LiteracyLens · Revised release guidance
Evidence first.
A specific next step.
Reading-specific observation and coaching, with clearer evidence states and careful interpretation in the forthcoming app update.
Notice the instruction. Preserve the evidence.
Choose relevant look-fors, record the task, teacher prompt and student response, then make only the decisions the evidence supports. A short visit samples instruction; it does not establish full-program fidelity or overall teacher effectiveness.
The revised workflow supports evidence capture before all context is complete, free movement between sections, and durable drafts. Neither minutes observed nor planned lesson duration should by itself prevent coaching or completion. These changes are being implemented and require release testing.
Completed evidence-only visits are labeled Non-scored observation. They contribute to coverage counts separately from numerical summaries.
Nine instructional lenses
- Explicit Instruction
- Phonemic Awareness
- Phonics & Decoding
- Encoding & Spelling
- Fluency
- Vocabulary, Morphology & Syntax
- Comprehension
- Student Practice
- Intervention
Select indicators by lesson purpose and learner need. A small group in core instruction is not automatically intervention. Record grouping under Setting and core/intervention tier under Block.
Decisions that describe what you saw.
| Evidence state | How to use it |
|---|---|
| Partially Evident · 1 | A relevant opportunity occurred; accurate instruction or support was incomplete or inconsistent. Record what was missing. |
| Clearly Evident · 2 | Accurate instruction or support and student application were evident in the sampled opportunities. |
| Consistently Evident · 3 | Accurate instruction or support and student application recurred across several relevant opportunities. Cite the repeated evidence. |
| Not Observed (N/O) · non-scored | A relevant opportunity occurred, but the indicator was not seen. This does not establish absence elsewhere. |
| N/A (Not Expected) · non-scored | The indicator was outside this segment’s purpose, based on the task and student need. Grade alone is not a reason to exclude it. |
| Insufficient opportunity to judge · non-scored | The visit did not provide enough relevant opportunity to judge the indicator. |
| Unanswered | No observer decision has been recorded. This is a draft state; do not infer a rating or treat this as zero. |
A next step connected to its evidence.
Revised suggestions will identify their source indicator and evidence and remain editable drafts. If that evidence changes, the suggestion needs review. An agreed action is stored separately and should not be overwritten by regenerated suggestions.
Documented feedback concern: Guide the student to identify the missing vowel sound, connect it to a, retry mat, and apply the same process to a new word. Check the new attempt.
Only an error was recorded: Ask, “How did the teacher respond to the omitted vowel, and what did the student do next?” A student error alone does not establish a teaching deficit.
Follow up before drawing conclusions.
The revised dashboard will emphasize Resume draft, Follow-ups due and one or two observer-confirmed priorities. Priorities distinguish collecting more evidence, discussing an observed concern and revisiting an agreed action; they should not be assigned from the lowest mean alone.
Domain summaries are descriptive. Read the rating distribution, contributing visits and teachers, date range, scope and non-scored conditions together. A change between periods may reflect different teachers, lessons or indicators; it does not by itself establish improvement or decline.
Reports you review before sharing.
The revised export flow keeps Weekly Principal Packet and Aligned Structured Literacy Summary, with report selection, date/scope, teacher-name handling and preview. “All selected walkthrough sections in one report” describes the combined output.
Replace teacher names in exports describes name substitution accurately. It does not scrub identifying details from notes or guarantee anonymity. Review free text and sample output before sharing.
Temporary assessment reference, with a human decision.
The optional assessment-guided route uses a school-approved assessment export to frame an instructional question. Review and confirm the focus, change it, enter one manually or use a standard walkthrough. Assessment results do not establish the cause of a classroom pattern or assign an intervention tier.
Imported assessment data is for temporary reference only; it does not live in the application. Do not copy student rows, identifiers or assessment scores into saved notes. Only the confirmed focus and ordinary observation evidence belong in the saved walkthrough.