How+to+Use+Data

We need to have a conversation about what to do with the reading level data we’ve received. It is important for us to figure out what the reading level actually means. For example, reading level scores are based on word recognition, not so much on fluency or reading ability. This to say that we must be careful not to underestimate what a student can do based on a reading level score, which is a fluid metric. Data can be dangerous if used incorrectly. I do not want the assumption to be that low grade level readers only need to read low grade level texts. This will only lead to a data and ability plateau. A snapshot of what this should look like in your room: you should still use high school level texts, but you may have to do a lot more scaffolding/pre-reading activities than you’re used to; or, guiding questions with any reading will become an absolute necessity.