nation. It appears next to the Proficiency Level Changes graph to let you also see the
distribution of the students by reading proficiency level.
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To learn more about percentiles see About national percentile scores.
Before (red) – The average national percentile score, as measured by the first assessments.
After (green) – The average national percentile score, as measured by the last assessments.
School Proficiency Level Changes graph
This graph maps the students in the school across four proficiency levels—as measured by the first and
last assessments completed within the date range—to illustrate improvements in reading proficiency level.
It appears next to the Reading Percentiles score graph to let you also see the average percentile scores
for the school measured by the first and last assessments.
The left side of the graph (red) maps the proficiency levels on the first assessments completed within the
date range. The right side of the graph (green) maps the proficiency levels on the last assessments
completed within the date range. Proficiency levels are based on percentile scores and reflect how each
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student compares with his or her peers across the nation. Each bar in the graph also displays the number
of students whose scores fall in that proficiency level. 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 About reading proficiency levels.
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Struggling – 1st to 29th percentile
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Emerging – 30th to 54th percentile
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Proficient – 55th to 79th percentile
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Advanced – 80th to 99th percentile
By default, the graph includes all information. You can choose which data to include in the graph by
clicking that item (in blue) in the legend at the top right of the graph.
Gains by Group table
This table presents gains results for each group in the school, as measured between first and last
assessments completed within the date range. It lets you easily compare gains results across groups.
The table includes the following columns. To sort the table, click the Group column header.
Group – The groups in which students have taken at least one assessment within the date range. Click a
group name to view results for that group.
Pre Tested – The number of students in the group who have taken at least one assessment within the date
range.
Post Tested – The number of students in the group who have taken two or more assessments within the
date range.
Grade Equivalent Gains (Y.Mo) – The average RPI grade equivalent gain score (or reading level gain
score) , as measured between the first and last assessments. 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 About gain scores.
Percentile Gains – The average reading level percentile gains, as measured between the first and last
assessments. To learn more see About national percentile scores.
The last three columns show results for the Fast ForWord programs used between the first and last
assessments in the report. If no Fast ForWord programs were used, no results appear.
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FFW Products Completed – The average number of Fast ForWord programs completed between the
assessments; that is, programs in which the students earned a Switch or Complete status. To learn
more see Status updates and alerts.
Days of Use – The average number of days that the students used (but not necessarily completed) the
Fast ForWord programs between the assessments. This number is generally lower than the number of
calendar days due to weekends, holidays, and absences.
Calendar Days – The average number of calendar days that have elapsed between the assessments.
Tip: If a school does not have any students with at least two assessments within the date range,
no gains results will appear in the table—only the Group and # Pre Tested columns will show
information. For these groups, if you click the group name to view the group and student reports,
you may need to change the date range to see results. To learn more see Date ranges.
If you export this report with All Students selected under Filter by My Groups, the exported report
also includes student IDs for each student in the report. To learn about exporting reports see
Export reports (Excel).
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4
Teacher reports
Use this chapter to learn how use the student and group level reports. To print,
email, or export reports see Chapter 5 Distribute reports.
What's in this chapter
Navigate teacher reports
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Group Implementation Success (Fast ForWord)
102
Group Percent Complete (Fast ForWord)
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Group Implementation Success (Reading Assistant)
111
Group Comprehension (Reading Assistant)
119
Student Progress History (Fast ForWord)
125
Student Errors – Last Participation Day (Fast ForWord)
132
Student Daily Usage Record (Fast ForWord)
134
Student Percent Complete History (Fast ForWord)
139
Student Weekly Achievement (Fast ForWord)
141
Student Implementation Success (Reading Assistant)
149
Student Reading Selection Progress (Reading Assistant)
159
Student Audio Recordings & Portfolio (Reading Assistant)
167
Student Performance Details (Reading Assistant)
172
Student Comprehension (Reading Assistant)
178
Group Gains (Auto RPI)
192
Group Gains (All RPI)
204
Student Gains (Auto RPI)
215
Student Gains (All RPI)
220
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Navigate teacher reports
All staff members can access the teacher reports. Use the following tips to help you navigate the report. For
instructions on how to access the teacher reports, see each individual group or student report topic.
Navigate the group reports
By default, the group reports open with All Students selected, which shows results for all of your students.
Use the buttons at the top of the Results page to view Fast ForWord results, Reading Assistant results, or
Gains. From there you can select from the following menus and options:
Select Report – When this menu appears above of the report, use it to view a different group report than
the one you're currently viewing.
Date Range – Use this filter to view student activity within a different date range than the one displayed.
For more information on date ranges, see Date ranges.
Filter by My Groups – Use this filter on the left side of the Results page as follows.
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Select a group name to view the group reports for that group.
Select All Students to view reports for all of your students. If you are a district manager or school
manager, you'll see reports for all students in the school.
Select All Groups at the top of this list to clear the filter. If you are a district manager or school manager,
you'll return to the school level reports.
Products – When this menu appears on the right side of a Fast ForWord report, use it to select a different
product to view. Only the products assigned to the students in the group will appear in this menu.
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Student name – In the tables at the bottom of the group reports, select a student's name to go to the
student level reports.
Navigate the student reports
While viewing the student reports, use the buttons at the top of the Results page to view Fast ForWord
results, Reading Assistant results, or Gains. Then select from the following menus and options:
Select Report – When this menu appears above of the report, use it to view a different student report than
the one you're currently viewing.
Date Range – Use this filter to view student activity within a different date range than the one displayed.
For more information on date ranges, see Date ranges.
Back to Group – Use this link at the top left of the report to return to a group view.
Back – In place of the Back to Group link, the Student Reading Selection Progress report includes this link
to let you return to the Student Implementation Success report.
Previous Student/Next Student – Use these links at the top right of the report to scroll through the
students in the group.
View Profile – Use this link next to the student's name to exit the Results reports and go to the student's
profile on the Manage pages.
Products – When viewing a Fast ForWord report, use this menu to select a different Fast ForWord product
to view. Only the Fast ForWord products assigned to this student will appear in this menu.
Search the Results reports – Use the Search feature on the left side of the Results page to search for a
student by first name or by last name. As an instructor, you can only search for your students. For complete
details see Access Results reports.
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Group Implementation Success (Fast ForWord)
Use this report to learn how well your students are meeting the weekly achievement and implementation
goals for the Fast ForWord products. Students who consistently earn high implementation ratings and meet
achievement goals typically gain the most benefit from the Scientific Learning products. The achievement
scores—completion rate, attendance, and participation—measure implementation by comparing actual
achievement against achievement goals. The implementation score allows teachers to easily compare
implementations across the students in their groups.
Tip: This report shows results for students who used the program within the selected date range.
See the Group Averages chart for the actual number of students included in the report.
Accessing the report
For information on navigating and customizing this report once it's opened, see Navigate teacher reports.
1. Click the Fast ForWord button at the top of the Results page to view Fast ForWord reports.
2. If needed, select your school in the Browse by School column on the left, or select your school name
in the district report.
3. Depending on your staff role and number of groups associated with you, access the report as follows:
To view implementation success for a single group, select that group in the Filter by My Groups
column on the left or select your group name in the school report. Select Implementation Success from
the Select Report menu, if needed:
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If you're an instructor with multiple groups, you can use the All Groups option in the Filter by My
Groups menu to view implementation success for all of your groups. Select Implementation Success
from the Select Report menu, if needed:
Understanding the scores
Throughout the report, MySciLEARN uses specific formulas to calculate and rate the weekly achievement
and implementation scores for a student. To learn more see Fast ForWord scores.
When calculating the scores across more than one week, MySciLEARN averages the scores across the
total weeks in the date range. For example, if the date range is Last 4 Weeks, MySciLEARN shows an
average of the scores for the last four weeks. See Date ranges for more information on date ranges.
Implementation Success Trend graph
This graph illustrates how well your students are meeting the weekly achievement and implementation
goals across the selected date range. It averages the student scores, compares those averages to weekly
goals, and then rates those scores. The x-axis maps each week in the date range, and the y-axis maps the
scores.
The default view presents an easy-to read overview of implementation success. When viewing an
individual graph on its own, the background of the y-axis is shaded to provide a visual cue to a given
score's rating: blue (above target), green (on target), yellow (approaching target), or orange (below target):
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To add the completion, attendance, and/or participation results to the Implementation Success Trend
graph, select those items in the graph's legend:
The graph maps the following implementation score averages for each week in the date range:
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Implementation – This line graph provides a quick overview of implementation success. Each score
includes an icon to indicate its rating:
Above Target,
On Target,
Approaching Target,
Below
Target. To view details, hold your cursor over an icon. For more about this score see Implementation. For a
thorough understanding of implementation success, check all three scores: completion rate, attendance,
and participation.
Completion Rate – This orange bar graph shows how quickly the students progressed through the
program when they used it, relative to their expected completion rate. For more about this score see
Completion rate.
Attendance – This yellow bar graph shows how many days per week the students used the program,
relative to their scheduled days per week. For more about this score see Attendance.
Participation – This blue bar graph shows how much time the students spent using the program,
relative to their scheduled minutes per day.For more about this score see Participation.
Group Averages chart
This chart provides an overall summary of how well the students in your group are meeting the weekly
achievement and implementation goals. It averages the student scores, compares those averages to
weekly goals, and then rates those scores.
Hide Icons – Use this button below the chart (not shown here) to hide the icons that rate the completion
rate, attendance, and participation scores.
# Students – The number of students in the group who used the program within the selected date range.
These are the students included in the report.
Implementation – This rating provides a quick overview of implementation success: Above Target (blue),
On Target (green), Approaching Target (yellow), or Below Target (orange). For more about this score see
Implementation. For a thorough understanding of implementation success, check all three scores:
completion rate, attendance, and participation.
Completion Rate – How quickly the students progressed through the program when they used it, relative
to their expected completion rate. An icon indicates the score's rating:
Approaching Target,
Above Target,
On Target,
Below Target. For more about this score see Completion rate.
Attendance – How many days per week the students used the program, relative to their scheduled days
per week. An icon indicates the score's rating:
more about this score see Attendance.
On Target,
Approaching Target,
Below Target. For
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Participation – How much time the students spent using the program, relative to their scheduled minutes
per day. An icon indicates the score's rating:
more about this score see Participation.
On Target,
Approaching Target,
Below Target. For
Alerts – The number of current intervention alerts for the students. An intervention alert indicates that a
student requires immediate attention. To learn more see Status updates and alerts. Intervention alert
details appear in the Averages by Student table (single group) section of this report, in the Status field.
Alerts are date sensitive, so you may see "N/A" in this field if your date range does not include the current
date.
Averages by Group table (all groups)
When viewing all groups, this table provides implementation scores and ratings for the groups that used
the Fast ForWord products within the selected date range. For steps on how to access the all groups view
see Accessing the report.
The table includes the following information. Click a column header to sort the report.
Hide Icons – Use this button above the table to hide (or show) icons that rate the completion rate,
attendance, and participation scores.
Group – The groups that used the program within the selected date range. Click the arrow to the left of the
group name to expand the group and view these results by Fast ForWord product. Click a group name to
access the implementation success report for that single group.
Enrolled – The number of students in the group who used the program within the selected date range.
Implementation – This icon provides a quick overview of implementation success: Above Target (blue),
On Target (green), Approaching Target (yellow), or Below Target (orange). For more about this score see
Implementation. For a thorough understanding of implementation success, check all three scores:
completion rate, attendance, and participation.
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Completion Rate – How quickly the students progressed through the program when they used it, relative
to their expected completion rate. An icon indicates the score's rating:
Approaching Target,
Above Target,
On Target,
Below Target. For more about this score see Completion rate.
Attendance – How many days per week the students used the program, relative to their scheduled days
per week. An icon indicates the score's rating:
more about this score see Attendance.
On Target,
Approaching Target,
Below Target. For
Participation – How much time the students spent using the program, relative to their scheduled minutes
per day. An icon indicates the score's rating:
more about this score see Participation.
On Target,
Approaching Target,
Below Target. For
Alerts – The number of current intervention alerts for the students. An intervention alert indicates that the
student requires immediate attention. To learn more see Status updates and alerts. Intervention alert
details appear in the Averages by Student table (single group) section of this report, in the Status field.
Alerts are date sensitive, so you may see "N/A" in this field if your date range does not include the current
date.
Averages by Student table (single group)
When viewing a single group, this table provides implementation details for the students in the group who
used the program within the selected date range. To access the single group view see Accessing the
report.
The table includes the following information. Click a column header to sort the report.
Hide Icons – Use this button above the table to hide (or show) icons that rate the completion rate,
attendance, and participation scores.
Last/First – The first names and last names of all students in the group who used the product within the
selected date range. Click a student's first name or last name to access the Student Progress History (Fast
ForWord) report for that student. When exporting the report, this table also includes student IDs for each
student in the report. To learn about exporting reports see Export reports (Excel).
Product – The Fast ForWord product used by the student.
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Completion Rate – How quickly the student progressed through the program when he/she used it, relative
to the expected completion rate. An icon indicates the score's rating:
Approaching Target,
Above Target,
On Target,
Below Target. For more about this score see Completion rate.
Attendance – How many days per week the student used the program, relative to the scheduled days per
week. An icon indicates the score's rating:
more about this score see Attendance.
On Target,
Approaching Target,
Below Target. For
Participation – How much time the student spent using the program, relative to the scheduled minutes per
day. An icon indicates the score's rating:
about this score see Participation.
On Target,
Approaching Target,
Below Target. For more
Status – Any current status updates and alerts for a student. An intervention alert indicates that the student
requires immediate attention. If you see a status update or alert icon in this column, click it for detailed
recommendations. To learn more see Status updates and alerts. Status updates and alerts are date
sensitive, so this field may be blank if your date range does not include the current date.
Switch
Complete
Intervene
Adjust
Complete – The percentage of the product that the student has successfully completed to date. This score
helps illustrate a student's understanding of the concepts covered in a particular product. See more details
for a student on the Student Percent Complete History (Fast ForWord) report.
Last Used – The last date in the date range that the student used the product.
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Group Percent Complete (Fast ForWord)
Use this report to view Fast ForWord product completion details for each student in your group, including
each student's standing within the individual exercises. To view percent complete history results for an
individual student, use the Student Percent Complete History (Fast ForWord) report.
Tip: When viewing this report, if a student has worked on another product in another date range
(for example, six months ago), you might not see data for that product when you select it from the
Products menu. To view student data for that product, try widening the date range (for example,
choose Custom and select an earlier start date).
Accessing the report
For information on navigating and customizing this report once it's opened, see Navigate teacher reports.
1. Click the Fast ForWord button at the top of the Results page to view Fast ForWord reports.
2. If needed, select your school in the Browse by School column on the left, or click your school name in
the district report.
3. If needed, select your group in the Filter by My Groups column on the left, or click your group name in
the school report.
4. Select Percent Complete from the Select Report menu.
5. Choose a Fast ForWord product from the Products menu as needed.
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Exercise Completion by Student table
This table provides exercise completion details for the students in the group who trained on the Fast
ForWord product within the selected date range. It includes the following information:
Student – This column lists all of the students in the group who worked on the product within the selected
date range. Click a student name to access the Student Percent Complete History (Fast ForWord) report for
that student. Click the Student column header to sort the report. When exporting the report, this table also
includes student IDs for each student in the report. To learn about exporting reports see Export reports
(Excel).
Total Days Used – This column displays the total number of days the student used the product through the
end of the selected date range, excluding non-usage days (such as weekends, holidays, or sick days).
Date Last Used – This column displays the last date in the date range that the student worked on the
product.
Status – When necessary, this column displays any current status updates and alerts for a student. If you
see an alert icon in this column, click it for detailed recommendations. For more information on status
updates and alerts, see Fast ForWord report status updates and alerts.
Switch
Complete
Intervene
Adjust
Percent Complete – The score in this column represents the percentage of the product that the student
has successfully completed through the end of the selected date range. This score helps illustrate a
student's understanding of the concepts covered in a particular product.
Exercises -– The columns under each exercise display a student's percent complete score for that
exercise, which represents the percentage of the exercise the student has successfully completed through
the end of the selected date range. These scores help demonstrate the student's understanding of the
concepts covered in a particular exercise. Each score is a high-water mark for the exercise within the date
range. For example, if a student works on 36% of an exercise, then begins to do poorly and regresses in
the exercise, the score continues to reflect that 36% of the exercise has been covered. If a percent
complete score is low enough to require intervention, that score appears in red. Click the score to view
exercise-specific intervention details that can help get the student back on track. For more information on
alerts, see Fast ForWord report status updates and alerts.
Tip: To view the cognitive skills developed within an exercise, hold your cursor over an exercise
name at the top of the column. This information facilitates a cross-exercise review that can help
identify when a student is struggling with larger concepts. You can also use this information to
help identify patterns within groups of students. For example, if multiple students show
intervention alerts for the same exercise, you could choose to emphasize those skills in the
classroom.
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Group Implementation Success (Reading Assistant)
Use this report to learn how well your students are meeting your implementation and achievement goals
for Reading Assistant. Students who consistently use the Reading Assistant software and progress
through content while maintaining a high level of performance typically gain the most benefit from the
program. This report provides results on student performance at the selection level; that is, how well the
students performed in the reading selections as a whole. For a detailed breakdown of student performance
at the task/skill level, see the student level reports for Reading Assistant.
Tip: This report shows results for students who used the program within the selected date range.
See the Group Averages chart for the actual number of students and schools included in the
report. Except where noted, the results in this report reflect completed selections only—to learn
more see Completing selections.
Accessing the report
For information on navigating and customizing this report once it's opened, see Navigate teacher reports.
1. Click the Reading Assistant button at the top of the Results page to view Reading Assistant reports.
2. If needed, select your school in the Browse by School column on the left, or click your school name in
the district report.
3. Depending on your staff role and number of groups associated with you, access the report as follows:
To view implementation success for a single group, select that group in the Filter by My Groups
column on the left or click your group name in the school report. Select Implementation Success from
the Select Report menu, if needed:
If you're an instructor with multiple groups, you can click the All Groups option in the Filter by My
Groups menu to view implementation success for all of your groups. Select Implementation Success
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from the Select Report menu, if needed:
Understanding the scores
Throughout the report, MySciLEARN uses specific benchmarks and guidelines to indicate student
achievement in Reading Assistant. To learn more see Reading Assistant scores.
Group Averages chart
This chart provides a summary of how well your students are meeting Reading Assistant performance and
implementation expectations. The selection performance metrics—Reading Level High Score and
Developing or Above—measure actual Reading Assistant achievement. The program usage information—
minutes per week and selections per week—allows you to quickly measure implementation for the group.
Students – The number of students who used Reading Assistant within the selected date range. These
are the students included in the report.
Reading Level High Score – The average Reading Level High Score for the students. Students who have
not mastered any selections are not included in this calculation. If none of the students have earned a
Reading Level High Score, this field shows N/A. To learn more see Reading Level High Score.
Developing or Above – The percentage of selections completed at a performance level of developing or
proficient. MySciLEARN uses colors to rate this percentage as excellent (green), good (blue), or needs
improvement (red). To learn more see Developing or Above. Note that the software calculates this
percentage using the performance levels from all completed selections, rather than averaging the
Developing or Above scores that appear in the Averages by Student table (at the bottom of this report).
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Minutes per Week – The average number of minutes per week the students spent using the program,
including selections that are in progress. Students who spend the expected amount of time using the
software each week—as prescribed by either the Reading Assistant schedules or by your own classroom
schedule—are more likely to improve their performance and achieve success.
Selections Completed per Week – The average number of selections per week completed by the
students. Students who consistently complete content each week have a greater chance of improving their
performance and achieving success. To learn more see Completing selections.
Group Performance graph (single group)
When viewing a single group, this scatter plot graph provides an at-a-glance view of how well your
students are performing in Reading Assistant. Because this graph presents results on the student level
instead of the group level, it only appears when viewing a single group. To access the single group view
see Accessing the report.
X-axis – Maps the student's average reading level—that is, the average reading level of the selections
completed by the student.
Y-axis – Maps the student's performance—that is, the percentage of selections completed at a
performance level of Developing or Above. To learn more see Developing or Above.
Each student who has completed at least one selection in the date range appears on the graph,
represented by a small bubble. Students at the same average reading level and within five Developing or
Above percentage points of each other are grouped together in the same bubble, which becomes larger
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as it includes more students. These groupings can help you quickly identify students at similar reading and
performance levels. Each bubble is color coded to indicate the Developing or Above percentage for that
corresponding reading level. Hold your cursor over a bubble to see the students represented by that
bubble, along with the actual Developing or Above percentage.
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Excellent (green) – 80% to 100%
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Good (blue) – 60% to 79%
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Needs Improvement (red) – Lower than 60%
Group Usage & Group Performance and Reading Level Trend graphs
When viewing a single group, this section of the report includes two graphs that illustrate group
implementation and achievement trends. Click the arrow next to the section title to expand the section and
view the graphs, as needed. When viewing all groups, the two graphs appear independently in the report
instead of within the Group Usage & Group Performance and Reading Level Trends section.
Group Usage Trend graph
This graph illustrates how well your students are meeting your implementation goals for each week in the
date range. Reviewing these results over multiple weeks can help you identify product usage trends and—
if needed—take corrective action, such as monitoring student usage in the classroom or providing
incentives to increase productivity.
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X-axis – Maps the weeks in the date range that the students used Reading Assistant. If none of the
students trained during a week, that week does not appear in the graph.
Y-axis – Maps two related usage trends for the students:
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Minutes (Avg.) – The orange bars show the average number of minutes per week spent working
on Reading Assistant, including selections that are in progress. One bar appears for each week. The
reference scale appears on the left side of the graph, in orange.
Completed Selections (Avg.) – The blue dots show the average number of selections completed
each week, connected by a blue line across the weeks in the graph. The reference scale appears on
the right side of the graph, in blue. To learn more see Completing selections.
By default, this graph shows all results. You choose which date to include in the graph by clicking that item
in the legend at the top of the graph. Hold your cursor over an item in the graph to view the actual minutes
or selections, broken down by completed selections and repeated selections.
Group Performance and Reading Level Trend graph
Use this graph to view a group's selection performance for each week in the date range. Reviewing these
results over time can help illustrate student progression trends and reading proficiency gains.
X-axis – Maps the weeks in the date range that the students used Reading Assistant. If none of the
students trained during a week, that week does not appear in the graph.
Y-axis – Maps two related performance trends for the students:
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% of Reading Selections – The stacked orange, blue, and green bars show the average percentage of
selections completed at each performance level; that is, the percentage of selections completed at
each of the levels. For more information on interpreting these levels see Performance levels. The
reference scale appears on the left side of the graph.
Proficient
Developing
Emerging
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Reading Level High Score (Avg.) – The blue dots show the average number of selections
completed each week, connected by a blue line across the weeks in the graph. The reference scale
appears on the right side of the graph, in blue. Ideally, for groups that follow a regular usage schedule
and have fewer membership changes (students are not added to or removed from the group), this
graph should go up over time as students read increasingly difficult content and improve their scores. If
none of the students completed any selections during a week, the graph will not show a Reading Level
High Score for that week. To learn more see Reading Level High Score.
By default, this graph shows all results. You choose which date to include in the graph by clicking that item
in the legend at the top of the graph. To view the actual results in the graph, hold your cursor over that item
in the graph. For example, if you hold your cursor over a section of a bar graph, you'll see the percentage
of selections completed at that level that week and the number of selections completed at that level over
the total selections completed at all levels that week. If any selections were repeated at any level that
week, you'll also see how many selections out of the total completed selections that week were repeated.
Averages by Group table (all groups)
When viewing all groups, this table provides implementation details for the groups that used Reading
Assistant within the selected date range. It lets you easily compare results across groups. For steps on how
to access the all groups view see Accessing the report.
The table includes the following columns. Click a column header to sort the report.
Group – The groups who used Reading Assistant within the selected date range. Click a group name to
access the implementation success report for that group.
Total Enrolled – The number of students in the group who used Reading Assistant within the selected date
range.
Minutes per Week – The average number of minutes per week the students used Reading Assistant,
including selections that are in progress. Students who spend the expected amount of time using the
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software each week—as prescribed by either the Reading Assistant schedules or by your own schedule—
are more likely to improve their performance and achieve success.
Selections per Week – The average number of selections per week completed by the students. Students
who consistently complete content each week have a greater chance of improving their performance and
achieving success. To learn more see Completing selections.
Reading Level High Score – The average Reading Level High Score for the students. Students who have
not mastered any selections in the date range are not included in this calculation. If none of the students
have earned a Reading Level High Score, this field shows N/A. To learn more see Reading Level High
Score.
Developing or Above - The percentage of selections completed at a performance level of developing or
proficient. This score is rated as excellent (green), good (blue), or needs improvement (red). To learn more
see Developing or Above. If none of the students have completed a selection, this field shows N/A.
Total Alerts – The total number of intervention alerts for the students. An intervention alert indicates that a
student requires immediate attention. If there are no interventions, this field is blank. Use the Averages by
Student table (single group) table in this report to see which students have alerts and how to view them. To
learn more see Status updates and alerts.
Averages by Student table (single group)
When viewing a single group, this table provides implementation details for the students in the group who
used Reading Assistant within the selected date range. It lets you easily compare results across students.
For steps on accessing a the single group view see Accessing the report.
The table includes the following columns. Click a column header to sort the report.
Microphone – Click the microphone icon next a student's name to go to the student's Audio Recordings
page, where you can listen to recorded readings, review performance details, and manage the student's
recording portfolio. To learn more see Student Audio Recordings & Portfolio (Reading Assistant). Note that
students who don't have a microphone icon next to their name don't have any recordings in the date range
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(they either haven't completed any selections in the date range, or they don't have any saved recordings in
the date range).
Student – The first and last names of all students in the group who used Reading Assistant within the
selected date range. Click a student's name to access the Implementation Success (Reading
Assistant) report for that student. This column shows any current alerts for a student. Click the alert icon
to go to the student's Implementation Success report and then click the alert icon there for detailed
recommendations. To learn more see Status updates and alerts. When exporting the report, this table also
includes student IDs for each student in the report. To learn about exporting reports see Export reports
(Excel).
Minutes per Week – The average number of minutes per week the student spent working on Reading
Assistant, including selections that are in progress. Students who spend the expected amount of time
using the software each week—as prescribed by either the Reading Assistant schedules or by your own
schedule—are more likely to improve their performance and achieve success.
Selections per Week – The average number of selections per week completed by the student. Students
who consistently complete content each week have a greater chance of improving their performance and
achieving success. To learn more see Completing selections.
Grade Enrolled – The student's grade when he or she started working on Reading Assistant.
Reading Level High Score – The highest reading level mastered by the student. If the student has not
mastered a selection in the date range, this field shows N/A. To learn more see Reading Level High Score.
Developing or Above - The percentage of selections completed at a performance level of developing or
proficient. This percentage is rated as excellent (green), good (blue), or needs improvement (red). To learn
more see Developing or Above. If the student has not completed a selection in the date range, this field
shows N/A.
WCPM – The student's performance in the Read and Record activity, which indicates the student's fluency
skills. It shows an average of the highest words correct per minute (WCPM) scores from each of the
completed selections over an average of the WCPM goals from each of the completed selections. The
highest WCPM score could be from an additional reading of the selection. See the student's Selection
report for details on the fluency goal for a selection. If the student has not completed a selection in the date
range, this field shows N/A.
Comprehension – The student's performance in the Take the Quiz activity, which indicates the student's
comprehension skills. It shows an average of the percent correct high scores from each of the completed
selections. The percent correct high score could be from an additional retake of a quiz. The score is based
on a scale of 0% to 100%. A score of 80% or higher indicates that the student has a good understanding of
the skills worked on in the selections, while a score below 80% indicates that the student needs to work on
these comprehension skills. See the student's Selection report for details on how the student's
comprehension skills are measured within a selection. If the student has not completed a selection in the
date range, this field shows N/A.
Tip: Because the WCPM and Comprehension scores measure individual skills rather than
overall selection performance, their calculations may also include partially repeated selections.
For example, if the student retakes the quiz in a selection but does not read the selection again,
the results from that quiz will still be considered when calculating the Comprehension score.
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Group Comprehension (Reading Assistant)
Each Reading Assistant selection includes questions that correlate to specific comprehension strategies
and skills, and help reinforce specific levels of thinking. Use this report to learn how well your students are
using these strategies, skills, and levels of thinking to understand the readings. Successfully answering the
comprehension questions demonstrates a clear understanding of the text. For students who are struggling
with comprehension, this report can help identify areas in which those students needs more practice.
For an in-depth look at how Reading Assistant teaches comprehension, along with a list of examples, see
Reading Assistant comprehension.
Tip: The results in this report reflect completed selections only. For a definition and more details
see Completing selections. When a student works on a comprehension prompt or question,
Reading Assistant reveals the correct answer; therefore, the report only includes a student's first
response to a prompt or question.
Accessing the report
For information on navigating and customizing this report once it's opened, see Navigate teacher reports.
1. Click the Reading Assistant button at the top of the Results page to view Reading Assistant reports.
2. If needed, select your school in the Browse by School column on the left, or click your school name in
the district report.
3. If needed, select a group in the Filter by My Groups column on the left or click your group name in the
school report.
4. Select Comprehension from the Select Report menu.
Because this report is only available for an individual group, if you have multiple groups, clicking the
All Groups option in the Filter by My Groups menu returns to the School Implementation Success
report.
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Overall Comprehension Score graph
The Overall Comprehension Score graph summarizes how well your students are comprehending what
they read, as measured across the selections completed within the selected date range. Each bar
illustrates the overall percent correct scores earned by the group (the percentage of correct responses out
of total responses), and also shows the actual number of correct responses out of the total number of
responses. Hold your cursor over a bar to view the actual percent correct score.
Strategy - This bar indicates how well your students are using comprehension strategies to
understand the selections. Strategies are typically measured by the Think About Its in the Preview and
Read on My Own activity, but also by some of the Take the Quiz questions. To learn more see
Comprehension strategies.
Skill - This bar indicates how well your students are using comprehension skills to understand the
selections. Skills are typically measured by the quiz questions in the Take the Quiz activity, but also by
some of the Think About Its. To learn more see Comprehension skills.
Overall - This bar shows overall comprehension for your students; that is, how well your students are
using comprehension strategies and skills to understand the readings. It includes all of the Think About Its
and quiz questions across all selections completed within the date range. To learn more see Reading
Assistant comprehension.
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Strategy graph
The Strategy graph illustrates the group's proficiency in using the individual comprehension strategies to
understand text. Each bar maps the percent correct score for that strategy (the percentage of correct
responses out of total responses), measured across all selections completed in the date range. Each bar
also shows the actual number of correct responses out of the total responses for that strategy. Hold your
cursor over a bar to view the actual percent correct score.
Students mostly practice comprehension strategies using the Think About Its in the Preview and Read on
My Own activity. To learn more see Comprehension strategies.
Tip: Because individual comprehension strategies are measured across multiple selections, it
may take some time before you start to see patterns emerge. For example, Summarize strategy
questions may only appear in one out of every three or four selections, which means you may
need to wait for the group to read several more selections before you'll be able to tell if the
student has a problem with that strategy.
Skill graph
The Skill graph illustrates the group's proficiency in using the individual comprehension skills to
understand text. Each bar maps the percent correct score for that skill (the percentage of correct responses
out of total responses), measured across all selections completed in the date range. Each bar also shows
the actual number of correct responses out of the total responses for that skill. Hold your cursor over a bar
to view the actual percent correct score.
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Students mostly work on their comprehension skills during the Take the Quiz activity. To learn more see
Comprehension skills.
Because individual comprehension skills are measured across multiple selections, it may take some time
before you start to see patterns emerge. For example, Cause and Effect questions may only appear in one
out of every three or four selections, which means you may need to wait for the group to read several more
selections before you'll be able to tell if the student has a problem with that skill.
Level of Thinking graph
Every prompt and question in the Reading Assistant selections corresponds to a specific level of thinking.
The Level of Thinking graph organizes the results for your students into four horizontal bar graphs—one
for each level of thinking. To learn more see Levels of thinking.
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Each bar maps the percent correct score for that level of thinking (the percentage of correct responses out
of total responses), measured across all selections completed in the date range. Each bar also shows the
actual number of correct responses out of the total responses for that level of thinking. Hold your cursor
over a bar to view the actual percent correct score.
Because individual levels of thinking are measured across multiple selections, it may take some time
before you start to see patterns emerge. For example, Evaluation level of thinking questions may only
appear in one out of every three or four selections, which means you may need to wait for the group to
read several more selections before you'll be able to tell if the student has a problem with that level of
thinking.
Student Reports table
This table breaks down the comprehension results for each student in the group who used Reading
Assistant within the selected date range.
Student – This column lists the first and last names of all students in the group who used Reading
Assistant within the date range. Click a student's name to access the Student Comprehension (Reading
Assistant) report for that student. Click the header to sort the report by name. When exporting this report,
this table also includes student IDs for each student in the report. To learn about exporting reports see
Export reports (Excel).
Overall Comprehension – This column shows the comprehension percent correct score for the student;
that is, how well the student is using comprehension strategies and skills to understand the readings. This
score includes all Think About Its and quiz questions across all selections completed within the date
range, and represents the number of correct responses out of the total responses given by the student. To
learn more see Reading Assistant comprehension. Click the header to sort the report by score.
Selections Complete – This column shows the number of selections that the student completed within the
date range.
TAI (Think About It) Questions Correct – This column shows the number of correct Think About Its over
the total number of Think About Its responded to by the student in the date range. Think About Its typically
represent comprehension strategies. To learn more see Comprehension strategies.
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Quiz Question Correct – This column shows the number of correct quiz questions over the total number of
quiz questions answered by the student in the date range. Quiz questions typically represent
comprehension skills. To learn more see Comprehension skills.
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Student Progress History (Fast ForWord)
Use this report to review a student's progress in the Fast ForWord exercises, along with a list of errors
made by the student within each exercise.
Accessing the report
For information on navigating and customizing this report once it's opened, see Navigate teacher reports.
1. Click the Fast ForWord button at the top of the Results page to view Fast ForWord reports.
2. If needed, select your school in the Browse by School column on the left, or click your school name in
the district report.
3. If needed, select your group in the Filter by My Groups column on the left, or click your group name in
the school report.
4. Select the student's name in the group report to view the Progress History report.
5. Choose a Fast ForWord product from the Products menu as needed.
Student Averages chart (implementation)
This chart provides a summary of how well the student is meeting the Fast ForWord product achievement
goals for the selected date range. Students who consistently earn high ratings and meet achievement
goals typically gain the most benefit from the Scientific Learning products. The achievement scores—
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completion rate, attendance, and participation—measure Fast ForWord product implementation by
comparing actual achievement against achievement goals.
Completion Rate – How quickly the student progressed through the program when he/she used it, relative
to the expected completion rate. For more about this score see Completion rate.
Attendance – How many days per week the student used the program, relative to the scheduled days per
week. For more about this score see Attendance.
Participation – How much time the student spent using the program, relative to the scheduled minutes per
day. For more about this score see Participation.
Alerts – The number of current intervention alerts for the student. An intervention alert indicates that a
student requires immediate attention. To learn more see Status updates and alerts. Intervention alert
details appear in the Progress table section of this report. Alerts are date sensitive, so you may see "N/A" in
this field if your date range does not include the current date.
Protocol – The upper right corner shows the protocol that the student used when working on the Fast
ForWord product. Protocols provide specific training schedules for the student. To learn more see About
Fast ForWord program protocols. If the student used more than one protocol within the selected date
range, "Mixed" appears in this field.
Note: When calculating the student averages scores, if the date range is more than one week,
the scores will represent an average of the total weeks in the date range. For example, if the date
range is Last 4 Weeks, the scores will be an average of the last four weeks' scores. See Date
ranges for details on how date ranges work.
Completion History graph
These longitudinal graphs visually track a student's progress within each exercise over time. Each graph
maps the student's percent complete score in an exercise for each day of participation in that exercise.
Additionally, the graphs in this report visually track a student's progress within an exercise over time, which
can help determine a student's standing within an exercise or the Fast ForWord product as a whole.
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X-axis – Maps the participation days, or the number of days the student has worked on each exercise in
the Fast ForWord product. This number does not necessarily correspond to calendar days; for example,
weekends are not counted unless the student actually works on a Saturday or Sunday. The actual training
days in an exercise are marked with a dot. The blue background highlights the data that falls within the
date range (set at the top of the report).
Y-axis – Maps the student's percent complete score. Each point corresponds directly to the scores in the
Student Percent Complete History report, illustrating the student's progress within an exercise over time.
Each graph lists the current percent complete score next to the exercise name. This score, along with the
exercise graph, is a high-water mark for the exercise. For example, if a student completes 36% of an
exercise, then begins to do poorly and regresses in the exercise, the percent complete score continues to
reflect that 36% of the exercise has been covered. If you look at the graph for this exercise, the highest
point mapped will be 36%.
By default, the graph maps all exercises in the product. You can choose which exercises to include in the
graph by choosing the exercise names (in blue) in the legend at the top of the graph.
Progress table
This table indicates the student's progress scores in the Fast ForWord product, along with a few other
status details.
% Complete: Goal – This score indicates the percentage of the Fast ForWord product the student should
complete this week. If the report date range is more than one week, this score is an average of the total
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weeks in the date range. For example, if the date range is Last 4 Weeks, the goal will be the average of the
last four weeks' goals. Completion goals are unique for each Fast ForWord product and protocol, and
typically vary week to week. Completion goals also expect that the student will complete the protocol each
week. For more information on protocols see About Fast ForWord program protocols.
% Complete: Actual – This score indicates the actual percentage of the Fast ForWord product the student
completed this week. If the report date range is more than one week, this score is an average of the total
weeks in the date range. For example, if the date range is Last 4 Weeks, the actual score will be the
average of the last four weeks' actual scores.
% Complete: Overall – This field displays the percent complete in the Fast ForWord product, from the start
of the product to the end of the selected date range. To view a student's total percent complete in the
product to date, change the date range for the report, or see Completion History graph.
Status – Any current status updates and alerts for a student. An intervention alert indicates that the student
requires immediate attention. If you see a status update or alert icon in this column, click it for detailed
recommendations. To learn more see Status updates and alerts. Status updates and alerts are date
sensitive, so this field may be blank if your date range does not include the current date.
Switch
Complete
Intervene
Adjust
Last Used – This field shows the date of the student's last training session on the Fast ForWord product.
Completion Report Details
This section provides completion details for each exercise in the Fast ForWord product to date, breaking
down the information for each individual level. The Last Participation date in the exercise header indicates
the last date that the student worked on the exercise (this field will show a dash if the student has not yet
worked on the exercise). Click the yellow arrow next to each exercise name to view the following
information. To view the results for all exercises at one time, click the Expand All option at the top of the
section.
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Level This column lists the levels of content in the exercise; for example: Match words that are both written
and spoken, Level 1, Highest frequency word set
Completion Status – This column uses the following symbols to indicate whether or not the criteria for
advancement within this level have been met:
Not Started – The material has not been started yet.
In Progress – The material has been started and is currently in progress. Some exercises provide
a percent complete while in progress—hold your cursor over the icon to see that percent complete
score, when available.
Goal Not Met – Advancement criteria were not met at this pass through the material, and it may
need to be repeated. Look to the following line for completion status.
Complete – The advancement criteria for the material have been met.
Percent Correct – For some exercises, this column appears and displays the percentage of the level that
was answered correctly. This percentage may not be enough to complete the level. For example, a student
may have a score of 100% correct, but that student may have only taken one trial in the level. To meet the
criteria for advancement, the student may need to take (and pass) 20 trials. For a few of these exercises,
this value is separated into two content categories, with the percent correct shown for each category.
Number of Trials – This column displays the number of trials worked on in each level. For a few exercises,
you will also see columns for the number of help trials, the number of grids, or the number of advancement
trials, when applicable.
Error Reports
This section lists the student's errors in each exercise (if any) for the selected date range. Each report
breaks down the errors for the different levels within an exercise, allowing for targeted intervention
strategies. Click the yellow arrow next to each exercise name to view the following information. To view the
results for all exercises at one time, click the Expand All option at the top of the section.
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Errors Occurred in – This column displays the level and item type in which the student has made errors. It
includes the actual content on which the student worked; for example:
Listen and read along:
Picture completes sentence:
"He is looking up and the branch of a (tree, helmet, wasp, fire)."
Correct out of Attempts – This column displays the number of correct attempts out of the total number of
attempts made in that content. For some exercises, you may see errors for a specific grammar or syntax
rule, when applicable.
More about Error Reports
To view a student's most recent errors in each of the Fast ForWord exercises, see the following
report: Student Errors – Last Participation Day (Fast ForWord).
The error reports only list the content with errors. If you don't see content in the report, it means
that the student did well with that content and did not make any errors, or that the student did not
work on the content within the selected date range. To review all of the content in an exercise or
Fast ForWord product, use the teacher manuals.
MySciLEARN does not provide error reports for the sound exercises in the Language and
Literacy Series products (such as Sky Gym and Moon Ranch in Language v2, and others). Only
the word-based exercise errors are included, as they can help provide insight into a student's
mastery of grammar and syntax rules. For information on a student’s mastery of the sound
exercises, see Completion Report Details.
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Printing and emailing report sections
In addition to the usual print and email options for the Progress History report, MySciLEARN allows you to
print and email specific sections of the report. For instructions see Print reports and Email reports.
Completion History – Includes the following Progress History report sections:
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Student Averages (implementation)
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Completion History
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Progress
Completion History and Details – Includes the following Progress History report sections:
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Student Averages (implementation)
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Completion History
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Progress
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Completion Details
Errors – Includes the following Progress History report sections:
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Error Reports
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Student Errors – Last Participation Day (Fast ForWord)
Use this report to view a student's most recent errors in each of the Fast ForWord exercises. Knowing the
areas in which a student is currently struggling allows for timely intervention. To view errors for previous
training days, or for a larger range of days, use the Error Reports section in the Student Progress History
(Fast ForWord) report.
Accessing the report
For information on navigating and customizing this report once it's opened, see Navigate teacher reports.
1. Click the Fast ForWord button at the top of the Results page to view Fast ForWord reports.
2. If needed, select your school in the Browse by School column on the left, or click your school name in
the district report.
3. If needed, select your group in the Filter by My Groups column on the left, or click your group name in
the school report.
4. Click the student's name in the group report to view the Progress History report.
5. Choose Errors – Last Participation from the Select Report menu.
6. Choose a Fast ForWord product from the Products menu as needed.
Error Reports
This section reports any errors made by the student on the last training day of each exercise, independent
of any date range. Each report breaks down the errors for the different levels within an exercise, allowing
for targeted intervention strategies. The Last Participation date in the exercise report headers indicates the
last date that the student worked on that exercise (this field will show a dash if the student has never
worked on that exercise). Click the yellow arrow next to each exercise name to view the following error
results. To view the results for all exercises at one time, click the Expand All option at the top of the report.
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Errors Occurred in – This column displays the level and item type in which the student has made errors. It
includes the actual content on which the student worked; for example:
Listen and read along:
Picture completes sentence:
"He is looking up and the branch of a (tree, helmet, wasp, fire)."
Correct out of Attempts – This column displays the number of correct attempts out of the total number of
attempts made in that content. For some exercises, you may see errors for a specific grammar or syntax
rule, when applicable.
More about error reports
This report only includes errors for the last day the student trained on an exercise. To view errors
for previous training days or for a larger range of days, see Error Reports in the Student Progress
History (Fast ForWord) topic.
The error reports only include content in which the student made errors. If you don't see content
listed in the report, it means that the student did well with that content and did not make any
errors, or that the student has never worked on the exercise. To review all of the content in an
exercise or Fast ForWord product, use the teacher manuals.
MySciLEARN does not provide error reports for the sound exercises in the Language and
Literacy Series products (such as Sky Gym and Moon Ranch in Language v2, and others). Only
the word-based exercise errors are included, as they can help provide insight into a student's
mastery of grammar and syntax rules. For information on a student’s mastery of the sound
exercises, see Completion Report Details in the Student Progress History (Fast ForWord) topic.
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Student Daily Usage Record (Fast ForWord)
Use this report to track a student's daily participation in a Fast ForWord product.
Tip: When viewing this report, you'll always see all of the student's data for the selected Fast
ForWord product, as long as the student trained at least one day within the selected date range.
However, if the student has worked on another product in another date range (for example, six
months ago), you might not see data for that product when you select it from the Products menu.
To view student data for that product, try widening the date range (for example, choose Custom
and select an earlier start date). For more information on using date ranges, see Date ranges.
Accessing the report
For information on navigating and customizing this report once it's opened, see Navigate teacher reports.
1. Click the Fast ForWord button at the top of the Results page to view Fast ForWord reports.
2. If needed, select your school in the Browse by School column on the left, or click your school name in
the district report.
3. If needed, select your group in the Filter by My Groups column on the left, or click your group name in
the school report
4. Click the student's name in the group report.
5. Choose Daily Usage Record from the Select Report menu.
6. Choose a Fast ForWord product from the Products menu as needed.
7. Choose from one of three reports to view on this page:
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The Usage Overview report is the default view on the Daily Usage Record report. To return to this
view, click the Usage Overview tab below the Usage Summary chart.
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Click the Detailed Usage tab below the Usage Summary chart to view that report.
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Click the Exercise Start Time tab below the Usage Summary chart to view that report.
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Usage Summary chart
This chart at the top of the report provides a snapshot of the student's Fast ForWord product usage to date.
It includes the following details:
Start Date – This field shows the date that the student started working on the Fast ForWord product.
Last Date Used – This field shows the last date that the student worked on the Fast ForWord product.
Usage Days – This field shows the total number of days that a student has worked on the Fast ForWord
product to date. For example, if the field shows "13," the student has worked on the product for thirteen
days. (This number does not necessarily correspond to calendar days; for example, weekends are not
counted unless the student actually works on a Saturday or Sunday.)
Total Minutes – This field shows the total number of minutes the student worked on the Fast ForWord
product to date.
Weekly Protocol – This field shows the protocol that the student used when working on the Fast ForWord
product. Protocols provide specific training schedules for the student. See About Fast ForWord program
protocols for more information. If the student used more than one protocol, "Mixed" appears in this field.
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If a student switches to a different protocol, the report will adapt to the new protocol from that day
going forward. Any previous data for the earlier protocol will remain as is in the report.
Usage Overview table
This is the default view on the Daily Usage Record report. To return to this view, click the Usage Overview
tab below the Usage Summary chart. This report shows the following information, which helps when
tracking a student's adherence to the protocol:
Date – This column shows the date for each day spent working on the exercises. Click the Date column
header to sort the report by date. Note that when using a 3-day protocol, the dates do not appear for the
projected schedule (planned for day).
Day – This column shows the participation day for each day spent working on the exercises to date.
Exercises – Each individual exercise column shows the following participation information:
Planned for day – The student will be training on this exercise that day, based on the current
protocol (shows the next 15 training days, excluding weekends).
Time completed – The student met the time requirement for that day.
Time not completed – The student did not meet the time requirement for that day. See the following
note for tips.
Exercise skipped – The exercise was not worked on that day. See the following note for tips.
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Tip: The Time Not Completed and Exercise Skipped icons can help identify when a student is
losing motivation and/or getting off track. Consider monitoring the student's next few training
sessions to see why the student is not participating as expected.
Detailed Usage table
Click the Detailed Usage tab below the Usage Summary chart to view the report. It lets you track a
student's actual work time.
Date – This column shows the date for each day spent working on the exercises to date.
Day – This column shows the participation day for each day spent working on the exercises to date.
Exercises – Each individual exercise column shows the following participation information. Please note
that if an exercise is not planned for the day (for example, the exercise is not scheduled, or the exercise
has been completed to 100% and is no longer part of the protocol), these fields display a dash.
Min – This column indicates the total number of minutes spent working on the exercise that day (rounded
down to the nearest minute). If the student did not work on the exercise for the required number of minutes
within the selected protocol, this field is highlighted in red.
Trials – This column indicates the total number of trials completed in the exercise that day.
Total Minutes – The final row in this report shows the total number of minutes spent working on an
exercise to date. This total number is rounded down to the nearest minute.
Due to rounding, the daily minutes values can add up to less than the Total Minutes value.
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Exercise Start Time table
Click the Exercise Start Time tab below the Usage Summary chart to view the report. It lets you track a
student's start time.
Date – This column shows the date for each day spent working on the exercises to date.
Day – This column shows the participation day for each day spent working on the exercises to date.
Exercises – Each individual exercise column shows the following participation information. Please note
that if an exercise is not planned for the day (for example, the exercise is not scheduled, or the exercise
has been completed to 100% and is no longer part of the protocol), these fields display a dash.
Min – This column indicates the total number of minutes spent working on the exercise that day (rounded
down to the nearest minute). If the student did not work on the exercise for the required number of minutes
within the selected protocol, this field is highlighted in red.
Start Time – Each individual exercise column shows the start time for each exercise that day (in Pacific
Time).
Total Minutes – The final row in this report shows the total number of minutes spent working on an
exercise to date. This total number is rounded down to the nearest minute.
Due to rounding, the daily minutes values can add up to less than the Total Minutes value.
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Student Percent Complete History (Fast ForWord)
Use this report to review a student's daily standing in each individual Fast ForWord exercise within a
product. To view percent complete results for an entire group, use the Group Percent Complete (Fast
ForWord) report.
Tip: When viewing this report, you'll always see all of the student's data for the selected Fast
ForWord product, as long as the student trained at least one day within the selected date range.
However, if the student has worked on another product in another date range (for example, six
months ago), you might not see data for that product when you select it from the Products menu.
To view student data for that product, try widening the date range (for example, choose Custom
and select an earlier start date). For more information on using date ranges, see Date ranges.
Accessing the report
For information on navigating and customizing this report once it's opened, see Navigate teacher reports.
1. Click the Fast ForWord button at the top of the Results page to view Fast ForWord reports.
2. If needed, select your school in the Browse by School column on the left, or click your school name in
the district report.
3. If needed, select your group in the Filter by My Groups column on the left, or click your group name in
the school report.
4. Click the student's name in the group report.
5. Choose Percent Complete from the Select Report menu.
6. Choose a Fast ForWord product from the Products menu as needed.
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Exercise Completion by Date table
This table provides an historical view of the student's percent complete scores for each training day on the
Fast ForWord product to date. It includes the following details:
Date – This column displays the date for each day spent working on the exercises. Click the Date column
header to sort the report by date. Click again to reverse the sort order.
Day – This column displays the participation day for each day spent working on the exercises.
Exercise – The columns under each exercise display the student's percent complete score for each
participation day. These scores indicate the percentage of the exercise the student has successfully
completed to date, and help demonstrate the student's understanding of the concepts covered in a
particular exercise. Each score in this report maps directly to the Completion History graph in the Progress
History report, illustrating the student's progress within an exercise over time. The highest percent
complete score for each exercise appears in green text. If the student does not work on an exercise, a
percent complete score does not appear for that day. Each score is also a high-water mark for the
exercise. For example, if a student works on 36% of an exercise, then begins to do poorly and regresses in
the exercise, the percent complete score continues to reflect that 36% of the exercise has been covered.
Tip: To view the cognitive skills developed within an exercise, hold your cursor over an exercise
name at the top of the column. This information facilitates a cross-exercise review that can help
identify when a student is struggling with larger concepts.
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Student Weekly Achievement (Fast ForWord)
Use this report to review a student's weekly achievement in a Fast ForWord product. Using high
achievement scores and points to award more concrete rewards—such as prizes or special recognition—
has been shown to improve a student's participation in the exercises, and students who consistently work
on the exercises each week typically gain the most benefit from the product.
Note: When viewing this report, you'll always see all of the student's data for the Fast ForWord
product, organized by week.
Accessing the report
For information on navigating and customizing this report once it's opened, see Navigate teacher reports.
1. Click the Fast ForWord button at the top of the Results page to view Fast ForWord reports.
2. If needed, select your school in the Browse by School column on the left, or click your school name in
the district report.
3. If needed, select your group in the Filter by My Groups column on the left, or click your group name in
the school report.
4. Click the student's name in the group report.
5. Choose Weekly Achievement from the Select Report menu.
6. Choose a Fast ForWord product from the Products menu as needed.
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Week menu
The Week menu allows you to choose the date range for the report. This menu is similar to the Date Range
menu in the other reports (described in Date ranges), but instead it provides date ranges in one week
increments, Sunday through Saturday. By default, the Weekly Achievement report opens with the most
recent week that the student worked on the product. If the student is currently training, it will present the
current week. To view achievement for an earlier week, select that week from the Week menu.
About weekly date ranges
The Week menu includes all of the weeks that the student worked on the product. Each week
starts on a Sunday and ends on the following Saturday, regardless of which days the student
worked on the product that week.
A week will not appear in this menu unless the student worked on the product at least one time
within that week.
Weekly Goals chart
The Weekly Goals chart summarizes the student's weekly achievement in the Fast ForWord product by
awarding cap icons as the student works toward weekly completion, attendance, and participation goals.
Caps—like stickers or badges—can be used in the classroom to reward students for their hard work. The
weekly goals and rewards are based on the Fast ForWord protocols, which provide specific training
schedules for the student. For more information on protocols see About Fast ForWord program protocols.
The number of caps for each goal depends on the selected protocol for the product.
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5-day protocols provide five caps for each goal
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3-day protocols provide three caps for each goal
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The Weekly Goals chart includes the following achievement results for the week:
Completion – The completion score indicates the percentage of the Fast ForWord product completed by
the student that week, illustrating the student's understanding of the concepts covered in the product. The
student's actual score for the week appears on the left, and the weekly goal appears on the right.
Completion goals are based on several factors—such as the Fast ForWord product and protocol, and the
student's current standing in each exercise—and can change from week to week. When the student meets
the completion goal for the week, all of the blue caps appear.
Students earn completion caps each day based on the percentage of the weekly goal achieved across the
number of days in the protocol. Note that on occasion, the completion score for a student may exceed
100%, which means that the student exceeded the completion goal that week.
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5-day protocols
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1%-24% of the weekly goal = 1 blue cap
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25%-49% of the weekly goal = 2 blue caps
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50%-74% of the weekly goal = 3 blue caps
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75%-99% of the weekly goal = 4 blue caps
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100%+ of the weekly goal = 5 blue caps
3-day protocols
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1%-49% of the weekly goal = 1 blue cap
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50%-99% of the weekly goal = 2 blue caps
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100%+ of the weekly goal = 3 blue caps
Attendance – The number and color of attendance caps indicates the degree to which the student met the
attendance goal that week—either three days or (five days), depending on the protocol. The weekly goal
appears on the right. When the student meets the attendance goal for the week, all of the blue caps
appear. Note that if the attendance goal shows "Mixed", it means that during that week, the student
switched to a protocol with different number of days; for example, the student switched from a 5-day
protocol to a 3-day protocol.
Student earn attendance caps each day as follows:
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One blue cap for each day the student meets the minimum daily attendance requirement (30% of the
daily time requirement).
One yellow warning cap for each day that the student worked but did not meet the minimum daily
attendance requirement.
Participation – The number and color of participation caps indicates the degree to which the student met
the daily time requirement that week. The student's actual score for the week appears on the left, and the
weekly goal appears on the right. When the student meets the participation goal for the week, all of the
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blue caps appear. Note that if the participation goal shows "Mixed," it means that during that week, the
student switched to a protocol with different number of minutes; for example, the student switched from a
30-minute protocol to a 40-minute protocol.
Student earn participation caps each day as follows:
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One blue cap for the day in which the daily participation requirement is met (95% of the daily time
requirement).
One yellow warning cap for each day that the student worked but did not meet the minimum daily
participation requirement.
Tip: MySciLEARN allows students to work extra days to help improve their scores or catch up on
missed days.
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When a student works on a Saturday or Sunday, MySciLEARN will automatically adjust the
calculations to include those days.
Each week starts on a Sunday and ends on a Saturday. Working on a Sunday counts toward
the upcoming week, and working on a Saturday counts toward the previous week.
After a student earns all of the available caps for a goal, extra work will not earn more caps
for that goal; however, that work will still count toward the student's progress in the product
and will be reflected in their completion score.
Completion graph
The Completion bar graph maps the student's weekly completion and total completion in the Fast ForWord
product. Students who consistently complete content each week typically gain the most benefit from the
product. The graph includes a separate bar for each exercise, along with a bar for the Fast ForWord
product overall.
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Each bar in the graph includes the following completion information.
Previous Completion – The first part of the bar maps the percentage of the exercise completed from
the start of the exercise to the start of the selected week. Note that this information does not appear until
the second week of training.
Weekly Gain – If the student made any progress during that week, the second part of the bar maps the
percentage of the exercise completed that week and displays that weekly percent complete score above
bar. Note that the product weekly gain represents an average of the weekly gain scores across all
exercises.
Total Completion – The score at the end of each bar (in gray text) represents the total percent complete to
date through the end of that week. The product total completion score represents an average of the
percent complete across all exercises.
Hold your cursor over an exercise bar or the overall bar to view the following scores:
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Total – The total percent complete in the exercise or product through the end of the current week
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Previous – The total percent complete in the exercise or product through the end of the previous week
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Gain – The percentage of the exercise or product completed that week
Each score in the graph represents a high-water mark for the Fast ForWord exercise or product. For
example, if a student completes 36% of an exercise, then begins to do poorly and regresses in that
exercise, the score will continue to reflect that 36% of the exercise has been covered.
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Tip: By default, the Completion graph maps both Previous Complete and Weekly Gain in each
bar graph. You can change the graph by removing them or adding them back in as needed—just
click the items in the legend at the top of the graph.
Participation and Points chart
The Participation and Points chart tracks the student's daily participation and points earned in the Fast
ForWord product that week. The participation information indicates the degree to which the student met the
time requirement each day, and can be used to encourage consistent participation. Note that points do not
necessarily reflect the student's performance in a product, but instead help motivate the student. Points can
also be used to create a token economy, where rewards are exchanged for points earned.
Participation– This chart displays the following participation information for each exercise in the Fast
ForWord product that week. Please note that Saturday and Sunday appear in the chart, but do not count
unless the student trains on those days.
Time completed – The student trained on the exercise for the expected number of minutes that day,
meeting the exercise daily time requirement (30 to 90 minutes per day, depending on the protocol).
Time not completed – The student trained on the exercise for less than the expected number of
minutes that day, not meeting the exercise daily time requirement.
Exercise skipped – The student did not train on the exercise that day, but should have. When using
a 5-day protocol, if all of the planned exercises for a day appear red, it means that the entire day was
skipped.
Planned for day (5-day protocols only) – The student is scheduled to work on the exercise that day
(excluding weekend days). This indicator only appears for the week that includes the current date, and
for weeks that the student used a 5-day protocols for the entire week.
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Tip: The
Time Not Completed and
Exercise Skipped information can help identify when a
student is losing motivation and/or getting off track. Consider monitoring the student's next few
training sessions to see why the student is not participating as expected.
Points – This chart displays the points earned in each exercise in the Fast ForWord product that week. It
also includes the following points information:
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Weekly Total – This column at the end of the chart displays the total points earned in each exercise
that week.
Participation Bonus – This row at the top of the chart displays any participation bonus points earned
by the student that day. Student earn participation bonus points for completing the daily time
requirement.
Total – This row at the bottom of the chart summarizes the following points:
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Days of the week – Each of these fields displays the total points earned in all of the exercises that day;
in other words, the product daily total points.
Weekly total – This field displays the total points earned in all of the exercise that week; in other words,
the product weekly total points.
High scores – MySciLEARN awards stars for the most points earned in an exercise to date. It uses the
scores from the very first day the student trained on the exercise, Day 1, as a baseline. On Day 2,
MySciLEARN evaluates whether an exercise score is higher than the previous score. If so, it awards a star,
which appears next to that score. Each time the student achieves a new high score, MySciLEARN moves
that star to the new high score. In this way, the student is encouraged to keep improving his or her scores
in an exercise.
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High score stars are only awarded for individual exercise points and not for Weekly Total points or
Total points.
If your school allows students to train for two or more sessions on a day, you may see extra high score
stars for some exercises. This can happen if the total points from the multi-training session day surpass
the current high score points for a single training session.
Weekly Summary section
The Weekly Summary section presents a textual summary on how the student performed in the exercises
and skills for the week.
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Highlights – This section lists the exercises in which the student achieved the largest gains that week,
along with the skills worked on within those exercises.
Needs Improvement – This section lists the exercises in which the student achieved the lowest gains that
week, along with the skills worked on within those exercises. This information can indicate when additional
instruction may be helpful.
Note: If a student has completed most of the content in an exercise, that exercise will no longer
need improvement and will not appear in this section, regardless of weekly gain. However,
exercises that were part of the protocol but were skipped could appear in this section.
Printing and emailing the Weekly Achievement report
Please review the following important notes about printing and emailing the Weekly Achievement report:
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When printing the Weekly Achievement report, MySciLEARN only includes the week that appears on
the screen. For more information on printing see Print a report.
When printing multiple student reports or emailing the Weekly Achievement report, MySciLEARN
includes each week that the student worked on the product within the selected date range. For more
information on emailing reports, see Print multiple student reports and Email reports.
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Student Implementation Success (Reading Assistant)
Use this report to learn how well a student is meeting your implementation and achievement goals for
Reading Assistant. Students who consistently use the Reading Assistant software and progress through
content while maintaining a high level of performance typically gain the most benefit from the program.
This report provides results on student performance at both the selection level and the task/skill level. For
an in-depth view of a student's performance in an individual selection, see the student's Student Reading
Selection Progress (Reading Assistant) report.
Tip: Except where noted, the results in this report reflect completed selections only. To learn
more see Completing selections.
Accessing the report
For information on navigating and customizing this report once it's opened, see Navigate teacher reports.
1. Click the Reading Assistant button at the top of the Results page to view Reading Assistant reports.
2. If needed, select your school in the Browse by School column on the left, or click your school name in
the district report.
3. If needed, select your group in the Browse by Group column on the left, or click your group name in
the school report.
4. Click a student name to view the Implementation Success report for that student.
Audio Recordings link
Use the Audio Recordings link in the upper right corner of the report to access the student's Audio
Recordings page, where you can listen to recorded readings, review performance details, and manage the
student's recording portfolio. To learn more see Student Audio Recordings & Portfolio (Reading Assistant).
If the Audio Recordings link does not appear on this report, the student does not have any recordings in
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the date range (the student hasn't completed any selections in the date range or doesn't have any saved
recordings in the date range).
Understanding the scores
Throughout the report, MySciLEARN uses specific benchmarks and guidelines to indicate student
achievement in Reading Assistant. To learn more see Reading Assistant scores.
Student Averages chart
This chart provides a summary of how well the student met Reading Assistant performance and
implementation expectations for the selected date range. The selection performance metrics—Reading
Level High Score and Developing or Above—measure actual Reading Assistant achievement. The
program use information—minutes per week and selections per week—allows you to quickly measure
implementation success.
Reading Level High Score – The Reading Level High Score for the student (to learn more see Reading
Level High Score). If the student has not earned a Reading Level High Score, this field shows N/A.
Developing or Above – The percentage of selections completed at a performance level of developing or
proficient. MySciLEARN uses colors to rate this percentage as excellent (green), good (blue), or needs
improvement (red). To learn more see Developing or Above.
Minutes per Week – The average number of minutes per week the student spent working on Reading
Assistant, including selections that are in progress. Students who spend the expected amount of time
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using the software each week—as prescribed by either the Reading Assistant schedules or by your own
classroom schedule—are more likely to improve their performance and achieve success.
Selections Completed per Week – The average number of selections per week completed by the student.
Students who consistently complete content each week have a greater chance of improving their
performance and achieving success. To learn more see Completing selections.
Alerts – The current alerts for a student. If you see an alert icon
To learn more see Status updates and alerts.
, click it for detailed recommendations.
Student Usage Trend graph
This graph illustrates how well the student is meeting your implementation goals for each week in the date
range. Reviewing these results over multiple weeks can help you identify product usage trends and—if
needed—take corrective action, such as monitoring student usage in the classroom or providing incentives
to increase productivity.
X-axis – Maps the weeks in the date range that the student used Reading Assistant. If the student did not
train during a week, that week does not appear in the graph.
Y-axis – Maps two related usage trends for the student:
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Minutes – The orange bars show the number of minutes per week the student spent working on
Reading Assistant, including selections that are in progress. One bar appears for each week. The
reference scale appears on the left side of the graph, in orange.
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Completed Selections – The blue dots show the number of selections completed each week,
connected by a blue line across the weeks in the graph. The reference scale appears on the right side
of the graph, in blue.
By default, this graph shows all results. You choose which date to include in the graph by clicking that item
in the legend at the top of the graph. Hold your cursor over an item in the graph to view the actual minutes
or selections, broken down by completed selections and repeated selections.
Student Time Usage per Session (Avg.) chart
This pie chart illustrates, on average, how the student is dividing his or her time across the activities in a
Reading Assistant session. This average is taken from all sessions in the date range, and includes all of
the time spent in the activities, regardless of selection completion status.
To view the actual number of minutes spent in an activity, hold your cursor over that section in the chart.
Step 1: Preview & Read on My Own – Maps the average percentage of time the student spent in the
first activity each session, which includes using the glossary, listening to a reading, reading the text, and
responding to the Think About Its.
Step 2: Read & Record – Maps the average percentage time the student spent in the second activity
each session, which includes recording and listening to recordings, listening to a reading, and reviewing
the text. In general, students should be spending most of their time in this activity.
Step 3: Take the Quiz – Maps the average percentage of time the student spent in the third activity
each session, which includes answering quiz questions and reviewing the text.
Other – Maps the average percentage of time the student spent outside the three activities, which
includes browsing the library or viewing the points and student reports. Students should not show much
time here; if so, you may want to investigate why the student is not using the program as expected.
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Note: This report may not accurately reflect usage for students who are using unlocked content
progression mode (this mode is designed for teachers only and does not enforce actual student
usage within the activities). See About Reading Assistant content progression for more
information on unlocked mode.
Student Time Usage table
This table breaks down usage for each Reading Assistant training session in the date range. Each session
appears in an individual row in the table, with the most recent session first.
This table only includes results for the days that the student used Reading Assistant. It includes the
following columns. Click a column header to sort the report.
Date Exercised – The weekday, the month, and the day of the session; for example: Mon Mar 21
Minutes – The total amount of time the student spent in that session, in minutes and seconds. This value
represents the time spent in all of the selection activities, regardless of completion status.
Selections – The number of selections the student completed in that session. To learn more see
Completing selections. If the student did not complete a selection, this field shows 0.
Minutes per Activity – This section breaks down usage by each individual selection activity, in minutes
and seconds. If the student did not spend any time in an activity, that field shows a dash.
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Step 1 – How much time the student spent in the first activity, which includes using the glossary,
listening to a reading, reading the text, and responding to the Think About Its.
Step 2 – How much time the student spent in the second activity, which includes recording and
listening to recordings, listening to a reading, and reviewing the text. In general, students should be
spending most of their time in this activity.
Step 3 – How much time the student spent in the third activity, which includes answering quiz
questions and reviewing the text.
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Other – How much time the student spent outside the three activities, which includes browsing the
library or viewing the points and student reports. Students should not show much time here; if so, you
may want to investigate why the student is not using the program as expected.
Note: This report may not accurately reflect usage for students who are using unlocked content
progression mode (this mode is designed for teachers only and does not enforce actual student
usage within the activities). See About Reading Assistant content progression for more
information on unlocked mode.
Student Performance and Reading Level Trend graph
Use this graph to view a student's selection performance for each week in the date range. Reviewing these
results over time can help illustrate student progression trends and reading proficiency gains.
Grade Enrolled – The top of the graph lists the student's grade when he or she started working on
Reading Assistant.
X-axis – Maps the weeks in the date range that the student used Reading Assistant. If the student did not
train during a week, that week does not appear in the graph.
Y-axis – Maps two related performance trends for the student:
% of Reading Selections – The stacked orange, blue, and green bars show the percentage of
selections completed at each performance level; that is, the percentage of selections completed at each
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of the levels. To learn more see Performance levels. The reference scale appears on the left side of the
graph.
Proficient
Developing
Emerging
Reading Level High Score – The blue dots show the number of selections completed each week,
connected by a blue line across the weeks in the graph. The reference scale appears on the right side
of the graph, in blue. Ideally, this graph should go up over time as the student reads increasingly difficult
content and improves his or her scores. To learn more see Reading Level High Score. Note that if the
student does not complete any selections during a week, the graph will not show a Reading Level High
Score for that week.
By default, this graph shows all results. You choose which date to include in the graph by clicking that item
in the legend at the top of the graph. To view the actual results in the graph, hold your cursor over that item
in the graph. For example, if you hold your cursor over a section of a bar graph, you'll see the percentage
of selections completed at that level that week and the number of selections completed at that level over
the total selections completed at all levels that week. If any selections were repeated at any level that
week, you'll also see how many selections out of the total completed selections that week were repeated.
Student Achievement graph
This graph illustrates a student's fluency and comprehension skills as measured by their performance in
Reading Assistant. for each week in the date range. Reviewing these results over time can help illustrate
reading skill gains.
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X-axis – Maps the weeks in the date range that the student used Reading Assistant. If the student did not
train during a week, that week does not appear in the graph.
Y-axis – Maps two related achievement scores:
Fluency Score (Avg. WCPM) – The purple bars show the average of the highest words correct per
minute (WCPM) scores from the completed selections, with one bar for each week. The reference scale
appears on the left side of the graph, in purple. To see the average fluency goal for a week, hold your
cursor over the bar. The goal appears below the actual score.
Quiz Score (Avg. %) – The blue dots show the average of the percent correct high scores from the
quizzes in the completed selections. The score is based on a scale of 0% to 100%. A score of 80% or
higher indicates that the student has a good understanding of the skills worked on in the selections,
while a score below 80% indicates that the student needs to work on these comprehension skills.
average quiz score number of selections completed each week, connected by a blue line across the
weeks in the graph. The reference scale appears on the right side of the graph, in blue.
By default, this graph shows all results. You choose which date to include in the graph by clicking that item
in the legend at the top of the graph. Hold your cursor over an item in the graph to view the actual score.
Student Reading Selections table
This table provides performance and usage details for each of the selections worked on within the
selected date range. Each selection appears in an individual row in the table, with the most recent
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selection first. To view detailed performance results for a selection, click a selection title to go to the
Student Reading Selection Progress (Reading Assistant) report.
The data in this table reflects all selection results, regardless of selection completion status. It includes the
following columns. Click a column header to sort the report.
Microphone – Click the microphone icon next to a selection to go the Performance Details for that
selection, where you can listen to and download the recorded reading and review selection details. To
learn more see Student Performance Details (Reading Assistant). Note that selections without a
microphone icon next to them do not have any recordings available (either the selection is not yet
complete, or the recording is not saved in the student's recording list).
Date – The date that the student last worked on the selection. The following icons on the left of the date
indicate selection completion status. When the selection has been completed at least one time, you can
click the status icon to go to the Student Reading Selection Progress (Reading Assistant) report and see
performance results for the selection. For a definition and more details on how students complete
selections, see Completing selections.
Incomplete
Completed
Repeated
Reading Selection – The selections the student worked on within the selected date range. When a
selection has been completed at least one time, you can click the selection title to go to the Student
Reading Selection Progress (Reading Assistant) report and see performance results for the selection.
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Grade Equivalent – The grade equivalent of the selection. The Reading Assistant reports use this value
when referring to the "reading level" of a selection. To learn more see Reading Assistant reading levels.
Lexile – The Lexile measure of the selection. To learn more see Reading Assistant reading levels.
Words – The total number of words in the selection.
Minutes – The total number of minutes the student spent working on the selection.
Recordings – The number of times the student recorded a reading in the selection.
Grade Enrolled – The student's grade when he or she started working on Reading Assistant.
Reading Success – This section of the table provides performance results for the selection. It includes the
results from each of the three activities in a selection, regardless of selection completion.
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TAI Score –The student's responses to the Think About It questions and tasks in the Preview and Read
on My Own activity, which use comprehension strategies and include hints to scaffold comprehension.
Includes the number of correct responses out of the total number of Think About Its in the selection.
Only shows the first responses from the student. If the student has not responded to all of the Think
About Its in the selection, this field shows a dash.
WCPM – The student’s performance in the Record My Reading task in the Read and Record activity,
which indicates the student's fluency skills. Shows the best words correct per minute (WCPM) score
over the WCPM goal for that selection. This score could be from an additional reading of the selection.
See the Student Reading Selection Progress (Reading Assistant) report for details on the fluency goal
for a selection. If the student has not completed at least one reading in the selection, this field shows a
dash.
Quiz Score – The student's responses to the quiz questions in the Take the Quiz activity, which
indicates the student's comprehension skills. Shows the number of correct answers from the best quiz
out of the total number of questions from that quiz. This could be from an additional retake of a quiz.
See the Student Reading Selection Progress (Reading Assistant) report for details on the student's
comprehension scores within a selection. If the student has not taken a quiz in the selection, this field
shows a dash.
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Student Reading Selection Progress (Reading Assistant)
Use this report for an in-depth view of a student's performance on a Reading Assistant selection. Students
who consistently work on the Reading Assistant selections while maintaining a high level of performance
typically gain the most benefit from the program.
This report provides student performance results at the selection level. To view a individual student's
overall performance, or to view performance for a selection still in progress, see the Student
Implementation Success (Reading Assistant) report.
Access the report
For information on navigating and customizing this report once it's opened, see Navigate teacher reports.
1. Click the Reading Assistant button at the top of the Results page to view Reading Assistant reports.
2. If needed, select your school in the Browse by School column on the left, or click your school name in
the district report.
3. If needed, select your group in the Browse by Group column on the left, or click your group name in
the school report.
4. Click a student name to view the Implementation Success report for that student.
5. Choose a date range for the selections you'd like to view.
6. Scroll down to the Reading Selections table and in the Reading Selection column, click a title for a
completed selection (you can only open the report for completed selections).
The Reading Selection Progress report opens for the student, with results for that selection.
Access a selection in the report
While viewing the report, use the Current Reading Selection menu at the top of the report to choose
another selection. A student must complete a selection at least one time for that selection to appear in this
report (see Completing selections for more information). If the student revisits any activity in the selection—
for example, Read and Record or Take the Quiz—the report will be updated to reflect those results.
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More about accessing selections
This report is an expansion of the Student Reading Selections table on the student's
Implementation Success report. It provides a more detailed look at the student's performance for
each completed selection in that table, and includes all of the student's activity in those
selections. To change the view to show results for other completed selections, you'll need to
change the date range on the Implementation Success report:
1. Click the Back link at the top of the Reading Selection Progress report to return to the
student's Implementation Success report.
2. Change the date range to include dates in which the student worked on the selections you'd
like to view (see Date ranges for help).
3. The Reading Selections table will update to include those selections.
4. Click a selection title in the Reading Selection column to open the report for that selection.
5. Continue navigating the report as usual.
Selection rating and details
This section at the top of the report rates the student's performance in the selection, and shows the
selection's reading level details. This information allows you identify how well the student is performing at
a specific reading level.
Performance level score – On the left, the report rates the student’s performance in the selection. The
three possible performance level scores correlate to the achievement markers in the student's Selection
Report inside Reading Assistant: gold star, silver star, and check mark. See Performance levels for more
information on interpreting the score. Note that if the student revisits an activity in the selection and
achieves a higher score, the performance level score may be improved.
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Proficient (gold star)
Developing (silver star)
Emerging (check mark)
Selection Details – The right side of the report shows how the selection maps to three widely-adopted
leveling systems. For more information see Reading Assistant reading levels. The bottom of this list shows
the fluency goal for the selection.
Grade Equivalent – From Spache (K-3) or Dale-Chall (4-12). MySciLEARN uses this grade equivalent
to calculate the student's Reading Level High Score.
Guided Reading Level – From Fountas and Pinnell. Note that a value of NP means that the selection is
non-prose and could not be leveled by this system.
Lexile – From the Lexile® Framework for Reading. Note that a value of NP means that the selection is
non-prose and could not be leveled by this system.
Target WCPM – The target words correct per minute (WCPM) for the Read and Record activity, which
represents the expected fluency score for a reading of the selection.
Selection Performance graph
This bar graph illustrates how well the student performed within each activity based on the points earned
in that activity, similar to the student's Selection Report inside Reading Assistant. With Reading Assistant,
points correlate directly to performance; that is, a higher points score reflects a better performance. Each
activity in the selection shows a bar graph that illustrates the most points ever earned in that activity. The
total number of points available for each activity appears at the top of each bar (Goal). In addition, each bar
is divided into five sections, with each section representing 20% of the points goals for that activity. To view
the actual points earned in the activity, along with the performance in the activity, hold your cursor over that
bar.
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Performance Details link – If the selection has an available audio recording, you can click this link in the
upper left corner of the graph to open the Performance Details for the selection, where you can listen to the
student's latest recording, view the selection text, see a list of words to practice, and review the student's
actual questions and responses for the Think About Its and the quiz. For more information see Student
Performance Details (Reading Assistant). Note that if the selection does not have an audio recording
available for a selection, you can still access the Performance Details for that selection from the student's
Student Implementation Success (Reading Assistant) report.
Points – The upper right corner shows the total high points score out of the total possible points available
in the selection.
Think About Its – This bar maps the number of points earned by the student in the first attempt at the Think
About It questions and tasks in the Preview and Read on My Own activity, which use comprehension
strategies and hints to scaffold comprehension. This points score will not change, even if the student works
on the activity again.
Words Correct per Minute – This bar maps the highest number of points earned by the student for a
reading in the Read and Record activity, which assesses the student's ability to read aloud with ease and
accuracy while focusing attention on the meaning and message of the text. If the student works on the
activity again and exceeds their previous high points score, the bar will reflect the new high score.
Quiz – This bar maps the highest number of points earned by the student in the Take the Quiz activity,
which assesses the student's comprehension of the selection while evaluating comprehension skills and
levels of thinking. If the student takes the quiz again and exceeds their previous high points score, the bar
will reflect the new high score.
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Time Usage Per Activity chart
This chart illustrates how the student is dividing his or her time among the three activities in the selection
(the inner pie chart), and then breaks down that time for the tasks within each activity (the outer donut
chart).
Step 1: Preview & Read on My Own – Maps the total percentage of time the student spent in the first
activity, and then breaks down that percentage for each task in the activity:
Read to Me – Maps the percentage of time spent listening to a model fluent reading of the selection.
Read on My Own – Maps the percentage of time spent reading silently at their own pace.
Glossary – Maps the percentage of time spent reviewing word definitions in the glossary.
TAI (Think About It) – Maps the percentage of time spent working on Think About Its (questions and
tasks designed to scaffold comprehension).
Step 2: Read & Record – Maps the total percentage of time the student spent in the second activity,
and then breaks down that percentage for each task in this activity. In general, students should be
spending most of their time in this activity.
Record – Maps the percentage of time spent reading the selection aloud. In general, students
should be spending most of their time in this task.
Play My Recording – Maps the percentage of time spent listening to a recorded reading.
Read to Me – Maps the percentage of time spent listening to a model fluent reading of the selection.
Read on My Own – Maps the percentage of time spent reading silently at their own pace.
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Step 3: Take the Quiz – Maps the total percentage of time the student spent in the third activity, and
then breaks down that percentage for each task in the activity:
Quiz – Maps the percentage of time spent answering quiz questions.
Read on My Own – Maps the percentage of time spent scrolling through the selection to review the
text as needed to help answer the quiz questions.
More about Time Usage Per Activity chart
The time usage data in this chart is cumulative; that is, if the student revisits any part of an activity
in the selection, that usage will be added to the chart. To view the percentage of time and the
number of minutes spent in an activity or task, hold your cursor over that area of the chart.
This chart may not accurately reflect usage for students who are using unlocked content
progression mode (unlocked mode is designed for teachers only and does not enforce actual
student usage within the activities). See About Reading Assistant content progression for more
information on unlocked mode.
Time Usage (Minutes) table
This table shows how much time the student spent working on each individual activity in the selection. In
general, the time for each activity appears in an individual row in the table, with the other fields showing a
dash. However, you may occasionally see two or more activities in the same row. This grouping lets you
easily view repeated activities; for example, the second reading of a selection or a retaking of the quiz.
Date Exercised – This column shows the dates that the student worked on an activity in the selection.
Click the header to sort the report by this column. If the student worked on more than one activity on the
same day, those rows will show the same date.
Preview & Read on My Own – This column shows how much time the student spent in the first activity,
which might include listening to a reading, reading the text, using the glossary, and responding to the
Think About Its.
Read & Record – This column shows how much time the student spent in the second activity, which might
include recording and listening to recordings, listening to a reading, and reviewing the text. In general,
students should be spending most of their time in this activity.
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Take the Quiz – This column shows how much time the student spent in the third activity, which might
include answering quiz questions and reviewing the text.
Total – This column shows the total time spent in the activities.
More about Time Usage (Minutes) table
If the student revisits any activity in the selection, the table will be updated to include those
results.
This table may not accurately reflect usage for students who are using unlocked content
progression mode (this mode is designed for teachers only and does not enforce actual student
usage within the activities). See About Reading Assistant content progression for more
information on unlocked mode.
Scores table
This table shows the student's scores for each individual activity in the selection. In general, the scores for
each activity appear in an individual row in the table, with the other fields showing a dash. However, you
may occasionally see two or more activities in the same row. This grouping lets you easily view repeated
activities; for example, the second reading of a selection or a retaking of the quiz.
Date Exercised – This column shows the dates that the student worked on an activity in the selection.
Click the header to sort the report by this column. If the student worked on more than one activity on the
same day, those rows will show the same date.
Think About It – This column shows the student's responses to the Think About It questions and tasks in
the Preview and Read on My Own activity, which use comprehension strategies and include hints to
scaffold comprehension. Includes the number of correct responses out of the total number of Think About
Its in the selection.
WCPM – This column shows the student's performance for a reading in the Read and Record activity,
which indicates the student's fluency skills. Shows the words correct per minute (WCPM) score over the
WCPM goal for the selection.
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Quiz – This column shows the student's responses to the quiz questions in the Take the Quiz activity,
which indicates the student's comprehension skills. Shows the number of correct answers over the total
number of questions in the quiz.
More about Scores table
If the student rereads a selection or retakes the quiz, the table will be updated to include those
results.
When comparing this table to the Time Usage (Minutes) table, you may notice an empty row in
this table, even though the Time Usage table shows time spent in the activity. This is not unusual;
for example, a student could spend time reading the text and looking at the glossary in the
Preview and Read on My Own activity without responding to any of the Think About Its, and
therefore not have a score to display.
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Student Audio Recordings & Portfolio (Reading Assistant)
When the student completes a reading selection within Reading Assistant, MySciLEARN allows staff
members to access the student’s latest recording of that selection, along with other performance details for
the selection. Use the Audio Recordings page to access and manage the latest recordings for a student.
For a detailed explanation about audio recordings, see Reading Assistant audio recordings. For steps on
reviewing the performance details for an audio recording, along with steps on playing and downloading
the audio, see Student Performance Details (Reading Assistant).
A recording includes only the first 90 seconds of the reading, and includes complete sentences
only.
Accessing Audio Recordings
Access Audio Recordings for a student as follows. Note that you can only access Audio Recordings for
completed selections. Also, MySciLEARN only saves the student's last ten (10) recordings for review. If the
audio no longer exists for a selection, and the recording is not archived in the student's portfolio, you can
still access Performance Details from the reports to review all of the other results. See Student
Performance Details (Reading Assistant).
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From the Group Implementation Success (Reading Assistant) report, scroll to the Averages by Student
table and click the microphone icon next to a student's name:
From the Student Implementation Success (Reading Assistant) report, click the Audio Recordings link
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at the top right of the report:
When opened, use the links in the left navigation panel to choose which page you'd like to view:
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All Audio Recordings (default) – This is the default page when you first access Audio Recordings for a
student. When viewing the Recording Portfolio, use the All Audio Recordings link in to return to that
page and access the student’s recent recordings. The right side of the link shows the total number of
available recordings out of the total number allowed (ten). See Using All Audio Recordings.
Recording Portfolio – When viewing All Audio Recordings, use the Recording Portfolio link to go to
that page and access the student’s saved recordings. The right side of the link shows the total number
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of saved recordings out of the total number allowed (five). See Using the Recording Portfolio.
Using All Audio Recordings
Use the All Audio Recordings page to access a student's last ten (10) audio recordings, and to save
specific recordings to the student’s recording portfolio. The All Audio Recordings page is the default view
when you first access a student's audio recordings. It shows the student's most recent recordings
organized in a table.
Each recording includes the first 90 seconds of the reading.
Reading Selection Title – This column shows the title of the reading selection. Note that only the most
recent recording of the selection is saved here; previous recordings are not available unless they were
saved to the student’s recording portfolio. Click a reading selection title to access the Performance Details
(see Student Performance Details (Reading Assistant) for more information). Note that selections that are
still in progress do not have a link.
Add to Portfolio – For important or notable recordings, use the Add to Portfolio icon to save a copy of
the recording to the student's portfolio. That way, the recording won’t be replaced if the student reads the
selection again. When you save the recording, use a unique and meaningful name. This allows you to
identify and save multiple readings of the same selection.
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Reading Date – This column shows the date that the reading was recording. The readings are sorted by
most recent recording date. Click the column header to reverse the sort order.
Grade Equivalent – This column shows a grade equivalent for the selection, indicating the reading level of
the selection. For more information on reading levels see Reading Assistant reading levels.
More about All Audio Recordings
If a student rereads a selection, the new recording of that reading replaces the original recording
in All Audio Recordings. To keep a copy of a notable or important recording, use the Add to
Portfolio icon to save it to the student's Recording Portfolio. You can also download the recording
from the Performance Details. See Student Performance Details (Reading Assistant) for steps.
MySciLEARN only saves the student's last ten (10) recordings for review. If the audio no longer
exists for a selection, and the recording is not archived in the student's portfolio, you won't be
able to listen to the recording or download it; however, you can still review the selection text and
the other results for the selection. See Student Performance Details (Reading Assistant) for
steps.
Using the Recording Portfolio
Use the Recording Portfolio page to access the student’s archived recordings of the selections. A student's
Recording Portfolio lets you archive up to five (5) recordings for that student, where they will not be
overwritten if a student records a newer reading of the selection or if the audio no longer exists on All
Audio Recordings. You can add recordings to a student's portfolio from All Audio Recordings or while
reviewing Performance Details. Then, when you access the student's portfolio, it will show those
recordings organized in a table.
Each recording includes the first 90 seconds of the reading.
Reading Selection Title – This column includes the name of the recording, which will either be the
selection title from which the reading was recorded, or a custom name entered when saving the recording
to the portfolio. Click a selection title to open the Performance Details screen (see Student Performance
Details (Reading Assistant) for more information).
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Remove from Portfolio – Use the Remove from Portfolio icon next to the reading selection title to delete
that recording from the portfolio. Note that removing a recording from a student’s portfolio permanently
deletes the portfolio copy from the system. If you don't have another copy saved, you'll no longer have
access to that recording.
Reading Date – This column shows the date that the reading was recording. The readings are sorted by
most recent recording date. Click the column header to reverse the sort order.
Grade Equivalent – This column shows a grade equivalent for the selection, indicating the reading level of
the selection. For more information on reading levels see Reading Assistant reading levels.
Remove All – Use the Remove All button in the upper right corner to delete all recordings in student’s
recording portfolio. Note that removing recordings from a student’s portfolio permanently deletes the
portfolio copy from the system. If you don't have another copy saved, you'll no longer have access to that
recording.
More about the Recording Portfolio
You can only save up to five (5) recordings in a student's portfolio. If you delete a recording from
the portfolio, and the recording is no longer available in All Audio Recordings, you won't be able
to listen to the recording or download it; however, you can still review the selection text and the
other results for the selection. See Student Performance Details (Reading Assistant) for steps.
You can save multiple recordings of the same selection in a student's portfolio.
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Student Performance Details (Reading Assistant)
Use this report to listen to the student's latest audio recordings while reviewing information about the
student's performance. For more about audio recordings see Reading Assistant audio recordings. To
manage a student's audio recordings see Student Audio Recordings & Portfolio (Reading Assistant).
Accessing Performance Details
Access the report as follows. Note that you can only access Performance Details for completed selections.
To view Performance Details for a different selection, click Close to exit Performance Details and open it
again for that selection. Also, MySciLEARN only saves the student's last ten (10) recordings for review. If
the audio no longer exists for a selection, and the recording is not archived in the student's portfolio, you
can still use this report to review the other results.
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From the Student Implementation Success (Reading Assistant) report, scroll to the Reading Selections
table and click the microphone icon next to a selection name:
From the Student Reading Selection Progress (Reading Assistant) report, click the Performance
Details link in the Selection Performance area:
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From the All Audio Recordings page of the student's audio recordings, click a selection title link to view
results for that selection:
From the Recording Portfolio page of the student's audio recordings, click a selection title to view
results for that selection. If the student has multiple recordings of the same selection saved in the
portfolio, click the selection title of the recording you'd like to review:
Reviewing Performance Details
Review the student’s most recent reading of a selection, along with details on the student’s performance in
that selection. You can also save recordings to a student's portfolio, and download a copy of the student's
recording in MP3 format, or M4A format when recorded on iPad.
A recording includes only the first 90 seconds of the reading, and includes complete sentences
only.
Selection summary – When you open the Performance Details for a selection, you'll see a summary of the
selection at the top, which includes the following information.
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The student's name
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The title of the reading selection
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A grade equivalent for the selection, indicating the reading level of the selection (see Reading
Assistant reading levels)
The date that the reading was recording
Add to Portfolio – For important or notable recordings, use the Add to Portfolio button to save a copy of the
recording to the student's portfolio. That way, the recording won’t be replaced if the student reads the
selection again. When you save the recording, use a unique name and meaningful name. This allows you
to save and identify multiple readings of the same selection. See Using the Recording Portfolio. Once the
selection has been saved to the portfolio, the Add to Portfolio button will no longer be available.
More performance details – Click a title in the blue bar to view more performance details for the selection
(see the rest of this topic for more information). Use the Close button to exit Performance Details and return
to the current Results page.
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Selection (recordings)
The Selection page lets you listen to the most recent recording of a reading while reviewing the text from
that reading. The recording includes only the first 90 seconds of the reading, and includes complete
sentences only.
The Performance Details always includes results from the student's most recent recording of the selection;
however, if you've saved an earlier recording to the student's portfolio and you're viewing that recording,
the selection text and the Words to Practice will match the saved recording. To learn about using student
portfolios see Student Audio Recordings & Portfolio (Reading Assistant).
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Also, MySciLEARN only saves the student's last ten (10) recordings for review. If the audio no longer exists
and the recording was not archived in the student's portfolio, you can still access Performance Details from
the reports to access the other results.
Play the recording – Use the audio player on the Selection page to play the recording:
Pause,
Play,
Volume
Download Audio – Use the Download Audio button to download a copy of the recording in MP3 format, or
M4A format when recorded on iPad. A recording includes only the first 90 seconds of the reading, and
includes complete sentences only. For recordings made on iPad, instead of downloading a single MP3 file
for a recording, you'll download a zip file with separate M4A files for each recorded sentence. To listen to
them in order, unzip the file to a folder, highlight all of the files, then open them in any media player.
Selection text – When reviewing the selection text, notice that each word is color coded to indicate how
well the student read the word in that reading. The student should practice any words in blue or red. To
learn more see Words to Practice.
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Great Job! (green) – Word read clearly and with ease; recognized by software.
Try Again (blue) – Word not read fluently but still recognized by software. This word will appear in the
Words to Practice list.
Needs Work (red) – Word not read or not recognized by software. Intervention provided. This word will
appear in the Words to Practice list.
Words to Practice
The Words to Practice page provides a list of words from the recording that the student should practice.
Each practice word is color coded as follows. Words that are part of a phrase and were read correctly
appear in green:
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Try Again (blue) – Word not read fluently but still recognized by software.
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Needs Work (red) – Word not read or not recognized by software. Intervention provided
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When reviewing Performance Details for an earlier recording that was saved in the student's portfolio, the
Words to Practice will show the results from that saved recording. To learn more see Selection
(recordings).
Tip: If you notice that the software continually intervenes on correctly read words, try adjusting
the speech recognition settings for that student.
Think About Its
The Think About Its page lists each question or prompt from the Think About Its, along with all possible
responses. The correct response is in bold. The student's responses from the first attempt at the Think
About Its also appear here, color coded as follows.
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Correct (green) – The student chose this correct response.
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Incorrect (red) – The student chose this incorrect response.
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Quiz
The Quiz page lists each question from the quiz, along with all possible answers. The correct answer is in
bold. The student's responses from the most recently completed quiz also appear hear, color coded as
follows:
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Correct (green) – The student chose this correct answer.
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Incorrect (red) – The student chose this incorrect answer.
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Student Comprehension (Reading Assistant)
Each Reading Assistant selection includes questions that correlate to specific comprehension strategies
and skills, and help reinforce specific levels of thinking. Use this report to learn how well your students are
using these strategies, skills, and levels of thinking to understand the readings. Successfully answering the
comprehension questions demonstrates a clear understanding of the text. For students who are struggling
with comprehension, this report can help identify areas in which the student needs more practice.
For an in-depth look at how Reading Assistant teaches comprehension, along with a list of examples, see
Reading Assistant comprehension.
Tip: The results in this report reflect completed selections only. For a definition and more details
see Completing selections. When a student works on a comprehension prompt or question,
Reading Assistant reveals the correct answer; therefore, the report only includes a student's first
response to a prompt or question.
Accessing the report
For information on navigating and customizing this report once it's opened, see Navigate teacher reports.
1. Click the Reading Assistant button at the top of the Results page to view Reading Assistant reports.
2. If needed, select your school in the Browse by School column on the left, or click your school name in
the district report.
3. If needed, select a group in the Filter by My Groups column on the left or click your group name in the
school report.
4. Select Comprehension from the Select Report menu.
5. Click a student's name in the Student Reports table.
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Overall Comprehension Score graph
The Overall Comprehension Score graph summarizes how well the student is comprehending what he or
she read, as measured across the selections completed within the selected date range. Each bar
illustrates the overall percent correct scores earned by the student (the percentage of correct responses
out of total responses), and also shows the actual number of correct responses out of the total number of
responses. Hold your cursor over a bar to view the actual percent correct score.
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Strategy - This bar indicates the student's overall performance on the comprehension strategy
questions. Strategies are typically measured by the Think About Its in the Preview and Read on My Own
activity, but also by some of the Take the Quiz questions. To learn more see Comprehension strategies.
Skill - This bar indicates the student's overall performance on the comprehension skill questions. Skills
are typically measured by the quiz questions in the Take the Quiz activity, but also by some of the Think
About Its. To learn more see Comprehension skills.
Overall - This bar shows overall comprehension for the student; that is, how well the student is using
comprehension strategies, skills, and levels of thinking to understand the readings. It includes all of the
Think About Its and quiz questions across all selections completed within the date range. To learn more
see Reading Assistant comprehension.
Selection Detail Report
The Selection Detail Report lets you view detailed results by strategy, skill, or both (overall). When you first
open the Student Comprehension report, the Selection Detail Report is empty. Click a bar in the Overall
Comprehension Score graph to populate the report with results for the selections completed in the date
range:
The Strategy bar shows comprehension strategy results.
The Skill bar shows comprehension skill results.
The Overall bar shows all results.
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When you've selected a bar, the Selection Detail Report shows the following information for that bar,
ordered by completion date:
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Selection – The title of the selection. Click the blue arrow to view error details, if any.
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Date Completed – The date that the student completed the selection.
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Think About Its Correct – Any Think About Its results for the selection (the number of correct
responses out of total responses).
Quiz Questions Correct – Any Quiz results for the selection (the number of correct responses out of
total responses).
If the student answered any question incorrectly, a blue arrow appears next to the selection title in the
Selection Detail Report. Expand the selection to see a list of questions with errors, and then click that
question to open the Selection Error Report:
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The Selection Error report includes the following error details:
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Student name
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Reading selection title
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Question ID; for example, Quiz 4 would be the fourth quiz question in the selection
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The actual question or prompt, with a list of all possible responses. Each response is color coded as
follows:
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Incorrect response (red)
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Correct response (bold)
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Unchosen response (normal)
Strategy
When you first open the Student Comprehension report, the Strategy section is collapsed. Click the yellow
arrow to expand it and see results for your student. Note that because individual comprehension strategies
are measured across multiple selections, it may take some time before you start to see patterns emerge.
For example, Summarize strategy questions may only appear in one out of every three or four selections,
which means you may need to wait for the student to read six or more selections before you'll be able to
tell if the student has a problem with that strategy.
Strategy graph
The Strategy graph illustrates the student's proficiency in using the individual comprehension strategies to
understand text. Each bar maps the percent correct score for that strategy (the percentage of correct
responses out of total responses), measured across all selections completed in the date range. Each bar
also shows the actual number of correct responses out of the total responses for that strategy. Hold your
cursor over a bar to view the actual percent correct score.
Students mostly practice comprehension strategies using the Think About Its in the Preview and Read on
My Own activity. To learn more see Comprehension strategies.
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Strategy Selection Detail Report
The Strategy Selection Detail Report lets you view detailed results by individual comprehension strategy.
When you first open the Strategy graph, the Selection Detail Report is empty. Click a bar in the graph to
populate the report with results for that strategy. Note that if a strategy has only a few results, it may not
show a bar. In this case, click the text to populate the report.
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Selection – The title of the selection. Click the blue arrow to view error details, if any.
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Date Completed – The date that the student completed the selection.
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Think About Its Correct – Any Think About Its results for the selection (the number of correct
responses out of total responses).
Quiz Questions Correct – Any Quiz results for the selection (the number of correct responses out of
total responses).
If the student answered any question incorrectly, a blue arrow appears next to the selection title. Expand
the selection to see a list of questions with errors, and then click that question to open the Selection Error
report:
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The Selection Error report includes the following error details:
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Student name
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Reading selection title
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Question ID; for example, Think About It 1 would be the first Think About It in the selection
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The actual question or prompt, with a list of all possible responses. Each response is color coded as
follows:
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Incorrect response (red)
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Correct response (bold)
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Unchosen response (normal)
Skill
When you first open the Student Comprehension report, the Skill section is collapsed. Click the yellow
arrow to expand it and see results for your student. Note that because individual comprehension skills are
measured across multiple selections, it may take some time before you start to see patterns emerge. For
example, Cause and Effect questions may only appear in one out of every three or four selections, which
means you may need to wait for the student to read six or more selections before you'll be able to tell if the
student has a problem with that skill.
Skill graph
The Skill graph illustrates the student's proficiency in using the individual comprehension skills to
understand text. Each bar maps the percent correct score for that skill (the percentage of correct responses
out of total responses), measured across all selections completed in the date range. Each bar also shows
the actual number of correct responses out of the total responses for that skill. Hold your cursor over a bar
to view the actual percent correct score.
Students mostly work on comprehension skills during the Take the Quiz activity. To learn more see
Comprehension skills.
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Skill Selection Detail Report
The Skill Selection Detail Report lets you view detailed results by individual comprehension skill. When
you first open the Skill graph, the Selection Detail Report is empty. Click a bar in the Skill graph to populate
the report with results for that skill.
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If a skill has only a few results, it may not show a bar. In this case, click the text to populate the report:
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Selection – The title of the selection. Click the blue arrow to view error details, if any.
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Date Completed – The date that the student completed the selection.
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Think About Its Correct – Any Think About Its results for the selection (the number of correct
responses out of total responses).
Quiz Questions Correct – Any Quiz results for the selection (the number of correct responses out of
total responses).
If the student answered any question incorrectly, a blue arrow appears next to the selection title. Expand
the selection to see a list of questions with errors, and then click that question to open the Selection Error
Report:
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The Selection Error report includes the following error details:
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Student name
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Reading selection title
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Question ID; for example, Quiz 3 would be the third quiz question in the selection
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The actual question or prompt, with a list of all possible responses. Each response is color coded as
follows:
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Incorrect response (red)
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Correct response (bold)
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Unchosen response (normal)
Level of Thinking
When you first open the Student Comprehension report, the Level of Thinking section is collapsed. Click
the yellow arrow to expand it and see results for the student. Note that because individual levels of thinking
are measured across multiple selections, it may take some time before you start to see patterns emerge.
For example, Evaluation level of thinking questions may only appear in one out of every three or four
selections, which means you may need to wait for the student to read six or more selections before you'll
be able to tell if the student has a problem with that level of thinking.
Level of Thinking graph
Every prompt and question in the Reading Assistant selections corresponds to a specific level of thinking.
The Level of Thinking graph organizes the results for the student into four horizontal bar graphs—one for
each level of thinking. To learn more see Levels of thinking.
Each bar maps the percent correct score for that level of thinking (the percentage of correct responses out
of total responses), measured across all selections completed in the date range. Each bar also shows the
actual number of correct responses out of the total responses for that level of thinking. Hold your cursor
over a bar to view the actual percent correct score.
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Level of Thinking Selection Detail Report
The Level of Thinking Selection Detail Report lets you view detailed results by individual level of thinking.
When you first open the Level of Thinking graph, the Selection Detail Report is empty. Click a bar in the
graph to populate the report with results for that level of thinking.
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Selection Detail Report (Level of Thinking)
If a level of thinking has only a few results, it may not show a bar. In this case, click the text to populate the
report:
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Selection – The title of the selection. Click the blue arrow to view error details, if any.
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Date Completed – The date that the student completed the selection.
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Think About Its Correct – Any Think About Its results for the selection (the number of correct
responses out of total responses).
Quiz Questions Correct – Any Quiz results for the selection (the number of correct responses out of
total responses).
If the student answered any question incorrectly, a blue arrow appears next to the selection title. Expand
the selection to see a list of questions with errors, and then click that question to open the Selection Error
report:
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The Selection Error report includes the following error details:
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Student name
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Reading selection title
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Question ID; for example, Think About It 3 would be the third Think About It in the selection
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The actual question or prompt, with a list of all possible responses. Each is color coded as follows:
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Incorrect response (red)
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Correct response (bold)
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Unchosen response (normal)
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Group Gains (Auto RPI)
Use this report to review gains for the students in your groups, as measured by the assessments
automatically administered within 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 Auto RPI. To view results for Manual RPI
assessments see Group Gains (All RPI).
Tip: To calculate gains results, the report uses the latest Auto RPI follow-up assessments
completed within the selected date range. If none of the students have completed an Auto
RPI follow-up assessment within that date range, gains results will not appear in the report. Try
changing the date range, or wait until the students have completed their follow-up assessments.
To learn more see Date ranges.
Accessing the report
For information on navigating and customizing this report once it's opened, see Navigate teacher reports.
1. Click the Gains button at the top of the Results page to view Gains reports.
2. If needed, select Auto RPI Assessments from the top left menu.
3. If needed, select your school in the Browse by School column on the left, or select your school name
in the district report.
4. Depending on your staff role and number of groups associated with you, access the report as follows:
To view gains for a single group, along with initial assessment results for that group, select that group
in the Filter by My Groups column on the left or select your group name in the school report:
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If you're an instructor with multiple groups, select the All Groups option in the Filter by My Groups
menu to view gains for all of your groups.
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Using assessments to evaluate students
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.
Understanding the scores
To learn how Reading Progress Indicator assesses gains throughout the report, see Gains results.
Reading Level Gains graph
This bar graph displays the average reading level gain score for your students compared to the length of
time they spent using the Fast ForWord programs, as measured between each student's initial assessment
and latest follow up assessment completed within the date range. It appears next to the Reading Level
Gain Distribution graph to let you also see the distribution of actual student scores across four gains levels.
To view the number of students measured in this graph, hold your cursor over a bar.
Gains – This bar represents the average reading level gain score for your students after Fast ForWord
program use. MySciLEARN calculates this score by subtracting the average reading level on the initial
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assessments from the average reading level on the follow-up assessments. A numerical gain score
appears at the end of the bar, in years and months. To learn more see About gain scores.
Days of Use – This bar represents the average number of days the students 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 average number of calendar days that have elapsed since
the students 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.
Reading Level Gain Distribution graph
This graph maps your students across four categories of reading level gain scores, as measured between
each student's initial assessment and latest follow up assessment completed within the date range. It
appears next to the Reading Level Gains graph to let you also see the average reading level gain score
for the school.
Each student with a gain score appears in one of the following four categories. Each category also
displays the percentage of students who fall in that category. To view the actual number of students in
each category, hold your cursor over that category. To learn more see About gain scores.
Up to 0.5 Year (cyan)
0.6 to 1.0 Year (green)
1.1 to 1.5 Years (dark blue)
Greater than 1.5 Years (light blue)
In the gains reports, reading level gain scores are the same as grade equivalent gain scores.
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Reading Percentile Scores graph
This graph presents the average reading level percentile scores before and after Fast ForWord program
use, as measured by each student's initial assessment and latest follow up assessment completed within
the date range. This score reflects your students' performance compared to students across the nation. It
appears next to the Proficiency Level Changes graph to let you also see the distribution of the students by
reading proficiency level.
To learn more about percentiles see About national percentile scores.
Before (red) – The average national percentile score before Fast ForWord program use, as measured
by the initial assessments.
After (green) – The average national percentile score after Fast ForWord program use, as measured
by the follow-up assessments.
Proficiency Level Changes graph
This graph maps your students across four proficiency levels—both before and after Fast ForWord
program use—to illustrate improvements in reading proficiency level. It appears next to the Reading
Percentiles score graph to let you also see the average percentile scores for the school before and after
Fast ForWord program use.
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The left side of the graph (red) maps the proficiency levels on the initial assessments and the right side of
the graph (green) maps the proficiency levels on the latest follow-up assessments completed within the
date range. Proficiency levels are based on percentile scores and reflect how each student compares with
his or her peers across the nation. Each bar in the graph also displays the number of students whose
scores fall in that proficiency level. 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 About reading proficiency levels.
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Struggling – 1st to 29th percentile
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Emerging – 30th to 54th percentile
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Proficient – 55th to 79th percentile
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Advanced – 80th to 99th percentile
By default, the graph includes all information. You can choose which data to include in the graph by
clicking that item (in blue) in the legend at the top right of the graph.
Gains by Group table (all groups)
When viewing all groups, this table appears at the bottom of the report and presents gains results for each
of your groups, as measured between each student's initial assessment and latest follow up assessment. It
lets you easily compare gains results across your groups. For steps on how to view all groups see
Accessing the report.
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Which assessments are included?
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Each student’s initial assessment completed within the date range, including those taken for
Reading Assistant placement.
All follow-up assessments completed within the date range.
If a student's follow-up assessment is included in the report, the student's initial assessment is
also included, even it was completed outside the date range. This lets you can compare
results between the two assessments.
The table includes the following columns. To sort the table, click the Group column header.
Group – The groups in which students have taken an initial assessment or follow-up assessment within
the date range, including any initial assessments completed for Reading Assistant placement. Click a
group name to view results for that single group.
Pre Tested – The number of students in the group who have taken an assessment (initial or follow-up)
within the date range, including any initial assessments taken for Reading Assistant placement.
Post Tested – The number of students in the group who have taken a follow-up assessment within the
date range.
Grade Equivalent Gains (Y.Mo) – The average RPI grade equivalent gain score (or reading level gain
score) after Fast ForWord program use. 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 About gain scores.
Percentile Gains – The average reading level percentile gains after Fast ForWord program use. To learn
more see About national percentile scores.
The last three columns show results for the Fast ForWord programs.
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FFW Products Completed – The average number of Fast ForWord programs completed to date; that
is, programs in which the students earned a Switch or Complete status. To learn more see Status
updates and alerts.
Days of Use – The average number of days that the students used (but not necessarily completed) 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.
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Calendar Days – The average number of calendar days that have elapsed since the students first
started the Fast ForWord programs, as measured between the assessments.
Tip: If a group does not have any students with a follow-up assessment in the date range, no
gains results will appear in the table—only the Group and # Pre Tested columns will show
information. For these groups, if you click the group name to view the single group and student
reports, you may need to change the date range to see results. To learn more see Date ranges.
Initial Assessment table (single group)
Before using the Fast ForWord programs, each student completes an RPI assessment to measure his or
her reading skill level. When viewing results for a single group, this table illustrates the initial assessment
results for the students in the group, allowing you to easily compare assessment results across those
students. For steps on how to view a single group see Accessing the report.
Which assessments are included?
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Each student's initial assessment taken within the date range, including those taken for
Reading Assistant placement.
If a student's follow-up assessment is included in the report, the student's initial assessment is
also included, even it was completed outside the date range. This lets you can compare
results with the Gains by Student table.
The table includes the following columns. To sort the table, click the First or Last name column header.
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First/Last – The first and last names of the students in the group who have taken an initial or follow-up
assessment within the date range, including any initial assessments taken for Reading Assistant
placement. Click a student's first or last name to access the gains report for that student. See Student Gains
(Auto RPI) for details. When exporting the report, this table also includes student IDs for each student in the
report. To learn about exporting reports see Export reports (Excel).
Test Date – The date that the student took the initial assessment.
Grade – The student's grade when he or she took the initial assessment.
Grade Equivalent (Y.Mo) – The student's RPI grade equivalent before using the Fast ForWord programs.
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 About grade
equivalent scores.
National Percentile – The student's reading level percentile before using the Fast ForWord programs. To
learn more see About national percentile scores.
Proficiency Level – 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 About reading proficiency levels.
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Struggling (red) – 1st to 29th percentile
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Emerging (yellow) – 30th to 54th percentile
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Proficient (blue) – 55th to 79th percentile
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Advanced (green) – 80th to 99th percentile
This table may include more results than the Gains by Student table, because some students may not have
taken a follow-up assessment yet, or may not have taken one within the date range.
Gains by Student table (single group)
After using the Fast ForWord programs, each student completes another RPI assessment to measure the
impact of Fast ForWord program use. When viewing results for a single group, this table illustrates the
gains results for the students in that group, as measured between each student's initial assessment and
latest follow up assessment completed within the date range. For steps on how to view a single group see
Accessing the report.
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The table includes the following columns. To sort the table, click the First or Last name column header.
First/Last – The first and last names of the students in the group who have taken at least one follow-up
assessment in the date range. Click a student's first or last name to access the student gains report for that
student. See Student Gains (Auto RPI) for details. Note that if a student appears in this table, that student
will also appear in the Initial Assessment table (single group) so you can easily compare the results
between the two assessments. When exporting the report, this table also includes student IDs for each
student in the report. To learn about exporting reports see Export reports (Excel).
Post Tests – The number of follow-up assessments taken by the student within the date range.
Days of Use – The number of days that the student used 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.
Calendar Days – The average number of calendar days that have elapsed since the students first started
the Fast ForWord programs, as measured between the assessments.
Grade Equivalent Gains (Y.Mo) – The student's RPI grade equivalent gain after using the Fast ForWord
programs. 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 and latest test scores.
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
About gain scores.
Percentile Gains – The student's reading level percentile gain after using the Fast ForWord programs. To
learn more see About national percentile scores.
FFW Products Completed – The number of Fast ForWord programs completed by the student to date; that
is, programs in which the student earned a Switch or Complete status. To learn more see Status updates
and alerts.
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Performance by Reading Skill table (single group)
The Performance by Reading Skill table presents reading skill results for the students in your group, as
measured by the RPI assessments from the table you're viewing: Initial Assessment table (single group) or
Gains by Student table (single group). It lets you easily compare reading skill results across students,
either before or after Fast ForWord program use.
The table includes the following columns. To sort the table, click the First or Last name column header.
First/Last – The first and last names of the students from the Initial Assessments table or the Gains by
Student table, depending on which table you're currently viewing. To see students from the other table,
click the corresponding tab. When exporting the report, this table also includes student IDs for each
student in the report. To learn about exporting reports see Export reports (Excel).
Test Date – The date that the student completed the assessment.
Grade – The student's grade when he or she completed the assessment.
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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 assessment was taken.
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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.
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Group Gains (All RPI)
Use this report to review gains for the students in your groups, as measured by all assessments—both
Auto RPI and Manual RPI—administered within Reading Progress Indicator (RPI), our integrated
assessment tool. You can also use it to measure gains across a specific date range, which lets you view
results for a subgroup of assessments.
To learn about the assessments in this report see About Reading Progress Indicator (RPI). To view results
for Auto RPI assessments only see Group Gains (Auto RPI).
Tip: To calculate gains results, this 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
that date range, gains results will not appear in the report. Try changing the date range, or wait
until the students have completed their next assessment. To learn more see Date ranges.
Accessing the report
For information on navigating and customizing this report once it's opened, see Navigate teacher reports.
1. Click the Gains button at the top of the Results page to view Gains reports.
2. Select All RPI Assessments from the top left menu.
3. If needed, select your school in the Browse by School column on the left, or select your school name
in the district report.
4. Depending on your staff role and number of groups associated with you, access the report as follows:
To view gains for a single group, along with initial assessment results for that group, select that group
in the Filter by My Groups column on the left or select your group name in the school report:
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If you're an instructor with multiple groups, select the All Groups option in the Filter by My Groups
menu to view gains for all of your groups.
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Using assessments to evaluate students
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.
Understanding the scores
To learn how Reading Progress Indicator assesses gains throughout the report, see Gains results.
Reading Level Gains graph
This bar graph displays the average reading level gain score for your students compared to the length of
time they spent using the programs, as measured between the first and last assessments completed within
the date range. It appears next to the Reading Level Gain Distribution graph to let you also see the
distribution of actual student scores across four gains levels.
To view the number of students measured in this graph, hold your cursor over a bar.
Gains – This bar represents the average reading level gain score for your students, as measured
between the first and last assessments. MySciLEARN calculates this score by subtracting the average
reading level on the first assessments from the average reading level on the last assessments. A
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numerical gain score appears at the end of the bar, in years and months. To learn more see About gain
scores.
Days of Use – This bar represents the average number of days the students used the programs, as
measured between the first and last 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 average number of calendar days that have elapsed
between the first and last 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.
Reading Level Gain Distribution graph
This graph maps your students across four categories of reading level gain scores, as measured between
the first and last assessments completed within the date range. It appears next to the Reading Level Gains
graph to let you also see the average reading level gain score for the school.
Each student with a gain score appears in one of the following four categories. Each category also
displays the percentage of students who fall in that category. To view the actual number of students in
each category, hold your cursor over that category. To learn more see About gain scores.
Up to 0.5 Year (cyan)
0.6 to 1.0 Year (green)
1.1 to 1.5 Years (dark blue)
Greater than 1.5 Years (light blue)
In the gains reports, reading level gain scores are the same as grade equivalent gain scores.
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Reading Percentile Scores graph
This graph presents the average reading level percentile scores, as measured by the first and last
assessments completed within the date range. This score reflects your students' performance compared to
students across the nation. It appears next to the Proficiency Level Changes graph to let you also see the
distribution of the students by reading proficiency level.
To learn more about percentiles see About national percentile scores.
Before (red) – The average national percentile score, as measured by the first assessments.
After (green) – The average national percentile score, as measured by the last assessments.
Proficiency Level Changes graph
This graph maps your students across four proficiency levels—as measured by the first and last
assessments completed within the date range—to illustrate improvements in reading proficiency level. It
appears next to the Reading Percentiles score graph to let you also see the average percentile scores for
the school measured by the first and last assessments.
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The left side of the graph (red) maps the proficiency levels on the first assessments completed within the
date range. The right side of the graph (green) maps the proficiency levels on the last assessments
completed within the date range. Proficiency levels are based on percentile scores and reflect how each
student compares with his or her peers across the nation. Each bar in the graph also displays the number
of students whose scores fall in that proficiency level. 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 About reading proficiency levels.
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Struggling – 1st to 29th percentile
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Emerging – 30th to 54th percentile
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Proficient – 55th to 79th percentile
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Advanced – 80th to 99th percentile
By default, the graph includes all information. You can choose which data to include in the graph by
clicking that item (in blue) in the legend at the top right of the graph.
Gains by Group table (all groups)
When viewing all groups, this table appears at the bottom of the report and presents gains results for each
of your groups, as measured between first and last assessments completed within the date range. It lets
you easily compare gains results across your groups. For steps on how to view all groups see Accessing
the report.
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The table includes the following columns. To sort the table, click the Group column header.
Group – The groups in which students have taken at least one assessment within the date range. Click a
group name to view results for that single group.
Pre Tested – The number of students in the group who have taken at least one assessment within the date
range.
Post Tested – The number of students in the group who have taken two or more assessments within the
date range.
Grade Equivalent Gains (Y.Mo) – The average RPI grade equivalent gain score (or reading level gain
score) , as measured between the first and last assessments. 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 About gain scores.
Percentile Gains – The average reading level percentile gains , as measured between the first and last
assessments. To learn more see About national percentile scores.
The last three columns show results for the Fast ForWord programs used between the first and last
assessments in the report. If no Fast ForWord programs were used, no results appear.
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FFW Products Completed – The average number of Fast ForWord programs completed between the
assessments; that is, programs in which the students earned a Switch or Complete status. To learn
more see Status updates and alerts.
Days of Use – The average number of days that the students used (but not necessarily completed) the
Fast ForWord programs between the assessments. This number is generally lower than the number of
calendar days due to weekends, holidays, and absences.
Calendar Days – The average number of calendar days that have elapsed between the assessments.
Tip: If a school does not have any students with at least two assessments within the date range,
no gains results will appear in the table—only the Group and # Pre Tested columns will show
information. For these groups, if you click the group name to view the group and student reports,
you may need to change the date range to see results. To learn more see Date ranges.
If you export this report with All Students selected under Filter by My Groups, the exported report
also includes student IDs for each student in the report. To learn about exporting reports see
Export reports (Excel).
First Assessment table (single group)
When viewing results for a single group, this table illustrates results for the first assessment completed
within the date range, allowing you to easily compare assessment results across the students in your
group. For steps on how to view a single group see Accessing the report.
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This table may show more results than the Gains by Student table, because some students may not have
taken another assessment within the date range. It includes the following columns. To sort the table, click
the First or Last name column header.
First/Last – The first and last names of students who have taken at least one assessment within the date
range. Click a student's first or last name to access the gains report for that student. See Student Gains (All
RPI) for details. When exporting the report, this table also includes student IDs for each student in the
report. To learn about exporting reports see Export reports (Excel).
Test Date – The date that the student took the first assessment.
Grade – The student's grade when he or she took the first assessment.
Grade Equivalent (Y.Mo) – The student's RPI grade equivalent, as measured by the first 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 About grade
equivalent scores.
National Percentile – The student's reading level percentile, as measured by the first assessment. To
learn more see About national percentile scores.
Proficiency Level – The student's reading proficiency level, as measured by the first 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 About reading proficiency levels.
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Struggling (red) – 1st to 29th percentile
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Emerging (yellow) – 30th to 54th percentile
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Proficient (blue) – 55th to 79th percentile
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Advanced (green) – 80th to 99th percentile
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Gains by Student table (single group)
When viewing results for a single group, this table illustrates gains results for the students in that group, as
measured between the first and last assessments completed within the date range. For steps on how to
view a single group see Accessing the report.
The table includes the following columns. To sort the table, click the First or Last name column header.
First/Last – The first and last names of the students in the group who have completed at least two
assessments within the date range. Click a student's first or last name to access the student gains report for
that student. See Student Gains (All RPI) for details. Note that if a student appears in this table, that student
will also appear in the First Assessment table (single group) so you can easily compare the results
between the two assessments. When exporting the report, this table also includes student IDs for each
student in the report. To learn about exporting reports see Export reports (Excel).
Post Tests – The number of assessments completed by the student within the date range, excluding the
first assessment.
Grade Equivalent Gains (Y.Mo) – The student’s RPI grade equivalent gain score (or reading level gain
score) as measured by comparing the first assessment to the last 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 test scores. 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 About gain scores.
Percentile Gains – The student's reading level percentile gain, as measured by comparing the first
assessment to the last assessment. To learn more see About national percentile scores.
The last three columns show results for the Fast ForWord programs used between the first and last
assessments in the report. If no Fast ForWord programs were used, no results appear.
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FFW Products Completed – The number of Fast ForWord programs completed between the
assessments; that is, programs in which the student earned a Switch or Complete status. To learn more
see Status updates and alerts.
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Days of Use – The number of days that the student used (but not necessarily completed) the Fast
ForWord programs between the assessments. This number is generally lower than the number of
calendar days due to weekends, holidays, and absences.
Calendar Days – The number of calendar days that have elapsed between the assessments.
Performance by Reading Skill table (single group)
The Performance by Reading Skill table presents reading skill results for the students in your group, as
measured by the RPI assessments from the table you're viewing: First Assessment table (single group) or
Gains by Student table (single group). It lets you easily compare reading skill results across students.
The table includes the following columns. To sort the table, click the First or Last name column header.
First/Last – The first and last names of the students from the First Assessments table or the Gains by
Student table, depending on which table you're currently viewing. To see students from the other table,
click the corresponding tab. When exporting the report, this table also includes student IDs for each
student in the report. To learn about exporting reports see Export reports (Excel).
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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 assessment was taken.
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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.
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Student Gains (Auto RPI)
Use this report to review gains and detailed assessment results for an individual student, as measured by
the assessments automatically administered within 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 Auto RPI. To view results for Manual RPI
assessments see Student Gains (All RPI).
Tip: To calculate gains results, this report uses the latest Auto RPI follow-up assessment
completed within the selected date range. If the student has not completed an Auto RPI follow-up
assessment within those dates, gains results will not appear in the report. Try changing the date
range, or wait until the student has completed a follow-up assessment. To learn more see Date
ranges.
Accessing the report
For information on navigating and customizing this report once it's opened, see Navigate teacher reports.
1. Click the Gains button at the top of the Results page to view Gains reports.
2. If needed, select Auto RPI Assessments from the top left menu.
3. If needed, select your school in the Browse by School column on the left, or click your school name in
the district report.
4. Select the group in the Filter by My Groups column on the left or click your group name in the school
report.
5. Click the student's name in Gains by Student column.
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Using assessments to evaluate students
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.
Understanding the scores
To learn how Reading Progress Indicator assesses gains throughout the report, see Gains results.
Reading Level Gains graph
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 About gain scores.
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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 initial assessment and the student's latest follow-up
assessment within the date range.
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 About Fast ForWord program protocols and
About Reading Assistant schedules.
Reading Progress Indicator Test History table
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.
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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.
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 About 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 About gain scores.
Percentile – The student's reading level percentile for each assessment. To learn more see About 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 About reading proficiency levels.
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Struggling (red) – 1st to 29th percentile
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Emerging (yellow) – 30th to 54th percentile
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Proficient (blue) – 55th to 79th percentile
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Advanced (green) – 80th to 99th percentile
Performance by Reading Skill table
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.
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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.
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Student Gains (All RPI)
Use this report to review detailed gains results for an individual student, as measured by all
assessments—both Auto RPI and Manual RPI—administered within Reading Progress Indicator (RPI), our
integrated assessment tool. You can also use it to measure gains across a specific date range, which lets
you view results for a subgroup of assessments.
To learn about the assessments in this report see About Reading Progress Indicator (RPI). To view results
for Auto RPI assessments only see Student Gains (Auto RPI).
Tip: To calculate gains results, the report uses the first and last assessments completed within
the selected date range. If the student has not completed at least two assessments within that
date range, gains results will not appear in the report. Try changing the date range, or wait until
the student has completed their next assessment. To learn more see Date ranges.
Accessing the report
For information on navigating and customizing this report once it's opened, see Navigate teacher reports.
1. Click the Gains button at the top of the Results page to view Gains reports.
2. Select All RPI Assessments from the top left menu.
3. If needed, select your school in the Browse by School column on the left, or click your school name in
the district report.
4. Select the group in the Filter by My Groups column on the left or click your group name in the school
report.
5. Click the student's name in Gains by Student column.
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Using assessments to evaluate students
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.
Understanding the scores
To learn how Reading Progress Indicator assesses gains throughout the report, see Gains results.
Reading Level Gains graph
This bar graph illustrates the student's reading level gain score compared to the length of time spent using
the programs, as measured between the first and last assessments completed within the date range.
Gains – This bar represents the reading level gain score, as measured between the first and last
assessments. MySciLEARN calculates this score by subtracting the student's reading level on the first
assessment from the reading level on the last assessment. A numerical gain score appears at the end of
the bar, in years and months. To learn more see About gain scores.
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Days of Use – This bar represents the number of days the student used the programs, as measured
between the first and last 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 between the first
and last 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 usage days for each Scientific Learning program used by the
student, as measured between the first and last assessments within the date range.
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 program. 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 About Fast ForWord program protocols and About Reading Assistant
schedules.
Reading Progress Indicator Test History table
This table presents the results for each RPI assessment completed within the date range, providing an indepth look at the student's growth as he or she progresses through the programs. The first row in the table
presents results for the first assessment within the date range. Each subsequent row presents results for all
other assessments 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.
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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. If the student
completed at least one assessment within the date range, all of the student’s assessments appear in the
table (including those taken before the date range), up to the latest follow-up assessment within the date
range.
Auto/Manual – Identifies whether the test was an Auto RPI assessment (A) or a Manual RPI assessment
(M).
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 About 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 About gain scores.
Percentile – The student's reading level percentile for each assessment. To learn more see About 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.
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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 About reading proficiency levels.
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Struggling (red) – 1st to 29th percentile
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Emerging (yellow) – 30th to 54th percentile
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Proficient (blue) – 55th to 79th percentile
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Advanced (green) – 80th to 99th percentile
Performance by Reading Skill table
The Performance by Reading Skill table presents reading skill results for each RPI assessment completed
by the student within the date range.
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.
Auto/Manual – Identifies whether the test was an Auto RPI assessment (A) or a Manual RPI assessment
(M).
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.
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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.
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5
Distribute reports
Use this chapter to learn how distribute the Results reports to teacher, parents,
and other interested parties.
What's in this chapter
Print reports
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Email reports
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Export reports (Excel)
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5 Distribute reports
Print reports
When viewing the reports, use the Print menu in the Results page header to print a PDF report for parents,
staff, or other interested parties. Depending on your platform and browser settings, the PDF report will
download and open in the current window or in a separate window. PDF documents are usually opened
by the Web browser's default PDF application. If you are not able to download and open the report, you
may need to install Adobe® Reader®, which is a free download from Adobe's Web site.
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Print this report – You can print any of the Results reports by using the Print This Report option in the
Print menu. See Print a report.
Print multiple student reports – You can print multiple student reports for groups of students by using
the Print Student Reports option in the Print menu. See Print multiple student reports.
Print a report
Use the Print This Report option in the Print menu to print a copy of the report you're viewing. This option
opens a PDF version of the report, which you can then save to your local computer or send to a printer.
1. Navigate to the report you would like to print so that it is displayed on the Results page.
2. Select Print This Report from the Print menu at the top right of the page to open the report in your
computer's PDF viewer.
3. When viewing the Student Progress History report, you can print specific sections of that report by
selecting that option from the Print This Report menu (these options only appear in the menu when
viewing the Progress History report). For details on the report see Student Progress History (Fast
ForWord).
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Print History – Includes the Completion History results
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Print History and Details – Includes the Completion History and Completion Details results
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Print Errors – Includes the Error Reports results
4. Follow the directions in the PDF viewer to save and/or print the file.
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5 Distribute reports
Print multiple student reports
Use the Print Student Reports option in the Print menu to print multiple reports for a group of students. This
option opens a single PDF file that includes all of the students reports you've chosen to print, along with a
table of contents that allows you to jump to a report by choosing its title. You can save the PDF file to your
local computer or send it to a printer, just like printing a single report.
Which reports can I print?
You can include the following student reports in the PDF file:
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Fast ForWord Progress History
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Fast ForWord Progress History – Completion History section only
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Fast ForWord Progress History – Completion History and Details sections only
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Fast ForWord Progress History – Errors section only
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Fast ForWord Errors – Last Participation Day
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Fast ForWord Percent Complete
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Fast ForWord Daily Usage Record
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Fast ForWord Weekly Achievement
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Gains
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Reading Assistant Implementation
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Reading Assistant Selection
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Reading Assistant Comprehension
When printing multiple reports, MySciLEARN includes each week that the student worked on the
product within the selected date range. If a student does not have any data for one or more of the
selected reports, MySciLEARN will not include those reports in the PDF file. If a student does not
have any data for all of the selected reports, MySciLEARN will not generate the PDF file.
You cannot include reports for both Scientific Learning products in the same print job. Print the
reports for Fast ForWord in one job, then print the reports for Reading Assistant in another job.
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Printing Gains reports
To print the Gains All RPI Assessment reports (which include Manual RPI tests), choose a
custom date range that includes the assessment results you’d like to print. This report will then
appear in the table, listed as Gains (All RPI Tests Within Date Range).
For schools using Reading Assistant only, the Gains Auto RPI Assessments report is listed in the
table as Initial Assessment, and the Gains All RPI Assessments report is listed as Gains (All RPI
Tests Within Date Range). To print the latter report, choose a custom date range that includes the
assessment results you’d like to print.
How to print multiple student reports
1. While viewing reports on the Results page, select Multiple Student Printing from the Print menu at the
top right of the page.
2. On the Print Reports for Multiple Students screen, filter the student reports for your group.
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Choose a date range for the reports from the Date Range menu, as needed. See Date ranges. To
print the Gains All RPI Assessments report, which includes Manual RPI tests, choose a custom
date range.
If you're a district manager, or a school manager with multiple schools, choose a school from the
Schools menu.
If you have access to multiple groups, choose your group from the Group menu.
If your school has licensed more than one Scientific Learning product, choose a product from the
Product menu: Fast ForWord or Reading Assistant (you can only print reports for one product at a
time).
3. Select the student reports you'd like to print for the selected product and click the corresponding print
button (Print Fast ForWord or Print Reading Assistant).
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To select all reports for one student, click the All button after that student's name.
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To select one report for all students, click the All button below that report's title.
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To select all reports for all students, click the ALL button in the upper left corner.
When you click the print button, a PDF file with all of the selected reports opens in your computer's
PDF viewer. If you've selected a large number of reports, it may take a few minutes to generate the
PDF file.
Fast ForWord reports
Reading Assistant reports
4. Follow the directions in the PDF viewer to save and/or print the file.
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Email reports
Use the Email Scheduler in the Results page header to automatically email reports to parents, staff, and
others, on a one-time, daily, weekly, or monthly basis. The reports are included as attachments to the
email, in PDF format. PDF documents are usually opened by the operating system's default PDF
application. If you are not able to open a report, you may need to install Adobe® Reader®, which is
available as a free download from Adobe's Web site.
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To learn how to set up emails, attach reports to the emails, and schedule the emails for delivery, see
Create a new email and schedule delivery.
To learn how to view, edit, and delete the emails you've scheduled, see Manage your scheduled
emails.
For details on how recipients can unsubscribe to the emails, see Unsubscribe from emails.
When are the emails sent?
MySciLEARN uses the following schedules for sending emails. For more information on scheduling see
the task Create a new email and schedule delivery.
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One Time – The reports will be emailed immediately.
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Daily – The reports will be emailed every day.
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Weekly – The reports will be emailed at the end of every week.
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Every 4 Weeks – The reports will be sent at the end of the fourth week on a set four-week schedule,
starting from July 27, 2013. Every four weeks after that date, the system will send the next round of
emails.
Access the Email Scheduler
Follow these steps to access the Email Scheduler. See the rest of this topic for details on how to use it.
1. In the MySciLEARN Manage section, click the Results tab to open the Results page.
2. From the Email Scheduler menu in the top right of the page, chose the email option you'd like to use:
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New Email – Choose this option to create a new email and schedule delivery.
Scheduled Emails – Choose this option to manage your scheduled emails (view, edit, or delete
the emails).
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Create a new email and schedule delivery
Use the New Email screen to create and schedule new emails for delivery. The following task provides
step by step instructions, along with everything else you'll need to know about new emails, such as
scheduling options and report availability.
1. From the Email Scheduler menu in the top right corner of the Results page, click New Email.
2. On the New Email screen, enter the following information to set up your new email.
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To – Enter the email address of the recipient, in the following format only: name@domain. For
example, [email protected]. To send the email to yourself, leave this field blank. To
send the email to multiple recipients, separate each email address with a comma or semicolon.
Subject (optional) – Enter a subject line for the email. For example, Fast ForWord Weekly Status.
To use a generic subject line, leave this field blank.
Include Message (optional) – Add any comments that you would like to add to the email body. For
example, you may want to add a few lines about a school, group, or student, or highlight a
particular area of interest within a report.
Schedule – Use this menu to select how often you would like to send the report. When you
schedule a recurring email, that email appears on the Scheduled Emails page (One Time emails
do not appear here). For more information see Manage your scheduled emails. Please note that
the system uses calendar weeks—Sunday through Saturday—when emailing reports.
One Time – The reports will be emailed immediately. Use the Date Range menu to select a date
range for the student activity in the emailed reports (available for One Time emails only). See Date
ranges.
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Last 4 Weeks – The reports will include student data from the current calendar week and the
previous three calendar weeks.
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This Week – The reports will include student data from the current calendar week.
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Last Week – The reports will include student data from the previous calendar week.
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Custom – The reports will include student data from the weeks in that custom date range.
Daily – The reports will be emailed every day, and will include student data from the current
calendar week.
Weekly – The reports will be emailed at the end of every week, and will include student data from
the calendar week that just ended.
Every 4 Weeks – The reports will be sent at the end of the fourth week on a set four-week
schedule, and will include student data from those four weeks—that is, the calendar week that just
ended and the previous three calender weeks.
When are Every 4 Weeks emails sent?
The Every 4 Weeks schedule uses a permanent four week schedule starting from July 27,
2013. Every four weeks after that date, the system sends the next round of emails.
Because of this standardized four-week schedule, the first email may be sent earlier than
four weeks.
3. Click the Add/Remove reports button to start adding reports to the email.
4. From the Report Level menu, choose a report level, then click the checkbox next to the reports you'd
like to attach to the email and click Add.
Report levels are available based on your staff role. Each level provides the following reports:
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District (district managers only)
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Fast ForWord Implementation
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Reading Assistant Implementation
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Gains (Auto RPI Assessments)
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Gains: All Assessments Within Date Range (Custom date range only, cannot be scheduled)
School (district and school managers only)
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Fast ForWord Implementation
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Reading Assistant Implementation
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Gains: Auto RPI Assessments
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Gains: All Assessments Within Date Range (Custom date range only, cannot be scheduled)
Group (all staff members)
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Fast ForWord Implementation
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Fast ForWord Percent Complete
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Reading Assistant Implementation
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Reading Assistant Comprehension
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Gains: Auto RPI Assessments
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Gains: All Assessments Within Date Range (Custom date range only, cannot be scheduled)
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Student (all staff members)
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Fast ForWord Progress History (includes all Fast ForWord products in date range)
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Fast ForWord Progress History – Completion History section only
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Fast ForWord Progress History – Completion History and Details sections only
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Fast ForWord Progress History – Errors section only
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Fast ForWord Errors – Last Participation Day (includes all Fast ForWord exercises used)
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Fast ForWord Percent Complete (includes all Fast ForWord products in date range)
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Fast ForWord Daily Usage Record (includes all Fast ForWord products in date range)
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Fast ForWord Weekly Achievement (includes all Fast ForWord products in date range)
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Reading Assistant Implementation
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Reading Assistant Selection (includes all selections the student has worked on in date range)
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Reading Assistant Comprehension
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Gains: Auto RPI Assessments
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Gains: All Assessments Within Date Range (Custom date range only, cannot be scheduled)
Gains reports tip
To email the Gains All RPI Assessment report (which includes Manual RPI tests), choose a
custom date range that includes the assessment results you’d like to email, then choose
One Time from the Schedule menu. You cannot send a recurring email with this report.
You can add reports for as many of your schools, groups, and students as you like. When you've
finished adding reports for a report level, you can repeat these steps to add reports from another level.
If you add a report by mistake, click the Remove Report link next to that report. You can also click the
Remove All button at the top left to remove all of the added reports. When you are finished adding
reports, click Close.
5. Click the Save/Send Now button to complete the setup.
The email is scheduled and/or sent, and the Scheduled Email screen opens. You can review, edit, or
delete any of your scheduled emails as needed (One Time emails are not included on this screen).
For steps see Manage your scheduled emails. To return to the Results reports, click the Results tab.
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Manage your scheduled emails
Use the Scheduled Emails screen to track, edit, and delete the recurring emails that you have created. For
steps on accessing the Scheduled Emails screen, see Access the Email Scheduler.
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You can only access and manage emails that you have scheduled for delivery. Any other emails that
exist in your school or district are only accessible to the staff member who created them.
Because One Time emails are sent immediately (and only one time), they are not tracked and do not
appear on the Scheduled Emails screen.
View scheduled emails
Use the Scheduled Emails screen to view a list of the emails you've scheduled, and then view the details
within each of those emails. If you don't have any scheduled emails, you'll be prompted to create a new
email when you access the screen.
Note: One Time emails are not tracked and will never appear on the Scheduled Emails screen.
1. From the Email Scheduler menu in the top right corner of the Results page, choose Scheduled
Emails.
The Scheduled Emails screen opens. If don't have any scheduled emails, you'll be prompted to create
a new email. Otherwise, you'll see a list of your scheduled emails. Only the scheduled emails that
you've created appear in the list. Each email includes the following information:
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Recipient(s), Subject, Message, Schedule, Reports
2. Click the scheduled email for which you'd like to view details.
The Email Summary screen opens and displays the details for that scheduled email:
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3. When you've finished reviewing the email, click Close, or click the Edit button to edit the email. See
Editing scheduled emails.
Editing scheduled emails
Use the Scheduled Emails screen to edit any of the emails you've scheduled for recurring delivery; for
example:
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Add or remove recipients
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Change the subject and body text
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Add or remove reports
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Change the schedule or date range
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1. From the Email Scheduler menu in the top right corner of the Results page, choose Scheduled
Emails.
The Scheduled Emails screen opens and displays all of your scheduled emails in a list.
2. On the Scheduled Emails screen, click the scheduled email you'd like to edit.
The Email Summary screen opens and displays the details for that scheduled email.
3. Click Edit to open the Edit Emails screen.
4. Edit the email information as needed.
See Create a new email and schedule delivery for available options. If you need to add or remove
reports, continue with the next step. Otherwise, click the Save/Send Now button to complete the setup.
5. Click the Add/Remove reports button to add or remove reports to/from the email and when finished,
click Close.
6. Click the Save/Send Now button to complete the setup. The edits are saved and take effect
immediately.
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At this point, you can review, edit, or delete any of your other scheduled emails as needed. To return
to the Results reports, click the Results tab.
Delete scheduled emails
Use the Scheduled Emails screen to delete any or all of your scheduled emails at any time; for example, if
one of your students transfers to another school outside the district, or a group of your students graduate
and will no longer use the software.
1. From the Email Scheduler menu in the top right corner of the Results page, choose Scheduled
Emails.
The Scheduled Emails screen opens and displays all of your scheduled emails in a list.
2. On the Scheduled Emails screen, check the box next to the scheduled email you'd like to delete, or
check the box at the top of the column to select all of your scheduled emails.
3. Click Yes on the Remove Selected Emails confirmation screen. The emails are immediately deleted
and will no longer be sent.
Unsubscribe from emails
MySciLEARN provides an unsubscribe link at the bottom of the Results report emails that allows the
recipient to permanently opt out of all emails from that district, or to selectively opt out of specific scheduled
emails from that district. Upon receiving an unsubscribe request, MySciLEARN complies with that request
as follows:
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When opting out of all emails from the district, MySciLEARN:
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Unsubscribes the recipient from all scheduled Results reports emails from the district
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Permanently blocks the recipient from receiving any new Results report emails from the district
When opting out of specific emails from the district, MySciLEARN:
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Unsubscribes the recipient from those emails (other recipients, if any, will continue to receive those
emails)
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Continues to send all of the recipient's other scheduled Results report emails from the district
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Allows district staff members to send new Results report emails to that recipient
Opting back in
Recipients can use the unsubscribe link on any of their emails to change their email preferences
as needed; for example, to opt back in, or to opt out of another specific email.
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Export reports (Excel)
When viewing a report, use the Excel button in the Results page header to export that report data in Excel
format as needed; for example, to import into your school or district SIS, or to perform your own data
analysis. Clicking the Excel button downloads the data as an Excel spreadsheet in XLS format, which can
then be saved to your local computer or sent to a printer. Downloaded Excel files are usually opened by
Microsoft® Excel or other spreadsheet program installed on the computer.
Note: When using a viewer (for example, Apple's Preview) instead of a spreadsheet program,
some values such as dates and percentages may not be formatted as expected.
Which reports can I export?
The following reports are available for export. You'll see the Excel button in the Results header when
viewing these reports. If you don't see the Excel button, that report is not available for export:
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District Implementation Success
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School Implementation Success
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Group Implementation Success
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Group Fast ForWord Percent Complete
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Group Reading Assistant Comprehension
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All Gains reports, both Auto RPI and All RPI views
What information is exported?
Exported district and school reports include the information from the report.
Exported group reports include the student’s Special Education status and English Language Learner
status (a blank field indicates a “No” status):
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Group Implementation Success
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Group Fast ForWord Percent Complete
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Group Reading Assistant Comprehension
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Group Gains report, both Auto RPI and All RPI views
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Tip: If you export a school report with All Students selected, or any group report with an individual
group selected, the exported report also includes student IDs for each student in the report. To
learn about the All Students view see Navigate school reports and Navigate teacher reports.
To export a report
1. Navigate to the report with the data you would like to export so that it is displayed on the Results page.
2. Click the Excel button in the header at the top of the report to download the report as an Excel
spreadsheet. If you don't see the Excel button, the report is not available for export.
3. Follow the directions in your browser or spreadsheet program to open or save the file.
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Glossary
Glossary
activity
A set of required tasks within a Reading Assistant selection. Each selection includes three activities:
Preview and Read on My Own, Read and Record, and Take the Quiz.
adjust status
An indicator in the Fast ForWord reports (a yellow icon) that appears when a student is not
progressing in the current program as desired and may benefit by moving to the next program. Click
the indicator for detailed recommendations.
alert
An indicator in the Fast ForWord and Reading Assistant reports (a red flag icon) that appears when a
student requires an immediate intervention with the current program. Click the alert for detailed
recommendations. See also: intervene alert, comprehension alert, WCPM alert
attendance score
A score in the Fast ForWord reports that measures how well a student met the weekly attendance
requirement. Students are expected to use the program either three days or five days a week,
depending on the protocol, and must complete at least 30% of the expected work time that day.
audio recording
A student's reading of a Reading Assistant selection, available to staff members on the Reading
Assistant group and student reports.
complete status
An indicator in the Fast ForWord reports (a green checkmark icon) that appears when a student has
completed most of the material available in the program and is ready to progress to the next
program. Click the indicator for detailed recommendations.
completion rate
A rate in the Fast ForWord reports that measures how well a student met the weekly completion goal
for a program. Completion goals are unique for each Fast ForWord program and protocol, and
typically vary week to week. Completion goals also expect that the student will complete the protocol
each week. Because research has shown that good completion rates are related to better outcomes,
completion rate is also used to measure overall implementation. See also: implementation score.
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Glossary
comprehension
A skill used by readers to understand and learn from text while they read. Measured by the RPI
assessments and reported in the Gains reports. In the Reading Assistant reports, measured by the
quiz score in the third activity, Take the Quiz.
comprehension alert
An indicator in the Reading Assistant reports (a red flag icon) that appears when a student is
struggling to comprehend the content (less than 80% correct on 3 of the last 5 quizzes). Click the
alert for detailed recommendations.
comprehension strategy
A strategy used by readers to decode text, understand words, and construct meanings from text. In
Reading Assistant, students generally practice comprehension strategies using the Think About Its
within a selection (and occasionally using the quiz questions in Take the Quiz).
content progression
How a student moves through the content in their assigned Reading Assistant library. Choose from:
1) locked (default), which only allows the student move through the content as it is ordered within the
library, 2) student selected, which allows the student to choose the order in which they move through
the selections or activities, or 3) unlocked (teachers only), which allows users to access any activity
in any selection at any time for classroom instruction.
date range
A feature in the Results reports that lets staff filter report data based on when students used the
program. By default, most of the reports show the last four weeks of product use.
decoding
The ability to decipher written words. Decoding requires phonological awareness as well as an
understanding of sound-symbol correspondences. Measured by the RPI assessments and reported
in the Gains reports.
Developing or Above
A benchmark in the Reading Assistant reports that indicates the percentage of selections completed
by the student at a performance level of "developing" or "proficient." See also: performance level
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Glossary
district manager
A standard staff role that provides complete administrative rights for all schools in the district. This is
the highest level role within MySciLEARN, and is intended for district and system administrative staff.
exercise
(n.) A fun, interactive component within a Fast ForWord product that focuses on a set of specific
cognitive skills. Each Fast ForWord product includes multiple exercises that work together to help
strengthen language and reading skills.
fluency
The ability to read a text accurately and quickly. Fluent readers can decode and recognize words
automatically and understand their meaning at the same time. In Reading Assistant, fluency is
measured by comparing the words correct per minute (WCPM) score to a goal specific to each
selection. Students demonstrate fluency in the second activity, Read and Record.
gain score
A score in the Gains reports that reflects improvement from an earlier RPI assessment to a later RPI
assessment. Gain scores are reported in terms of grade equivalent scores and percentile scores,
and are based on a ten month academic school year.
grade equivalent score
In the Gains reports, a score that provides a general idea of how a student is performing with
reference to younger and older students who took the same RPI assessment. For example, a very
advanced third grader might earn a grade equivalent score of 5.3 on the level 2-3 RPI assessment.
This student is performing well above average on third grade level material, yet this does not mean
the student is ready for fifth grade level material.
implementation score
A score in the Fast ForWord reports that indicates how well a student is meeting the weekly
implementation goal, which represents overall implementation success. See also: completion rate
instructor
A standard staff role that provides management rights over specific students and groups at an
individual school. The instructor role is intended for staff members such as teachers and lab
coaches.
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Glossary
intervene alert
An indicator in the Fast ForWord reports (a red flag icon) that indicates the student is not progressing
as well as desired in one or more of the exercises. Click the alert for detailed recommendations.
level of thinking
A thinking skill that enables a proficient reader to read beyond the text. In the Reading Assistant
reports, this skill is measured by the Think About It and quiz questions, which are associated with a
specific level of thinking: literal, inferential, evaluation, analysis.
Lexile® Framework for Reading
An educational tool developed by MetaMetrics, Inc., used to identify the readability level of a text.
library
A set of Reading Assistant selections (texts) that can be assigned to a student. Reading Assistant
includes two types of libraries: content packs and custom libraries.
MySciLEARN Toolbox
A professional development hub for MySciLEARN that provides access to all product training
materials and other resources such as video tutorials, staff training courses, and the teacher guides.
national percentile score
A score in the Gains reports that compares a student's RPI assessment score to the scores of a large
national sample. For example, if a student scored in the 70th percentile on an assessment, that
student performed better than 70% of the students in his or her grade who took the same
assessment as part of the calibration study.
participation score
A score in the Fast ForWord reports that measures how well a student met the weekly participation
requirement. Students are expected to complete a program's protocol (30 to 90 minutes per day,
depending on the protocol) each day that the student used the program.
percentile gains
See "national percentile score"
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Glossary
percentile score
See "national percentile score"
performance level
In the Reading Assistant reports, a rating that indicates a student's performance by measuring
fluency and comprehension, two critical reading skills. Students can earn one of three ratings:
proficient, developing, emerging. Used to calculate the Reading Level High Score.
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."
Measured by the RPI assessments and reported in the Gains reports.
product
A Scientific Learning software program available on the MySciLEARN platform, including the Fast
ForWord family of products and Reading Assistant.
protocol
A Fast ForWord product usage schedule that determines which exercises are worked on, how often
those exercises are worked on, and how long each exercise is worked on a given day. The Fast
ForWord protocols have been proven to help maximize the benefits of the products.
quiz
A set of questions in the Take the Quiz activity in Reading Assistant, designed to assess selection
comprehension while evaluating comprehension skills and levels of thinking.
Reading Level High Score
In the Reading Assistant reports, a score that represents the highest reading level mastered by a
student. Students master a reading level by completing selections at that reading level and
achieving an acceptable words correct per minute (WCPM) score while maintaining good
comprehension. See also: performance level
Reading Proficiency Level
In the Gains reports, categories of achievement that describe student performance in the skills
measured by the RPI assessments. Categories include: struggling, emerging, proficient, advanced.
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Glossary
Established by aligning results from the RPI calibration study with information from various states
regarding the percentage of students that achieve proficiency on high-stakes assessments.
Reading Progress Indicator (RPI)
An assessment tool within MySciLEARN that automatically administers reading assessments to
students. The RPI assessments provide overall reading scores that can help indicate how students
are responding to Fast ForWord product use. Assessment results are reported in the Gains reports.
recording portfolio
A feature in the Reading Assistant reports that lets staff save copies of a student’s recordings for
reviewing and archiving purposes.
schedule
A Reading Assistant assignment option that allows staff to set a 20 minute timeout for training
sessions.
school manager
A standard staff role that provides administrative rights for all of the staff members, students, and
groups at specific schools in the district.
selection
An individual text in an assigned Reading Assistant library to be read by the student.
staff member
A MySciLEARN user whose rights, or permissions, are defined by an assigned staff role that has a
specific function and includes a specific set of permissions.
staff role
A set of permissions assigned to a staff member. The system includes three standard staff roles
(district manager, school manager, instructor). You can also create custom staff roles to meet your
school or district needs.
status update
An indicator in the Fast ForWord reports that appears when a student reaches specific milestones
within a program and requires immediate attention. See also: adjust status, complete status, switch
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Glossary
status
student
A learner who is using the Fast ForWord or Reading Assistant products within MySciLEARN.
switch status
An indicator in the Fast ForWord reports (a green circle icon) that appears when the student has
completed most of the material available in the current program and may be ready to proceed to the
next program. Click the indicator for detailed recommendations.
Think About Its
Questions and tasks in the Preview and Read on My Own activity in Reading Assistant, designed to
improve the student’s comprehension of a selection.
topic
A group of Reading Assistant selections at the same reading level within a content pack, related in
content by subject, theme, or set of ideas.
vocabulary
The ability to understand a word's meaning and syntactical role, and to recognize the individual
morphemes in a word. Measured by the RPI assessments and reported in the Gains reports.
WCPM alert
An indicator in the Reading Assistant reports (a red flag icon) that indicates the student is struggling
to read the content at an appropriate rate (75% or less of the WCPM goal on 3 of the last 5
selections). Click the alert for detailed recommendations.
words correct per minute (WPCM)
The number of words a student can correctly read aloud in one minute, used to measure fluency in
Reading Assistant.
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