For many schools and districts, the time for the second Reading Inventory of the year has arrived (or is fast approaching). And, after all your students' scores are in, you'll want to look over how they (and, at least in part by extension, you) did.
So, here are a few reports you should pull up and a thought or two on how you may want to think about what you see.
Keep in mind that the second Reading Inventory of the year is supposed to be more of a placement check than anything else. That's because the Reading Inventory gets more accurate as it is used. This second test will measure growth, but it will also give you a narrower window of reliability error.
This is not to imply that we shouldn't be encouraged by progress and alarmed by the lack of it. Celebrate those successes and look into those un-welcomed anomalies. But don't let those students who have not taken off yet (or who have even gone down a little) frighten you too much. It is very early in the year, there are many factors that can impact a student's performance on a single test, and there will be plenty of opportunities to get those scores soaring.
Growth Goals Report
As the name of the report suggests, we generally want to focus most of our attention on the growth goals column of the report. Since my school give the Reading Inventory four times after the initial placement, I usually try to do a little mental math and figure out if the student has accomplished about a quarter of their expected growth.
If it is a "Yes" I'm smiling ear-to-ear.
If it is a "No" I'm pulling up the student's Diagnostic Reading Report, trying to catch any trends I should be aware of and planning how I can give the student a little extra boost.
Instructional Planning Report
As discussed (or at least hinted at) above, don't be alarmed if you don't see a lot of change in proficiency levels after this second pass. You probably won't and you really shouldn't. If you saw a large shift over such a short period of time (i.e. most of the class goes from red-yellow to yellow-green), it probably means that the beginning of the year Lexile scores weren't very accurate. While no test is perfect, the chances of that being true for a large percentage of your class are almost non-existent. So, though we may wish for miracles (and we may even see one or two), by and large your classes' proficiency level improvements should be relatively modest.
It's during our midyear testing, that we generally see students start to take off. And it's usually during the March and/or May testing windows that we really see them reaching for the stars.