Districts can import articles via web links, PDFs, or Google Docs to the LightSail platform to supplement the existing LightSail content, and address curriculum needs.
Districts can create assignments, such as common baseline and benchmark assessments, using the Curriculum Builder’s multiple choice, short response, extended response, and true/false assessment tools. Districts can also upload their own Google Doc assessments with Google Classroom integration.
District admin and curriculum leaders can customize existing LightSail assessments to meet their needs, in addition to creating their own multiple choice, short response, extended response, poll, and fill in the blank questions, which appear as students read a text.
District leaders can use or edit preset LightSail rubrics, or upload their own rubrics, in order to track student progress over time. In the Results feature, district admin can view results at the district, school, grade, teacher, class, and student level broken down by rubric area.
Districts can filter teachers based on custom criteria to share content with teachers, and assign due date ranges for teachers’ students to complete common district assessments.
Districts can monitor how teachers organize their assignments, core texts, and supplemental texts into units, complete with essential questions.
Districts can monitor how teachers grade assignments and provide feedback to students.
Districts can sort and filter results at the school, teacher, and student level to gauge students’ literacy growth based on a myriad of custom criteria, broken down by skill levels such as claim, evidence, analysis, etc., or by demographics and teacher criteria, such as IEP students, ELL students, first year teachers, teacher improvement plans, etc.
Districts can use LightSail’s preset standards-aligned rubrics, or attach their own standards to rubrics and questions, in order to track student progress by standard over time.
Districts can create custom groups of students in order to assign targeted texts and assignments, and easily track literacy progress.
Districts can support teachers in incorporating reading strategies through color-coded thoughts and an embedded coding key. Districts have access to data regarding how teachers and students use the thoughts and coding features.
Districts can add links or media to supplement both texts and assignments in order to support multiple learning styles, and deepen a student’s understanding of the text.
Districts can hide text in order to control the content students see, or support teachers with teaching different literacy skills, such as prediction by hiding upcoming text.