Scoring Definitions and Acronyms
- Seasons are abbreviated as follows: Fall (F), Winter (W), Spring (Sp), Summer (Su)
- Screening windows use these abbreviations: F-Screening, W-Screening, Sp-Screening, Su-Screening
- Progress Monitoring can be completed up to four times per season. Progress monitoring is marked with the following abbreviations: F1, F2, F3, F4 – W1, W2, W3, W4 – Sp1, Sp2, Sp3, Sp4 – Su1, Su2, Su3, Su4
Scores for Early Literacy
If you are using the Data System (either by syncing your iPad or by entering card counts), all of the tier assignments that are reflected in the two charts below are calculated for you. You do not need to convert scores manually. However, some Data System users like to see how close students are to the next tier; therefore, we have provided these tables as a reference.
If you are not using the myIGDIs Data System, the Screening Benchmarks for Card Administrations table below contains all of the information you need to convert your Raw (card count) Scores to a scale score to arrive at each student’s corresponding tier assignment.
Scaled Scores
myIGDIs Early Literacy+ scores appear on reports in the Meaningful Scaled Score (MSS) format. This allows you to chart and track growth over time with greater accuracy. When using cards and entering Raw Scores in the Data System, scores will be converted to MSS scores.
The table below presents scores falling into each tier for each season, whether you are using cards or the iPad. While iPad assessments are generally more accurate, both cards and iPad myIGDIs assessments can be used to identify the current level of each child's performance during screening.
Screening Benchmarks for Card Administrations
| Tier | Fall | Winter | Spring | |||||||
|---|---|---|---|---|---|---|---|---|---|---|
| II/III | Cut | I | II/III | Cut | I | II/III | Cut | I | ||
| Picture Naming | Cards | 0–5 | 6–10 | 11–15 | 0–5 | 6–10 | 11–15 | 0–5 | 6–10 | 11–15 |
| Scale Score | 40–46 | 47–49 | 50–55 | 40–46 | 47–49 | 50–56 | 40–47 | 48–50 | 51–56 | |
| Rhyming | Cards | 0–6 | 7–11 | 12–15 | 0–5 | 6–10 | 11–15 | 0–7 | 8–12 | 13–15 |
| Scale Score | 37–44 | 45–47 | 48–53 | 39–45 | 46–48 | 49–55 | 39–47 | 48–50 | 51–55 | |
| Sound ID | Cards | 0–6 | 7–11 | 12–15 | 0–5 | 6–10 | 11–15 | 0–9 | 10–13 | 14–15 |
| Scale Score | 39–46 | 47–49 | 50–55 | 41–48 | 49–51 | 52–57 | 42–50 | 51–54 | 55–57 | |
| WODB | Cards | 0–5 | 6–10 | 11–15 | 0–5 | 6–10 | 11–15 | 0–5 | 6–10 | 11–15 |
| Scale Score | 40–46 | 47–49 | 50–55 | 40–47 | 48–49 | 50-56 | 41–47 | 48–50 | 51–57 | |
| Alliteration | Cards | n/a | n/a | n/a | 0–5 | 6–10 | 11–15 | 0–5 | 6–10 | 11–15 |
| Scale Score | n/a | n/a | n/a | 38–45 | 46–47 | 48–54 | 38–45 | 46–48 | 49–54 | |
Updated 1/15/2020
Screening Benchmarks for iPad Administrations
| Tier | Fall | Winter | Spring | ||||||
|---|---|---|---|---|---|---|---|---|---|
| II/III | Cut | I | II/III | Cut | I | II/III | Cut | I | |
| Picture Naming | 30–46 | 47–49 | 50–62 | 31–47 | 48–50 | 51–61 | 34–47 | 48–49 | 50–59 |
| Rhyming | 36–45 | 46–47 | 48–55 | 38–45 | 46–47 | 48–55 | 36–47 | 48–49 | 50–54 |
| Sound ID | 37–45 | 46–47 | 48–58 | 38–48 | 49–50 | 51–57 | 40–50 | 51–52 | 53–55 |
| WODB | 36–46 | 47–49 | 50–59 | 39–47 | 48–49 | 50–57 | 37–48 | 49–50 | 51–57 |
| Alliteration | n/a | n/a | n/a | 37–48 | 49–51 | 52-54 | 35–48 | 49–51 | 52–55 |
Updated 2/18/2020
Benchmark Definitions
| Color Scheme | Description | |
| Tier I | Green | Strong Progress Scores in this range indicate with confidence that the child is making adequate progress with the intervention currently provided. |
| Cut Range | Orange | More Information Scores in this range indicate that more information is needed to determine the most appropriate level of intervention, and Tier Status, for the child. |
| Tier II/III | Red | At-Risk Progress Scores in this range indicate with confidence that the child is not making necessary progress and will likely benefit from further instructional/intervention support. Other information and teacher judgment will help determine whether Tier 2 or Tier 3 services are most appropriate. |
| Gray | In the District, School, and Classroom Summary Reports you will see one bar color-coded gray. The number inside of the bar indicates the number of children who were administered the task during the specified administration window, but the test was discontinued. Early Literacy scores that are shown in gray circles in myIGDIs were entered using the summer season, which does not have benchmarks available. We recommend entering summer Early Literacy scores in the Spring season so that the spring benchmarks are applied to those scores. |
|
| Purple | In the District, School, and Classroom Summary Reports you will see one bar color-coded Purple. The number inside of the bar indicates the number of children who have not yet been tested on that task during the specified administration window. |