The School Principal – Relating Reading Level to Performance Level

NYS students continue to present challenges related to informational text, and particularly science texts. This was true for students in grades 5 and 8 who took the new science tests developed and scored by NWEA. Test scores in math and reading showed a need for improvement. To address these challenges the mantra continues: Let’s work smarter, not harder.

The challenge with reading lies with the complexity of the text. In many cases a complexity level of texts being read at any grade exceeds the reading expectation for the grade. That is the nature of science text, and it is often true with most informational text in which concepts are the basis for understanding.

Initial Thinking

An examination of the science test results provides a performance score with a tendency to learn where and how students may have miscued. It may also be the basis of teacher action to correct perceived problems and acquisition of standards to which they relate. This is an important, but limited strategy in terms of a lasting effect. Performance testing is a marvelous indicator of what a student actually does; but it does not address any underlying challenges a student may be facing.

Correct-Course Thinking

Continued stress on science content is important. However, not so, if students are facing reading problems. The interplay between a student’s reading score and a performance score serves as an important factor in determining where intervention is actually needed to improve both scores. Continued testing of performance will unlikely change without knowing students’ reading levels to inform a deep need. How might this situation be addressed?

Correct-Course Action

Here is where Degrees of Reading Power (DRP) may address and meet the need. The opportunity to bring both scores together to highlight a student’s status: reading level/performance level. How do the two scores relate? Is the student on level? Is performance at proficiency? If not with either, how far apart? Does the reading level dominate? When both reading level and proficiency are low, the reading level is squarely at the center of the challenge. To understand this is the basis to transform a student’s performance. Reading strategies abound to help. Acting on reading level is key. However, there is the need for periodic checking to determine changes in both. Rest assured that if a reading level is improved, the performance level will follow.

EdVistas has the capacity to assist teachers with both testing reading level and science proficiency and to display the scores in a manner that is easily acquired, particularly through it DataMate Testing and Reporting System. DRP is the test to monitor continuous reading improvement. It may be taken on-line with immediate results. The same is true of monitoring science performance.

The tests are available. But, so is help. In addition, EdVistas has prepared a guide as a teacher reference to assist in completing a science practice test. Those with an interest may contact Pete Cooper at 518-925-6021 or pcooper@edvistas.com.