Projected Lexile And Quantile Measures For School Year 2020/21
Projected Lexile and Quantile Measuresfor School Year 2020/21Matt Copeland, Director of Educator EngagementJane Scott, Senior Educational Facilitatormcopeland@lexile.comjscott@lexile.com
HousekeepingGrab chocolate, get comfy,Feel free to use the Zoom tools:Due to the possibility of a largegroup joining today, please chatquestions and remain muted.2
Today’s SessionProjected Lexile & Quantile Measures What are they?Where can I find them?How were they calculated?What can I do with them?3
Previous Sessions An Introduction to The LexileFramework for Reading An Introduction to The QuantileFramework for Mathematics An Introduction to the Lexile &Quantile HubRecordings of these previous sessionshave been emailed to CTCs and willsoon be available on IDOE’s website4
The Lexile Framework for ReadingLexile measures match text and readers on the same scale.LEXILE TEXTMEASURELEXILE READERMEASUREA Lexile textmeasurerepresents itsreadingcomplexity.A Lexile readingmeasurerepresents astudent’sreading ability.770L770L5
The Quantile Framework for MathematicsQuantile measures match math readiness and complexity on the same scale.QUANTILE STUDENTMEASUREQUANTILE LESSONMEASUREA Quantilematerialmeasureis its mathA Quantilestudentmeasureis her readinessfor mathinstruction.complexity.840Q840Q66
The Impact of COVID-19 132,000 schools across the U.S. closed this past spring due to COVID-19,impacting the learning of more than 50 million students. Interruptions to schools have raised fears that learning gaps in core academicareas have expanded. This fall, more so than ever, teachers will need to understand where theirstudents are in relation to the content and learning goals for this upcomingschool year. Such information helps educators: Gauge student readiness for the academic demands of curricular materials, Design targeted interventions to remedy individual student needs, and Plan instruction for grade-level learning standards.7
COVID-19 Response To support educators and students, MetaMetrics and the Indiana Department ofEducation partnered to provide one set of data points to help address this realityfor this school year. By leveraging existing student data from prior assessments, researchers haveproduced projected Lexile and Quantile measures for individual students. In the absence of assessment data from Spring 2020, these projected measuresmay offer educators a starting point to consider for instructional design andplanning.8
Where Can I Find These Projected Measures?In late August, Cambium will deploy the projected measures for eachcorporation in the Corporation Test Coordinators (CTCs) secure TIDE inbox.Only CTCs officially designated in DOE Online may access MetaMetricsdata files via the Secure Inbox. Each CTC should: Visit the ILEARN assessment test-administrators-andeducators.stml Select the Inbox portal tab and enter login credentials.9
Where Can I Find These Projected Measures?Select the file name reflecting the 4-digit corporation number (e.g.,“Scores 1234”) and download to a secure network location.10
Where Can I Find These Projected Measures?NOTE: The single file contains projected measures for allstudents enrolled in a corporation during October 2019. Enrollment datasubmitted to IDOE varies daily, so corporations may notice somefluctuation based on local records.11
Caveats Projected Lexile reading and Quantile mathematics measures are not observedstudent test scores. Projections are estimates of students’ reading andmathematics ability based on their previous ILEARN test scores. Scores were projected to a closing date for schools of March 19, 2020 and donot account for growth that may have occurred after that date. Projected Lexile reading and Quantile mathematics measures may not beappropriate for students who were retained or “skipped” a grade in 2019-2020. These projected measures should be used in combination with additional andmore timely information to make the best instructional decisions for students.12
How Were the Projected Measures Calculated? Derived from the longitudinal growth modeling research conducted byMetaMetrics (see Gary L. Williamson “Novel Interpretations of Academic Growth” 2016).13
How Were the Projected Measures Calculated? Not a “one size fits all” approach Instead of a single growth curve, numerous growth curves—covering the fullrange of student abilities—are used to model growth and calculate theprojected measures. By knowing (1) a student’s grade level, (2) her prior assessment performance, (3)the assessment date, we match the student to the growth curve closest to herperformance and can forecast projected measures for any future date. In this instance, we used ILEARN data from May 2019 to predict measures forMarch 19, 2020.14
Example Grade 7 Projected Quantile Measure15
How Were the Projected Measures Calculated?More information on the research and calculation of these projected measurescan be found in the Technical Reports. To receive copies of these reports,please email INassessments@doe.in.gov.16
Now What?What Can I Do withThese ProjectedMeasures?17
What Can I Do with These Projected Measures? Gauge student readiness for the independent reading of grade-level text. Gauge student readiness for grade-level mathematics lessons. Access a variety of Lexile and Quantile tools, available through the Lexile &Quantile Hub, to identify resources and plan for future instruction.18
The Utility of Projected Lexile Measures19
The Reading Demand of Grade-Level TextsMetaMetrics has researchedthe typical reading demandstudents encounter in textsacross Grades 1-12.1Projected Lexile measureshelp teachers determine if astudent can read grade-leveltext independently or if thatchild may need additionalscaffolding to be successful.1See The Text Complexity Continuum in Grades 1-12. Williamson, G. L., Koons, H., Sandvik, T., & Sanford-Moore, E. (2012).20
Helping Teachers Meet Students’ Individual NeedsLexile Text Complexity 1110L1130L1220L21
Determining Readiness for Grade-level Text Based on the projected measure, each student is placed into one of threecategories to help guide instructional planning:What the Category means What the Category helps us to understand Category 3Student’s projected measure is above themedian of the grade-level rangeStudent can likely read grade-level texts independently;little to no scaffolding neededCategory 2Student’s projected measure is between the25th percentile and the median of the gradelevel rangeSome instructional scaffolding may be needed forstudent to be successfulCategory 1Student’s projected measure is below the 25thpercentile of the grade-level rangeConsiderable instructional scaffolding may be neededfor student to be successful22
The Utility of Projected Quantile Measures23
The Mathematical Demand of Math LessonsMetaMetrics has researchedthe typical mathematics demandof the lessons studentsencounter from grades K-11.1Projected Quantile measureshelp teachers determine if astudent is ready for grade-levelmath lessons, or if that studentmay need additional scaffoldingto build conceptualunderstanding and skill fluencybefore engaging the lesson.1See A Quantitative Task Continuum for K-12 Mathematics. Sanford-Moore, E.E., Williamson, G.L., Bickel, L., Koons, H.,Baker, R.F., & Price, R. (2014).24
Helping Teachers Meet Students’ Individual NeedsMathematics Textbook Lesson 1230Q111100Q1220Q1350Q25
Student Readiness for Grade-level Lessons Based on his or her projected measures, each student is placed into one of threecategories to help guide instructional planning:What the Category means What the Category helps us to understand Category 3Student’s projected measure is above themedian of the grade-level rangeStudent can likely engage in the lesson with the teachernow; little to no scaffolding neededCategory 2Student’s projected measure is between the25th percentile and the median of the gradelevel rangeSome remediation or instructional scaffolding may beneeded before engaging the lessonCategory 1Student’s projected measure is below the 25thpercentile of the grade-level rangeConsiderable remediation or instructional scaffoldingmay be needed before engaging the lesson26
The Lexile & Quantile Hub25
Suggestions & Reminders whenRegistering an Account on the Hub Use Google Chrome or Mozilla Firefox Use a laptop, desktop, or other device with a large screen If using an autofill feature within your browser to complete forms, you may want to turn off(temporarily) or clear your autofill data Provide your school email address when registering (personal addresses--gmail, hotmail,etc.--will not grant you free Premium membership) Spell out the name of your state Be sure to identify your role as “Educator” Check your email inbox for a confirmation email from the Hub2628
Register29
Creating Your Account Note: Educators will need to use theirschool email address when registeringEmailPasswordCountryStateRoleNote: After completing the form,educators will receive an email witha link. To complete registration, youmust click on that link and sign in!2630
Getting Started in The HubFor help with each of the toolswithin the Lexile & Quantile Hub,please see our “Getting usp sharing2731
For Help with Registration and Other AssistanceJoin us for Office Hours!Every Monday from 2-3:00 ESThttps://zoom.us/j/94460177886-- or –Feel free to email usfor one-on-one assistance:and againMatt Copelandmcopeland@lexile.comEvery Friday from 11-12:00 ESThttps://zoom.us/j/98795024861Jane Scottjscott@lexile.comWe’re online to answer your questions!32
Questions?33
Connect With UsMETAMETRICS, INC.1000 Park Forty Plaza DriveSuite 120Durham, North Carolina 27713 1.919.547.3400FOLLOW US ON SOCIAL MEDIATWITTER@MetaMetrics Inc@Lexile QuantileFACEBOOK@LexileFramework @QuantileFrameworkLEARN MOREFor more information, ile.GlobalINSTAGRAMwww.instagram.com/lexile ics-inc-This presentation constitutes the confidential information of MetaMetrics, Inc.Copyright 2020 MetaMetrics, Inc. All rights reserved.
The Lexile Framework for Reading A Lexile reading measure represents a student’s reading ability. A Lexile text measure represents its reading complexity. 770L Lexile measures match text and readers on the same scale. LEXILE TEXT MEASURE 770L LEXILE READER MEASURE 5
Mar 16, 2009 · What Does the Lexile Measure Mean? DIBELS ORF to Lexile Conversion Quick Titles Search Search Lexile Codes Lexile codes are two-letter designations that appear before a book’s Lexile measure (for example, AD580L). Sometimes a Lexile measure by itself is not enough informa
The Lexile Framework for Reading is a scientific, proven approach to reading and text measurement. A Lexile measure is the numeric representation of a reader’s ability or a text’s difficulty, both followed by an “L” (for Lexile measure). The Lexile scale is a developmental scale for reading ranging from beginning
The Lexile Framework for Reading A student’s Lexile measure is her reading readiness. A book’s Lexile measure is its reading complexity. a 770L reader a 770L book A Lexile is a measure of both reading readiness and text complexity, on the same scale.
The Lexile Framework For Reading by MetaMetrics A Lexile measure represents both the complexity of a text, such as a book or article, and an individuals reading ability. Lexile measures include the variables of word frequency and sentence length. Lexile measures are expressed as numeric measures followed by an L _ (for example, 850L),
a text. Lexile measures are reported as a numeric value commonly between 200L and 1700L. Low values indicate easier-to-read texts, while higher values reflect more demanding text. Lexile Measures: Most Widely Adopted Reading Measure. Lexile measures are the most widely adopted reading measure in use today. All major standardized
The Lexile Framework has been developed by MetaMetrics Inc. based on 20 years of research. The Lexile data in Literacy Pro measures two critical aspects relevant to reading comprehension development: 1. Student Reading Ability—through the Lexile test 2. Text Complexity—analysis of Lexile level of books and other texts.
The Lexile Framework for Reading Using Lexile Resources to Support Instruction and Encourage Reading Growth Presented by: Jane Scott, Senior Educational Facilitator MetaMetrics , Inc. jscott@Lexile.com
Description Logic RWTH Aachen Germany 4. Introduction to DL I A Description Logic - mainly characterised by a set of constructors that allow to build complex concepts and roles from atomic ones, concepts correspond to classes / are interpreted as sets of objects, roles correspond to relations / are interpreted as binary relations on objects, Example: Happy Father in the DL ALC Manu (9has-child .
