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How do I know whether to raise a goal or a level? Do I raise both?
Once you determine a change in level or goal is needed, you must decide which one to raise. When changing levels and goals, raise only one element at a time.
After a student completes all of the stories in a level, which is typically 24 stories, raise the student's level.
After the student completes 12 stories, if you need to make a change, consider the student's comprehension and accuracy, and use your teacher judgment.- If the student generally scores less than 80 percent correct on the quiz questions on the first try, keep the level the same.
- If the student has high error rates during cold or hot timings because s/he lacks the oral vocabulary to read the current level of material or lacks the phonics skills to decode the words in this level, keep the level the same.
- If the student has high error rates due to carelessness or a desire for speed, keep the goal the same.
If the student's comprehension is good and error rates are low, determine whether to raise the student's level or goal by considering the gains s/he needs to make in level of material and reading rate to achieve his/her long-term fluency goal. The student's long-term fluency goal is typically reading unpracticed, grade-level material at a rate that is at least at the 50th percentile of national norms.
Once you've decided which element to raise—level or goal—follow the guidelines below to help ensure the student's continued success.
- Typically, raise levels by half a year. In rare cases, you may raise levels by a whole year if a student is reading in level 3.0 or above and has made significant fluency progress, comprehends well, and can handle the extra challenge.
- Raise goals by 10 words at a time.
- Discuss the change with the student, asking for his/her input.
