After you have assessed your students’ IDENTIFY data, but before you conduct your Lesson, you can group your students based on the reading levels within your classroom or across multiple classrooms. This means teachers are able to deliver instruction for these groups separately. When students are grouped based on their reading levels, you will be able to conduct the lesson by introducing the strategies as these occur across all levels. You will be able to use the INTRODUCTION statement in the getting started section in each lesson.

You can pick one student from each level to volunteer to read out the question and have the students complete the answers. After the students complete their answers, you can have your students discuss the answers within their group. Every student can therefore complete work at their point of need independently.

While the students are working at their levels you then can move around the room supporting any level or student as the need arises. At this point you will be acting as a facilitator. You will be able to find more information in the Teaching Guide on how to execute the program effectively in your classroom.

No, your student would not lose any data from the current level when you reassign. Your students would still be able to access their previous reading level and their Achievement Chart from their dashboard. As a teacher, you would still be able to access your student’s previous reading levels from their individual profile pages. If time permits you are able to allow your students to work on their Pretests in their new level. Otherwise, they can continue where they have left off. e.g., Benchmarks or Post Tests.

Yes, Pretests, Benchmarking and Post Tests in the IDENTIFY assessments cover the reading strategies aligned to their reading level. These reading strategies are also emphasised in each question in the assessment. For more information, please click here.

You do not need to reassign your student’s recommended level unless you feel like the student is allocated to the wrong level based on your teaching knowledge. The struggled, maintained or excelled labels are just an indicator for the teachers to compare the students’ assigned level to their starting placement level. These labels help the teacher to see whether the students moved up or down, or simply maintained, compared to their starting Placement Level. After viewing the Placement Test results, if the teacher thinks the student has ended up in a lower reading level compared to their ability, the teacher can reassign the student to an appropriate level. Otherwise, they should remain in their assigned level for the remainder of the year.

The flashing lessons are the lessons recommended for the students based on their Pretest results. These lessons are recommended for the students to complete in order to remediate areas that need reinforcement. Students should complete all the recommended lessons and complete the Benchmarking tests to review their progress in their recommended strategies. Students will then complete the remaining lessons in order to complete a reading level.

Having said that, if you would like to follow the explicit teaching method, you can make use of the Lock Settings to overwrite the recommended lessons and help your students to focus on just the lessons being taught. For more information about the Lock Settings, please click here.

Yes, your students change levels at the end or start of the year and your students should ideally remain in their assigned reading level for the year. However, after completing their five Pretests, if you feel like any of your students are really struggling in their strategies, you may reassign them to a lower level. We do not recommend moving your excelling students up midway through the year since the program is not about stretching them but about students being comfortable with what they are reading.

Yes, student’s results are rolled over automatically. After completing the student rollover, the school administrator can submit a bulk reassign request to automatically reassign your students to their next level. For more information about bulk reassign request, please click here.

Yes, it happens quite often.

There will be a couple of students taking more tests than others based on individual ability. The time consumed for each student varies based on each student's comprehension ability. A student not being placed in a level means their results are still inconclusive and therefore the student needs to take more Placement Tests to determine a suitable reading level. It could also be an indicator that they are struggling in their Placement Test.

It would also be worthwhile to review the placement test settings with your school administrator if you have observed your students are getting discouraged with the required number of tests that need to be taken, please click here.

In such cases, if you know your student has a short attention span and has already spent a lot of time in the Placement Test, you may reassign the student to a reading level directly based on your teacher's knowledge. For more information about reassigning a reading level, please click here.

Evidently, we've seen students quickly achieve a reading level if the initial placement level is set right for the students at the start. Instead of setting a higher level, starting at a lower level would be recommended since the student would go up a placement level if they could grasp the initial placement level.

The School Curriculum Leaders or Heads of Literacy can make the decision, and teachers with the School Administrator role can modify Placement Test settings for students.

You may use a different browser to login to your student portal. Due to security reasons, the program would not allow you to access the teacher and student portal from the same browser at the same time.

If your school has only IDENTIFY & INSTRUCT subscription, you may activate the INTERVENE subscription for your student to enable concentrated practice to reinforce key reading strategies. For more information about INTERVENE, please click here. Otherwise, you may reset the particular INSTRUCT or INTERVENE lessons to provide additional practice.

Generally, the student should be moving up to D as they have completed Level C. After they have completed their INSTRUCT lessons in C you would be able to assess their mastery with the Post Tests. Based on these results, you would be able to move them to the higher level without having your student sit the Placement Test again.

We do have a pacing chart provided in your teaching guides to help you to plan your lessons. Generally, it is recommended to complete one strategy lesson per week, focusing on one of the five learning pods of the lesson each day. This would help you complete the entire reading level within a year. If you have time limitations, you may allocate one learning pod of the lesson for a week, however, students would not be finished within the year that way. If you have really limited resources, and do not have enough time to complete the reading level, you may only want to find out their weakest strategies so you can allow the student to work on them as a priority.

Ideally, it would be three different groups if you have sufficient resources at the school. You can model your lessons from the lowest to the highest level. However, if there are time constraints, you may get the best results by focusing work on the middle level.

It takes good classroom management to guide them all through different texts and levels at the same time even if the instructions and strategies are the same.

You do not need to reassign or reset levels. You may simply group the students doing the same levels together within your classroom or across the classrooms from the same year level.

Student success ratings can be measured with student participation and reading strategy results. To review student performance as a whole, if you have a teacher account with school administrator access rights you may refer to the school performance report and if you have a teacher account you may refer to the class performance report. To learn about Bright Islands CoCo reporting capability, please click here.

Bright Islands CoCo runs in a web browser connected to the Internet, so we would suggest an adequate internet connection to get the optimal experience. However, the program does not require a lot of data to be loaded. Some settings can be adjusted for older devices, which could also help on slower connections.

Generally, it is recommended to complete one strategy lesson per week, focusing on one of the five learning pods of the lesson each day. We do have a pacing chart provided in your teaching guides to help you to plan your lessons.

We do have a few Remote Community Schools using the program. We can definitely connect you to these schools to share their teaching and learning experiences as part of our cohesive Bright Islands CoCo community. Send us an email via the contact form. Also, you may wish to join our Facebook Group.

The Bright Islands CoCo is based on reading comprehension ability, not year level. The table below maps Bright Islands reading level roughly to approximate year level based on text complexity alone. Note that they are spans with the implication being that students at the lower end of the span would be able to engage with the text in that level, but with students at the higher end of the span being able to do so with greater ease. This is only meant to serve as a rough guide, with the results of the Placement Centre and the teacher’s own judgement taking precedence.

The Placement Centre evaluations test individual students’ comprehension levels and place them in the appropriate IDENTIFY & INSTRUCT level based on their ability to engage with the sample text given. More than one level may be represented within your class. The program was designed with this in mind, making it possible to teach multiple levels within the one classroom.

For more information about the Placement Centre, please click here.

The five learning pods are featured only in the reading strategy lessons. In the review lesson, you can expect two learning activities for reading levels B-H and one for reading levels AA and A.

You can group your students based on the reading level(s) within your classroom or across multiple classrooms. This means teachers are able to deliver instruction for these groups separately. When students are grouped based on their reading levels, you will be able to conduct the lesson by introducing the strategies as these occur across all levels. You can model your lessons using the teaching guides from the lowest to the highest level.

Absolutely, the IDENTIFY: Student Summary Report provides the option to generate the Summary Report for the entire class with a single click. For more information, please click here.

INTERVENE is a series designed to provide both reinforcement in the key reading strategies for on-level readers, and targeted intervention for struggling readers and English-language learners (ELL). This reading-strategy series provides practice for students based on the same strategies appearing in IDENTIFY & INSTRUCT but focusing on only one strategy at a time.

Generally, your students would complete one strategy lesson per week. Lessons are divided into five learning pods, each of which takes 30 to 45 minutes to complete.

Students can bookmark a page from a INSTRUCT and INTERVENE lesson by clicking the Bookmark button. On the My INSTRUCT Lesson Bookmark and My INTERVENE Lesson Bookmark pages, it displays the students' favourite pages and gives them quick access to often-used bookmarks.

You may use the pacing chart provided in your teaching guides to help you to plan your lessons to fit them into your curriculum. Generally, you would complete one strategy lesson per week, focusing on one of the five learning pods of the lesson each day. This would help you complete the entire reading level within a year.

Students do not need to be supervised for the Placement Test. However, teachers should make sure students are taking time to read the passage and answer the questions properly.

Benchmarking tests can be issued after teaching strategies that require improvement across your class. Benchmarking tests need not be completed consecutively and can be administered throughout the year to monitor student progress.

Bright Islands CoCo provides short-term 3-month, mid-term 6-month and full-term 12-month subscription plans tailored to your needs, so you can select the option you think will be best for you.

If you could please contact us via the contact form, we can arrange for PD for your school. Our help centre also has user guides with helpful articles based on your individual roles to assist you with using Bright Islands CoCo. Please click here to access the Bright Islands Help Centre.

A student can be said to be struggling if they scored less than 50% in most of the strategies in their 5 pretests.