Literably includes an optional feature (at the district level) to require that students achieve a particular fluency rate to be recommended for an assessment at a particular reading level. This re-assessment methodology is more consistent with certain paper-and-pencil reading assessments.
If your district (or school) has this optional feature turned on, we encourage you to print out this chart and use it as a reference when reviewing your Literably dashboard and student data.
For districts that have enabled this feature, see below for the minimum fluency rates we apply:
|To move up to this level (for next assessment and instructional levels)||Minimum fluency rate required on most recent assessment (WCPM)|
If this setting is turned on, and a student has been recommended for a higher level based on their accuracy and comprehension scores on their last assessment (according to this table), the student would need ALSO to have met the minimum fluency rate for that higher level on their last assessment in order to be moved up.
The above applies to the "Next Assessment" level and the instructional level. However, the minimum fluency rate will not impact how Literably determines a student's estimated independent level.
As an example, if a student reads at 149 wcpm on a level X text, the student will not be moved up to level Y, regardless of their accuracy/comprehension score, because they did not reach the 150 wcpm minimum fluency rate. More specifically:
- Literably will not move the student's "Next Assessment" level up to a Y.
- It will not be possible for the student's instructional level to be moved up to Y.
- If the student read the level X text with at least 95% accuracy and 60% comprehension (more details here), the student's estimated independent level would be set at X (assuming the student did not already read with these accuracy and comprehension thresholds at a higher level previously).
- 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 (more details here). This will happen even if the student has not met the minimum wcpm threshold for that next level. If the student then assesses at that higher level and "passes" the level, the student's instructional level will be confirmed at that level, even if the wcpm threshold has not been met for that level.
- Similarly, if a teacher manually adjusts a student's Next Assessment level up, this also enables the student to assess at that higher level (and possibly move up in instructional level), even if the wcpm threshold has not been met.