After a student's assessment has been graded, Literably will automatically select a level for the student's "Next Assessment" using the below table.
Note: there are a small number of districts that use a customized table that is slightly different than the below table.
At a high level, here’s what this table says:
- Green cells: If a student reads an assessment with at least 95% accuracy and at least ⅗ comprehension, Literably will move the student's Next Assessment level up 1 or 2 levels. Literably will also estimate the student's independent level at that level. More info here.
- Yellow cells:
- If a student reads an assessment with 90-94.99% accuracy and at least ⅗ comprehension, Literably will keep the student's Next Assessment level at that level.
- Literably will also confirm the student's instructional level at that level. More info. here
- Red cells: If a student reads with below 90% accuracy and/or below ⅗ comprehension, Literably will move the student's Next Assessment level down 1 or more levels.
On top of that, if a student does very well or very poorly, Literably will call for a re-assessment at their new level. If the student has a more moderate outcome, Literably will not call for a reassessment, but you can choose to reassess the student.
The video below describes the leveling table in detail and provides examples of how it is applied:
Aggressive Re-Assessment Schedule. We offer customers the option of recommending a re-assessment every time a student's level is changed. If your school or district is set up this way, then re-assess would appear in every cell in the chart above except for the ones with a 0 recommendation. This chart and more details about this can be viewed here. Note: if your district/school uses an aggressive re-assessment schedule, Literably will still adhere to the "floor" rules described below in the next two sections.
Avoiding Redundant Assessment: Floor logic.
1. Once a student reads a text with 90-94% accuracy and at least 3/5 comprehension (see yellow cells above) at a particular level (e.g., a level M text), we will not move the student below that "floor" level (e.g., level M) for the rest of the school year. That is, their instructional level and their Next Assessment level will not move below that floor. This floor logic does not apply to the independent level.
2. If a student reads a text (e.g., a level M text) with at least 95% accuracy and 3/5 comprehension (see green cells above), Literably will automatically move their Next Assessment level up (e.g., we would move it up to a level N) AND we will not move the student's Next Assessment level below that "leveled-up" floor level (i.e., level N) for the rest of the school year.
Note: to be conservative, a student's "leveled up" floor can only be 1 level higher than the level of their last assessment. For example, if a student reads a text (e.g., a level M text) with at least 98% accuracy and 4/5 comprehension (top-left green cell above), Literably will automatically move their Next Assessment level up two levels (e.g., we would move it up to a level O), however, the student's floor will be level N (not level O).
Exceptions to the Floor Logic
There is one main exception to how the above floor logic is applied during the school year: if a teacher manually adjusts a student's Next Assessment level below their floor level, then the above logic will not be applied to the Next Assessment column's auto-leveling until that student assesses again at or above their floor level. Note: even if a teacher manually adjusts a student's Next Assessment level below their floor level, the above floor logic will still apply to the student's instructional level.
Also, if in the past two weeks, a student was given a +0 or downward recommendation (by Literably) to a particular level, regardless of how well they do on an assessment (e.g., at level M):
- The student's upward recommendations will be capped at +1 above that level (e.g., will be capped at level N).
- The student will not be recommended for reassessment.
Summer Slide. After summer break, we move each student's "floor" down 2 levels to account for summer slide. This new "floor" includes the student's Next Assessment Level and their instructional level.
Very Low Fluency. If a student reads at or below 7 wcpm, we will not level the student up, regardless of accuracy and comprehension. Additionally, we permit our customers to require that students achieve minimum fluency standards for us to recommend a reading level increase. If your school or district is set up this way, you can view these minimum standards in this chart.
Expected Growth. If 90 days have passed since the student's most recent assessment, Literably will bump the student's Next Assessment level up one so that their next reading is more likely to be at their instructional level. Note: if the 90 days include summer break, the teacher manually changes the student's level, or the most recent leveling recommendation was +2, then this change will not apply.