Core5 Student Dashboard

Question from a client who uses  the student dashboard to set time goals for their students.  If the dash board says they need 10 more minutes to meet their target then the teacher has the student work 10 more minutes. After 10 minutes of time, for example, the dashboard over reports the number of minutes. The student worked 10 but the dashboard reports that they worked 15 minutes.

Answer from Lexia Customer Support 11/8/2018
The student dashboard is in some ways a stopwatch, that checks the time when students log in and increases as time goes by. The key to note is that the time that is displayed for a single session of use will not be directly added to the myLexia reports if it is inaccurate. The tracking is entirely different, as the reports are based off of communication times between the program and the server, which do not take the actual clock on the machine into account.

This in mind, behavior like this has been noted and our development team is looking into a way to prevent incorrect Usage times from being displayed while students are working. While it doesn't pose an issue in terms of actual Usage tracking in reports, they fully understand why it isn't always ideal in a classroom setting.  

PowerUp and RAPID Questions

RAPID Question re: sample size used for the percentile scores.

RAPID technical manual, Chapter 5: Psychometric Development. Here is the relevant section from the manual:

"Students in grades kindergarten through twelve from multiple school districts throughout Florida participated in the linking study. Students completed RAPID tasks for their grade level, and their performance informed the estimation and evaluation of item parameters and student performance score distributions for each task and grade level. From this norming sample, a total of 44,780 students across the districts participated in these calibration and validation studies."

The Technical Manual contains a table in Chapter 5 that breaks down how many students from each grade were sampled for each of the RAPID tasks if you would like to more thoroughly explore that data.

Technical Manual for Rapid v4.0

NOTE: PowerUp is recommended for students with RAPID RSP scores under 70

? re: Resetting PowerUp Placement
If your students were given assistance during the PowerUp auto placement activities for Word Study and Grammar, you can reset students' placements in these two strands without impacting their Comprehension placement or their RAPID results. This process will need to be performed one student at a time. Here are the instructions to do so.

1) Ensure the students you need to edit placement for are not currently logged in to PowerUp. If they are, instruct them to log out.
2) Log in to myLexia with your school email address.
3) Click the Manage button on the left side of the page. Its icon looks like a flow chart.
4) Click the Students tab at the top of the page. Locate one of the students whose placement in Grammar and Word Study should be reset and click the pencil button to that student's right.
5) In the Edit Student window that appears, click Program at the top and select the option Edit Placement In Lexia PowerUp. You will see three Edit buttons appear. Click the first button to edit the Word Study placement.
6) From the Zone pulldown menu that appears, select the option Auto Placement and click Update. You will return to the Program tab. Follow the same steps for the Grammar strand. Once both Word Study and Grammar have been reset to the auto placement, click Save at the bottom of the page. Your student can now log back in to PowerUp and redo the auto placement for Word Study and Grammar. Repeat these steps as necessary for any other students.

Ideas for ways to assist in motivating students using PowerUp (ideas from Kathleen, 12/5/2018)

• Many schools use the streaks to help with motivation.  They can post the class streak leader, or have students keep a log of their own streaks.  
• Some classrooms try to emphasize units gained each week. Units are not connected to a level so we do not have to worry about publicizing the level the student is on and possibly embarrassing them.   
• Amira also developed this goal setting doc which can help students set goals for themselves.
• Teachers can be creative with how to reward or celebrate the students who meet their goals and/or are leading the class with streaks or units.  
• Finally, I hope the most motivating factor is that this will help students be more confident in their reading.  Going back to the why and how Lexia will help the students is hopefully the most powerful motivation there is.  

What's Next for Students Who Finish Core5?

What's Next for Students Who Finish Core5?

• Show teachers the Close Reading passages for higher level thinking.  Go to the Core5 Resources Hub here and find the Lexia Close Reads Overview.
• Check to see that the student has completed Lexia Skill Builders for each of the levels s/he has completed.  Skill Builders are designed to reinforce and extend online learning.  If not, assign Skill Builders for students to complete offline.
• Lexia Connection, particularly the Curriculum Links section, can also be used to provide additional practice opportunities and will further strengthen a student's understanding concepts.
• Work collaboratively (teachers, coaches, and others) to review data to identify areas of strength and opportunities for reinforcement and determine what additional support may be needed.  Consider each student on a case-by-case basis.  While you may have multiple students who complete Core5 at the same time, individual needs will differ.
• Review and interpret data from myLexia such as the Student Skills Report in conjunction with additional data sources like classroom performance or outside assessments.  If there are activities from previous levels that are completed with low accuracy and slow rate, consider providing the Lexia Lesson(s) associated with that activity and/or reassigning the Skill Builders for that activity.
• If multiple data points suggest that a particular student still needs additional practice with the content in Core5, it is possible to re-assign the student to the Auto Placement to allow them to re-enter the program.  It is important to note that all records of the student's previous work will be deleted if Auto Placement is used a second time.  In this situation, it is also recommended that you prepare students so they understand that they may see some familiar content.
• Every student benefits from additional practice.  Lexia provides a number of additional resources including Supplemental Comprehension Lessons and full-text passages for additional fluency and comprehension work with connected text.  See the Resources tab of myLexia.com for these materials.
• Identify and recommend books for students to read independently.
• When students finish Level 18, they will have read passages with Lexile levels up 1000L.  You can use this as a guide for choosing the most appropriate selections.
• Print certificates, including the Core5 Completion Certificate, to celebrate each student's accomplishments.  Be sure to send the certificates home;  encourage parents to use the additional ideas for reinforcement found on certification and ask their children to talk about what skills they have gained which are outlined on certificates.

PowerUp and RAPID placement activities

The folks at Lexia Customer Support got back to me regarding sequencing the RAPID Assessment and the PowerUp auto placement.

If a student takes the RAPID assessment, they will only take the Word Study and Grammar sections of the PowerUp Auto Placement. That being said, there you are able to sequence these two activities in what ever way works best for you.

English Language Learners

C5 vocab word list
5/8/2018
The curriculum team was able to respond and provide me with the attached document, which lists vocabulary words from Core5 Levels 1-9. It is not an exhaustive list of all of the words in the program, but I hope it helps! We are hoping to have a Core5 vocabulary list available in the Resources Hub at some point in the future, but do not currently have a time frame. 

NOTE: Core5 uses Brazilian Portuguese

Ways to Introduce students

A client asked if there was a quick introduction video just for the kiddos (not for teachers) to watch that maybe gives them an overview or a "get started" fun video? If there is something like this, can you send me a link? 

My colleague Suzy responded.
There is not, but i’v had teachers use the video on this page with both parents and students.  It's a different purpose— more of a “rah rah” than how to, but it’s uplifting.

https://www.lexialearning.com/success-stories/testimonials

Most of our teachers use the Teacher Demo and explain the red apple, progress bars, and the rest of the icons.  Hope this helps.  I think Beth is on a webinar right now, but she always has wonderful ideas up her sleeve! She’ll be able to chime in later.

It might be fun to use an interactive white board and have students work through an activity together.

response from Lexia Customer Support. 5/7/2018
Thank you for your question. There are no instructional videos for students, but teachers can certainly use the demo version to walk their students through the program. Core5 also actively explains itself to students as they go along. I have let our developers know that instructional videos for students is a desired feature (JIRA ticket LIM-1707)

Student Conferences Video

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Goal Setting in Student Conferences

Direct Instruction Step

Below is a response from Customer Support. I noticed a student being identified as needing instructor intervention but the detailed skills report only showed 1 time in direct instruction.

If a student enters into Direct Instruction for a second time, and logs out before completing the Unit, the Lesson will be available in myLexia but the yellow circle will not appear in the Detailed Skills Report. When he nexts log in, he will be in Direct Instruction for those Units. Once he completes them, they will appear in the Detailed Skills Report.

Factors related to how student time is calculated in myLexia

This is the customer question:
 I just watched a child finish a session and log out with the red x. However, when I logged into my lexia, he still didn't have any minutes registered under his name. Does this mean if he wasn't logged out properly then the system needs to wait another 30 minutes and will then log his minutes? If his minutes never show up, what could be the problem? 

Lexia Customer Support response:
Thank you for contacting Lexia Learning.  Usage in myLexia is calculated based on students' time actively using the program and appears in myLexia once a student is logged out.  The minutes that appear in the teacher's myLexia usage reports can vary from the timer on the student's dashboard if they spend a few moments clicking the fun facts on the level dashboard or if they time out due to inactivity.  The server is pinged to track student activity whenever a student 1) completes a unit, 2) goes into guided practice, or 3) logs out of the system properly.  Even if they close the browser or the app, Lexia thinks they are still logged in.  If students don’t log out explicitly, the system waits for 30 minutes of inactivity to time them out and consider them logged out.  Minutes are calculated as login to logout - when students time out, their idle minutes are subtracted from the total time.  To see student usage reported more accurately, please encourage your students to log out explicitly (i.e., with the red X until they get to the dashboard; then they can click on the big white X).  You can also recommend that they remain working on a specific activity until they are able to complete a unit.

Core5's Relationship with Orton Gillingham

Here is the way that we usually discuss Core5's relationship with Orton Gillingham: 

Core5 rests on the pedagogy and principles of Orton-Gillingham. The Scope and Sequence provides a systematic and structured approach in all areas of reading including phonological awareness, phonics and structural analysis. While working in Core5, students are placed automatically at the proper level based on their performance and work on developing their fundamental reading skills in targeted activities based on individual needs. Some words often associated with OG include: structured, systematic, explicit, multi-sensory, individualized. Lexia provides explicit, systematic, and scaffolded instruction for students as they struggle and advances them to higher levels as they demonstrate proficiency.

RAPID administration - things I am learning

These administration suggestion were made by teachers:

• allowing teachers to reset only one section if they felt that a student hadn't done their best, 
• increasing the font size, and 
• including guidance that older students may need more than one session for the
  reading comprehension passages.  

Some technical issues that have been reported:

I wanted to let you know that today, while we were administering RAPID to a group of 5th graders, the screen locked up for 3 kids at the same time on the same question. It was a drop down menu. After refreshing the screen, logging out and logging back in, it still would not allow the student to advance to the next question. Any suggestions? 

A possible cause as per Lexia technical support has to do with whitelisting.  Here's a complete whitelisting document.  We've had reports of programs freezing halfway through if some of the content is not fully whitelisted.

NOTE: this is still being investigated as the client does not think this is the issue (9/30/2017)

Another question:

In the first grade, the teachers were wondering about the following results as indicated by the screenshot.  In particular, the student only got 2 questions right and the Lexile level seems to indicate above grade level.  

In addition, she said that per the administration instructions, she gave--pronounced--the words that the student stumbled on and could not be read independently.  The teacher wondered if this would skew this student's results.  

Answers to more administrative questions that were raised:

• We were unsure about the different font sizes for different passages.
  The reading passages for different students (3rd graders) were in different font sizes. Some of our low readers had passages that were in a very small font. It was extra challenging for them. We didn't want to interrupt them while they were taking the test to see if we could adjust it in any way.
  I checked with the RAPID assessment team and the RAPID program.  They said the difference in font size would not be a based on the functionality of RAPID.  They thought it could have something to do with the browser settings and suggested that you may want to zoom in or out using the browser settings.
• Can kids adjust We wanted to know if we could divide the test into sections? If so, do we just X out? Many of our lower Grade 3 readers could not remain focused throughout the entire test. It would be great to be able to do the entire reading comprehension part on a different day, when students are fresh. Is this permitted?
  Response from the Lexia RAPID Assessment team. It sounds like they're asking about spacing out the administration of the tasks. This is definitely okay! Students can complete the Reading Comprehension task on a different day, as long as it's within 30 days of their "first click" (when they first started the test). The order of the tasks cannot be changed, but how spaced out they are administered is up to the teacher.
• If kids do not perform as expected because they were having a bad day, or feel sick, can we retest? Response from the RAPID Assessment Team.  If a student performs worse than expected, we recommend that they re-administer the test in 8 weeks. This allows educators to collect another data point, as opposed to deleting data and potentially getting the same results. In general, a score should only be reset if there are concerns around validity: a student logging in under another name; technology issues getting in the way of testing; etc.

Ways to utilize Lexia Core5 n a Montessori Environment

Below are insights from Lexia facilitators who have worked with Montessori schools.

- Random rotation: Having Core5 as an available center for students to choose supports the philosophy that students should be in charge of their own learning. This is also supported by the way in which students can pick what they work on within Core5.

- Skill Builders: While some Montessori teachers will bristle at what they perceive to be "worksheet" work, it is useful to highlight the fine motor skill development that our Skill Builders offer younger students (cutting, pasting, etc.). This occurs while they are working on vital reading skills.

- Blank Flash Cards: Students can use our resources to create their own flashcards for vocabulary, sight words, etc.

- Accentuate diagnostic reporting over Performance Predictors: In the Montessori model, it may be less important that students meet a particular grade level benchmark. What myLexia's reports can offer is a very clear picture of where the individual student is skill-wise, and what they individually need for support. The program cares about where the student IS instead of where one assumes they should be - and we work in a personalized way from that starting point.

- Mixed-grade classes: The automatic differentiation that occurs within Core5 is something that can work quite well if you've got varying levels of mastery, and grade levels in one classroom.

An approach for kinesthetic/SPED learners

Bonnie Burns shared this idea that emerged during one of her training events.

A special ed teacher had a clever idea. He has some of his students do Lexia on a Promethean Board and the student is able to move and be physically active as he works with Lexia. The teacher said students who struggle with sitting enjoy this active method of working with Lexia.

Core5 Student Information Apple Features

I sent this message to Lexia Customer Support on 8/9/2017

In today's training with the International School of Kuala Lumpur, I discovered we had the ability to change the reading direction language in the student program in the demo mode. Does this feature exist for the student? Can they change the reading direction language themselves?

I told the staff at International School of Kuala Lumpur that would pass along their interest in  having Korean added as a reading language option. 

I received this response.

Thank you for contacting Lexia Support.  The student does have the ability to change the Reading Direction Language when they are logged into their Core5 account.  They would have to click on the apple icon on the bottom left, then choose the gear icon on the bottom right of the window that appears.  They would then click "Student Information" and it would give them the option to change the language, although Korean is not currently an option.  There is also a language setting that can be adjusted for each student by a Lexia administrator from within their myLexia account!

Social Emotional Elements of Lexia Core5

On 8/1.2017 I sent this message to customer support.
I was working with Bricolage Academy yesterday and they asked me if we had any documentation related to introducing Lexia to students that also talked about the social emotional aspect of supporting fellow students versus competing. I said I would ask.

I received this response.

Hi Jessie & Beth,

Our motivation and growth mindset white papers may be a good references points to pull examples from:  https://www.lexialearning.com/resources/white-papers/importance-intrinsic-student-motivation-when-selecting-educational  & https://www.lexialearning.com/resources/white-papers/cultivating-growth-mindset-educational-technology

We don't have anything else formally written, however, Kate Ronstadt and I presented at an international motivation conference where we stressed the social-emotional aspect of Core5's development of relatedness through collaboration.

In practice, we find being on different levels more often fosters conversations about the places in the world where the students are working, rather than competition about the rank of the level.  Students frequently share with each other the features of their level and learn from other students what they have to look forward to in future (or past) levels.  For example, as I saw first hand, in a school that faces a beach, it is more likely to hear a student in second grade want to "do the beach level (level 2)" rather than make a competitive comment to another student who is working on the beach (i.e., kindergarten skills).  Students also share with each other which "fun facts" they learned about the animals or places in their current level.  Teachers can help support these conversations by celebrating the different locations students in the class "visit" in Core5.  

Another important aspect of fostering collaboration instead of competition is to take the time to celebrate as a whole class when a student passes a level - regardless of what level it is.  Praising students for their hard work and perseverance through a tricky skill, rather than the numerical level or their ranking in the class, also helps support collaboration, and growth mindset. There are many different ways classes have chosen to celebrate success that don't involve rank order of the levels.  For example, we've seen classrooms add neurons to a brain, leaves to a tree, monkeys to a tree, fish in a sea, etc. for each level completed, as classroom or school-wide displays of success.  Creating an visual representation of the levels completed together as a class or school reinforces the idea of working together rather than competing - everyone wants another fish or monkey added to the display!  

I hope these examples help -- I'm also happy to talk through additional examples, if needed!

Thanks,

Elizabeth (Kazakoff)

For conference reference:

Kazakoff, E.R., & Ronstadt, K. (2016, June).  Applying SDT in the Design of Literacy Software for Children.  Presentation at The 6th International Conference on Self-Determination Theory.  Victoria, B.C., Canada.

Motivation ideas

One teacher shared how she used the Achievement Charts. She said the students are really motivated when they can fill in the segments. At the end of the week this teachers takes this activity a little further by asking the students to set a goal for the number of units they want to complete the next week. This is such a cool idea.

One teachers let's the students pick a class reward when everyone in the class has leveled up.  She find that the student begin to motivate each other.  She uses a bulletin board to track their progress.

Lexia stickers can be used for a variety of activities. Many teachers have sticker charts in the rooms.  Lexia stickers could be given:

• When a student is halfway through a level
• When they Level Up
• After they complete their Skill Builders

How do you know when the auto placement activity is complete?

when the student has finished auto placement they will see a "Good Job!" message on the screen and then be logged out. If they have never used the program before, the teacher can let students know that when they see the login screen again that they are done and can stop.

What next after completing Core5

• Utilize the Skill Builders if she has not done so already 
• Utilize the Comprehension Lessons.
•  It's a heavy lift for the teacher sometime, but this student could be used to sit with others and support them to listen to the directions again...  NOT do the work or give the answers.  A Lexia Ambassador.  Like I said, it would require some work on the part of the teacher.
• Read
• Idea from Korrie. She was working with a client who wanted the students to still be on the computer after they finished Lexia.
   I talked to the school and we came up with some ideas but they really want them on the computer. I suggested using the fun facts from each level and letting the kids research what they heard from the fun fact and then write and present their information. 

How do I tell if my student was placed at the wrong level?

Q: How do I tell if my student was placed at the wrong level? 

A: One way to assess how appropriately a student has been placed is to let them work in the program for two or three weeks. The student’s Student Skills Report will show her "Accuracy" and "Rate" for the five activities in the level. If the student demonstrates “High” accuracy and a “Fast”rate for all five activities, it indicates that the student may have been placed at too low of a level. In contrast, if all five activities show accuracy and rate of "Low" and "Slow," respectively, it indicates the student was placed too high (this scenario might can occur if they get help from a well-meaning teacher or parent during the Auto Placement). In either one of these cases it would be appropriate to reset the student and have them take the Auto Placement again or manually place them into a higher/lower level. However, all prior work will be lost when a student is reset.

Another recommendation would be to try the Skill Builders with the students before making any changes. Do stress that they will need to save any current reports before re-Auto Placing the students because they will be deleted.

 short video in response to a customers question regarding placement

Instructional Support Materials Training ideas

Start with asking for some things that are going well with Lexia then ask for questions.

NOTE: this tends to be more of an advanced Data Coaching session.

Take the opportunity to review. Use Kahoot or Quizlet

Maybe first review how to access the various resources and what they are.

Have the teachers pair up and practice 

Using their data to pull the resources for small group.

Also, you can have them create folders for individual students with Skill Builders for the independent seat work center in their rotation model.

 Alexis in the Ed Team and she is working with a webinar version of this training however, I don't know about the timing of this.

Look at their data, use the Skills Report to pull a small group and then pull resources from Lexia Lessons, Connections and Instructional.Support materials to support the lessons.  

Scavenger hunt to find resources on various topics such as:

Teacher’s Manual

Reports Guide

Supplemental Comprehension Lessons

Letter Tiles

Keyword-Picture Cards

Achievement Certificates

Training on Demand Videos