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Read Naturally Live: Checking initial placement

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Proper placement is critical to student success. You can accelerate a student's achievement by using Read Naturally Live's built-in placement test and then checking initial placement after the student completes the first three to six stories. The process of checking initial placement enables you to determine if the student's initial level and goal are appropriate or if you should adjust either the level or the goal.

The student's data must accurately reflect performance, so check initial placement only if you or a staff member guided the student during cold timings. If not, guide the student during cold timings for the next three stories, and then check initial placement using the data for those three stories.

Steps to Check Initial Placement

Compare data from the Students At-a-Glance Report to the Initial Placement Criteria listed below, and use your knowledge of the student to determine whether to continue, raise, or lower the level or the goal.

READ NATURALLY LIVE INITIAL PLACEMENT CRITERIA

Each initial placement criteria is based on the average of the student's scores for the first three to six stories. The Students At-a-Glance report provides those averages for the most recent three stories for each student.

The closer the student's data is to meeting the initial level and/or goal criteria, the more confident you can be that the student is placed in an appropriate level and/or has an appropriate goal.

Initial Level Criteria
  • The student's cold timing indicates a potential fit for the placement level (see table).
    Placement Table
    Placement level Scores in this range
    indicate a potential fit
    0.8 to 3.0 30 to 60
    3.5 to 5.0 60 to 80
    5.6 to 7.0 80 to 100
    8.0 100 to 140
  • The student's percent correct on the quiz is at least 60%.
Initial Goal Criteria
  • The student's goal exceeds the cold timing by approximately:
  • 30 in grades 4 and below.
  • 40 in grades 5 and above.
  • The student's goal is equal to or slightly less than the hot timing. 
  • The student's average number of practices is 3 to 10.

 

Until you are proficient with checking initial placement, use the following detailed directions: Part A: Check the Initial Level, Part B: Check the Initial Goal, and the Checking Initial Placement Worksheet.

Part A: Check the Initial Level

Checking initial placement begins with checking the level. You will use data from the Students At-a-Glance report, the Initial Level Criteria, and your knowledge of the student to determine whether to continue, raise, or lower the level.

Generate a Students At-a-Glance report, and check initial placement for students who have completed the first three to six stories.

 

Step 1. Compare a student's placement level and the cold-timing score for the most recent three stories to the Placement Table.

Placement Table
Placement level Scores in this range
indicate a potential fit
0.8 to 3.0 30 to 60
3.5 to 5.0 60 to 80
5.6 to 7.0 80 to 100
8.0 100 to 140

The cold-timing score shows the level may be:

  • Easy (above placement range)
  • Appropriate (within placement range)
  • Difficult (below placement range)

Step 2.  Compare a student's quiz-%-correct score for the most recent three stories to the ranges below.

The student's quiz-%-correct score shows the level may be:

  • Appropriate ( 80 – 100)
  • Adequate (comprehension support needed (60 – 80)
  • Too difficult (0 – 59)

Step 3.  Find the suggested action(s) in the Level Adjustment Table based on the results of Step 1 and Step 2.

Level Adjustment Table
Results of steps 1 and 2 Quiz-%-correct score shows the level may be:
Cold-timing score shows the level may be: Appropriate
(80– 100)
Adequate
(60 – 79)1
Too difficult
(0 – 59)1
Easy
(above placement range)
Raise or continue level2 Raise2 or continue level Lower level3
Appropriate
(within placement range)
Raise2 or continue level Continue level Lower level3
Difficult
(below placement range)
Continue or lower level3 Continue or lower level Lower level3

1Support comprehension if quiz-%-correct scores are below 80%.
2If the student is in level 8.0, continue the level.
3If the student is in level 0.8 or 1.0 and knows beginning sounds and about 50 words, you can continue, rather than lower, the level.

 

Step 4.  Based on the suggested action(s) and your knowledge of the student, decide what action to take.

If you decide the student should continue in the same level, proceed to Part B: Check the Initial Goal. If you decide to raise or lower the level, do not proceed to Part B. Instead:

  • Assign the next nearest level  and conduct the student's first cold timing.
  • Assign a goal using the Initial Goal Criteria (add 30 to the cold-timing score in grades 4 and below and 40 in grades 5 and above) and your knowledge of the student.
Part B: Check the Initial Goal

If the student continues in the same level, use data from the Students At-a-Glance report, the Initial Goal Criteria, and your knowledge of the student to determine whether to continue, raise, or lower the goal.

Step 1.  Subtract the student's cold-timing score (CT) from the hot-timing score for the most recent three stories, and find the difference on the Cold Timing Table.

Cold Timing Table
Goal minus cold-timing score Goal
Grades 4 and below Grades 5 and above
0 – 25 0 – 35 Too easy
26 – 35 36 – 45 Appropriate
36+ 46+ Too difficult
If the cold-timing score is higher than the goal Too easy

The current goal, compared to the cold-timing score, is:

  • Too easy
  • Appropriate
  • Too difficult

Step 2.  Subtract the student's goal from the hot-timing score for the most recent three stories, and find the difference on the Hot Timing Table.

Hot Timing Table
Hot-timing score minus goal Goal
10 or more Too easy
0 – 9 Appropriate
If the hot-timing score is lower than the goal Too difficult

The current goal, compared to the hot-timing score, is:

  • Too easy
  • Appropriate
  • Too difficult

Step 3.  Find the student's number of practices for the most recent three stories on the Number of Practices Table.

Number of Practices Table
Number of Practices Goal
Less than 3 Too easy
3 – 10 Appropriate
10+ Too difficult

The current goal, compared to the number of practices, is:

  • Too easy
  • Appropriate
  • Too difficult
 

Step 4.  Find the suggested action(s) in the Goal Adjustment Table based on the results of Steps 1, 2, and 3.

Goal Adjustment Table
Results of Steps 1, 2, and 3 Suggested Action
3 results show the goal is too easy Raise goal
2 results show the goal is too easy and 1 shows it's appropriate
2 results show the goal is too easy and 1 shows it's too difficult Raise or continue goal
2 results show the goal is appropriate and 1 result shows it's too easy
3 results show the goal is appropriate Continue goal
1 result shows the goal is too easy, 1 shows the goal is too difficult, and 1 shows the goal is appropriate
2 results show the goal is appropriate and 1 result shows it's too difficult Continue or lower goal
2 results show the goal is too difficult and 1 shows it's too easy
2 results show the goal is too difficult and 1 shows it's appropriate Lower goal
3 results show the goal is too difficult

 

Step 5. Based on the suggested action(s) and your knowledge of the student, decide the student's goal.

If you decide to raise or lower the goal, assign a new goal using the Initial Goal Criteria (add 30 in grades 4 and below and 40 in grades 5 and above) and your knowledge of the student. Check the goal again after the student completes the next three stories.  

For more information about checking initial placement: 

pointer Printable Checking Initial Placement document including worksheet (PDF)
pointer Checking Initial Placement Worksheet (PDF)
pointer Read Live User Guide:  Creating Read Naturally Live Reports • Checking Initial Placement
pointer Read Live Smart Start Guide: Creating Read Naturally Live Reports
pointer Frequently Asked Questions: Checking Initial Placement

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