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Lexia® RAPIDTM Assessment Performance Scores for each required screening task allow educators to monitor student skill development within and across years.
The following charts show examples of the knowledge and skills students can demonstrate, based on their Performance Scores for each task. Educators can use this information to understand students’ current performance, identify next steps for instruction, and select targeted instructional materials.
How to use these Instructional Pathway charts:1. For each task, find the row that corresponds to your student’s
Performance Score (Column 1).
2. Read across the row to understand the kinds of skills the student is able to demonstrate (Column 2*). The following column indicates what they are ready to learn next (Column 3), and the last column recommends instructional materials (Lexia® Connections) for targeting those skills (Column 4).
3. Each Performance Score range contains three suggested Lexia Connections for entry points on the specific skill sequence (lower, middle, higher). Use the student’s Performance Score to guide where you choose to begin instruction.
4. Lexia Connections suggested may overlap with the prior range. This allows flexibility to ensure that students have mastered the skills necessary to advance to the next level of instruction in the sequence.
For quick navigation, the RAPID Scope and Sequence table on the following page contains internal hyperlinks to the specific task charts.
* Each RAPID task has its own scale, so score ranges are not the same across all tasks. Example items are for illustrative purposes only; therefore, alignment to the RAPID Performance Score ranges are approximations.
Following Directions Fall/Winter/Spring Fall/Winter/Spring
Vocabulary Knowledge Fall/Winter/Spring
Syntactic Knowledge Fall/Winter/Spring
Reading Comprehension
Sentence Comprehension* (Listening) Fall/Winter
Passage Comprehension** (Reading) Spring Fall/Winter/Spring Fall/Winter/Spring
Reading Comprehension Fall/Winter/Spring
*Sentence Comprehension is not a required screening task, so no chart is available. **Passage Comprehension is a descriptive task and Performance Scores are not provided; no chart is available
Following Directions (1, 2)measures your student’s understanding of spoken directions
Performance Score Range
What is the student likely to be able to do?
What is the student ready to learn next?
What Lexia Connections will help target instruction?
400 and below
• Understand short, single step oral sentences when following directions and asking for help or information (Click on the blue car.)
• Foundational oral language comprehension skills, including describing words and picturing skills
Lower Range: Picturing Key Words
Middle Range: Basic Concept Words
Higher Range: Describing Words
401-550
• Understand two-step oral commands when following directions and asking for help or information (Click on the first dog, then click on the last car.)
• Phrase- and sentence-level comprehension Lower Range: Describing Words
Middle Range: Combining Adjectives
Higher Range: Sentence Comprehension
551-700
• Understand oral directions in longer, multi-step commands when following directions and clarifying comprehension (After you put the car at the beginning of the row, click on the biggest dog.)
• Sentence-level comprehension and sequencing
Lower Range: Sentence Comprehension
Middle Range: Sequencing Sentences
Higher Range: Sentence Building
Above 700
• Understand oral directions in longer, multi-step commands when following directions and clarifying comprehension (Before you put the smallest car to the right of the black dog, click on the white train in the third row.)
• Building and expanding sentences Lower Range: Sequencing Sentences
Vocabulary Knowledge (3-12)measures how your student uses parts of a word to figure out what it means
Performance Score Range
What is the student likely to be able to do?
What is the student ready to learn next?
What Lexia Connections will help target instruction?
300 and below
• Use knowledge of word parts (including Anglo-Saxon and Latin prefixes, suffixes, roots) as a clue to understanding unfamiliar words in lower elementary texts
• Apply knowledge of meanings and spellings of prefixes and suffixes as clues to meaning of a word
Lower Range: Simple Suffixes
Middle Range: Latin Suffixes
Higher Range: Prefix Meanings
301-450
• Use knowledge of word parts (including Latin prefixes, suffixes, roots) as a clue to understanding unfamiliar words in upper elementary texts
• Apply knowledge of Latin affixes and roots as clues to meaning of a word
Lower Range: Latin Suffixes
Middle Range: Prefix Meanings
Higher Range: Root Meanings
451-600
• Use knowledge of word parts (including Latin prefixes, suffixes, roots) as a clue to understanding unfamiliar words in lower middle school texts
• Identify patterns of word changes that indicate different meanings or parts of speech
Lower Range: Prefix Meanings
Middle Range: Root Meanings
Higher Range: Prefix Change Rules
Above 600
• Use knowledge of word parts (including Latin prefixes, suffixes, roots, and Greek combining forms) as a clue to under-standing the meaning and part of speech of unfamiliar words in upper middle school texts and beyond
• Apply knowledge of Greek combining forms and Latin affixes to understand vocabulary in math and the sciences
Reading Comprehension (3-12)measures your student’s deep understanding of what they read
Performance Score Range
What is the student likely to be able to do?
What is the student ready to learn next?
What Lexia Connections will help target instruction?
375 and below
Use text structure, including understanding of main idea & details, and story elements, to comprehend texts typical of early elementary school
Use of paragraph organization, including understanding of how key information is emphasized
Lower Range: Informational Text Structure/Narrative Text Structure
Middle Range: Inference & Conclusion
Higher Range: Cause & Effect
376-500
Use paragraph organization, including understanding of how key ideas and details are emphasized, to comprehend texts typical of upper elementary and middle school
Use of paraphrasing to monitor their understanding of key information and confirm comprehension
Lower Range: Cause & Effect
Middle Range: Compare & Contrast
Higher Range: Paraphrasing
501-600
Use paraphrasing to explain key information and monitor their comprehension of texts typical of middle school to early high school
Use of summarizing to analyze key information and comprehend texts
Lower Range: Compare & Contrast
Middle Range: Paraphrasing
Higher Range: Summarizing
Above 600
Use summarizing to analyze key information and comprehend texts typical for middle school and high school
Use of author’s viewpoint to make inferences and predictions and form independent judgments of text