Throughout the ClearFluency reports, mySciLEARN uses several benchmarks and guidelines to indicate student achievement in the component, including Performance Levels, Reading Level High Scores, and Developing or Above benchmarks. Read on to learn more.
To show student performance in an individual reading selection, the ClearFluency component measures two critical reading skills: fluency and comprehension.
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. To learn more see About ClearFluency fluency. See a student's Selection report to see the actual 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, the component 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.
More about performance levels
Notice that to earn a proficient or developing score in a selection, the student must meet 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.
The Reading Level High Score represents the highest reading level mastered by the student in the component. Students master a reading level as follows. For more information on interpreting these levels see Performance Levels.
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.
Students make larger gains when they can maintain a high level of performance in the component 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 ClearFluency 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 reports, under Grade Equivalent. To learn more see About ClearFluency content design.
A student's Reading Level High Score is a high-water mark for that student and will never go down.
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:
Students make larger gains in the component 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 ClearFluency report alerts for some examples of intervention strategies.
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.
With the exception of a few metrics (noted throughout help), the results in the reports reflect completed selections only. Generally, they show the first completion of a selection only, and exclude any subsequent repeats of a selection.
To learn how students complete the activities and selections, see Complete ClearFluency content
Completing a selection
In Step 1 Preview and Read, 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
In Step 2 Read and Record, read the selection one more time, and
In Step 3 Take the Quiz, answer all of the quiz questions one more time.
