Capti

ReadBasix Success Stories: District Literacy Wins

$utils.escapeXML($entry.creator.screenName) — Tue, 27 Oct 2026 11:29:40 -0700

ReadBasix Success Stories

Better Data. Better Instruction. See how schools close gaps with ReadBasix.

Cloquet Secondary Schools

Minnesota

Learn how Cloquet Middle and High School revolutionized their literacy practices to align with the Minnesota READ Act. Discover how they utilized Capti ReadBasix to identify and address foundational reading gaps, leading to improved student outcomes. Presenters share data, personal experiences, and practical tips for implementing effective interventions in secondary settings despite common constraints and challenges that secondary schedules and staffing patterns present.

Learn more about Cloquet’s results

View Case Study

Marshall Middle School

Minnesota

Take an inspiring look at how Marshall Middle School transformed its approach to student reading growth. After identifying a need for a more specialized system to support adolescent literacy, the team used Capti ReadBasix data to pinpoint specific gaps in Word Recognition and Decoding.

This presentation details the successful implementation of Marshall’s 30-minute daily FLEX period, a dedicated window for consistent, targeted interventions. The results speak for themselves: by the end of the third quarter, the percentage of students requiring support in foundational decoding skills dropped from 50% to just 18%.

Learn more about Marshall’s results

View Case Study

Washington County School District

Maryland

Learn how literacy leadership at Washington County School District in Maryland aligned MTSS, reading science, and diagnostic data—creating a collaborative, school-wide model for adolescent literacy success.

Capti ReadBasix: Adolescent Literacy Assessment for Secondary Students

$utils.escapeXML($entry.creator.screenName) — Tue, 27 Oct 2026 11:26:20 -0700

Capti ReadBasix

A diagnostic reading assessment for secondary students that quickly identifies the root causes of their reading difficulties.

Book a Demo Explore Features

What is ReadBasix?

ReadBasix is a diagnostic reading assessment designed specifically for secondary students. ReadBasix is the only assessment that quickly and reliably identifies the root causes of secondary students' reading difficulties.

Main applications

Inform Response to Intervention and Multi-Tiered System of Supports with ReadBasix's extensive reports.

Boost RTI/MTSS with Data Insights

Screen students with ReadBasix quickly and efficiently. ReadBasix subtests can be administered individually, saving you time and allowing you to work within your class schedule.

Identify At-Risk Readers

ReadBasix has built-in benchmark reporting, allowing you to track your students' annual progress over BOY, MOY, and EOY reports.

Measure Literacy Growth

ReadBasix was designed as a foundational skill diagnostic for learners in grades 3-12. It is simply the best diagnostic assessment available for secondary students.

Uncover Reading Struggle Causes

ReadBasix's individual subtests take less than 10 minutes to administer, allowing you to progress monitor and track intervention progress efficiently.

Track Intervention Progress

Get one of the most accurate Lexile® Reading Measures available! Lexile® is calculated in ReadBasix from 90 unique data points.

Match Students to Leveled Texts

ReadBasix uses word reading tasks and reading fluency to identify students who struggle with word-level reading, a potential sign of dyslexia.

Detect Dyslexia Risk Fast

Solution scope

Type of students:
Secondary

ReadBasix is developed for adolescent readers, providing age-appropriate content, carefully crafted questions, and a modern, intuitive interface, while comprehensively assessing all essential foundational reading skills.

Organizations scale:
schools and districts

From large urban districts serving over 50,000 students to small rural schools with fewer than 100 students, ReadBasix adapts to your unique educational setting. No matter the size or demographics of your student population, ReadBasix empowers your educators with a flexible and scalable solution.

Geography:
USA

Capti ReadBasix is used by schools and districts across the United States. International schools are welcome to use ReadBasix, but our literacy and support teams are US-based.

Key benefits

Six individual subtests

ReadBasix is the only assessment that lets educators test only the reading skills they need. Each subtest is a mini-assessment!

Useful reports & recommendations

ReadBasix provides comprehensive, deep reports and actionable recommendations. Learn more about what we measure.

Professional learning and coaching

We partner with schools and districts to design impactful, tailored learning experiences for upper elementary through high school teachers.

Rooted in rigorous research

Capti is constantly researching and validating new assessments, interventions and more. Check out our latest research and sign up to participate in trials!

Unique advantages

Tailored for secondary

ReadBasix has been researched and designed specifically for secondary students.

True diagnostic

ReadBasix can be used to dive deep into foundational reading skills.

Fast and flexible

ReadBasix assessment administration is highly efficient and customizable and can fit unique scheduling needs.

District-tailored professional learning

We provide tailored professional learning sessions that analyze ReadBasix assessment results, allowing your educators to make an immediate impact.

The Capti ReadBasix
model for secondary
literacy issues

Testimonials

Everyone on your end has been super helpful, your team suggested some resources, many of which were free which was fantastic!

Jenna Osborn

Reading Interventionist, Gresham School District

ReadBasix allowed us to find where students were struggling, group them, and provide targeted instruction...

Sara Henschell

Teacher, Baltimore City Public Schools, MD

The assessment gives us information that our other assessments don't.

Kate Leo

Reading Specialist, Dowling Catholic High School

In a lot of ways RISE [ReadBasix] helped to not only provide teachers with information but to instruct teachers and build their knowledge of how young people become proficient readers, even at a more advanced level...

Sonja Brookins-Santelises

Chief Academic Officer, Baltimore City Public Schools, MD

The feedback from the students was also a huge driving piece to get the teachers to say: Okay, we're ready to take that next step...

Yvette Herrera

Tahoe Truckee High School

We think your program has really helped with locating those students who have foundational reading deficits.

Brandice Walton

Reading Specialist

All Testimonials

Research

Capti is constantly researching and validating new assessments, interventions and more. Check out our latest research and sign up to participate in trials!

Explore research database

Services

Overview and training

PD sessions on SoR

Data review sessions

Coaching

Office hours

Download MTSS toolkit

Download our toolkit to help your literacy team set up an MTSS framework. Specifically focused on secondary schools, this toolkit has everything you need to create a multi-tiered system of support for your school or district.

Download

Reports

ReadBasix reports are extensive and cover everything from full district reports to personalized individual reports. Click on the links below to explore the reports relevant to you.

Explore the Reports

Success Stories

See how schools are transforming reading outcomes with Capti ReadBasix.

Cloquet Secondary Schools

Minnesota

Learn how Cloquet Middle and High School used Capti ReadBasix to align with the Minnesota READ Act and address foundational reading gaps. Presenters share data, experiences, and strategies for effective literacy intervention within the realities of secondary schedules and staffing.

View Case Study

Marshall Middle School

Minnesota

View Case Study

Ready to make a difference?

Book a personalized demo with our team today and discover how ReadBasix can empower your educators and students.

Book a Demo

ReadBasix Research Database | Evidence & Validation by Capti

$utils.escapeXML($entry.creator.screenName) — Tue, 27 Oct 2026 11:25:35 -0700

Capti Research Database

ReadBasix Common Core Alignment

Open PDF

ReadBasix Lexile® Linking Study

Open PDF

Research papers

The recent downward trend in reading proficiency for U.S. students underscores the urgent need for tools that can identify and support students at risk of falling behind. This study examined the extent to which diagnostic assessments of foundational reading skills can predict subsequent changes in performance on a state-level reading assessment, the Minnesota Comprehensive Assessments (MCA). Using ReadBasix diagnostic scores across six sub-skills, we trained a multi class classification model to predict shifts in students’ MCA proficiency levels. Our results show that diagnostic measures of foundational skills, such as morphology and reading efficiency, can provide meaningful insight into students’ future reading trajectories. In addition, there appears to be a threshold for these key reading skills that needs to be reached before significant improvements in reading efficiency can occur. These findings highlight the importance of assessing and monitoring specific skill development, rather than relying solely on broad outcome measures, to guide instructional decisions. By linking sub-skill diagnostics to state assessment outcomes, this work suggests a path forward for more targeted, data-driven interventions aimed at reversing national trends in declining reading proficiency.

Read full text

This article presents research suggesting high school students' academic knowledge is highly predictive of traditional comprehension assessments, which require identifying information and drawing inferences from single texts, but less so for scenario-based assessments, which call for integrating, evaluating, and applying information across multiple sources. Within the study, a shortened version of three ReadBasix subtests (vocabulary, morphology and sentence processing) all strongly predicted academic knowledge (r's .43 - .57), and reading comprehension on both a traditional comprehension test (r's .56 - .57) and a scenario-based comprehension test (r's .50 - .54). The strength of relation between ReadBasix to either comprehension test was comparable to the relation between the two comprehension tests (r = .57). Results demonstrated that ReadBasix subtests are valid indicators of students' academic achievement, single text comprehension, and scenario-based multiple-text comprehension.

Read full text

This article presents research from two studies that compared poor and normal decoders' processing times on real words, pseudo-homophones, and nonwords (Study 1), and evaluated how a processing time difference is associated with rates of decoding development (Study 2). The results suggest that poor decoders spend more time recognizing real words and pseudo-homophones, but less time on non-words, whereas normal decoders spend more time decoding non-words. The researchers concluded that poor decoders may be trapped in a vicious cycle where poor decoding skill combined with less time spent attempting to decode novel words interferes with decoding development.

Read full text

This article presents research from two studies that examined the relation between decoding and reading comprehension with middle and high school students. Using prominent reading theories as a basis, the authors propose the Decoding Threshold Hypothesis, which suggests the relation between decoding and reading comprehension can only be reliably observed above a certain decoding threshold. In Study 1, the Decoding Threshold Hypothesis was tested. Researchers found a reliable decoding threshold value below that there was no relation between decoding and reading comprehension, and above which the two measures showed a positive linear relation. Study 2 examined a longitudinal analysis of reading comprehension growth as a function of initial decoding status. Results showed that scoring below the decoding threshold was associated with stagnant growth in reading comprehension, and above demonstrated accelerating reading comprehension growth from grade to grade.

Read full text

This article presents a developmentally sensitive reading comprehension assessment grounded in a scenario-based assessment paradigm, which was designed to meet the evolving construct of reading comprehension. Evidence for the concurrent validity of ReadBasix is included. The authors found the ReadBasix comprehension subtest to be correlated with external measures of reading comprehension, specifically the Gates-MacGinitie reading test and the scenario-based assessment. The correlation between the ReadBasix comprehension subtest and the scenario-based assessment of reading comprehension is important because the scenario-based assessment requires higher level comprehension constructs and shows that higher level constructs are related to foundational comprehension as measured by ReadBasix.

Read full text

This research study examined the effect of reading purpose on participants' reading behaviors using eye-tracking technologies. Proficient undergraduate students read four passages; two required participants to write a summary, and two required answering multiple choice questions. Results indicated that more time was spent constructing a coherent mental model of text content (deep comprehension) when the purpose for reading included a written summary as compared to only answering multiple choice questions. This study provided evidence for content validity of the ReadBasix assessment because reading relevant parts of passages facilitated answering comprehension questions.

Read full text

This research study investigated how individual differences interacted with task requirements utilizing eye tracking technologies to measure undergraduate students' reading efficiency. Researchers found that participants spent more time reading when the task required a written summary as compared to when the task required only answering multiple choice questions. The time spent reading benefitted students who had relatively low reading efficiency as they were able to answer the multiple choice questions more efficiently after writing a summary. The results provide structural validity of ReadBasix by showing convergence in reading comprehension, fluency, and summary writing measures.

Read full text

This study presents data from two measures that were designed to provide a more holistic picture of reading comprehension. The measures include the Reading Inventory and Scholastic Evaluation (RISE), now known as ReadBasix, and Global, Integrated Scenario-Based Assessment (GISA), now known as ReadAuthentix in the Capti suite of assessments. The results show that each subtest on ReadBasix predicted unique variance on ReadAuthentix. Further, this study provides evidence for measuring foundational reading skills, five subtests of ReadBasix, when assessing reading comprehension because lower level foundational skills may impede comprehension.

Read full text

This article describes an early conception of ReadBasix designed to measure six component and integrated reading skills and determine the assessment's fit into an RTI framework. Aligning ReadBasix with the research in cognitive science, reading and learning allowed researchers to create an assessment that can help identify weakness in each of the six foundational skills. Additionally, the battery was found to be more predictive for students who were struggling readers. From the information provided by the assessment's results, educators can make more informed decisions about who needs help, what help is needed, and whether the instructional support is effective.

Read full text

Technical reports

Read full text

SARA Reading Components Tests, RISE forms: Technical adequacy and test design, 3rd edition (Research Report No. RR-19-36). Princeton, NJ: Educational Testing Service.

Sabatini, J., Weeks, J., O' Reilly, T., Bruce, K., Steinberg, J., & Chao, S.-F. (2019).

This is the third and most recent edition of the technical report for the ReadBasix (SARA / RISE) assessment battery. This report expands the first and second reports by featuring a national sample of students from grades 3-12 (the first report had grades 6-8; the second one had grades 5-10). This report includes a theoretical overview of the battery of assessments including a subtest for each foundational skill: word recognition and decoding, vocabulary, morphology, sentence processing, and reading efficiency, and for basic reading comprehension. The report includes psychometric analyses, item response theory scaling study, evaluation of multidimensionality, validity evidence, evaluation of differential item functioning for gender, and race/ethnicity.

Read full text

The second edition of the technical report on the ReadBasix (SARA / RISE) assessment battery expands the first report by featuring grades 5-10 (the original had grades 6-8). Included in this report are analyses for each subtest (word recognition and decoding, vocabulary, morphology, sentence processing, and reading efficiency, and basic reading comprehension), psychometric analysis of parallel forms of each subtest, results of item response theory scaling studies for each subtest across the entire grade span, and evaluation of differential item functioning for gender, and race/ethnicity.

Read full text

This is the first technical report on the ReadBasix assessment (SARA / RISE). ReadBasix was originally designed for struggling readers in middle school because teachers within a large, urban district wanted more information about why their students were struggling to read. The battery of assessments includes a subtest for each foundational skill: word recognition and decoding, vocabulary, morphology, sentence processing, and reading efficiency, as well as for basic reading comprehension. This report details the research base that supports the design and development of the reading skills components battery, and describes a pilot study with students in grades 6-8.

Read full text

Reports on administration

The primary purpose of this study was to link the ReadBasix Sentence Processing, Reading Efficiency, and Reading Comprehension Subtests to the Lexile Framework for Reading. ReadBasix Subtest scale scores can now be used to present a solution for matching students with text and information that can leverage tools such as the Lexile "Find A Book" to answer questions related to standards, test score interpretation, and test validation. A predictive function was constructed to transform ReadBasix Sentence Processing, Reading Efficiency, and Reading Comprehension subtest scale scores to Lexile reading measures. The regression approach allows for a profile of ReadBasix scores to be combined to predict a Lexile reading measure, rather than a multitude of functions for each subtest.

Read full text

Exploring thresholds in the foundational skills for reading and comprehension outcomes in the context of postsecondary readers. Journal of Learning Disabilities, April 2022.

Magliano, J. P., Talwar, A., Feller, D. P., Wang, Z., O'Reilly, T., & Sabatini, J. (2022).

This article presents evidence to suggest potential thresholds in foundational reading skills that may limit college students' reading comprehension on both close and applied literacy tasks. This research extends the work of Wang, Sabatini, O'Reilly, and Weeks (2019) that found students' growth in reading comprehension conditional on their decoding scores to explore whether there are thresholds in foundational skills that may limit reading comprehension for college students. The study included students who were determined to be underprepared for college and assigned to developmental literacy programs, and others who were determined to be prepared for college. The findings suggest that there are thresholds for foundational reading skills—decoding/word recognition, morphological knowledge, and sentence processing—that had implications for students' inclination to engage in the reading comprehension strategies of paraphrasing, bridging, and elaborating (all higher level literacy tasks). Students who fell below the thresholds demonstrated a lower level of employing reading strategies when compared to those who above the thresholds. These are important findings as they highlight problems with foundational reading skills that may persist into college.

Read full text

Explanatory modeling in science through text-based investigation: Testing the efficacy of the Project READI intervention approach. American Educational Research Journal, 56, 1148, 1216

Goldman, S. R., Greenleaf, C., Yukhymenko-Lescroart, M., Brown, W., Ko, M. L. M., Emig, J. M., George M.A., Wallace P., Blaum D. & Britt, M. A. (2019).

This article shares research on READI, a reading intervention designed to increase students' reading comprehension. The Reading Inventory and Scholastic Evaluation (RISE), also known as ReadBasix, was used as the pretest and the Global, Integrated Scenario-Based (GISA), now known as ReadAuthentix, was used as the posttest. Both ReadBasix and ReadAuthentix are part of the Capti suite of assessments. Ninth-graders' performance on the comprehension measures suggests that the skills measured on ReadBasix are related to the deep comprehension required by ReadAuthentix.

Read full text

This article shares research on the Strategic Adolescent Reading Intervention (STARI), which was designed as a supplemental reading program based on peer- and discussion-based instruction that supports word-reading skills, fluency, vocabulary, and comprehension. ReadBasix (formerly known as RISE) was used to measure success of the intervention based on students' scores. The results from 6th to 8th grade students indicate that the skills assessed by ReadBasix can be improved from targeted reading interventions such as STARI.

Read full text

This research article shares supporting evidence for the vast amount of variance in reading comprehension being attributed to oral language, specifically lexical knowledge. The findings differ from the Simple View of Reading proposed by Gough and Tunmer (1986), which suggest it is decoding and language comprehension that contribute to reading comprehension. The study also provides evidence for the concurrent validity of ReadBasix as the component subtests were predictive of reading comprehension. ReadBasix subtests, specifically the vocabulary and morphology, correlated with the Gates-MacGinitie reading test.

Read full text

The R&D of ReadBasix was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305F100005 to the Educational Testing Service (ETS) as part of the Reading for Understanding Research (RFU) Initiative, as well as through the Small Business Innovation Research (SBIR) program contracts 91990019C0024, 91990021C0029, and 91990022C0042 to Charmtech Labs LLC. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.

ReadBasix Success Case Studies | Literacy Intervention by Capti

$utils.escapeXML($entry.creator.screenName) — Tue, 27 Oct 2026 11:16:19 -0700

Case studies

Marshall Case Study

2026

600+ students

Marshall Middle School screened 600+ students in Grades 5–8 with ReadBasix and built its literacy system around the decoding threshold. By the end of Q3 in Year 1, the share of students in the strong-high category for Word Recognition & Decoding rose from 39% to 62%, and Reading Comprehension from 53% to 61%.

Cloquet Case Study

2023-2026

302 students

Cloquet Middle School used ReadBasix to identify the root causes of reading challenges and implement targeted, word-level interventions. As a result, the number of students below the decoding threshold dropped from 32 to just 9, leading to expanded use of ReadBasix data to strengthen Tier 1 instruction.

Luxemburg-Casco Case Study

2022

2000 students

Luxemburg-Casco School District partnered with Capti to strengthen literacy instruction in Grades 4–12 using ReadBasix as a diagnostic assessment. In just 12 weeks, students receiving word-level interventions showed significant gains in decoding skills, supporting their readiness for more complex texts.

See what people say
about ReadBasix

Read Testimonials

"Testimonias text here"

ReadBasix Case Study: Cloquet

$utils.escapeXML($entry.creator.screenName) — Tue, 27 Oct 2026 11:15:08 -0700

2023-2026

302 students

Cloquet Case Study

Cloquet Middle School, MN used ReadBasix to identify the root cause of students' reading challenges and implement targeted, word-level interventions.

Download PDF

302

students followed for 3 years

37%71%

Word Recognition & Decoding

58%78%

Reading Comprehension

Challenge

Cloquet had screeners, interventions, and committed staff, but still couldn’t improve outcomes.

“For years, we believed we were doing the right things. A hard truth is that our data wasn’t telling us what students actually needed to learn to grow as readers.”

The district realized it was “chasing data” across multiple initiatives without being able to diagnose.

“In the past, we used screeners to identify which students needed intervention the most, but we could never pinpoint the root cause of their reading challenges. ReadBasix has helped us understand what our readers need, so that we can align their interventions with their needs.”

Nicole Vegar MTSS Coordinator, Cloquet Middle School, MN

Turning Point

Cloquet reframed its MTSS literacy system through the Simple View of Reading and began using Capti ReadBasix to distinguish students' foundational skill needs from broader comprehension challenges.

What Cloquet Changed

Identified root causes of reading difficulties and prerequisite reading needs using ReadBasix data.
Connected ReadBasix data to scheduling, intervention planning, and cross-team collaboration efforts.
Clarified MTSS tier decisions using Word Recognition and Decoding scores with a focus on the decoding threshold.
Developed an intervention menu aligned to specific reading profiles, needs, and instructional priorities.
Used schoolwide ReadBasix patterns to inform Tier 1 planning in vocabulary, morphology, and word reading.

“Cloquet used the data to make smarter decisions about who needed which kind of support —rather than assuming that the largest area of need was automatically the right instructional target.”

Tom Brenner Principal, Cloquet

Phased 3-Year Implementation:

Tier 3 → Tier 2 → Tier 1 → Systems

Year	Focus	Implementation
23-24	Tier 3	The district added a Tier 3 reading interventions class, providing phonemic awareness and phonics instruction for students flagged by ReadBasix as needing support.
24-25	Tier 2	The district added multisyllabic-word-reading intervention for students flagged by ReadBasix as needing support and refined scheduling across the middle school.
25-26	Tier 1	Core teachers embedded vocabulary, morphology, and multisyllabic-word-reading routines into instruction while intervention systems continued for Tiers 2 and 3.

Outcomes for 302 Students Followed Over 3 Years

Word Recognition and Decoding: weakest: 29%→14%→8% | strongest: 9%→25%→40%

Basic Reading Comprehension: weakest: 18%→14%→9% | strongest: 26%→43%→51%

Why This Matters for District and State Leaders

Cloquet treated screening as part of an MTSS decision system, not an add-on initiative.
ReadBasix helped connect assessment data to instructional action, not just identification.
ReadBasix reinforced equity: using data to identify needs without lowering rigor or expectations.

“The biggest shift was not just adding a new screener — it was using better reading data to build a more coherent system.”

Leadership takeaway

Watch the Webinar

See how Cloquet Middle and High School used Capti ReadBasix to align with the Minnesota READ Act and address foundational reading gaps. Presenters share data, experiences, and strategies for effective literacy intervention within the realities of secondary schedules and staffing.

Ready to make a difference?

Book a personalized demo with our team today and discover how ReadBasix can empower your educators and students.

Book a Demo

Read other case studies

Marshall Case Study

2026

600+ students

Luxemburg-Casco Case Study

2022

2000 students

ReadBasix Case Study: Marshall

$utils.escapeXML($entry.creator.screenName) — Tue, 27 Oct 2026 11:14:16 -0700

2026

600+ students

Marshall Case Study

How Marshall Middle School, MN levelled up its literacy system.

Download PDF

600+

students screened, grades 5-8

39%62%

Word Recognition & Decoding

53%61%

Reading Comprehension

Challenge

The Assessment Gap: Marshall Middle School lacked a consistent literacy system able to identify the specific root causes of reading difficulties to guide targeted instruction.
The Hidden Hurdle: School leaders needed to determine whether older, struggling readers still lacked mastery of foundational, word-level skills.
The Baseline Reality: Initial school year screening revealed that word recognition and decoding needs were far more pervasive across the student body than anticipated.

“Earlier assessments showed who was behind; ReadBasix helped show why they were behind. This data gave the team a clearer count of students needing foundational support.”

Marshall Middle School Leadership Team

Turning Point

In response to the data, Marshall reframed its literacy strategy around the "decoding threshold," recognizing that comprehension plateaus without accurate word recognition. By isolating Capti ReadBasix Subtest #1 as a precise diagnostic signal, the school eliminated guesswork and deployed targeted, evidence-based interventions.

What Marshall Changed

Administered ReadBasix to all middle school students in the second week of school to establish an immediate, actionable baseline of instructional needs.
Moved away from grouping students by broad performance labels, instead clustering them into specific intervention pathways based on their decoding needs.
Created an explicit intervention menu matching ReadBasix data to evidence-based resources and instruction.
Scaled literacy staffing and group sizes in response to data, ensuring students received intensive, targeted support.

The shift: Marshall deployed a comprehensive, structured operational framework to dramatically shift student literacy instruction. The administration acted strategically, establishing a swift screening timeline, mapping specific student reading needs, and repurposing the focus of instruction during a daily, flexible intervention block.

“Our Priority: Create a system that offers targeted reading support for our learners.”

Marshall Middle School Administration

The 5-step operational shift
Step	Focus	The 5-Step Operational Shift
Step 1	Universal & Diagnostic Screening	Conducted summer planning and ran ReadBasix in week two to audit all students' instructional needs.
Step 2	Additional Diagnostics for Placement	Administered additional phonemic awareness test and phonics inventory to students scoring 220 or below to sharpen precise placement entries.
Step 3	Group Students by Skill Need	Aligned intervention groups directly to root causes (phonemic awareness, phonics, or multisyllabic decoding).
Step 4	Support Teacher for Consistent Delivery	Provided clear intervention routines, program materials, and dedicated daily intervention time.
Step 5	Build Familiarity & Confidence	Embedded the school-wide "Word of the Day\" practice opportunities to reinforce regular, daily attention to word-level reading.

Outcomes for Students

Dramatic Tier shifts were achieved in Word Recognition & Decoding

By moving from general identification to precise, root-cause intervention, Marshall Middle School achieved massive student turnaround by the end of the 3rd quarter, Year 1 of using ReadBasix:

Strong-high averageWeak-low average

Grade 5

27% → 51%Strong-high average

73% → 49%Weak-low average

Grade 6

34% → 61%Strong-high average

66% → 39%Weak-low average

Grade 7

49% → 72%Strong-high average

51% → 28%Weak-low average

Grade 8

46% → 68%Strong-high average

54% → 32%Weak-low average

Why This Matters for District and State Leaders

Systemic literacy equity requires secondary screeners that measure word-level components alongside comprehension, pairing diagnostic root-cause data with a protected, intentionally scheduled intervention programming to target exact skill deficits without lowering expectations.

“Build intervention time into the daily schedule. Use diagnostic insight to group by actual skill need. Support teachers with routines, materials, and confidence. Trust the process and use expert guidance along the way.”

Leadership takeaway

Watch the Webinar

This webinar takes a look at how Marshall Middle School transformed its approach to student reading growth. After identifying a need for a more specialized system to support adolescent literacy, the team used Capti ReadBasix data to pinpoint specific gaps in Word Recognition and Decoding.

Ready to make a difference?

Book a personalized demo with our team today and discover how ReadBasix can empower your educators and students.

Book a Demo

Read other case studies

Cloquet Case Study

2023-2026

302 students

Luxemburg-Casco Case Study

2022

2000 students

ReadBasix Case Study: Luxemburg Casco

$utils.escapeXML($entry.creator.screenName) — Tue, 27 Oct 2026 11:12:45 -0700

2022

2000 students

Luxemburg-Casco Case Study

Luxemburg-Casco School District, WI partnered with Capti to strengthen literacy instruction in Grades 4–12 using ReadBasix as a diagnostic assessment tool.

Download PDF

2000

students

schools

+19 points

average gain in Word Recognition & Decoding

Introduction

Luxemburg-Casco School District (LCSD), situated less than 20 miles east of Green Bay, is home to 2,000 students. The district includes four schools: primary, intermediate, middle, and high.

Like many schools across the nation, Luxemburg-Casco recognized and acted upon an opportunity to improve student learning outcomes through literacy initiatives.

The leadership at LCSD decided to partner with Capti. This partnership has supported Luxemburg-Casco Schools by providing:

Evidence-based solutions
Research-based instructional recommendations
Support in developing systems that improve student growth
Ongoing professional development

Why Capti?

Luxemburg-Casco Teaching/Learning Values

We will model behaviors we desire to see in our students.
We will make learning relevant and engaging.
We will coach students to become real-world problem solvers.
We will challenge our students with rigorous experiences.

“Reading is a very complex task which requires the appropriate instruction for each student. In order to provide that instruction, you have to be able to diagnose the students’ needs. We feel our K-3 system has the ability to know what students need, but as we go up in grade levels it becomes more complex, knowing what a student needs for instruction is a bit more challenging.”

Mike Director of Learning Services, Luxemburg-Casco School District

Evidence-Based Solutions

LCSD administered the ReadBasix assessments in the fall, specifically seeking information on the foundational reading needs of their students in middle school and high school.

SKILLS AND SUBTESTS	AVG-MAX¹	NUMBER OF ITEMS
Word Recognition & Decoding	5-8 min	30
Vocabulary	5-9 min	30
Morphology	5-10 min	30
Sentence Processing	5-9 min	30
Reading Efficiency	5-13 min	32-51 (3 passages)
Reading Comprehension	20-30 min	31-32 (4 passages)

Note. ¹ The MAX time reflects the time limit for each subtest when timed.

Luxemburg-Casco Middle School and High School were able to decide how to best administer the subtests. Capti Assess with ReadBasix offers flexibility with the ability to administer each subtest separately or grouping them to fit class times accordingly.

The schools received insightful data that revealed district-wide trends as well the foundational reading skills of each individual student. As Mike said, “reading is complex,” therefore, so is the data.

Kyle, an ELA Coach at Luxemburg-Casco, started conversations with Capti’s Literacy Team. He sought clarification while he gained a deeper understanding of the students’ foundational reading skills.

Research-Based Instructional Recommendations

After the school district’s fall test administration, the Capti Literacy Team conducted data meetings with LCSD leaders and educators. Capti provided personalized reports including detailed instructional recommendations.

As the teachers in the district continue processing ReadBasix data and understanding their students‘ foundational reading skills, Capti’s Literacy Team culls and vets researched-based practices and resources that are best fit for the group of students in each school. Luxemburg-Casco Middle School and High School are now implementing a multicomponent reading intervention. A separate multisyllabic word reading program is being used to intervene with students with significant decoding needs.

“We feel Capti provides us with the information so students can receive the correct intervention. In our partnership, Margaret (Reading Research Scientist at Capti) provided us with the data and recommended interventions for our students. She is well read and very knowledgeable about the different interventions available.”

Mike Director of Learning Services, Luxemburg-Casco School District

Improving Instructional Systems

The Luxemburg-Casco Teaching and Learning Department aims to “create a comprehensive, well-organized, and effective learning environment that promotes student success.”

In the Intermediate, Middle, and High Schools Luxemburg-Casco is using the ReadBasix assessments as both a benchmarking diagnostic and a progress monitoring tool. Utilizing these vertically aligned assessments allows the district’s administration and the Capti Literacy Team to make accurate evaluations of the implemented instruction.

Part of this reflective process includes the willingness of Luxemburg-Casco Schools to share other literacy data points with Capti. Capti will be able to conduct correlation studies with ReadBasix and the Wisconsin Student Assessment System (WSAS). Then ReadBasix can offer predictive feedback pertaining to the WSAS’s reading measures.

Correlating multiple literacy data points is just one actionable step the Teaching and Learning Department has taken in their mission of ensuring a learning environment that is both comprehensive and well-organized.

Ongoing Professional Learning

According to the Wisconsin state report card, Luxemburg-Casco School District exceeds expectations. The school’s leadership is careful not to become complacent. They have placed a priority on improving student growth.

“You have to be able to diagnose the students’ needs.”

Mike Director of Learning Services, Luxemburg-Casco School District

Understanding and responding to a student’s needs involves three major components:

A teacher building a strong rapport with the individual
Accurate and insightful data
A toolbox constructed of sound research and evidence-based resources

The school’s partnership with Capti provides support and development in those last two components. Kyle, Luxemburg-Casco’s ELA Coach, has utilized Capti’s research-based analysis and data review meetings to make the ReadBasix data meaningful for the district’s educators.

Capti’s offering of remote professional development has assisted Luxemburg-Casco Schools in making data-informed decisions.

Both Luxemburg-Casco School District and Capti agree, a partnership that improves literacy instruction and student learning outcomes is a worthy investment.

Measuring Growth and Informing Instruction

Using ReadBasix to pre- and post-test interventions allowed LCSD to measure growth and refine instructional recommendations.
After 12 weeks of word-level interventions, 9th graders (n=15) improved their Word Recognition and Decoding scores by an average of 19 points.
Students moved above the Decoding Threshold, meaning their decoding skills now actively contribute to reading comprehension.
With this new data, teachers are advancing instruction to focus on morphological awareness and reading complex, academic texts.

Ready to make a difference?

Book a personalized demo with our team today and discover how ReadBasix can empower your educators and students.

Book a Demo

Read other case studies

Marshall Case Study

2026

600+ students

Cloquet Case Study

2023-2026

302 students

Webinar Recordings

$utils.escapeXML($entry.creator.screenName) — Tue, 27 Oct 2026 11:08:40 -0700

Webinar Recordings

Browse our collection of past webinar recordings, split into categories by topic.

MTSS in Secondary Schools

webinar

Systems That Drive Strong Readers: Using Diagnostic Assessment to Strengthen MTSS Across a District

April 29, 2026

Learn how literacy leadership at Washington County School District in Maryland aligned MTSS, reading science, and diagnostic data—creating a collaborative, school-wide model for adolescent literacy success.

Speakers

Ryan Hershey

Literacy Specialist

Brady Barnhart

District Literacy Achievement Coordinator
webinar

Leveling Up: Our Journey with Capti ReadBasix at Marshall Middle School

April 16, 2026

How Marshall Middle School used ReadBasix data to pinpoint gaps in Word Recognition and Decoding, and cut the share of students needing foundational decoding support from 50% to 18% in one quarter.

Speakers

Beth Ritter

Director of Teaching and Learning, Marshall Public Schools

Sara Welch

Instructional Coach, Marshall Middle School

Peggy Reynolds

Principal, Marshall Middle School

Bennett Appel

Assistant Principal, Marshall Middle School
webinar

Cloquet Secondary Schools' Literacy Journey using ReadBasix

March 5, 2026

How Cloquet Middle and High School aligned their literacy practices with the Minnesota READ Act and used ReadBasix to find and close foundational reading gaps.

Speakers

Nicole Vegar

MTSS Coordinator

Steve Battaglia

Cloquet High School Principal

Tom Brenner

Cloquet Middle School Principal
webinar

Implementing Multi-Tiered Systems of Support for Reading in Secondary Schools

Part I: Implementing Literacy-Based MTSS in Secondary (6-12) Schools

January 29, 2024

Practical strategies for integrating evidence-based reading practices into secondary schools, setting up screening systems, and monitoring progress.

Speakers

Dr. Margaret Opatz

Reading Researcher

Ryan Hershey

Literacy Specialist

Yvette Herrera

District TOSA
webinar

Implementing Multi-Tiered Systems of Support for Reading in Secondary Schools

Part II: Enhancing Adolescent Literacy through Interventions and Progress Monitoring

February 26, 2024

Word-level interventions for adolescent readers, and how progress monitoring fits into an MTSS strategy.

Speakers

Dr. Margaret Opatz

Reading Researcher

Nicole Vegar

MTSS Coordinator
webinar

Implementing Multi-Tiered Systems of Support for Reading in Secondary Schools

Part III: Preparing Students for College-Level Reading

March 19, 2024

Helping students build the advanced content and disciplinary literacy skills they need for high school and college success.

Speakers

Dr. Margaret Opatz

Reading Researcher

Dr. Amy Charlton

Assistant Professor
webinar

What to Look for in a Diagnostic Reading Assessment

September 13, 2023

What "diagnostic" actually means, and which characteristics to look for when selecting a diagnostic reading assessment.

Speakers

Dr. Margaret Opatz

Reading Researcher

Ryan Hershey

Literacy Specialist

Tracy Handy

Literacy Specialist

Science of Reading

webinar

Foundational Reading Skills in Middle School

November 1, 2023

How middle school teachers can build on the foundational reading skills developed in the primary grades.

Speakers

Dr. Margaret Opatz

Reading Researcher

Ryan Hershey

Literacy Specialist

Tracy Handy

Literacy Specialist
webinar

Expanding the View of the Science of Reading beyond Phonics

October 11, 2023

Why the Science of Reading is much more than K-3 phonics, and how it applies to reading in K-12 and beyond.

Speakers

Dr. Margaret Opatz

Reading Researcher

Ryan Hershey

Literacy Specialist

Tracy Handy

Literacy Specialist
webinar

Using the Science of Reading to Develop Word Recognition and Decoding

April 10, 2023

Teaching older students to decode academic, multisyllabic words and recognize them automatically.

Speakers

Dr. Margaret Opatz

Reading Researcher

Ryan Hershey

Literacy Specialist

Tracy Handy

Literacy Specialist
webinar

Using the Science of Reading to Develop Fluency

March 20, 2023

Engaging practices that build both oral and silent reading fluency and lead to comprehension.

Speakers

Dr. Margaret Opatz

Reading Researcher

Ryan Hershey

Literacy Specialist

Tracy Handy

Literacy Specialist
webinar

Using the Science of Reading to Develop Sentence Processing Skills

February 28, 2023

Helping older readers make sense of relationships at the phrase and sentence level, where comprehension is built.

Speakers

Dr. Margaret Opatz

Reading Researcher

Ryan Hershey

Literacy Specialist

Tracy Handy

Literacy Specialist
webinar

Using the Science of Reading to Develop Vocabulary and Morphological Awareness

January 18, 2023

Word analysis instruction that builds both word and morpheme knowledge, including general academic vocabulary.

Speakers

Dr. Margaret Opatz

Reading Researcher

Ryan Hershey

Literacy Specialist

Tracy Handy

Literacy Specialist

Writing Instruction

webinar

Empowering Writers in a Digital Age

Part I: Foundations of Effective Writing Instruction

April 9, 2024

Foundational writing principles: the writing process, effective feedback, and building a supportive community of writers.

Speakers

Dr. Margaret Opatz

Reading Researcher

Dr. Liz Nelson

Assistant Professor
webinar

Empowering Writers in a Digital Age

Part II: Using Strategy Instruction and the Process Approach

April 30, 2024

Explicitly teaching the writing process, and approaching AI tools with a critical, technoskeptical stance.

Speakers

Dr. Margaret Opatz

Reading Researcher

Dr. Liz Nelson

Assistant Professor
webinar

Empowering Writers in a Digital Age

Part III: Using the Writing Workshop Framework

May 21, 2024

Assessing writing proficiency, giving constructive feedback, setting goals, and using results to inform instruction.

Speakers

Dr. Margaret Opatz

Reading Researcher

Dr. Liz Nelson

Assistant Professor

Capti Science of Reading Webinars & Events | Literacy Conferences

$utils.escapeXML($entry.creator.screenName) — Tue, 27 Oct 2026 11:07:44 -0700

Events Calendar

Stay updated with our latest events, including webinars, conferences, and business competitions. We would love to see you at our next conference or webinar!

Upcoming events

No Upcoming Webinars & Events Yet

Stay connected for future announcements!

First Name

Last Name

Position/Title

School

State/Province

Past events

conference

Literacy Research Association Annual Conference

December 2-5, 2026

Hilton Hawaiian Village Waikiki Beach Resort, Honolulu HI

Visit website

Attendees

Dr. Margaret Opatz
conference

Texas Assessment Conference

November 2-4, 2026

Kalahari Resorts & Conventions - Round Rock, TX

Visit website

Attendees

Melissa Leach

Cori Gandara
conference

OCTEO (The Ohio Confederation of teacher Education Organizations)

October 8-9, 2026

OCLC Conference Center in Dublin, OH

Visit website

Attendees

Dr. Raven Cromwell

Education Partnership Manager

Ryan Hershey

Literacy Specialist
conference

National Council of Teachers of English (NCTE) Annual Convention

November 19-22, 2026

Philadelphia, PA

Visit website

Attendees

Dr. Yevgen Borodin

CEO

Dr. Margaret Opatz

Director of Literacy and Research
conference

National Conference on Student Assessment (NCSA)

June 21-24, 2026

Austin, Texas

Come visit Capti at booth 309 to check out ReadBasix.

Visit website

Attendees

Dr. Yevgen Borodin

CEO

Dr. Margaret Opatz

Director of Literacy and Research

Dr. Raven Cromwell

Education Partnership Manager
conference

It Takes a League to Leave a Legacy

May 14, 2026

Mansfield, OH

Come visit us at TRL OH Literacy Symposium May 14th, at 890 West Fourth Street Mansfield Oh 44906

Visit website

Attendees

Ryan Hershey

Literacy Specialist

Dr. Raven Cromwell

Literacy Specialist
webinar

Systems That Drive Strong Readers: Using Diagnostic Assessment to Strengthen MTSS Across a District

Apr 29, 2026 03:30 PM EST

Learn how literacy leadership at Washington County School District in Maryland aligned MTSS, reading science, and diagnostic data—creating a collaborative, school-wide model for adolescent literacy success.

Visit website

Speakers

Ryan Hershey

Literacy Specialist

Brady Barnhart

District Literacy Achievement Coordinator
webinar

Leveling Up: Our Journey with Capti ReadBasix at Marshall Middle School

April 16th, 3pm EST

Join us for an inspiring look at how Marshall Middle School transformed its approach to student reading growth. After identifying a need for a more specialized system to support adolescent literacy, the team used Capti ReadBasix data to pinpoint specific gaps in Word Recognition and Decoding.

This webinar details the successful implementation of Marshall’s 30-minute daily FLEX period, a dedicated window for consistent, targeted interventions. The results speak for themselves: by the end of the third quarter, the percentage of students requiring support in foundational decoding skills dropped from 50% to just 18%.

Visit website

Speakers

Beth Ritter

Director of Teaching and Learning, Marshall Public Schools

Sara Welch

Instructional Coach, Marshall Middle School

Peggy Reynolds

Principal, Marshall Middle School

Bennett Appel

Assistant Principal Marshall Middle School
conference

SoMLA Conference, 2026

March 24-25, 2026

Townson, MD

Visit website

Systems That Drive Strong Readers: Using Diagnostic Assessment to Strengthen MTSS Across a District

March 25, 8:00am - 8:50am, Grason Room

Summary: Learn how a district's literacy leadership aligned MTSS, reading science, and diagnostic data—creating a collaborative, school-wide model for adolescent literacy success.

Speakers

Ryan Hershey

Literacy Specialist

Brady Barnhart

District Literacy Achievement Coordinator

Unlocking Literacy: Foundational Reading Skills for Adolescent Success

March 25th, 11:40am - 12:30am, Burke Room

Summary: Discover evidence-based strategies to support upper elementary and secondary students in mastering the foundational reading skills essential for comprehension and academic success. This session explores practical, classroom-ready techniques for building automatic word recognition, decoding, morphological awareness, vocabulary, and sentence analysis. Participants will leave equipped with tools to address diverse learning needs through targeted, research-driven instruction.

Speakers

Ryan Hershey

Literacy Specialist
webinar

Cloquet Secondary Schools' Literacy Journey using ReadBasix

March 5, 2026

Learn how Cloquet Middle and High School revolutionized their literacy practices to align with the Minnesota READ Act. Discover how they utilized Capti ReadBasix to identify and address foundational reading gaps, leading to improved student outcomes. Presenters will share data, personal experiences, and practical tips for implementing effective interventions in secondary settings despite common constraints and challenges that secondary schedules and staffing patterns present.

Visit website

Speakers

Nicole Vegar

MTSS Coordinator

Steve Battaglia

Cloquet High School Principal

Tom Brenner

Cloquet Middle School Principal
conference

Everyone Reading 2026 Annual Conference on Dyslexia and Related Learning Disabilities

March 2-3, 2026

New York

Visit website

Unlocking Literacy: Foundational Reading Skills for Adolescent Success (Room 8400)

March 2, 3:30 - 4:40 PM

Presentation Focus: Leadership in Literacy; New Technologies/Innovation; Tier 1 Literacy Strategies; Intervention Strategies. This session equips educators and instructional leaders with strategies to advance students beyond foundational reading skills, preparing participants for the complex literacy demands of college and career readiness. Participants explore how to foster advanced reading competencies, such as critical thinking, synthesizing information, and applying knowledge across contexts.

Speakers

Amy Truex

M.D.E., Literacy Specialist
conference

Literacy Research Association (LRA)

December 3-6, 2025

Las Vegas, NV

Visit website

What is the Decoding Threshold and How to Cross It: Implications from ReadBasix Data Exploring a Morphologically-Based Word Reading Intervention to Support Multilingual Middle School Readers

December 5, 12pm-1pm

Speakers

Dr. Margaret Opatz

Director of Literacy and Research

Dr. Tenaha O'Reilly

Managing Principal Research Scientist at ETS

Dr. Zuowei Wang

Senior Research Scientist at ETS
conference

National Council of Teachers of English (NCTE) Annual Convention

November 20-23, 2025

Denver, CO

Visit website

Driven by Dreams: Bold Strategies for Teaching Young Adult Literature

November 20, 2025, 1:00 PM - 2:15 PM MST

Speakers

Dr. Margaret Opatz

Director of Literacy and Research

Dreaming Boldly: The Transformative Power of the ILA Children's and Young Adult Book Awards

November 21, 2025, 3:30 PM - 4:45 PM MST

Speakers

Dr. Margaret Opatz

Director of Literacy and Research

Preparing Preservice Teachers to Advocate Boldly for the Right to Read

November 22, 2025, 11:00 AM - 11:30 AM MST

Speakers

Dr. Margaret Opatz

Director of Literacy and Research
conference

Annual New York State Reading Association (NYSRA)

11 November 2025

New York State

Visit website

Collaborate to Accelerate: Diagnostic Tools and Leadership for Literacy Success

November 11, 11:50am-12:50pm EST

Speakers

Ryan Hershey

Literacy Specialist

Amy Truex

Literacy Specialist
conference

Ohio Middle Level Association (OMLA) Annual Conference

6-7 November 2025

Sandusky, Ohio

The Ohio Middle Level Association is proud to host the 2025 annual state conference at the Kalahari Resort and Conference Center in Sandusky, Ohio.

Visit website

Unlocking Literacy: Foundational Reading Skills for Adolescent Success

November 6, 2:00-2:50pm EST

Speakers

Ryan Hershey

Literacy Specialist

Collaborate to Accelerate: Diagnostic Tools and Leadership for Literacy Success

November 7, 9:00-9:50am EST

Speakers

Ryan Hershey

Literacy Specialist
webinar

Empowering Writers in a Digital Age

Part III: Foundation of Effective Writing Instruction: Using the Writing Workshop Framework to Inspire and Elevate Student Writing

21 May 2024

Conclude the series with a focus on assessing writing proficiency and using data to drive improvement. Discover methods for evaluating student writing, providing constructive feedback, and using assessment results to inform instructional practices. Learn how to set writing goals, track progress, and implement strategies for continuous improvement in writing skills.

Speakers

Dr. Margaret Opatz

Reading Researcher

Dr. Liz Nelson

Assistant Professor
webinar

Empowering Writers in a Digital Age

Part II: Foundation of Effective Writing Instruction: Using Strategy Instruction and the Process Approach to Inspire and Elevate Student Writing

30 April 2024

Learning to write is learning to think, so explicitly teaching the writing process empowers both teachers and students in an era increasingly influenced by AI. While technology offers valuable resources for writing instruction, it is essential to approach these tools through a technoskeptical stance for engaging in critical thinking and making informed choices about technology (Pleasants, Krutka, & Nichols, 2023). Educators can help students build strong critical thinking skills, enabling them to organize and communicate their ideas effectively and clearly, which is crucial in distinguishing their unique voices amidst the noise of AI-generated content. This approach not only fosters confidence but also encourages students to engage as active members of a writing community, preparing them to navigate the complexities of an AI-driven landscape.

Speakers

Dr. Margaret Opatz

Reading Researcher

Dr. Liz Nelson

Assistant Professor
webinar

Empowering Writers in a Digital Age

Foundations, Technology, and Assessment Part I: Foundations of Effective Writing Instruction

09 April 2024

Effective writing instruction is pivotal for developing students' writing skills and fostering their overall literacy. This webinar will explore foundational writing principles, including the writing process, effective feedback techniques, and strategies for creating a supportive community of writers. Additionally, discover how to address sentence processing and its significant impact on both writing ability and reading comprehension. Participants will understand the importance of teaching writing as a critical thinking act that empowers students to organize and communicate their ideas clearly, ultimately enhancing their engagement and confidence as writers.

Speakers

Dr. Margaret Opatz

Reading Researcher

Dr. Liz Nelson

Assistant Professor
webinar

Implementing Multi-Tiered Systems of Support for Reading in Secondary Schools

Part III: Preparing Students for College-Level Reading

19 March 2024

Once secondary students have mastered foundational reading skills, it is important to focus on supporting students in developing advanced literacy skills related to both content and disciplinary literacy that are critical for high school and college success. This webinar is designed to help educators prepare students for college readiness and academic success by equipping them with the advanced skills needed to excel in higher education. Leave the session with effective strategies for fostering these crucial skills and ensuring students are well-prepared for academic success.

Speakers

Dr. Margaret Opatz

Reading Researcher

Dr. Amy Charlton

Assistant Professor
webinar

Implementing Multi-Tiered Systems of Support for Reading in Secondary Schools

Part II: Enhancing Adolescent Literacy through Interventions and Progress Monitoring

26 Feb 2024

Adolescent readers face significant challenges in becoming proficient in the literacy skills necessary for success in content-area classes. With 71% of eighth graders reading below proficiency according to the latest National Assessment of Educational Progress (NAEP; U.S. Department of Education, 2022), targeted interventions are essential. Many students struggle with foundational skills such as phonics, morphology, and reading fluency, which can affect their overall comprehension (Leach, Scarborough, & Rescorla, 2003). Addressing these issues effectively requires a focus on word-level reading to improve reading proficiency. To ensure that these interventions are effective, progress monitoring plays a crucial role. Progress monitoring is a key component of any Multi-Tiered System of Supports (MTSS) strategy, providing tools to measure students' reading performance, track improvement rates toward goals, and assess responses to instruction.

Speakers

Dr. Margaret Opatz

Reading Researcher

Nicole Vegar

MTSS Coordinator
webinar

Implementing Multi-Tiered Systems of Support for Reading in Secondary Schools

Part I: Implementing Literacy-Based MTSS in Secondary (6-12) Schools

29 Jan 2024

Existing literature on Multi-Tiered Systems of Support (MTSS) predominantly addresses its implementation in elementary schools, leaving a noticeable gap in resources that discuss the unique challenges of applying MTSS in secondary schools. This webinar will provide practical strategies for integrating evidence-based reading practices into secondary schools, setting up robust screening systems, using assessment data to inform reading instruction, and monitoring progress to ensure student success.

Speakers

Dr. Margaret Opatz

Reading Researcher

Ryan Hershey

Literacy Specialist

Yvette Herrera

District TOSA
webinar

Foundational Reading Skills in Middle School

1 Nov 2023

The Science of Reading continues to permeate the education world. Most of the conversations relate to foundational reading skills in the primary grades; however, the Science of Reading is not only for primary grades. In fact, the research-base provides evidence-based practices that support readers well beyond primary grades into middle school where readers confront increasingly complex disciplinary texts. It is in these upper grades where teachers can rely on the research base to better inform high-quality reading instruction.

In this webinar, we will present ways middle school teachers can build on the foundational reading skills that are developed in the primary grades. A reading researcher who is a former middle school reading interventionist will share the research and provide tangible methods that support middle school readers' achievement in reading complex texts.

Speakers

Dr. Margaret Opatz

Reading Researcher

Ryan Hershey

Literacy Specialist

Tracy Handy

Literacy Specialist
webinar

Expanding the View of the Science of Reading beyond Phonics

11 Oct 2023

The Science of Reading framework has recently gained popularity as a result of state reforms of reading instruction. In the process, the framework has been unfortunately mis-characterized as phonics-based reading instruction in K-3. In reality, however, the Science of Reading framework involves a lot more than simply knowing the letter-to-sound correspondence, and is relevant to reading in K-12 and beyond.

The Science of Reading framework is a vast, interdisciplinary body of scientifically based research about reading and issues related to reading and writing that has been developed over the past five decades by scholars from cognitive psychology, education, special education, linguistics, and neuroscience, among others.

The Science of Reading research informs how proficient reading and writing develop, why some individuals have difficulty, and how to effectively assess and teach reading and writing. Importantly, the Science of Reading has helped educators understand the cognitive processes that lead to reading proficiency while debunking various methods, such as the three cueing system, that are not scientifically grounded.

Speakers

Dr. Margaret Opatz

Reading Researcher

Ryan Hershey

Literacy Specialist

Tracy Handy

Literacy Specialist
webinar

What to Look for in a Diagnostic Reading Assessment

13 Sep 2023

It seems like every reading assessment you look at today is deemed to be diagnostic. But, what does diagnostic mean? And, what should we look for when selecting a diagnostic reading assessment. In this webinar, we will discuss the characteristics that a diagnostic reading assessment should have. You will leave the webinar with the knowledge and tools you need to make decisions when selecting a diagnostic reading assessment that best fits your needs.

Speakers

Dr. Margaret Opatz

Reading Researcher

Ryan Hershey

Literacy Specialist

Tracy Handy

Literacy Specialist
webinar

Using the Science of Reading to Develop Word Recognition and Decoding

10 April 2023

As the Science of Reading continues to inform educational practices, it is important to understand what the science says about foundational reading skills. Automatic word recognition and effective decoding skills are critical skills that lead to good comprehension. While phonics is a first step in "breaking the code," older students require more advanced word analysis skills to be able to break apart multisyllabic words. They also require instruction that fosters automatic word recognition of academic words. Building automatic word recognition leads to comprehension as readers learn to make sense of the text.

In this webinar, hear from a researcher and 5th grade teacher on how to center instruction on word recognition and decoding practices that lead to successful reading comprehension. Transform your instructional approaches to teach word analysis skills that support older readers in being able to decode academic, multisyllabic words. Presenters will share the transformative impact of having a diagnostic assessment that measures older students' word recognition and decoding skills.

Speakers

Dr. Margaret Opatz

Reading Researcher

Ryan Hershey

Literacy Specialist

Tracy Handy

Literacy Specialist
webinar

Using the Science of Reading to Develop Fluency

20 March 2023

As the Science of Reading continues to be the focus of educational reforms, it is important to understand what the science says about foundational reading skills beyond phonics. Fluency is a critical skill that leads to good comprehension. This is because fluent reading assumes that readers are able to read with accuracy and at a rate that supports comprehension. A fluent reader automatically recognizes most words on the page and does not have to devote time to sounding out individual words. This ability leads to comprehension as readers learn to make sense of the text at the phrasal level—where comprehension lives. Providing students with opportunities to build both their oral and silent fluency is critical to long-term reading success.

In this webinar, hear from a reading researcher how to center instruction on fluency practices that lead to comprehension. Transform your instructional approaches to teaching fluency to include engaging and motivating practices that build fluency. Presenters will share the transformative impact of having a diagnostic assessment that measures silent reading fluency

Speakers

Dr. Margaret Opatz

Reading Researcher

Ryan Hershey

Literacy Specialist

Tracy Handy

Literacy Specialist
webinar

Using the Science of Reading to Develop Sentence Processing Skills

28 Feb 2023

As the Science of Reading continues to inform educational practices, it is important to understand what the science says about foundational reading skills. Sentence level processing skills are critical for skilled comprehension. While comprehension is often focused on at the passage level, comprehension is built at the phrasal and sentence level. Older students require support in making sense of the relationships either explicitly or implicitly marked in sentences.

In this webinar, learn how to center instruction on sentence-level processing skills that lead to successful reading comprehension. Transform your instructional approaches to support older readers in being able to make sense of phrasal and sentence level relationships. You will hear about the transformative impact of having a diagnostic assessment that measures older students' sentence processing skills.

Speakers

Dr. Margaret Opatz

Reading Researcher

Ryan Hershey

Literacy Specialist

Tracy Handy

Literacy Specialist
webinar

Using the Science of Reading to Develop Vocabulary and Morphological Awareness

18 Jan 2023

As the Science of Reading permeates education and politics, it is imperative to expand our understanding of what the science says beyond phonics. One aspect of the research that is clear is the need for word analysis instruction that builds word knowledge. This is especially important given that word knowledge highly impacts reading comprehension. Providing students with robust word analysis instruction that fosters both word and morpheme knowledge leads to success as students strengthen their understanding of language and make connections across words and concepts independently.

In this webinar, hear from a reading researcher how to center instruction on word analysis using practices that foster word consciousness. Transform your instructional approaches to teaching vocabulary and morphology to include general academic words and morphological aspects of words. Presenters will share the transformative impact of having a diagnostic assessment that measures vocabulary and morphology.

Speakers

Dr. Margaret Opatz

Reading Researcher

Ryan Hershey

Literacy Specialist

Tracy Handy

Literacy Specialist

$utils.escapeXML($entry.creator.screenName) — Tue, 20 Oct 2026 08:26:06 -0700

ReadBasix Research Team | Literacy Assessment Experts at Capti

$utils.escapeXML($entry.creator.screenName) — Tue, 20 Oct 2026 08:24:42 -0700

Our Research Team

At Capti, our research team is dedicated to advancing literacy and education through innovation and expertise. Comprising scientists, educators, and technology specialists, our team works to bridge the gap between cutting-edge research and practical solutions for learners and educators worldwide.

Lead

Dr. Margaret Opatz

Reading Research Scientist

Ryan Hershey

Literacy Specialist

Dr. Eleanor Fang Yan

Research Associate

Dr. John Sabatini

Research Consultant

Dr. Jonathan Weeks

Research Consultant

Dr. Tenaha O'Reilly

Research Consultant

Dr. Zuowei Wang

Research Consultant

Dr. Yevgen Borodin

Researcher, Computer Scientist

Dr. Yury Puzis

Researcher, Computer Scientist

Wanna join the research?

See open research projects

Benchmark Literacy Testing to Track Progress | ReadBasix

$utils.escapeXML($entry.creator.screenName) — Tue, 20 Oct 2026 08:22:46 -0700

Benchmark Testing

Track student growth and ensure accountability with ease

Benchmark testing provides a structured way to measure student progress toward literacy goals. Administered in the fall, winter, and spring, ReadBasix reveals whether students are meeting grade-level expectations or if instructional strategies need adjustment. With ReadBasix benchmark reports, educators gain actionable insights to keep students on track throughout the year.

Why it's essential

Tracks student growth over time to ensure progress toward literacy goals.

Helps evaluate the effectiveness of interventions and refine instructional strategies.

Identifies learning gaps before they become critical barriers.

Provides accountability for literacy programs and supports proactive decision-making.

Without regular benchmarks, opportunities to adjust and improve learning outcomes may be missed.

Benchmarking made effortless

With ReadBasix, benchmarking becomes a seamless part of your literacy program.

Provides flexible settings to establish benchmarks at key intervals: BOY, MOY, and EOY.
Tracks student growth across foundational literacy skills and comprehension.
Reports are easy to customize and interpret, allowing administrators to adjust benchmarks as needed.
Most subtests are completed within 5-10 minutes, ensuring minimal disruption to learning.

Built for growth and accountability

Empowering schools with reliable, intuitive benchmarking.

Tracks long-term growth with comprehensive and customizable reports.
Designed for both educators and administrators, balancing depth and simplicity.
Seamlessly integrates into existing literacy programs to support proactive decisions.
Trusted by districts to ensure students are meeting grade-level expectations.

See what people say
about ReadBasix

Read Testimonials

"Testimonias text here"

FAQ

Benchmark testing tracks progress toward literacy goals and evaluates the effectiveness of interventions at regular intervals, typically fall, winter, and spring.

No, benchmarks provide broader performance snapshots, while progress monitoring is more frequent and focuses on short-term growth in response to interventions.

With ReadBasix, benchmarks are efficient, as most subtests take just 5-10 minutes to complete. The full battery takes about up to 79 minutes.

Ready to make a difference?

Book a personalized demo with our team today and discover how ReadBasix can empower your educators and students.

Book a Demo

Comprehensive Foundational Skills Assessment | ReadBasix by Capti

$utils.escapeXML($entry.creator.screenName) — Tue, 20 Oct 2026 08:22:09 -0700

Comprehensive Foundational Skills Assessment

ReadBasix delivers a complete evaluation of foundational reading skills, seamlessly blending flexibility and depth. Beyond basic diagnostics, this all-in-one assessment uncovers each student's strengths and growth areas across multiple components that lead to successful reading comprehension.

Go beyond simple screening

ReadBasix provides a complete assessment of literacy development, measuring foundational skills like decoding, vocabulary, and morphology alongside more advanced abilities such as fluency and comprehension. Covering all facets of reading, it equips educators with a clear, comprehensive view of each student's strengths and growth areas to inform targeted support.

Craft personalized learning plans

ReadBasix empowers educators with precise, data-driven insights to create tailored learning plans. Its comprehensive results guide the selection of targeted interventions, ensuring efficient and effective literacy instruction that meets each student's unique needs.

Monitor progress

ReadBasix provides a robust framework for monitoring short-term and long-term reading growth. With clear, consistent data, educators can track student progress toward academic goals, ensuring steady advancement in foundational reading skills.

See what people say
about ReadBasix

Read Testimonials

"Testimonias text here"

FAQ

It includes screening, diagnostics, benchmarks, and progress monitoring, covering every aspect of literacy development from foundational skills to comprehension.

ReadBasix can replace a separate screener plus diagnostic in many secondary settings. ReadBasix combines multiple functions into one tool, reducing the need for separate assessments while providing detailed, actionable insights.

By addressing all facets of reading development, comprehensive assessments ensure that interventions target the right areas, leading to more effective support and better outcomes.

Dyslexia Screening for Secondary Students | ReadBasix by Capti

$utils.escapeXML($entry.creator.screenName) — Tue, 20 Oct 2026 08:21:39 -0700

Dyslexia screening

Identify students at risk for dyslexia and reading difficulties

Screen students in under 40 minutes
Identify students below the decoding threshold
Guide intervention and MTSS decisions

What is Dyslexia?

Dyslexia is a neurobiological learning disability affecting word recognition, decoding, and spelling.

It affects 17% of K-12 students (Shaywitz, 2004), making it the most common reading disorder.

Dyslexia is not tied to intelligence – even high-achieving students may struggle with reading.

Many students develop compensatory strategies, making dyslexia harder to detect in later grades.

Dyslexia vs. general reading difficulties:
key differences

Rooted in phonological processing deficits

May stem from vocabulary, comprehension, or fluency challenges

Persistent difficulty decoding words

Struggles vary; may improve with general reading support

Not linked to intelligence or effort

May be influenced by language exposure or instruction

Often requires structured literacy interventions

Can often be addressed with broad reading strategies

Reading challenges often emerge in later grades

Many students go undiagnosed in early grades

Early screeners focus on Grades K-2, but many struggling readers are not identified before 3rd grade.

Students may compensate by memorizing words, masking their decoding issues.

Why screening for dyslexia beyond grade 2 is crucial

Increased academic demands expose word recognition struggles.

Students with undiagnosed dyslexia often experience frustration, anxiety, and disengagement.

Late intervention can still be highly effective

Research shows structured literacy interventions help struggling readers at any age.

Identifying at-risk students early prevents long-term academic challenges.

How ReadBasix identifies dyslexia risk

ReadBasix assesses key word-level skills linked to dyslexia, including:

Word recognition & decoding

Identifies decoding deficits—a core dyslexia symptom

Vocabulary

Weak vocabulary may indicate long-term reading struggles

Morphology

Helps assess word structure processing skills

Key dyslexia risk indicators in ReadBasix results:

Decoding threshold

(Score <225) – Signals severe decoding struggles

Inefficient decoding patterns

Identifies students who struggle to decode new words

ReadBasix does not diagnose dyslexia, but provides a highly reliable risk assessment.

ReadBasix is a trusted screener

Developed by ETS researchers under the U.S. Dept. of Education's Reading for Understanding Initiative and backed by 20+ years of research.

Demonstrates strong concurrent validity with TOWRE-2, DIBELS ORF, and Minnesota, California, and Wisconsin state assessments.

Required in MN for students reading below proficiency in gr. 4–12, and approved in OH for dyslexia screening and HQSD data in gr. 4–9.

How ReadBasix ensures accurate screening

Uses real words, nonsense words, and pseudohomophones to assess decoding ability.

Tracks response time to measure reading fluency and efficiency.

Provides scalable, automated testing, reducing human error and bias in screening.

Ready to make a difference?

Book a personalized demo with our team today and discover how ReadBasix can empower your educators and students.

Book a Demo

ReadBasix FAQ | Product Details, Standards & Intervention Support

$utils.escapeXML($entry.creator.screenName) — Tue, 20 Oct 2026 08:21:00 -0700

FAQ

Welcome to the ReadBasix FAQ. ReadBasix is Capti’s diagnostic reading assessment for grades 3–12, designed to quickly pinpoint foundational reading skill gaps using six targeted subtests. Below are answers to the most common questions from educators and administrators.

About ReadBasix™

The ReadBasix™ assessment is composed of six subtests that assess reading skills in:

Word Recognition and Decoding
Vocabulary
Morphology
Sentence Processing
Reading Efficiency
Reading Comprehension

Each subtest assesses a specific component of reading that may be affecting a student’s reading success. The five foundational reading skills are not measured by other assessments that focus only on reading comprehension. Capti Assess allows educators to evaluate foundational skills independently in 5-10 minutes each. Learn more about subtests.

Yes. Capti ReadBasix™ is the modern version of RISE / SARA.

RISE / SARA are the original names of ReadBasix. RISE / SARA was shown to predict state reading scores and performance on other standardized measures of reading comprehension. This research has been used to identify students who are likely below proficient on a state test. For more details, refer to the SARA/RISE technical report.

ReadBasix™ was developed by ETS (Educational Testing Service), a world leader in assessment development, and brought to market by Capti. Learn more about the science behind it.

Standards and Alignment

ReadBasix™ was created by researchers while working on the Reading for Understanding (RfU) Initiative by the Institute of Education Sciences (U.S. Department of Education). The latest Science of Reading includes research from a variety of interdisciplinary fields including Cognitive Psychology, Communication Sciences, Developmental Psychology, Education, Special Education, Implementation Science, Linguistics, Neuroscience, and School Psychology. A team of experts led by Dr. John Sabatini, a world-renowned reading researcher, developed the assessment based on the Science of Reading principles. This assessment measures key foundational reading skills derived from the Science of Reading literature, which allows educators to effectively identify areas where learners struggle. Since teachers can pinpoint the areas of need, they help students overcome reading deficiencies, and make the U.S. education system better prepared for the 21st century. Learn more about the science behind ReadBasix™.

ReadBasix aligns with the CCSS for foundational reading skills, language standards, and the college and career readiness anchor standards for reading. The foundational reading skills standards cover constructs related to ReadBasix including decoding, word recognition, fluency, and morphology. ReadBasix augments the standards by measuring the five foundational skills beyond grade 5 (where the foundational reading skills in the CCSS end). Failure to measure foundational skills beyond grade 5 may limit the detection of key sources of reading issues. ReadBasix can assist educators in determining sources of reading difficulties with students in grades 6-12 where foundational reading skill standards are assumed to be fully developed, and therefore not addressed.

Language standards cover constructs related to vocabulary and sentence processing, which are focused on in the CCSS from grades 3-12. ReadBasix specifically measures the language standards aligned with choosing words and phrases for effect (i.e., L.3.3a., L.4.3a.) and pronoun use (i.e., L.6.1c., L.6.1d.).

The college and career readiness anchor standards for reading cover constructs related to ReadBasix’s comprehension subtest. Specifically, the reading comprehension subtest measures CCSS anchor standards 1, 2, and 4 related to reading closely, determining central ideas, and interpreting words and phrases used within a text.

Given that the assessment is aligned with standards, it does show progress with the skills addressed in the standards. Each subtest uniquely demonstrates progress on various standards. The list below shows an overview of the connection between each subtest and its aligned standards.

Word Recognition & Decoding – CCSS Reading Standards, Foundational Skills, Phonics and Word Recognition
Vocabulary – CCSS Language Standards, Vocabulary Use and Acquisition
Morphology – CCSS Reading Standards, Foundational Skills, Phonics and Word Recognition
Sentence Processing – CCSS Language Standards, Knowledge of Language
Reading Efficiency – CCSS Reading Standards, Foundational Skills, Fluency
Reading Comprehension – CCSS Reading Anchor Standards 1, 2, and 4

ReadBasix provides an official Lexile® Reading Measure — a numeric score representing a student’s reading ability — calculated from performance on three key subtests: Sentence Processing, Reading Efficiency, and Reading Comprehension. It uses over 90 data points for one of the most accurate measures available, based on a 2023 alignment study with MetaMetrics. The Lexile measure appears in both individual and group reports, allowing you to sort students, match them with appropriately complex texts, track progress, and compare performance across assessments from different providers. Learn more about Lexile integration.

Many popular assessments focus primarily on overall comprehension, oral reading fluency, or broad benchmarks, often with less emphasis on isolating foundational component skills in secondary students. ReadBasix stands out by:

Diagnosing five independent foundational skills (Word Recognition & Decoding, Vocabulary, Morphology, Sentence Processing, Reading Efficiency) and overall Reading Comprehension in grades 3–12, including beyond grade 5 where many tools stop measuring basics.
Allowing targeted, quick administration (5–10 minutes per subtest, flexible for progress monitoring).
Identifying critical barriers like below-threshold decoding that can mask comprehension issues in adolescents — a gap in many secondary-focused tools.
Providing detailed component insights plus an official Lexile® measure for text matching and cross-assessment comparisons.
Being grounded in ETS research and the Science of Reading, with strong predictive validity for state tests. While no single tool fits every need, ReadBasix excels at pinpointing specific sources of reading difficulty for middle and high school students to inform targeted MTSS/RTI instruction.

Administration and Use

Students in grades 3-12 can complete the ReadBasix™ assessment. ReadBasix™ does not have data on students below grade 3. ReadBasix™ is not recommended for students who do not have beginner decoding skills required to complete, at least, the Word Recognition and Decoding subtest.

ReadBasix™ has three levels of difficulty (A, B, C) that roughly align with elementary, middle, and high school level. ReadBasix™ automatically personalizes the difficulty of each subtest for every student based on their previous performance.

A complete battery of all six subtests takes up to 79 minutes on average. Most subtests (except Reading Comprehension) can be administered independently in 5–10 minutes, allowing flexible use for targeted screening, progress monitoring, or follow-up diagnostics. Schools sometimes choose to split the full battery of subtests into 2 days, with each administration up to 30 minutes long.

ReadBasix™ works well for identifying strengths and weaknesses in foundational reading skills for students learning English as an additional language.

No, the ReadBasix™ assessment is only available in English. We are working on adding a Spanish assessment in the future.

ReadBasix identifies foundational skill gaps (e.g., decoding below threshold, poor morphological awareness) that are key indicators of dyslexia and other reading difficulties, especially in secondary students where many screeners fall short. It measures component skills independently, helping distinguish comprehension issues from decoding/fluency barriers. In states like Minnesota (required for grades 4–12 starting 2025–26), it serves as the approved tool for identifying reading difficulties including dyslexia characteristics when all six subtests are used.

Yes — when administering ReadBasix, the subtests you added to an assessment are presented consecutively in a seamless, continuous flow. They roll right into one another without requiring manual intervention or mandatory breaks between them, allowing the student to complete the entire assessment in one sitting.

Reports and Insights

ReadBasix reports offer a robust set of metrics and flexible customizations to support data-driven instruction, MTSS/RTI decisions, and progress tracking. Key Metrics:

Vertically scaled scale scores (190–310) with performance quadrants (weak, low average, high average, strong).
Grade equivalents in bands (at/above grade level, 1 below, 2+ below).
Nationally normed percentiles for peer comparisons.
Official Lexile® measures for text matching and growth tracking.
RTI tier recommendations (customizable cut points)
MTSS student groupings based on overall subtest performance

ReadBasix reports deliver instant, actionable data to guide targeted instruction and MTSS/RTI decisions for grades 3–12 students.

Individual reports show skill-specific strengths/weaknesses, personalized instructional recommendations, progress visuals, and MTSS placement history to support differentiated teaching and progress monitoring.
Group reports categorize students into MTSS groups, provide percentile-based RTI tier recommendations (customizable cut points), and enable comparisons across classes, schools, or demographics to identify patterns and allocate supports.
Growth tracking includes benchmark comparisons (BOY/MOY/EOY) with seasonally adjusted metrics, helping evaluate intervention effectiveness and adjust tiers.

ReadBasix excels at progress monitoring with built-in growth tracking features.

Track changes over time using benchmark comparisons (BOY, MOY, EOY) and seasonally adjusted year-over-year growth metrics.
Individual reports show chronological results, MTSS group placement history, short- and long-term progress visualizations, and proximity to benchmarks.
Quick summaries integrate latest results across assessments or focus on specific skills for ongoing evaluation of intervention response.
Subtests can be readministered every 6–8 weeks to monitor targeted growth efficiently. These tools support data-driven adjustments in MTSS/RTI and help document student response to instruction.

Yes — ReadBasix includes shareable, family-friendly and student-friendly summaries designed for parent and student engagement.

Share clear reports of a student’s recent results, paired with plain-language explanations and practical, research-based suggestions for home support.
These foster meaningful conversations between teachers, families, and students to strengthen home-school connections and motivate goal-setting.
Export options to PDF make sharing easy for parent conferences, emails, or portals (e.g., district systems like Infinite Campus where applicable).
Reports are currently available in English, Spanish, and Somali. If your district has needs for reports in another language not listed here, our team can easily accommodate you.

Accessibility, Accommodations & Compliance

ReadBasix is designed with inclusivity in mind and conforms to WCAG 2.1 and Section 508 standards (see our full VPAT report). Key built-in accommodations include: adjustable font and color themes, human-narrated audio directions, and extended time options where applicable.

Yes — Capti prioritizes student data privacy. We are fully FERPA-compliant, use industry-standard encryption (in transit and at rest), limit access to authorized school personnel only, and do not sell or share student data. ReadBasix operates as a browser-based tool with no local data storage on devices.

Yes — Capti has successfully completed a SOC 2 Type 2 examination.

This independent audit confirms that our controls for security, confidentiality, and availability are both well-designed and operating effectively over time. SOC 2 report is available upon request.

Purchasing and Support

Capti ReadBasix™ is priced using a tiered model for multi-license accounts, making it a cost-effective solution for schools and districts of all sizes. To receive a customized quote, please contact us at sales@capti.com or call 888-533-7884 (Ext. 2).

You may purchase as many, or as few ReadBasix™ licenses as you wish, though the minimum requirement is 10 licenses.

Capti ReadBasix™ is available as a one-year subscription, with multi-year options also available. Each account includes a set number of student licenses that can be rostered at any time during the subscription period. There are no limits on test administrations—students may be assessed as often as needed. For example, with 100 licenses, you can have up to 100 students active in your account at once.

We provide training, customer support, and documentation free of charge for all our clients. Tailored professional learning sessions are offered at an additional cost.

Yes — book a personalized demo to see ReadBasix in action, explore reports, and discuss how it fits your school’s or district’s needs. Our team tailors the session to your context.

Schedule directly here: Book a Demo or contact sales@capti.com / 888-533-7884 (Ext. 2) for assistance.

Yes — if your school or district is already using ReadBasix, we’re here to support you every step of the way. Our support team prides itself on being very responsive, so you can quickly get help using the platform and making the most of your data.

Platform support — Free, responsive assistance for navigating ReadBasix, troubleshooting, administering assessments, generating reports, and general usage questions. Email support@capti.com or call 888-533-7884 — we aim to respond promptly and resolve issues fast.
Professional learning (PD) — Focused on deeply understanding and applying ReadBasix results for instruction and MTSS/RTI. We offer free initial training sessions to get started, plus tailored, paid options (e.g., 75-minute workshops on subtest analysis and data-driven strategies, customized data review meetings, virtual coaching, and office hours) to fit your team’s needs.
Exhaustive documentation — Free, comprehensive resources covering both platform use and results interpretation, including the Educator’s Manual, step-by-step guides, tutorial videos, how-to articles, and reference materials — self-serve anytime.
Free webinars — No-cost sessions on the Science of Reading and ReadBasix applications, providing practical strategies for evidence-based literacy instruction, assessment use, and secondary reading support. These build foundational knowledge and best practices for your team.

Data-Driven RTI/MTSS Strategies | ReadBasix by Capti

$utils.escapeXML($entry.creator.screenName) — Tue, 20 Oct 2026 08:20:36 -0700

Empowering schools with data-driven intervention strategies

What is RTI/MTSS?

RTI (Response to Intervention) and MTSS (Multi-Tiered System of Supports) are systematic approaches designed to support student learning by continuously collecting data and implementing differentiated interventions. These frameworks help identify students who need additional support and provide targeted solutions to ensure academic success.

RTI focuses primarily on academic support and intervention.
MTSS takes a broader approach, incorporating both academic and behavioral support systems.

ReadBasix MTSS: Beyond Tiers

In effective MTSS practice, educators prefer fluid, skill-specific instructional groups over fixed RTI tier labels. Tiers define support intensity; groups reflect students’ current needs in foundational reading skills. This approach keeps placements temporary and evolving, avoids stigmatizing labels, enables precise data-driven adjustments, and — most importantly — drives measurable progress.

ReadBasix delivers nationally normed data aligned with the Science of Reading, giving secondary educators evidence-based insights. It automatically assigns students to targeted MTSS groups based on performance across foundational skills.

The Capti Literacy Team partners with your staff through guided Data Review Sessions . We help interpret ReadBasix results, refine group assignments, and select evidence-based interventions — lightening workload for literacy teams and speeding impactful decisions. We integrate with your existing practices or help launch MTSS from the ground up.

Key components of an effective
RTI/MTSS strategy

To build a successful intervention system, schools need reliable student growth data. Here's how each of the six assessment methods integrates into MTSS:

Universal screening

Identifying student needs early

Purpose

Detect students at risk before significant challenges arise.
Role in MTSS

Provides an initial checkpoint to identify students needing additional support.
How it works

ReadBasix conducts quick, research-based screenings to assess comprehension, fluency, and sentence processing, ensuring no student is overlooked.

Benchmark testing

Measuring growth & accountability

Purpose

Track student progress at key intervals throughout the year.
Role in MTSS

Helps educators monitor learning trends and adjust strategies to support student achievement.
How it works

ReadBasix offers periodic assessments that provide detailed insights into student performance and academic growth.

Diagnostic evaluation

Identifying specific strengths & weaknesses

Purpose

Conduct in-depth evaluations to pinpoint specific learning gaps.
Role in MTSS

Helps create individualized intervention plans based on detailed diagnostic data.
How it works

ReadBasix provides targeted subtests that analyze various aspects of reading, allowing educators to tailor support effectively.

Progress monitoring

Ensuring interventions are effective

Purpose

Measure the impact of interventions over time.
Role in MTSS

Enables educators to adapt instructional strategies in real-time based on ongoing student progress.
How it works

ReadBasix assesses student development every 6-8 weeks, providing actionable data to refine intervention efforts.

Lexile measurement

Matching students with the right texts

Purpose

Ensure students are engaging with reading materials suited to their skill level.
Role in MTSS

Supports literacy development by providing appropriately challenging reading materials.
How it works

ReadBasix calculates Lexile levels using three key subtests—sentence processing, reading efficiency, and reading comprehension—to guide text selection.

Dyslexia screening

Identifying characteristics of dyslexia

Purpose

Flag persistent word-level reading difficulties that may indicate dyslexia.
Role in MTSS

Supports early identification and targeted interventions for students at risk of dyslexia.
How it works

ReadBasix uses subtests focused on phonological decoding and sight word recognition—key indicators of dyslexia risk—to identify low accuracy or automaticity in word-level skills. Results from screening, diagnostics, and progress monitoring guide structured literacy supports and further evaluation (not a formal clinical diagnosis).

Why an integrated
approach matters

Combining these assessment methods within an RTI/MTSS framework ensures:

Data-driven decision-making for personalized learning.

Early identification and intervention for at-risk students.

Continuous monitoring to measure the effectiveness of instructional strategies.

Flexibility in tailoring support to individual student needs.

Transform your RTI/MTSS implementation today

Book a personalized demo with our team to learn how ReadBasix can help your school implement an effective RTI/MTSS strategy.

Book a Demo

Lexile® Measurement for Secondary Literacy | ReadBasix by Capti

$utils.escapeXML($entry.creator.screenName) — Tue, 20 Oct 2026 08:20:08 -0700

Lexile® Measurement

Matching students with the right texts for growth and engagement

Lexile® measurement assigns a numeric score to a student's reading ability, helping educators match them with texts that challenge without overwhelming. By evaluating vocabulary and comprehension, Lexile® levels provide a standardized way to support literacy instruction and foster skill development.

Precise Lexile® measurements match students with texts at just the right challenge level—keeping them motivated and accelerating essential reading skills.

Lexile®: the key to personalized reading instruction

Ensures students are engaging with texts at an appropriate difficulty level.

Improves comprehension and vocabulary acquisition through tailored reading materials.

Boosts confidence by reducing frustration with overly challenging texts.

Provides a clear framework for educators and parents to support literacy growth both at school and home.

A data-driven approach to reliable
Lexile® scores

ReadBasix calculates Lexile® levels using three targeted subtests:

Sentence processing

Evaluates sentence-level comprehension and structure.
Reading efficiency

Measures fluency and speed.
Reading comprehension

Assesses understanding of longer texts.

Designed for precision and practicality

Seamlessly integrates with other ReadBasix assessments for a holistic view of student progress.
Seamlessly integrates with other ReadBasix assessments for a holistic view of student progress.
Seamlessly integrates with other ReadBasix assessments for a holistic view of student progress.

Seamlessly integrates with other ReadBasix assessments for a holistic view of student progress.
Seamlessly integrates with other ReadBasix assessments for a holistic view of student progress.
Seamlessly integrates with other ReadBasix assessments for a holistic view of student progress.

See what people say
about ReadBasix

Read Testimonials

"Testimonias text here"

FAQ

Lexile measurement is a standardized system that assigns a numeric score to a student's reading ability, helping to match them with appropriately challenging texts.

Yes. ReadBasix computes an official Lexile® score based on student performance across three proprietary subtests (sentence processing, efficiency, and reading comprehension) under its contract with MetaMetrics.

Lexile levels help students engage with texts suited to their ability, promoting growth and reducing frustration from materials that are too difficult or too easy.

Ready to make a difference?

Book a personalized demo with our team today and discover how ReadBasix can empower your educators and students.

Book a Demo

ReadBasix Ongoing Research Studies | Current Projects at Capti

$utils.escapeXML($entry.creator.screenName) — Tue, 20 Oct 2026 08:19:31 -0700

Research Studies

Capti's mission is to improve learning for students of all abilities with evidence-based assessments, interventions, and accommodations. To that end, we are constantly researching and developing new assessments, interventions, and accommodations.

If you are interested in testing our experimental assessments and interventions please fill the application form by clicking the button below.

Text simplification

Spring 2025 - Fall 2025

looking for participants

PeTeS (Personalized Text Simplification) is a research-based reading intervention that helps students better understand complex texts by using AI to simplify language and build comprehension through targeted pre-reading activities. We're partnering with schools to pilot and refine PeTeS—join us in creating a more accessible, engaging reading experience for diverse learners in Grades 3–12.

Dr. Margaret Opatz

Background knowledge builder

Fall 2025 - Fall 2026

looking for participants

Capti's Background Knowledge Builder (BKB) is a research-based project developing AI-powered tools that help teachers create engaging, vocabulary-rich reading lessons tailored to students' needs. We're partnering with schools and educators to pilot and refine BKB in real classrooms—join us to shape an innovative solution that builds knowledge, boosts reading comprehension, and supports diverse learners across grades 3–12.

Dr. Margaret Opatz

Scenario-based assessments

Fall 2025

looking for participants

Capti SBA (scenario-based assessments) is a research-based project designed to create culturally responsive, scenario-based reading assessments that reflect real-world tasks and 21st-century skills. We're partnering with educators to pilot these innovative assessments in classrooms—join us in shaping the future of reading comprehension testing.

Dr. Margaret Opatz

STARI digitization

Ongoing

looking for participants

Capti STARI Digitization is a research-driven project to bring the proven STARI reading intervention online—combining fluency, assessment, and instructional components into one accessible, easy-to-use platform. We're partnering with schools and educators to test and refine this digital solution, helping middle-grade students improve comprehension and reading outcomes through engaging, data-informed instruction.

Dr. Margaret Opatz

Capti Our Story | ReadBasix Release & Nationwide Adoption

$utils.escapeXML($entry.creator.screenName) — Tue, 20 Oct 2026 08:19:03 -0700

Our story

From assisting individuals with visual impairments to transforming literacy education, we continue to innovate and strive toward a future where every student can overcome reading barriers and unlock their full potential.

Founded in 2010, Charmtech Labs LLC set out to improve the lives of visually impaired individuals with tools to assist reading. Our innovative reading assistant gained popularity among educators, revealing broader challenges like dyslexia and language barriers. This sparked a shift in focus to tackling literacy challenges for all students.

2010

Charmtech Labs LLC is founded

2012

Released the first Capti app to assist individuals with reading

2018

Capti goes to LearnLaunch Accelerator

2018

Capti goes to LearnLaunch Accelerator

2018

Capti goes to LearnLaunch Accelerator

2019

Partnered with ETS

2020

Launched Capti ReadBasix™

2020

Launched Capti ReadBasix™

2020

Launched Capti ReadBasix™

2021

Introduced ReadAuthentix™

Capti started partnering with schools to provide professional learning and coaching based around the science of reading.

2022

Partnering with schools

Capti started partnering with schools to provide professional learning and coaching based around the science of reading.

Capti recognizes its mission has evolved to primarily help secondary educators get valuable data about their students’ reading abilities, and what to do with that data. Check out what Capti can do for your secondary ELA team.

2023

Linked ReadBasix™ to MetaMetrics® Lexile® reading measures for seamless integration

The Innovation Center

support@capti.com

(888) 533-7884

PO Box 896, Buffalo, NY 14205

Overview & Training for ReadBasix | Literacy Assessment & Data-Informed Instruction

$utils.escapeXML($entry.creator.screenName) — Tue, 20 Oct 2026 08:18:26 -0700

Overview and Training

Our training sessions equip educators with the knowledge to understand ReadBasix data and implement effective literacy strategies. Through discussions and research, participants identify trends, assess teaching effectiveness, and adapt methods to boost student success.

ReadBasix allowed us to find where students were struggling, group them, and provide targeted instruction...

Everyone on your end has been super helpful, your team suggested some resources, many of which were free which was fantastic!

The assessment gives us information that our other assessments don't.

This informative session equips educators and instructional leaders with the tools to leverage ReadBasix, a research-based assessment, to diagnose and address foundational reading-skill needs for readers in Grades 3-12. Participants will explore ReadBasix's purpose in identifying skill gaps—across Word Recognition and Decoding, Vocabulary, Morphology, Sentence Processing, Reading Efficiency, and Reading Comprehension—and learn how to use subtest data to inform targeted instruction and interventions.

The session guides attendees through administering ReadBasix via the Capti platform, interpreting subtest scores and applying results to inform instruction.

teachers

literacy specialists

MTSS teams

administrators

By the end of the session, participants will be able to:

Administer ReadBasix and interpret subtest scores to identify reading difficulties
Apply assessment results to support MTSS processes
Use ReadBasix data to select appropriate instructional interventions
Access Capti resources for ongoing implementation support

Ready to make a difference?

Science of Reading Professional Learning for Teachers | Literacy Coaching by Capti

$utils.escapeXML($entry.creator.screenName) — Tue, 20 Oct 2026 08:18:02 -0700

Partnering with Teachers

ReadBasix is designed to provide teachers with quick, actionable, high-quality data to drive instruction. As your dedicated partner, Capti's team delivers a flexible, comprehensive assessment backed by unparalleled support, ensuring every student's reading success.

We empower teachers to make informed instructional decisions based on student needs.

Our approach helps teachers transform data into effective practices, boosting literacy outcomes for every student.

The data drives insight and action

Capti provides extensive training, professional learning, and support alongside ReadBasix. We pride ourselves on creating a partnership with schools and educators instead of just selling an assessment.

Explore Professional Learning

Get evidence-based instruction from Capti's Literacy Team

Capti provides industry-leading coaching and professional learning to pair with ReadBasix. Our literacy team handles any question your team might have and helps educators provide evidence-based instruction to their students.

Explore Professional Learning

See what people say
about ReadBasix

Read Testimonials

"Testimonias text here"

FAQ

It provides detailed, teacher-friendly reports with clear insights into student strengths and weaknesses, helping educators design targeted interventions. Capti also provides unique data-driven professional learning sessions and office hours.

Capti offers free training for all educators and a vast array of manuals, tutorial videos, step-by-step guides, and more.

ReadBasix integrates seamlessly into multi-tiered systems of support (MTSS) and other literacy frameworks, enhancing current practices rather than replacing them.

Capti ReadBasix Reports: Literacy Data for Secondary Students

$utils.escapeXML($entry.creator.screenName) — Tue, 20 Oct 2026 08:17:09 -0700

ReadBasix Reports & Metrics

Most reading assessments stop at a score. ReadBasix goes further. ReadBasix translates foundational literacy data into easy-to-use insights grounded in the Science of Reading. With ReadBasix reports, educators and literacy leaders are equipped with targeted, actionable data needed to power MTSS/RTI groups and focus support on every student’s individual literacy journey.

Your Data. Our Support. A Partnership for Student Success.

Interpreting literacy data shouldn't be a solo effort. Capti's literacy specialists partner with educators and literacy teams to turn literacy data into clear, customized instructional plans. Through facilitated data reviews, personalized coaching, and tailored professional learning, we provide the expert support your team deserves.

The Reports

What Each Report Is For

Assess with Ease, Group with Purpose, Focus Your Resources

ReadBasix turns strategy into reality. Static RTI labels don't work. Students' needs change, and your groups should too. Instantly sort students by grade, benchmark, and specific skill needs to track progress over time or export ready-to-use rosters for your literacy teams. When it is time for your next MTSS meeting, you can arrive with your groups already defined, or partner with a Capti literacy specialist to help facilitate the discussion and prepare your data. With performance-based instructional recommendations built directly into every student profile, teachers gain a clear, immediate starting point to deliver targeted support where it is needed most.

Get an instant, comprehensive check on any cohort. The Overview report displays scale scores for each foundational subskill to pinpoint exactly where your students need the most support, RTI tier distributions, and current assessment status to track completion rates.

Master Your Class Data with Flexible Reporting

Stop jumping between different spreadsheets. ReadBasix brings all your student data into a single, highly customizable view so you can spot trends and target instruction. Instantly sort rosters by subskill scores and Lexile® levels, or toggle between scale scores, percentiles, and grade equivalents on demand. To ensure your intervention resources are allocated effectively, the platform acts as a safeguard by automatically flagging rushed test attempts or outdated data. Most importantly, you can download clean, comprehensive reports that integrate student profiles, accommodations, and historical assessment data.

The Latest Report consolidates a student's entire literacy profile onto one page. Track overall growth with interactive progress charts, then dive deep into subskill details including percentiles (RTI tiers), grade equivalents, and clear skill descriptions so every educator knows exactly what the data means. ReadBasix automatically unites data points tested on different days by different educators into one seamless record. This gives you a trustworthy, up-to-date diagnostic picture without the administrative headache.

Evaluate Progress and Growth Over Time

Evaluate actual student progress over time with a Growth Report that tracks skill development and long-term instructional impact across multiple benchmark windows and school years. ReadBasix keeps your growth data clean and accurate by only including students who completed assessments in every selected period, eliminating the statistical noise of shifting student enrollment. When you are ready to share your findings, simply export the formatted multi-period scores to Excel by grade or school, or generate a master sheet to upload straight to your data warehouse.

Don't wait until spring to find out if your students are on track. The Proficiency Report leverages Lexile® data to project the probability of students meeting proficiency on specific state assessments. Additionally, ReadBasix automatically omits rushed test scores, ensuring your final projections are built entirely on trustworthy data.

Track Long-Term Literacy History in One Place

Perfect for IEP meetings, 504 plans, and parent conferences, the Report History allows you to view a student's complete testing history at a glance, organized from most recent to oldest. Toggle between scale scores, percentiles, and grade equivalents to prepare for your next parent conference or data meeting. Export the exact data you need into a customized spreadsheet with a single click.

The Home Summary Report provides a jargon-free, highly visual overview of a student's reading ability, designed specifically for parents and caregivers; available in English, Spanish, and Somali. And for the educator, prepare for parent-teacher conferences in seconds. Export reports for one student, or batch-generate split PDFs for the entire class.

Dynamic Filtering: Cross Reference in One Click

Build the exact student groupings your team is asking about. Layer custom rules combining reading results, SIS student demographics, and accommodations. With ReadBasix, set your rules once, and the entire platform dynamically updates. Every screen, report, and export instantly reshapes itself around the exact cohort of students you are analyzing.

From Data to Action: The Key Metrics

Every metric inside ReadBasix is designed to give you instant clarity, pointing directly to where comprehension is breaking down and which foundational skills to prioritize next.

Scale score

Measure true literacy growth. Vertically scaled across grades 3–12, this absolute score remains consistent year-round so you can reliably track progress over time. Results fall into four clear performance bands (Weak, Low Average, High Average, and Strong) to easily guide teams and teachers to adjust the level of instructional support for individuals, small groups, and Tier I implications.
MTSS recommendation

ReadBasix eliminates the guesswork of MTSS planning by sorting each student into a targeted foundational skill group. These skill groups provide educators with an immediate roadmap for targeted interventions in phonics through comprehension to ensure academic success. These groups indicate students who require intensive intervention, moderate support, or no intervention at all.
Percentile & RTI tier

Identify Tier 2 and Tier 3 needs with nationally normed precision. ReadBasix compares each student to same-grade peers nationwide at the exact time of testing. By default, these percentiles map to standard RTI recommendations: Tier 1 (above 25th percentile), Tier 2 (11th–25th percentile), and Tier 3 (10th percentile and below). Districts have the flexibility to customize these cutoff thresholds to align with local guidelines.
Lexile® reading measure

Go beyond book matching. ReadBasix delivers a nationally recognized, objective baseline of a student's reading ability by generating certified Lexile measures by analyzing sentence processing, reading efficiency and basic comprehension. Use it to provide a clear metric to monitor progress, set meaningful growth goals, differentiate classroom instruction, and highlight each student's optimal reading range for independent success.
Grade-equivalent score

A high-level metric for cohort-wide insights. This score compares a student's typical performance to a national norming group. ReadBasix's GE metric is best utilized by administrators and literacy specialists to track high-level growth trajectories, systemic intervention needs, and flag adolescent readers who may require immediate, targeted intervention.
Inefficient decoder flag

Identify the root cause of reading struggles. ReadBasix automatically triggers this flag by analyzing patterns in a student's Word Recognition and Reading Efficiency subtests. When a student spends excessive mental energy sounding out words, it bottlenecks their comprehension. This flag alerts you that the student needs immediate, targeted intervention in decoding automaticity and word-recognition strategies to unlock their true reading potential.

Full definitions, score bands, and Lexile® data tables are in the Educator's Manual

Open PDF

FAQ

Yes, absolutely. ReadBasix features a powerful, unified filtering engine that lets you cross-reference academic performance with student demographic data in a single rule set. You can build custom filters that combine:

ReadBasix Test Results: MTSS tiers, scale scores or performance bands, Lexile® measures, decoding indicators, and assessment completion status.
SIS Student Demographics: Grade levels, multilingual/ELL status, IEP status, economic indicators (e.g., free/reduced lunch status), and more.
Testing Accommodations: Filter by specific student accommodations to ensure equity and track compliance.

Save your complex filter rule set and instantly reapply it at each benchmark period throughout the school year.

This report bridges the gap between assessment and action. It doesn't just tell you who is struggling; it instantly tells you how to group them for targeted support. It provides interventionists, specialists, and grade-level teams with a single, clear report to coordinate resources, align schedules, and deliver targeted instruction where it is needed most. The MTSS Group report automatically organizes students into instructional action groups based on their specific diagnostic needs based on subtest results.

Yes, you have complete control over your data. Export the Performance Overview or Score Growth reports as spreadsheets, complete with a wide selection of customizable data columns for easy sorting and filtering. Or generate clean, presentation-ready PDFs of the MTSS Group report or the parent-friendly Home Report. You are never locked into a one-size-fits-all export. ReadBasix allows you to export the latest results, all historical data, a specific date range, a single benchmark assessment, or just a single student's profile.

Traditional reports often skew growth data by averaging different groups of students at each benchmark (e.g., comparing 100 students in Fall to 85 in Winter). ReadBasix eliminates this statistical noise, ensuring your growth data represents actual instructional impact. If a student misses even one testing window, they are automatically excluded from that longitudinal cohort analysis.

ReadBasix protects your data integrity with automatic, real-time "Score Reliability" Flags.

We know that instructional decisions are only as good as the data behind them. To prevent rushed test attempts or stale data from skewing your MTSS plans, ReadBasix constantly monitors score quality and alerts you to anomalies. When a student rushes through an assessment, their score is flagged with a visible underline; hovering over it instantly alerts teachers that the result may not reflect the student's true ability. Similarly, outdated scores are flagged to ensure educators are always looking at an accurate representation of current skills. While the default threshold for an outdated score is 90 days, district administrators can easily customize this timeline to align perfectly with local assessment calendars.

Yes. ReadBasix is built for flexibility. A student's Latest Report automatically consolidates the most recent results for each of the six reading subtests, regardless of when, or by whom, they were administered. This allows for flexible scheduling, enabling you to assess students in short, manageable chunks over multiple days rather than requiring them to sit through all subtests at once. It also supports collaboration: subtests can be administered separately by different educators, such as: a classroom teacher, a reading specialist, or an interventionist, and still merge effortlessly into a single profile. With no manual tracking required, ReadBasix automatically pulls these scattered data points together behind the scenes, ensuring you always have a complete, unified diagnostic picture.

See the workflow with your own grade band

Bring a roster and collaborate with one of our literacy specialists. They will guide you through the entire data cycle; from screening your group and automatically mapping out MTSS needs, to discussing targeted instructional recommendations. Before we finish, we’ll coach you on the best strategies for sharing these insights with teams, families, and students.

Book a Demo

Secondary Reading Professional Development | Science of Reading PD by Capti

$utils.escapeXML($entry.creator.screenName) — Tue, 20 Oct 2026 08:16:45 -0700

Tailored Professional Learning

We collaborate with schools and districts to design impactful, tailored learning experiences for upper elementary through high school teachers. From live, in-person training and coaching to online courses and remote professional development, we offer a range of support to fit schools' or districts' needs. Our customized offerings include formal professional development sessions, data analysis meetings, virtual coaching, and virtual office hours.

Overview and Training

20+ educators

1 hour

We are excited to offer free training sessions to help you get started with ReadBasix. Contact us at pd@capti.com to schedule your session today!

View Details

PD Sessions on SoR

10-30 educators

1 hour each

Professional Development sessions on the Science of Reading (SoR) are research-based offerings that help educators strengthen adolescent literacy instruction across the word, sentence, and passage levels. These 1–2 hour virtual sessions provide practical, evidence-aligned strategies for teaching decoding, morphology, vocabulary, sentence analysis, and reading comprehension. Educators gain hands-on tools to support struggling readers, deepen foundational reading skills, and move students toward the advanced competencies required for college and career readiness.

View Details

Data Review Sessions

5-10 educators

1 hour

Data review meetings are sessions where our Literacy Team prepares customized reports that drive purpose and structure to the meeting. This provides an opportunity in which educators and stakeholders analyze assessment data to identify trends, patterns, and areas for improvement, ultimately leading to data-driven decisions and actionable insights for instruction at all tiers of instruction. These meetings are most effective after benchmark periods at the beginning, middle, and end of the year.

View Details

Coaching

1-3 educators

1-2 hours

Virtual Coaching sessions are designed for small groups of educators. These sessions are perfect for grade level PLC meetings and provide an opportunity for educators to review data, discuss interventions, or delve into other topics of interest or concern. This type of engagement allows for more personalized support and guidance, catering to the unique needs of participating educators.

Office Hours

Personalized

1 hour

Virtual Office Hours are designed to provide educators with the opportunity to consult and problem-solve with our team. During these sessions, educators can bring their questions, share their challenges, and discuss strategies related to data analysis and reading instruction. These office hours are flexible and can be scheduled at a convenient time for educators, offering a valuable resource for personalized, ongoing support.

Tailored Literacy & Diagnostic Assessment for Secondary Students | ReadBasix

$utils.escapeXML($entry.creator.screenName) — Tue, 20 Oct 2026 08:16:03 -0700

Tailored to Secondary Students

Foundational skill focus

ReadBasix goes beyond the basics-measuring not only vocabulary and comprehension, but also the often-overlooked foundations of literacy like word recognition and decoding, morphology, sentence processing, and fluency.

Age-appropriate content

ReadBasix was thoughtfully developed with secondary students in mind, featuring age-appropriate content and question design that respects their maturity-never juvenile, always relevant.

Modern interface

With its sleek, streamlined interface, ReadBasix keeps the focus on reading-not on flashy games or distractions. Students move confidently through a clean, purposeful testing experience.

Designed for adolescent readers

Rooted in years of research on adolescent literacy, ReadBasix was purpose-built for secondary students — not retrofitted from elementary assessments. Developed through the federally funded Reading for Understanding Initiative, ReadBasix is the commercial version of RISE/SARA, designed to meet the unique needs of middle and high school readers.

Students love that ReadBasix feels fresh and modern — the items and interface are written for adolescent readers.

See what people say
about ReadBasix

Read Testimonials

"Testimonias text here"

FAQ

Yes, while designed for grades 3-12, its age-appropriate content and skill assessments are especially impactful for grades 6-12.

Older students often struggle with reading challenges that differ from those in early education, such as academic vocabulary and complex sentence structures. ReadBasix addresses these unique needs. The items and interface are written for adolescent readers, not retrofitted from elementary tests, which is a common problem with other assessments, as they are designed for elementary and repackaged for older students.

Capti ReadBasix Testimonials | Educator Reviews & Success Stories

$utils.escapeXML($entry.creator.screenName) — Tue, 20 Oct 2026 08:15:07 -0700

Testimonials

Hear what educators have to say about Capti ReadBasix.Note that ReadBasix has also been known as RISE, SARA, and ReadReady.

The feedback from the students was also a huge driving piece to get the teachers to say: Okay, we're ready to take that next step...

Yvette Herrera Tahoe Truckee High School

... your team suggested some resources, many of which were free which was fantastic!

Jenna Osborn Reading Interventionist

Having the ability to immediately talk to a human...made it very welcoming.

Zoi Philippakos Ph.D., Associate Professor

The assessment gives us information that our other assessments don't.

Kate Leo Reading Specialist, Dowling Catholic High School

We think your program has really helped with locating those students who have foundational reading deficits.

Brandice Walton Reading Specialist

It is something not very taxing on our students, especially since you can break it up.

David Calamaro Academic Dean

I just wanted to take a moment to recognize the outstanding customer support and service we have received through Rafael.

He has been extremely attentive to our needs and responsive to our questions- giving thorough yet easily understood instructions and has been instrumental in getting our SIS to Capti integration set up properly.

We really appreciate that when we need help, someone is there to truly address the issue until it is fixed.

Peter Christopherson Educational Data Systems & Integration Analyst, Rochester Public Schools

We never have any kids complaining about taking it.

David Dawson High school Principal,School of Osage

RISE [ReadBasix] helped to not only provide teachers with information but to instruct teachers...

Sonja Brookins-Santelises Chief Academic Officer, Baltimore City Public Schools, MD

ReadBasix is the only assessment that picked up weaknesses in reading.

Sean Morrisey Teacher, ELA Standards Leader, Frontier Central SD, NY

It really helps my teachers have something concrete, they say ‘my student is weak here, this is what I should be doing to intervene.

Tracy Langlie ELA Curriculum Specialist

ReadBasix allowed us to find where students were struggling, group them, and provide targeted instruction...

Sara Henschell Teacher, Baltimore City Public Schools, MD

Capti Assess gives us those 6 subsets or cores of understanding that a good reader needs...

Kelley Curley Literacy Coach, Boston Public Schools, MA

A positive we find about Capti ReadBasix is that you are norm referencing all the way to 12th grade. That's huge for us as High School educators.

John. R. Ploehs, M.Ed High School Reading Specialist, Gamble Montessori High School, Cincinnati Public Schools

Capti ReadBasix is the best and easiest to use assessment that I’ve experienced in the last 20 years.

Ron Erpenbach Prek-5 Principal (Central Public School District, MN)

Universal Screening for Secondary Students | ReadBasix by Capti

$utils.escapeXML($entry.creator.screenName) — Tue, 20 Oct 2026 08:13:59 -0700

Universal Screening

Identify and support every reader in your school with ease

Universal screening is a systematic process to evaluate the reading abilities of all students. It helps educators quickly identify at-risk students, laying the foundation for effective literacy interventions. With ReadBasix, this process is faster and produces clearer next steps.

Prevent small gaps from becoming larger barriers to learning

Early identification ensures no student is overlooked.

ReadBasix provides the perfect solution for screening secondary students (6-12).

Empowers educators with actionable insights to address reading difficulties before they impact academic performance.

A comprehensive tool for universal screening

ReadBasix provides accurate data in under 25 minutes.
ReadBasix measures comprehension, fluency, and sentence processing.
ReadBasix integrates seamlessly with RTI, MTSS, and district-wide literacy frameworks.
ReadBasix is a browser-based solution for easy access and scalability.

Backed by research, designed for educators

Dual-purpose tool: screener and diagnostic.
Provides detailed yet accessible insights for literacy specialists.
Trusted by schools for its ease of use, precision, and unmatched support and professional learning.

See what people say
about ReadBasix

Read Testimonials

"Testimonias text here"

FAQ

Screening is typically conducted at the beginning of the school year, with additional assessments mid-year or as needed to identify new or transfer students at risk.

Universal screening identifies students who are at risk for reading difficulties, including dyslexia, but it does not provide a formal diagnosis. Further diagnostic testing is required.

A universal screener assesses all students, not just those already identified as struggling, ensuring a complete picture of literacy needs across the entire population.

Ready to make a difference?

Book a personalized demo with our team today and discover how ReadBasix can empower your educators and students.

Book a Demo

Capti Change Log | ReadBasix Updates, Features & Release Notes

$utils.escapeXML($entry.creator.screenName) — Tue, 20 Oct 2026 08:13:33 -0700

Capti Change Log

2026

October 6, 2026

Minor Update

New Features

In Clever/ClassLink/SFTP accounts, Member Details now includes a “Do not sync password” checkbox. When it’s checked, an external password is not synced into Capti, so a password set in Capti is not overwritten.
Along with the existing option to email a reset link, teachers can now show a temporary student password on screen or print login cards with temporary passwords.

September 22, 2026

Minor Update

Improvements

Improve the Proficiency report so the goal block starts from the end of last year when the current or upcoming academic year is selected.
Provide clearer visual feedback when an assessment is processing a long task (e.g. adding/removing a large group of students).

September 21, 2026

Minor Update

Fixes

Restored the Hide timer option to the new ReadBasix assessment dialog. The option should continue working exactly as before.

September 17, 2026

Minor Update

Improvements

Added automatic rolling export of student reports to supported data aggregators. Contact support@capti.com to confirm which aggregators are available for your account.
Faster loading for the assessment list and for the student list inside assessments.
Other small improvements throughout the interface.

Updates

Removed the Hide timer option from the new ReadBasix assessment dialog. Set the hidden-timer accommodation for individual students in the Accommodations dialog. Bulk setup will be available soon.

August 14, 2026

Minor Update

Improvements

Updated scale score bands
Updated MTSS grouping algorithm

Fixes

Fixed minor issues with data export

August 10, 2026

Major Update

Improvements

Assessment administration:
- In the Students screen: “Student Roster” table is now the default view.
- In the Assessments screen: modernized the interface, including a clearer indicator of group progress toward completion.
- In the ReadBasix administration screen: modernized the interface, enabled filtering of activity log by event type, improved student filter.
All exports:
- Improved workflow, usability, and discoverability of features.
- Updated report names: Student Comparison Table renamed to Student Performance Report; Student Progress Table renamed to Score Growth Report; Home Report and Student-Friendly Report combined into the Home Summary Report.
- Updated names of exported files to be more informative.
- Improved control over the reporting period: select custom time period, and more.
Home Summary report:
- Improved mass-emailing functionality - specify student ID to export for mail merge etc.
- Enabled selection of any combination of dates to export.
- Improved handling of long student names in the exported PDFs.
Score Growth report:
- Added export of student progress for decoding inefficiency and Lexile.
- Optionally split the exported table into individual tabs by location or grade level.
Other improvements:
- Changed the decoding threshold from 235 to 225.
- Improved layout and wording of filter options in “Filter Rules” dialog.
- Added inefficient decoding column to defaults of Student Performance report.

May 5, 2026

Minor Update

New Features

Students screen now displays general student information as a clean, sortable table with one-click export; demographics and accommodations are shown directly in the table columns.
Added “Student Progress Table” export: each row represents one student with scale scores across your custom-defined time periods.
Student Comparison Table now includes a “Date Last Accessed” column for each subtest.
When “Location-Wide Reports” is enabled for teachers, reports now display all students in the location (not just those in their own classes).
Skill performance chart in the Home Report PDF and Student-Friendly Report PDF now shows the exact dates scores were received.
Added ReadBasix Score Band filter rule.
Added “Hide timer” accommodation for ReadBasix.
Added support for secure browsing environment in ReadBasix.

Improvements

Users can now view themselves in the Members list.
Upgraded “Change Owner” dialog in ReadBasix assessment.
Moved LTI Integration tab into the main Settings tab.
Renamed “Location-Wide Access” to “Location-Wide Management”.
ClassLink and SFTP (OneRoster) imports now read student state ID from users.csv when the key is “stateID” (in addition to the previously supported “SSID”).

Fixes

Corrected export of ELL, IEP, and Hispanic/Latino fields (now correctly shows “Not Specified” instead of “No”).
Archived assessment schedules no longer appear in the Schedule pop-up.
Fixed logging for ReadBasix submissions triggered by scheduled archival.

Mar 12, 2026

Minor Update

New Features

Filter students by Lexile score
Filter students by assessment creation date and status in activity
Filter students by assessment launch date and status in activity
Export from ReadBasix assessment: student names, status, grade, time accommodations, overall progress (% complete)
Unarchive individual assessments

Improvements

Removed "Login with Apple" button from login screen
Added “No Decoding Information” option to “Inefficient decoding” and “Decoding threshold” filters
Improved “?” help menu
Improved wording in Assessment Status filter
Removed "Reading Comprehension subtest should not be administered" note from “Latest Report” in Student Summative Report

Fixes

Fixed empty student list in Group Report when using "Race" rule with "Not Specified"
Fixed truncated "Reading Range" text in Home/Student PDF report for high Lexile scores
Fixed missing Legend in Home Report PDF when Metametrics product disabled
Fixed missing default gender option in Enroll Single Member dialog

Feb 19, 2026

Minor Update

New Features

Seat Audit report: your tool for monitoring ReadBasix seat usage across the district.

Improvements

Reduced test-out threshold to 270

Fixes

Fix issue with MTSS Guide not including students with test date on the last date of the benchmark period.

Feb 24, 2026

Minor Update

Improvements

Improved MTSS grouping algorithm

Fixes

Fix: Filtering Rules > “MTSS” filter: Problem Detected is displaying after choosing “MTSS” group and specific benchmark
Fix: In Seat Audit report - Seats Final column shows wrong value when request is rejected

Jan 14, 2026

Minor Update

New Features

District-Level Student List: Administrators and district staff can now view and manage the full student list at the district level.
New Progress Tracking Tables (with export to CSV):
- Started – Students who began the assessment and can still complete it.
- Not Started – Students who have access but haven’t begun.
- Scheduled – Students whose assessment has not yet launched.
Improved Filtering: The Students screen now includes the same robust filters available in the Group Report.

2025

Dec 14, 2025

Major Update

New Features

We've added a powerful filtering system that makes it easy to segment students.

You can easily create, save, rename, delete, or modify filters. Each filter is made up of rules, and each rule can be configured to:

Include or exclude students who meet its criteria
Apply criteria based on ReadBasix outcomes, MTSS groups, demographics, accessibility settings, and more
Specify a time frame over which the rule's criteria are applied (e.g., latest results, benchmark period, or a custom date range)

Within a filter, rules can be reordered via drag-and-drop, which affects how the filter is applied.

Improvements

Improve performance of Group Report → Students screen
Better handle case when specific demographic data points are not available
Don't show student-specific columns in user import template file when importing non students
Improve MTSS grouping algorithm

November 12, 2025

Minor Update

Improvements

Added a new MTSS group recommending testing for Sentence Processing and Reading Comprehension.
District Admins can now unsync other users directly from the system.

Fixes

Fixed an issue where admins were unable to change the password for unsynced users.

October 31, 2025

Minor Update

New Features

Export district name in excel file
Import SSID from ClassLink and SFTP (users.csv)
Import School Number from ClassLink and SFTP (orgs.csv)

Improvements

When importing from file, always update user metadata
Don't show duplicate values in "Student State" export column
Make it possible to import at least 5K users in a single transaction from file
When migrating organization to SFTP / ClassLink / Clever, set sync schedule to "Daily"
Set SSID to 13 digits by adding leading zeros if SSID is 10-12 digits (MN only)

Fixes

Fix: when importing users from a file, change column name from “unique_id” to “Unique ID”
Remove "Time Limit" column from excel export file (deprecated), see “Time Accommodation” column instead.

October 17, 2025

Minor Update

New Features

ReadBasix benchmark periods: Added an optional fourth benchmark to the school year. It appears after the end-of-year benchmark as "SUM" for summer.
Hide percentile and grade equivalence reports:District admins can now hide percentile and grade equivalence score reports. Access this in Manage → Organization → Settings.
"Subtest Not Assigned" icon: Assignment reports now show an icon for subtests that are not assigned. This helps tell them apart from assigned but incomplete subtests.

Improvements

Status updates in assignments: In the assignment screen and list, replaced the green checkmark with an "Updating..." badge. It shows only during active updates.
Edit protection during updates: Disabled major assignment edits while updates run to avoid conflicts. Other actions like navigation still work.
Background updates: Moved time-heavy assignment updates to the background. This removes screen-blocking overlays.
ReadBasix Results tab: Removed charts from the Results tab (within a specific ReadBasix assessment) to simplify the interface.

October 3, 2025

Minor Update

Improvements

The MTSS Guide report now displays all grade levels side by side, eliminating the need to select a grade level from a dropdown.
Removed the "No Recommendation" MTSS group, which previously organized students without data. Students without data now remain ungrouped
The MTSS PDF report now excludes students without data.

Fixes

Fixed various issues related to setting up Readbasix assessment.
Fixed various issues related to rostering.

September 23, 2025

Minor Update

Improvements

Set "Personalized" as the default difficulty level when setting up a new ReadBasix assessment.
Exempted the Reading Efficiency subtest from time accommodation settings to ensure accurate assessment of reading speed.
Made improvements to the MTSS grouping algorithm.
Added new MTSS group "Complete Word Recognition and Decoding Subtest".

Fixes

Resolved an issue where audio playback in ReadBasix continued after navigating to the next screen.
Fixed incorrect forecast values displayed in the "Proficiency" report when no projected score is available.
Corrected an issue in Group Report → Students where every subtest score was underlined for students identified as inefficient decoders.
Addressed various issues with Clever rostering.
Fixed rare cases where resetting a student's assessment did not function as expected.

September 10, 2025

Major Update

New Features

Introduced educator-controlled accessibility settings in Students → Accessibility dialog, allowing configuration of student's font, color theme, and shortcuts, with an option to lock these settings to prevent student changes.
Enabled student-accessible accommodation settings (font and color theme) via the upper-top "Settings" button, controlled by educator permissions.
Added a "Listen" button on ReadBasix directions screens, allowing students to access human-narrated audio directions.

Improvements

Significantly improved the accuracy of the MTSS grouping algorithm.
Removed outdated MTSS groups "Complete Reading Comprehension Subtest" and "Measure Decoding Skills" to streamline grouping logic.
Added new MTSS group "Morphological Awareness" to better identify students needing targeted support in word structure and meaning.
Enhanced screen-reader accessibility across main student-facing screens.
Renamed log events for clarity: "Assignment Reset" to "Full Reset" and "Assignment Creation Failed" to "Initiation Failed."

August 5, 2025

Minor Update

New Features

Added an "Export" button to Reports → ReadBasix, allowing data export to Excel with three tabs: "Percentages" (cell percentages), "Values" (absolute values), and "Totals" (total student counts per cell).
Introduced a simplified "Extended Time" dialog in the "Students" screen, replacing the "Edit Accommodations" menu, to set default time accommodations for students.
Enabled manual specification and export of "District Type" and "District ID" in Manage → Organization → Settings, and export from Group Report.
Added "School number" field in Manage → Locations → Location Properties, supporting imports from Clever and manual entry.

Improvements

Optimized UI responsiveness and export generation speed for faster interactions.
Added a toggle button to show/hide passwords on login screens for improved usability.
Reduced the likelihood of repeating questions in ReadBasix assessments for a more varied experience.
Updated the "Group Report" dialog: removed the "Profiles" chart from the "Overview" report, moved "Assessment Status" to the bottom.
Reordered bars in the "Growth" report (year report: old to new; year-over-year: new to old).
Refreshed the icon for students timing out on subtests without completing enough questions.
Renamed difficulty levels to Level A, Level B, and Level C for clarity.
Improved time accommodation management by setting student accommodations to the default value selected in the "Extended Time" dialog.
Updated scale score band thresholds for more accurate student profiling.
Added students to launched assessments in a "Posted" state, allowing immediate access to start work.
Revamped the style of login/password screens, removed personal account sign-up option.
Refreshed button styles in the left sidebar and "Reports" screen.
Removed the "Quick Start" button from the "Home" screen sidebar, defaulting to the "Students" screen.
Fixed an issue with updating existing unique IDs during user imports from files.
Reduced default Excel export columns to 12 for cleaner data presentation.

July 17, 2025

Major Update

New Features

Demographic Data Import: Import fields like birth date, gender, race, Latino/Hispanic ethnicity, ELL/IEP status, and lunch status from Clever, ClassLink, or manually.
Demographic Reports: Compare groups in Reports → ReadBasix; click individual demographics category for full Group Report. View student details in Student Summative Report → Student.

Improvements

Bulk Assignment Creation: Enable bulk scheduling, due/archive dates, and launch/draft options to speed up workflows.
Show count of launched assignments at location, including others'.

July 1, 2025

Major Update

New Features

Introduced the individual student's “Proficiency” report. This report enables:

Viewing a forecast of meeting or failing to meet testing requirements.
Setting a custom proficiency goal.
Viewing a chart of Lexile scores, indicating which scores are benchmarks and which are rushed.
Selecting a school year to display.
Viewing a pathway to proficiency visual aid.
Viewing the student's progress forecast.

June 20, 2025

Major Update

New Features

Teachers can now manually configure ReadBasix subtests and time accommodations for individual students.
ReadBasix subtests can now be automatically assigned or excluded based on student performance, such as rushed or unreliable results, MTSS recommendations, decoding proficiency, or test-out criteria.

Improvements

The system now more accurately identifies when students rush through subtests.
Time estimates dynamically adjust based on personalized settings.

June 2, 2025

Major Update

New Features

Pinpoint students with decoding inefficiencies for targeted support
Generate and export reports in Spanish for parents and students
Enable restarting of ReadBasix assessments for individual students
Track a student's MTSS groups in one report across benchmark periods
Assign a unique, student-friendly name to the ReadBasix assessment

Improvements

Import or set Student State ID and Student SIS ID
Allow school administrators to view all assignments across their school
Include a new exportable data point: rushed assessment indicator
Accelerate report generation for faster insights
Support renaming assessments even after they have begun

April 22, 2025

Minor Update

New Features

Block Chrome translation feature from translating ReadBasix

Fixes

In Group Report → Growth Report show oldest year first in the year-over-year report

February 6, 2025

Minor Update

Fixes

Fix: The ending date of a benchmark period should be included in the benchmark period
Fix: In Reports → ReadBasix: “All Locations” report page list does not show all locations

January 20, 2025

Minor Update

New Features

Added an "Assignments" button to the left sidebar when "All Locations" is selected, displaying assessments from all locations for easier access.
Added an optional setting to automatically delete all classes during the summer.
Added an optional setting to automatically archive all assessments over the summer.
Enabled password reset for students directly from the "Students" screen, streamlining account management.
Added an icon to indicate a "skipped" subtest due to insufficient answers.
Enabled sorting of students in the assessment's "Summary" tab.

Improvements

Displayed the student's grade level within the "Skill Resources" report.
Updated the "Scoring Failure" message to be less alarming when caused by too few questions or an unstarted assessment.

Fixes

Ensured table headers are always visible in Reports → ReadBasix.
Removed references to profiles in the home/student PDF report when no profile exists.

2024

November 29, 2024

Minor Update

Improvements

Updated Locations to display “School Admins” and “Teachers” columns showing the number of users in those roles.
Refined the interface of the Organization → "SIS Integration" tab.
Improved the message displayed when a user attempts to initiate a roster sync while a sync is already in progress.
Removed the “Set Role” option from "Members" screen.
Added filtering options in "Members" screen, to sort by specific non-student roles.
Show date and time a student last paused ReadBasix.

Fixes

Fix: an issue in the manual student upload mechanism that caused duplicate student entries.
Fix: grade levels should be displayed in ascending order.
Removed outdated language from the password recovery email.

November 6, 2024

Major Update

New Features

Defined grade-specific scale score bands for grades 3, 4, 5, and 6+.
Added export functionality for MTSS groups to PDF.
Refined the MTSS grouping algorithm.
Enhanced the Group Report dialog interface.
Improved the Reports → ReadBasix screen with faster search and sorting functionality and removed pagination.

Home/Student PDF reports

Show only the correct profile.
Updated profile language in Home and Student-Friendly reports to be specialized for grades 3–5.
Applied student grade-appropriate score bands to determine the profile displayed for elementary school students.
Show grade-appropriate score bands for the chart background.
Added "Personal number" information at the bottom of each page to support automatic mailing systems.
Reformatted reports to Letter size instead of A4 size.

September 27, 2024

Major Update

Group Report

Enabled filtering by MTSS groups using a custom heuristic, with an option to select a benchmark period.
Added the “MTSS Guide” report, sorting students into MTSS groups by grade for a selected benchmark period, with group descriptions displayed for grades 3–12.
Updated the style of the ReadBasix Profiles filter.
Revised the colors of toolbar buttons.
Renamed the “Statistics” report to “Overview.”

Student Summative Report

Renamed the “Recommendations” report to “Skill Resources.”
Updated the colors of buttons.

Improvements

Removed the ability for students to select text in ReadBasix.
Refined tooltips in the "New Assignment" (ReadBasix) dialog.
Updated the color of scale score table cells to meet accessibility standards.
Hid the "Remove from Location" option for the District Admin role on the "Members" screen.
Hidden the "Enroll" button for SFTP, ClassLink, and Clever accounts, except for Charmtech admin accounts.

Fixes

Fixed an issue where clicking "Close" in the ReadBasix "Properties" dialog during an assignment launch caused the screen to lock temporarily.
Corrected an issue where closing the "Student Assignment Report" dialog or the assignment configuration dialog caused the student list in the assignment to reload to page 1.
Reduced the height of the "Enroll Member" dialog.

Capti Terms of Service | User Agreement & Licensing Conditions

$utils.escapeXML($entry.creator.screenName) — Wed, 23 Sep 2026 09:04:25 -0700

Terms of Service

Version Effective Date: 09/04/2026

These Terms of Service ("Terms") govern your access to and use of the Public Site and, where applicable, the School Services. In these Terms, “you” and “your” mean the individual person who accesses or uses the Public Site or the School Services.

These Terms are divided into three parts:

Part A applies to all users of the Public Site.
Part B applies in addition to Part A if you access or use any School Services.
Part C applies to both the Public Site and the School Services, unless a provision states otherwise.

If you access or use the Public Site, you agree to these Terms. If you do not agree, you must not access or use the Public Site.

If you access or use any School Services through an account, subscription, or other arrangement maintained by a Customer, your use may also be subject to that Customer’s agreement with Charmtech Labs LLC, doing business as Capti (“Capti,” “Company,” “we,” “us,” or “our”), as well as applicable Customer policies.

If you accept these Terms, create an account, administer an account, or otherwise access or use the School Services on behalf of a Customer or other organization, you represent and warrant that you have authority to do so on that organization’s behalf. In that case, references to “you” may also include that organization where the context requires. Where the context requires in connection with the School Services, obligations stated to apply to “you” also apply to the applicable Customer.

A Customer accepts these Terms by entering into an Order, creating, provisioning, administering, or maintaining accounts for the School Services, or permitting Authorized Users to access or use the School Services.

If these Terms conflict with an applicable signed Order, data processing agreement, or other written agreement between Capti and a Customer, that signed agreement controls to the extent of the conflict.

For purposes of these Terms:

“Authorized User” means an individual, including a student, parent, teacher, proctor, facilitator, administrator, staff member, or other permitted user, whom a Customer authorizes to access and use the School Services under that Customer’s account or arrangement with Capti.
“Customer” means the school district, school, college, university, or other educational institution, or other organization, that purchases, subscribes to, or otherwise receives access to the School Services under an Order or other account arrangement with Capti.
“Customer Data” means data, content, materials, and information submitted to, uploaded to, transmitted through, or otherwise made available to Capti or the School Services by or on behalf of the Customer or its Authorized Users, including outputs generated by the School Services for the Customer based on such data, content, materials, or information. Customer Data does not include Capti’s technology, software, models, algorithms, documentation, general know-how, service usage metadata that does not identify the Customer or any individual, or de-identified and aggregated data permitted under these Terms.
“Student Data” means the subset of Customer Data that constitutes personal information of students. Student Data is subject to the same terms, conditions, and limitations applicable to Customer Data under these Terms and does not create any additional obligations on Capti beyond those expressly stated in these Terms, the applicable Order, Capti’s Privacy Policy, or another written agreement between Capti and the Customer.
“Order” means an ordering document, order form, statement of work, quote, purchase document, online subscription flow, or other written or electronic ordering mechanism accepted by Capti and the applicable Customer for the School Services.
“Public Site” means the publicly accessible portions of the Capti website and related online pages, including informational, marketing, support, and other general-access content that Capti makes available without requiring an authenticated School Services login.
“School Services” means Capti’s hosted applications, platform features, assessments, interventions, educator and administrator tools, student-facing functionality, APIs, related mobile applications, and other products or services that Capti makes available to schools, districts, researchers, and other educational institutions under an Order, subscription, or other customer arrangement.

Part A. Public Site Terms

1. Permitted Use of the Public Site

Subject to these Terms, you may access and use the Public Site for your own lawful internal business, educational, or informational purposes.

You may not use the Public Site in any manner that:

violates any applicable law or regulation;
infringes, misappropriates, or otherwise violates the rights of Capti or any third party;
interferes with or disrupts the Public Site or the servers or networks connected to it;
attempts to gain unauthorized access to any part of the Public Site, any related systems, or any accounts, data, or materials not intended for you;
uses the Public Site to transmit unlawful, infringing, defamatory, abusive, obscene, fraudulent, or otherwise objectionable material; or
could damage, disable, overburden, or impair the Public Site.

2. Public Site Content and Intellectual Property

The Public Site, including its layout, design, text, graphics, logos, images, software, interfaces, audiovisual materials, downloads, and other content made available by Capti on or through the Public Site (“Site Content”), is owned by or licensed to Capti and is protected by intellectual property and other applicable laws.

Subject to these Terms, Capti grants you a limited, revocable, non-exclusive, non-transferable right to access and use the Public Site and to view the Site Content solely for your own lawful internal business, educational, or informational purposes.

Except as expressly permitted by these Terms, you may not:

copy, reproduce, republish, distribute, modify, display, perform, create derivative works from, or otherwise exploit any Site Content;
remove, alter, or obscure any copyright, trademark, or other proprietary notices;
use any Site Content for competitive analysis or to develop, train, benchmark, or support a competing product or service; or
frame, mirror, or otherwise re-display any portion of the Public Site on any other website or service.

All rights not expressly granted are reserved by Capti and its licensors.

3. Public Site Restrictions

Without limiting Section 1 or Section 2, you may not, and may not permit any third party to:

use any robot, spider, scraper, crawler, data mining tool, or similar automated means to access, search, monitor, copy, extract, or compile content or information from the Public Site;
attempt to probe, scan, test, or circumvent the vulnerability or security of the Public Site;
upload, post, transmit, or otherwise introduce any virus, malware, Trojan horse, worm, time bomb, corrupted file, or other harmful code;
reverse engineer, decompile, disassemble, or otherwise attempt to derive the source code or underlying structure of any software or technology used in connection with the Public Site, except to the extent such restriction is prohibited by applicable law;
use the Public Site in a manner intended to harvest personal information or other data from users of the Public Site; or
use the Public Site for any fraudulent, misleading, or unlawful purpose.

4. Third-Party Links and Resources

The Public Site may contain links to third-party websites, services, content, or resources that Capti does not own or control. Those links are provided for convenience only.

Capti is not responsible for, and does not endorse, control, or assume responsibility for, any third-party websites, services, content, products, or resources, or for any terms, policies, or practices of any third party. If you access any third-party website or resource from the Public Site, you do so at your own risk.

5. Copyright Complaints

Capti respects the intellectual property rights of others and responds to notices of alleged copyright infringement in accordance with applicable law.

If you believe that content made available on or through the Public Site infringes your copyright, you may submit a written notice to Capti’s designated copyright contact that includes the information required by applicable law, including the Digital Millennium Copyright Act, where applicable.

Capti may remove or disable access to allegedly infringing material and may terminate access for repeat infringers where appropriate.

Charmtech Labs LLC
Attn: Legal Department
PO Box 896
Buffalo, NY 14205
Email: info@capti.com

6. Public Site Availability and Changes

Capti may modify, suspend, or discontinue all or any part of the Public Site at any time, with or without notice.

Capti does not undertake any obligation to maintain the Public Site, any particular feature of the Public Site, or any content made available through the Public Site.

7. Public Site Disclaimer

The Public Site and all Site Content are provided on an “as is” and “as available” basis. To the fullest extent permitted by applicable law, Capti disclaims all warranties, whether express, implied, statutory, or otherwise, with respect to the Public Site and Site Content, including any implied warranties of merchantability, fitness for a particular purpose, title, non-infringement, accuracy, completeness, or availability.

Capti does not warrant that the Public Site will be uninterrupted, error-free, secure, or free of viruses or other harmful components, or that any content on the Public Site will be current, complete, or accurate.

Part B. School Services Terms

8. Access to School Services

Subject to these Terms and any applicable Order, Capti grants you a limited, non-exclusive, non-transferable, non-sublicensable right to access and use the School Services during the applicable subscription or service period solely for the Customer’s internal educational and administrative purposes, or as otherwise expressly permitted in the applicable Order.

Your right to access and use the School Services is limited to the scope, number of Authorized Users, product modules, and other parameters set forth in the applicable Order or account arrangement.

Capti will use commercially reasonable efforts to make the School Services available in accordance with its standard operational practices. Capti may update, enhance, modify, or discontinue particular features or functionality of the School Services from time to time. Capti will use commercially reasonable efforts not to materially reduce the core functionality of paid School Services identified in the applicable Order or in Capti’s then-current documentation for those School Services during the then-current Order term, except where reasonably necessary for legal, security, technical, or operational reasons.

The School Services are educational tools intended to support instruction, assessment, and administration. They do not replace professional educational judgment or independent review by teachers, administrators, or other qualified personnel.

The School Services require Internet connectivity and rely on third-party networks, infrastructure, and service providers. Capti is not responsible for, and will have no liability arising from, any delay, interruption, degradation, or failure caused by internet connectivity issues, third-party network or infrastructure failures, or other conditions outside Capti's reasonable control.

If the School Services experience material downtime, service degradation, or other operational failures not caused by the Customer, the Customer's exclusive remedy and Capti's sole liability will be for Capti to use commercially reasonable efforts to restore the affected School Services. If Capti fails to restore the affected School Services within a commercially reasonable period, the Customer may terminate the affected Order and receive a pro-rata refund of prepaid fees for the unused portion of the then-current term. This remedy is in addition to, and does not limit, any rights the Customer may have under Section 31 (Limitation of Liability) or Section 32 (Indemnification).

9. Orders, Accounts, and Authorized Users

Access to School Services may require an Order, an account, or both. The applicable Customer is responsible for its Authorized Users and for compliance with these Terms by anyone accessing the School Services through the Customer’s accounts or credentials.

You must provide accurate and complete account information and keep that information reasonably current.

You are responsible for maintaining the confidentiality of login credentials assigned to you and for all activities that occur through your account.

A Customer may permit only its Authorized Users to access and use the School Services, and only up to any applicable usage limits, seat limits, or other restrictions set forth in the applicable Order or account arrangement.

If you are an administrator or other person with authority over a Customer account, you are responsible for managing user access permissions in a manner consistent with the Customer’s rights and obligations under the applicable Order and these Terms. Capti is not responsible for actions taken by Customer administrators or Authorized Users within the permissions, settings, or access rights assigned by or on behalf of the Customer.

Authorized Users access the School Services under the Customer’s account rights and do not thereby amend or supersede the Customer’s separate agreements with Capti.

10. Licensed Scope and Overage Use

If the applicable Order or account arrangement includes a limit on Authorized Users, seats, usage volumes, or other measurable entitlements, the School Services may be used only within those limits unless otherwise agreed in writing.

If the number of Authorized Users or the Customer’s actual use exceeds the contracted limits, Capti may notify the Customer and work in good faith with the Customer to address the overage, including by issuing a supplemental order, invoice, or true-up for the excess use.

Capti will provide reasonable detail supporting any claimed overage upon request. The Customer may raise any good-faith dispute about the claimed overage within thirty (30) days after notice, and the parties will work together promptly to resolve the issue.

11. Customer Responsibilities

You are responsible for using the School Services in compliance with these Terms, the applicable Order, and applicable laws.

If you use the School Services through or on behalf of a school, district, or other educational institution, you are also responsible for complying with the policies and requirements of that institution that apply to your use of the School Services.

The Customer is responsible for:

designating and managing its Authorized Users;
obtaining any permissions, consents, or internal approvals it determines are necessary for its use of the School Services;
ensuring that its Authorized Users do not transmit sensitive personal information to Capti through unsecured or unintended channels (such as email), except where appropriate and permitted under applicable law;
maintaining the security of its own systems, devices, and credentials used to access the School Services; and
using the School Services only for authorized educational and administrative purposes.

12. School Services Restrictions

In addition to the restrictions in Part A, you may not, and may not permit any third party to:

license, sublicense, sell, resell, rent, lease, outsource, time-share, or otherwise make the School Services available to any person except Authorized Users as expressly permitted under the applicable Order;
use the School Services to develop, train, benchmark, or support a competing product or service;
circumvent or exceed any account limitations, seat restrictions, access controls, or usage parameters of the School Services;
access or use the School Services in a manner that could damage, disable, overburden, or impair the School Services or interfere with any other user’s access or use;
access the School Services by any means other than the interfaces and methods expressly authorized by Capti; or
use the School Services for unlawful, infringing, fraudulent, or misleading purposes.

13. Ownership of School Services and Customer Data

As between Capti and the applicable Customer, Capti and its licensors retain all right, title, and interest in and to the School Services, including all software, applications, platforms, technology, models, algorithms, interfaces, documentation, Assessment Materials (as described more fully in Section 18), methodologies, designs, workflows, and other materials made available by or on behalf of Capti, and all intellectual property rights therein. Except for the limited rights expressly granted in these Terms or an applicable Order, no rights in or to the School Services are granted to Customer or any Authorized User.

As between Capti and the applicable Customer, the Customer retains its rights in Customer Data, including any Student Data contained therein.

The Customer is responsible for the accuracy, quality, legality, and means of obtaining Customer Data, and for ensuring that it has all rights and permissions necessary for Capti to process Customer Data in connection with the School Services.

Capti will process Customer Data, including Student Data, in accordance with these Terms, the Privacy Policy, and applicable law. Subject to these Terms, the applicable Order, Capti’s then-current Privacy Policy, and any other written agreement between Capti and the Customer, the Customer grants Capti a non-exclusive, worldwide, limited right to host, store, process, transmit, display, modify, and otherwise use Customer Data as necessary to provide, maintain, support, secure, operate, and improve the School Services for the Customer and its Authorized Users, as permitted by applicable law, the Privacy Policy, and any applicable written agreement between Capti and the Customer.

Capti may use de-identified and aggregated data derived from the School Services for any lawful purpose, including internal analytics, security, service improvement, product performance evaluation, benchmarking, and reporting purposes, as permitted by applicable law, the Privacy Policy, and any applicable written agreement between Capti and the Customer.

14. Service Providers

Capti may use affiliates, contractors, hosting providers, subprocessors, and other service providers to provide, maintain, support, secure, and improve the School Services, subject to applicable confidentiality obligations, Capti’s Privacy Policy, any applicable written agreement between Capti and the Customer, and applicable law.

15. Customer Data License Limitations

Except as expressly permitted in these Terms, the applicable Order, Capti’s Privacy Policy, or another written agreement between Capti and the Customer, Capti will not sell Customer Data or disclose Customer Data to third parties except as necessary to provide the School Services, comply with law, protect the School Services, or enforce Capti’s rights.

Nothing in these Terms gives Capti ownership of Customer Data.

Certain School Services may allow authorized educators, administrators, or other Authorized Users designated by the Customer to access, review, and use recordings, transcripts, scores, reports, or other outputs generated through the School Services, but only as authorized by the applicable Customer arrangement and applicable law. For the avoidance of doubt, the Customer and its Authorized Users may prepare, copy, display, and present reports, charts, and other outputs generated by the School Services for the Customer’s internal educational and administrative purposes, including presentations to school boards, administrators, or other internal stakeholders.

16. Customer-Provided Content and Materials

If the School Services permit you or any Authorized User to upload, submit, post, transmit, or otherwise provide content or materials for use with the School Services, you represent and warrant that you have all rights necessary to do so and that such content or materials do not infringe or violate any third-party rights or applicable law.

Capti may remove or disable access to any content or materials that violate these Terms, infringe third-party rights, create a security risk, or may expose Capti or others to liability.

17. Monitoring and Enforcement

Subject to applicable law, Capti may monitor use of the Public Site and School Services as reasonably necessary to protect the security, integrity, availability, and lawful operation of the Public Site and School Services, to enforce these Terms, and to prevent fraud, misuse, or unauthorized access.

18. Assessment Integrity

Assessment content, items, prompts, passages, scoring methodologies, rubrics, scoring algorithms, and related materials made available through the School Services (collectively, “Assessment Materials”) are the Confidential Information and proprietary information of Capti and are protected by intellectual property and other applicable laws. All rights in Assessment Materials are reserved by Capti.

The Customer and its Authorized Users may not copy, reproduce, distribute, disclose, publish, transmit, or otherwise make available any Assessment Materials to any person or entity except as expressly permitted in writing by Capti or as strictly necessary for authorized use of the School Services in accordance with these Terms and the applicable Order. The Customer will take reasonable precautions to prevent unauthorized access to or disclosure of Assessment Materials, including implementing appropriate administrative controls for Authorized Users who have access to assessment content.

The Customer is solely responsible for administering assessments in accordance with Capti’s then-current administration guidelines, instructions, and documentation as made available by Capti from time to time. The Customer is solely responsible for establishing and maintaining proper testing conditions, including appropriate supervision, proctoring, and environmental controls, and for taking reasonable steps to prevent and detect cheating, collusion, unauthorized assistance, or other irregularities during assessment administration. Capti may make administration guidelines available through the School Services, the Public Site, or other reasonable means, and the Customer is responsible for ensuring that its Authorized Users are aware of and comply with those guidelines.

If Capti reasonably determines that the integrity of any assessment or assessment results has been or may have been compromised by improper administration, unauthorized access to assessment content, cheating, or any other irregularity attributable to the Customer or its Authorized Users, Capti may, in its sole discretion, invalidate the affected assessment results and notify the Customer accordingly. Capti will have no liability to the Customer or any Authorized User arising from or related to any such invalidation.

Capti is not responsible for, and expressly disclaims any liability arising from, assessment results that are inaccurate, invalid, or otherwise affected by the Customer’s failure to administer assessments in accordance with Capti’s guidelines, by improper testing conditions, or by cheating or other irregularities within the Customer’s reasonable control. The Customer’s sole remedy in connection with any disputed assessment result is to contact Capti and request review in accordance with Capti’s then-current support procedures.

19. Automated Features and Scoring

Certain School Services include automated scoring, analytics, reporting, and artificial intelligence or machine learning features, including automated scoring of student responses and AI-assisted generation of assessment content (“Automated Features”). Automated Features are designed to support professional educator and administrator judgment, not to replace it. Educators, administrators, and other qualified personnel remain solely responsible for reviewing, interpreting, and acting upon any scores, reports, analytics, or other outputs generated by Automated Features.

Automated Features may produce errors, inconsistencies, or unexpected results. Capti does not warrant or guarantee the accuracy, completeness, or reliability of any output produced by Automated Features, and expressly disclaims any such warranty to the fullest extent permitted by applicable law. The Customer acknowledges that Automated Features are tools to inform, not to determine, educational decisions.

No high-stakes educational decision, including but not limited to decisions regarding student placement, promotion, retention, graduation, or intervention eligibility, should be made solely on the basis of outputs generated by Automated Features without independent review and professional judgment by a qualified educator or administrator. Capti will have no liability for any educational decision made by the Customer or any Authorized User, whether or not that decision was informed in whole or in part by outputs generated by Automated Features.

To the extent the School Services include assessment content or other materials generated with the assistance of artificial intelligence, Capti may apply internal review processes prior to making such content available through the School Services; however, Capti makes no representation or warranty regarding the nature, scope, or adequacy of any such review. Capti does not warrant that AI-generated content is free from error, bias, or inaccuracy, and the Customer is solely responsible for determining whether any such content is suitable for its intended educational purposes and population. The Customer should independently review AI-generated assessment items and other AI-generated content before use and should not rely on such content without applying its own professional judgment.

20. Professional Development Services

Capti may provide training sessions, implementation support, data review sessions, coaching, onboarding assistance, and other professional development services to Customers as described on the Public Site or in an applicable Order (“Professional Development Services”). The scope, format, timing, and fees, if any, applicable to Professional Development Services will be as set forth in the applicable Order or as otherwise agreed in writing between Capti and the Customer.

Professional Development Services are provided solely for the Customer’s internal educational and administrative purposes. Professional Development Services are informational and training in nature and do not constitute professional, legal, clinical, or educational therapy advice. Capti makes no representation or warranty that Professional Development Services will produce any particular instructional, academic, or administrative outcome, and any results will depend substantially on the Customer’s own implementation, practices, and decisions.

The Customer is responsible for ensuring appropriate participation by its personnel in any scheduled Professional Development Services, including coordinating the availability of relevant staff and providing Capti with reasonable access to the Customer’s environment and personnel as necessary for delivery. Capti’s ability to deliver Professional Development Services as scheduled is contingent on the Customer’s timely cooperation and the availability of appropriate personnel and technical resources. If the Customer fails to fulfill its cooperation obligations or cancels or reschedules a session with less than five (5) business days’ advance written notice, Capti will have no obligation to reschedule at no additional charge, and any applicable fees for the cancelled or missed session will remain due and payable in accordance with the applicable Order.

To the extent that Professional Development Services involve access to, review of, or discussion of Customer Data, including Student Data, such access and use will be subject to these Terms, the applicable Order, and Capti’s Privacy Policy, in the same manner as Customer Data accessed or processed through the School Services.

21. Confidentiality

For purposes of these Terms, “Confidential Information” means non-public information disclosed by one party to the other in connection with the School Services that is designated as confidential or that reasonably should be understood to be confidential based on the nature of the information and the circumstances of disclosure, including business, technical, operational, or commercial information, pricing terms, software and documentation, and the Assessment Materials.

Each party will protect the other party’s Confidential Information using at least reasonable care and will use the other party’s Confidential Information only as necessary to exercise its rights and perform its obligations under these Terms, the applicable Order, or another applicable written agreement.

Confidential Information does not include information that:

is or becomes publicly available through no wrongful act or omission of the receiving party;
was lawfully known to the receiving party without restriction before disclosure;
is lawfully received from a third party without breach of any confidentiality obligation; or
is independently developed without use of the disclosing party’s Confidential Information.

A receiving party may disclose Confidential Information if required by law, subpoena, court order, or governmental authority, provided that, to the extent legally permitted, the receiving party gives the disclosing party prompt notice so the disclosing party may seek protective treatment.

22. Fees and Payment

The Customer will pay all fees and charges set forth in the applicable Order in accordance with the payment terms stated in that Order.

If an Order does not specify a payment deadline, invoiced amounts are due within thirty (30) days after the invoice date.

Except as expressly stated otherwise in these Terms or the applicable Order, fees are non-cancelable and non-refundable.

If the Customer fails to pay any amount when due, and such amount is not subject to a good-faith dispute communicated in writing to Capti within fifteen (15) days after the invoice date identifying with reasonable specificity the basis for the dispute, Capti may, after providing notice under Section 34 and a reasonable opportunity to cure (not less than ten (10) days), suspend access to the affected School Services until the overdue amount is paid. Any portion of an invoice not disputed in accordance with this Section will be deemed accepted and payable. Capti may continue to exercise any other rights or remedies available under these Terms or applicable law.

23. Taxes

Fees and charges for the School Services do not include taxes unless expressly stated otherwise in the applicable Order.

The Customer is responsible for all sales, use, excise, value added, goods and services, withholding, and similar taxes, duties, or charges imposed by any governmental authority in connection with the School Services, other than taxes based on Capti’s net income.

If the Customer claims an exemption from any such taxes, the Customer will provide appropriate exemption documentation upon request.

24. Suspension

Capti may suspend access to all or any part of the School Services if Capti reasonably determines that:

you or any Authorized User are using the School Services in violation of these Terms or applicable law;
suspension is necessary to prevent harm to the School Services, other users, or third parties;
there is a security incident or other threat affecting the School Services;
suspension is required by law or at the direction of a governmental authority; or
the Customer has failed to pay undisputed fees after notice under Section 34 and an opportunity to cure.

Where practicable under the circumstances, Capti will use reasonable efforts to provide advance notice of any suspension and to limit its scope and duration. Capti’s good-faith determination regarding the necessity, scope, and duration of any suspension will be presumed reasonable and will not be subject to challenge except in the case of Capti’s gross negligence or willful misconduct.

25. Term and Termination

These Terms will remain in effect with respect to your use of the Public Site for so long as you access or use the Public Site.

With respect to School Services, these Terms will remain in effect for so long as the applicable Customer has an active Order or account arrangement with Capti, and thereafter for so long as you or the Customer continue to access or use the School Services.

Either party may terminate a particular Order or the affected School Services as permitted in the applicable Order or another signed written agreement between Capti and the Customer.

If no such written agreement addresses termination, then:

either party may terminate the affected School Services for material breach by the other party if the breach remains uncured thirty (30) days after notice under Section 34, except that nonpayment may be cured within ten (10) days after notice under Section 34; and
Capti may terminate or suspend access immediately if continued access would create a security risk, violate law, or materially impair the School Services.

Upon expiration or termination of the School Services, your right to access and use the affected School Services will end, and you and the applicable Customer must cease using them, except as otherwise expressly permitted in writing by Capti. The Customer and its Authorized Users must immediately stop using any related credentials and access methods, and the Customer will remain responsible for obligations incurred before termination and for misuse of accounts or credentials to the extent caused by the Customer’s failure to disable access within its reasonable control.

Unless otherwise stated in the applicable Order or another written agreement between Capti and the Customer, Capti may retain and delete Customer Data in accordance with its standard retention practices and Privacy Policy, and may delete Customer Data following termination after any applicable retrieval period. The Customer may export or retrieve Customer Data prior to termination using the export functionality available within the School Services, or as otherwise described in the Privacy Policy.

Any post-termination access to or deletion of Customer Data will also be governed by the applicable Order, Capti’s Privacy Policy, and any other written agreement between Capti and the Customer.

26. Changes to School Services and These Terms

Capti may modify the School Services from time to time.

Capti may also revise these Terms from time to time. If Capti makes material changes, Capti will use commercially reasonable efforts to provide notice by posting the updated Terms on the Public Site or through the School Services, or by other reasonable means.

Changes to these Terms will become effective as of the stated effective date. Your continued access to or use of the Public Site or School Services after the effective date of revised Terms constitutes acceptance of the revised Terms.

Any revision to these Terms will apply subject to any conflicting provision in an applicable signed Order, data processing agreement, or other written agreement between Capti and the Customer.

27. Accessibility

Capti strives to make the School Services accessible in accordance with WCAG 2.1 Level AA and Revised Section 508 (federal accessibility standards) standards as aspirational targets, though Capti does not warrant or guarantee that the School Services will meet any particular accessibility standard at all times. A current Accessibility Conformance Report (also known as a Voluntary Product Accessibility Template or "VPAT") is available to Customers upon request.

Part C. General Terms

28. Attorneys’ Fees

In any action, proceeding, or arbitration to enforce or interpret these Terms or arising out of or related to the Public Site or the School Services, the substantially prevailing party will be entitled to recover its reasonable attorneys’ fees, expert fees, and costs from the other party, including fees and costs incurred in any appeal or post-judgment proceeding. This entitlement is in addition to any other relief or remedy to which the substantially prevailing party may be entitled under these Terms or applicable law.

29. Privacy

Capti’s collection, use, storage, disclosure, and other processing of personal information are described in Capti’s Privacy Policy, as updated from time to time, and, where applicable, in any data processing agreement or other written agreement between Capti and the applicable Customer.

30. Warranty Disclaimer

Except as expressly stated in a signed written agreement between Capti and the applicable Customer, the School Services are provided on an “as is” and “as available” basis.

To the fullest extent permitted by applicable law, Capti disclaims all warranties, whether express, implied, statutory, or otherwise, including any implied warranties of merchantability, fitness for a particular purpose, title, non-infringement, accuracy, results, completeness, uninterrupted availability, or error-free operation.

Capti does not warrant that the School Services will improve any student skill, capability, or outcome, or that the Public Site or School Services will always be available, uninterrupted, timely, secure, or free from defects.

31. Limitation of Liability

To the fullest extent permitted by applicable law, neither party will be liable to the other for any indirect, incidental, consequential, special, exemplary, or punitive damages, or for any loss of profits, revenues, goodwill, data, or business interruption, whether arising in contract, tort, statute, or otherwise, arising out of or related to these Terms, the Public Site, or the School Services, even if advised of the possibility of such damages.

To the fullest extent permitted by applicable law, Capti’s aggregate liability arising out of or related to these Terms, the Public Site, or the School Services, whether arising in contract, tort, statute, or otherwise, will not exceed the total amount paid or payable by the applicable Customer to Capti for the affected School Services under the applicable Order during the twelve (12) months preceding the event giving rise to the claim.

The limitations in this Section do not apply to:

a party’s fraud or willful misconduct;
the Customer’s payment obligations; or
either party’s indemnification obligations under Section 32.

32. Indemnification

Capti will defend the applicable Customer against any third-party claim alleging that the School Services, as provided by Capti and used by the Customer in accordance with these Terms and the applicable Order, infringe or misappropriate that third party’s United States intellectual property rights, and Capti will pay any damages finally awarded or amounts agreed in settlement by Capti resulting from such claim.

Capti will have no obligation under this Section to the extent the claim arises from:

Customer Data or other materials provided by or on behalf of the Customer or any Authorized User;
use of the School Services in combination with products, services, data, or processes not provided by Capti, if the claim would not have arisen but for that combination;
modification of the School Services by anyone other than Capti; or
use of the School Services in violation of these Terms, the applicable Order, or applicable law.

If the School Services become, or in Capti’s opinion are likely to become, subject to an infringement claim, Capti may, at its option and expense:

procure the right for the Customer to continue using the affected School Services;
replace or modify the affected School Services so that they become non-infringing without materially reducing their core functionality; or
terminate the affected School Services and refund any prepaid fees for the terminated portion of the then-current term.

This Section states Capti’s sole liability, and the Customer’s exclusive remedy, for any claim covered by this Section.

The Customer will defend, indemnify, and hold harmless Capti and its affiliates, officers, directors, employees, and agents from and against any third-party claim, damage, liability, loss, cost, or expense, including reasonable attorneys’ fees, arising out of or related to:

Customer Data or content provided by or on behalf of the Customer or any Authorized User;
the Customer’s or any Authorized User’s use of the Public Site or School Services in violation of these Terms, the applicable Order, or applicable law; or
the Customer’s breach of these Terms or any applicable written agreement with Capti.

A party seeking indemnification under this Section must give prompt notice of the claim, permit the indemnifying party to control the defense and settlement of the claim, and provide reasonable cooperation at the indemnifying party’s expense; provided, however, that the failure to give prompt notice will not relieve the indemnifying party of its obligations under this Section except to the extent the indemnifying party is materially prejudiced by such failure. The indemnifying party may not settle any claim in a manner that admits fault or imposes ongoing obligations on the indemnified party without the indemnified party’s prior written consent, not to be unreasonably withheld, conditioned, or delayed.

33. Electronic Communications

By using the Public Site or School Services, you consent to receive communications from Capti electronically, including through email, in-product notices, or postings on the Public Site, where permitted by applicable law.

34. Notice

Except as otherwise required by law or expressly stated in these Terms, Capti may provide notices under these Terms by email, by posting on the Public Site or School Services, or by other reasonable electronic means.

Notices from Capti will be deemed given:

if sent by email, when sent to the most recent email address associated with the applicable account, provided that Capti does not receive a bounce-back or other delivery failure notice;
if posted on the Public Site or School Services, on the date of posting; and
if sent through another electronic means, on the date transmitted.

You will send legal notices to Capti at:

Charmtech Labs LLC
Attn: Legal Department
PO Box 896
Buffalo, NY 14205
Email: info@capti.com

Notices from you to Capti will be deemed given when actually received by Capti.

35. Governing Law and Venue

These Terms, and any dispute arising out of or relating to these Terms, the Public Site, or the School Services, will be governed by the laws of the State of New York, without regard to its conflict of laws principles.

Subject to any contrary provision in an applicable signed written agreement between Capti and a Customer, the state and federal courts located in Erie County, New York will have exclusive jurisdiction over any dispute arising out of or relating to these Terms, the Public Site, or the School Services, and each party consents to the personal jurisdiction and venue of those courts.

TO THE FULLEST EXTENT PERMITTED BY APPLICABLE LAW, EACH PARTY KNOWINGLY, VOLUNTARILY, AND INTENTIONALLY WAIVES ANY RIGHT IT MAY HAVE TO A TRIAL BY JURY IN ANY LEGAL PROCEEDING ARISING OUT OF OR RELATING TO THESE TERMS, THE PUBLIC SITE, THE SCHOOL SERVICES, OR ANY TRANSACTION CONTEMPLATED HEREBY. This waiver applies to any claim or cause of action, whether based on contract, tort, or any other legal theory. Each party certifies that no representative of the other party has represented that such party would not seek to enforce this waiver. This waiver is a material inducement for Capti to enter into these Terms.

36. Dispute Resolution and Arbitration

Informal Resolution. Before initiating any arbitration or other legal proceedings, each party agrees to attempt to resolve the dispute informally. The party asserting the dispute must send written notice to the other party describing the dispute in reasonable detail and the relief requested. The parties will have thirty (30) days from the date of that notice to attempt to resolve the dispute through good-faith negotiation. Arbitration may not commence until this thirty (30) day period has expired or the other party has affirmatively declined informal resolution in writing, whichever occurs first.

Binding Arbitration. Except as expressly provided in this Section, any dispute, claim, or controversy arising out of or relating to these Terms, the Public Site, or the School Services, or the breach, termination, enforcement, interpretation, or validity thereof (collectively, “Disputes”), will be resolved exclusively by final and binding arbitration rather than in court. This agreement to arbitrate applies to all Disputes regardless of whether the claim arises in contract, tort, statute, fraud, misrepresentation, or any other legal theory.

Arbitration Rules and Administration. Arbitration will be administered by the American Arbitration Association (“AAA”) in accordance with its Commercial Arbitration Rules then in effect (available at www.adr.org), as modified by this Section. The arbitration will be conducted by a single neutral arbitrator. If the parties cannot agree on an arbitrator, the arbitrator will be appointed in accordance with the AAA Commercial Arbitration Rules. The arbitrator will have authority to rule on all threshold issues, including the arbitrability of any claim.

Location. Unless the parties agree otherwise in writing, arbitration proceedings will be conducted in Erie County, New York. The arbitrator may permit remote participation by any party or witness where appropriate.

Discovery. Discovery in arbitration will be limited to the following: each party may take up to three (3) depositions of fact witnesses and may request up to twenty-five (25) document requests. Any additional discovery requires the arbitrator’s express approval upon a showing of substantial need. The arbitrator will have authority to resolve all discovery disputes. The parties agree that limiting discovery in this manner is reasonable and necessary to preserve the speed and cost-effectiveness of arbitration.

Costs. Each party will bear its own attorneys’ fees and costs in connection with any arbitration, subject to the arbitrator’s authority to award fees and costs to the prevailing party as provided in Section 28 of these Terms. AAA filing fees and arbitrator compensation will be allocated in accordance with the AAA Commercial Arbitration Rules, except that Capti will not be required to advance any fees or costs on behalf of the Customer.

Arbitrator’s Decision. The arbitrator’s decision will be final and binding on both parties. The arbitrator may award the same relief that a court could award, including injunctive or declaratory relief, but only to the extent necessary to provide relief to the individual claimant and only in that claimant’s individual capacity. Judgment on the arbitration award may be entered in any court of competent jurisdiction.

CLASS ACTION WAIVER. TO THE FULLEST EXTENT PERMITTED BY APPLICABLE LAW, EACH PARTY AGREES THAT ANY DISPUTE, CLAIM, OR CONTROVERSY SUBJECT TO ARBITRATION UNDER THIS SECTION MAY ONLY BE BROUGHT ON AN INDIVIDUAL BASIS AND NOT AS A PLAINTIFF OR CLASS MEMBER IN ANY PURPORTED CLASS, COLLECTIVE, CONSOLIDATED, PRIVATE ATTORNEY GENERAL, OR REPRESENTATIVE PROCEEDING. THE ARBITRATOR MAY NOT CONSOLIDATE MORE THAN ONE PARTY’S CLAIMS AND MAY NOT OTHERWISE PRESIDE OVER ANY FORM OF CLASS, COLLECTIVE, OR REPRESENTATIVE PROCEEDING. IF THIS CLASS ACTION WAIVER IS FOUND TO BE UNENFORCEABLE FOR ANY REASON, THEN THE ENTIRETY OF THIS SECTION 36 WILL BE DEEMED NULL AND VOID, AND THE PARTIES AGREE THAT ANY CLASS, COLLECTIVE, OR REPRESENTATIVE CLAIMS WILL PROCEED IN A COURT OF COMPETENT JURISDICTION AS PROVIDED IN SECTION 35, AND NOT IN ARBITRATION.

Exceptions. Notwithstanding the foregoing, either party may: (a) bring an individual claim in small claims court if the claim qualifies under that court’s jurisdictional limits and is brought on an individual, non-class basis; and (b) seek emergency or preliminary injunctive or other equitable relief in a court of competent jurisdiction as necessary to protect its intellectual property rights, Confidential Information, Assessment Materials, or proprietary technology pending the outcome of arbitration, without waiving its right to arbitration on the merits of any underlying claim. Capti’s right to seek injunctive or other equitable relief is in addition to, and not in lieu of, any other rights or remedies available to Capti under these Terms or applicable law.

Opt-Out. You may opt out of this agreement to arbitrate by sending written notice of your decision to opt out to Capti at the address set forth in Section 34

Confidentiality. All arbitration proceedings, submissions, decisions, and awards will be kept confidential to the fullest extent permitted by law, except as necessary to obtain court confirmation of an arbitration award or to enforce an arbitration agreement or award.

37. Assignment

You may not assign or transfer these Terms, or any rights or obligations under these Terms, without Capti’s prior written consent, except that a Customer may assign these Terms together with an applicable Order to a successor in connection with a merger, reorganization, or sale of substantially all of its assets, provided that the assignee agrees in writing to be bound by these Terms and any applicable written agreement with Capti.

Capti may assign or transfer these Terms, in whole or in part, without restriction, including to an affiliate or in connection with a merger, reorganization, or sale of assets.

Any attempted assignment in violation of this Section is void.

38. Force Majeure

Neither party will be liable for any delay or failure to perform under these Terms, except for payment obligations, to the extent caused by events beyond that party’s reasonable control, including natural disasters, acts of government, war, terrorism, labor disputes, internet or telecommunications failures, or failures of third-party hosting or utility providers.

39. No Third-Party Beneficiaries

These Terms are for the benefit of you and Capti only and do not create any third-party beneficiary rights, except as expressly provided in Section 32.

40. Waiver and Severability

A party’s failure to enforce any provision of these Terms will not constitute a waiver of that provision or any other provision.

If any provision of these Terms is held to be invalid, illegal, or unenforceable, that provision will be enforced to the maximum extent permitted by law and, if necessary, reformed to the minimum extent necessary to make it enforceable, and the remaining provisions will remain in full force and effect.

41. Entire Agreement

These Terms, together with the Privacy Policy and any applicable signed Order, data processing agreement, or other written agreement between Capti and the applicable Customer, constitute the entire agreement between the parties with respect to the subject matter addressed herein and supersede all prior or contemporaneous understandings on that subject matter.

42. Feedback

If the Customer or any Authorized User provides Capti with suggestions, ideas, enhancement requests, recommendations, corrections, or other feedback regarding the Public Site, the School Services, or any other Capti product or service (“Feedback”), the Customer hereby assigns, and shall cause its Authorized Users to assign, to Capti all right, title, and interest in and to such Feedback, including all intellectual property rights therein, on a worldwide, irrevocable, perpetual, royalty-free basis. This assignment is unconditional and requires no further act by either party to be effective.

Capti may use, disclose, reproduce, license, distribute, commercialize, and otherwise exploit any Feedback for any purpose, including incorporating Feedback into the School Services or other Capti products and services, without any obligation of compensation, attribution, notice, or approval to or from the Customer or any Authorized User.

Feedback is not Confidential Information of the Customer, and Capti has no confidentiality obligation with respect to any Feedback. The Customer represents and warrants that it has all rights necessary to provide any Feedback it or its Authorized Users submit, and that such Feedback does not infringe or violate the rights of any third party.

43. Survival

Any provision of these Terms that by its nature should survive termination or expiration will survive, including Sections 2, 3, 7, 12, 13, 18, 19, 21 through 23, 25, 28 through 32, 34 through 37, and 39 through 44, as well as any accrued payment obligations, indemnification obligations, confidentiality obligations, restrictions on use, obligations to cease use of the School Services, and obligations relating to Customer Data, account security, and unauthorized use.

44. Contact Information

If you have questions about these Terms, you may contact Capti at:

Charmtech Labs LLC
PO Box 896
Buffalo, NY 14205
888-533-7884
info@capti.com

Downloadable Resources

$utils.escapeXML($entry.creator.screenName) — Fri, 28 Aug 2026 01:14:50 -0700

Downloadable Resources

ReadBasix How-To

Check the ReadBasix How-To Guides page. The page provides essential step-by-step instructions on account setup, assessment management, and report access.

Data Review sessions

Data Review sessions provide educators with actionable insights and resources from assessment reports to guide instruction.

Accessibility & Accommodations in Capti ReadBasix | Inclusive Literacy Tools

$utils.escapeXML($entry.creator.screenName) — Thu, 27 Aug 2026 05:40:16 -0700

Accommodations

Capti provides built-in accommodations to support accessibility and equity during assessments. These can be used for both universal screening and progress monitoring and should align with a student's IEP when applicable.

1.5x time (50% increase)
2x time (100% increase)
Standard timing (no change)

Instructions and directions can be read without time limits.

Text font, size, and color theme can be adjusted
All color themes comply with WCAG 2.1 AA standards
Students may use device-level magnification tools
Optionally, changes to settings can be locked to maintain consistency during testing

All non-assessment UI elements include alt text or ARIA labels
Assessment items do not contain images, ensuring a consistent experience for all students

Keyboard Navigation

Capti is fully accessible via keyboard, allowing students to navigate and complete all essential tasks without using a mouse. Navigation paths are designed to be logical and predictable, helping reduce cognitive load. Students can also use number keys to select answers during ReadBasix assessments.

Students with physical disabilities
Students using alternative input methods

Capti

ReadBasix Success Stories: District Literacy Wins

ReadBasix Success Stories

Cloquet Secondary Schools

Learn more about Cloquet’s results

Marshall Middle School

Learn more about Marshall’s results

Washington County School District

Capti ReadBasix: Adolescent Literacy Assessment for Secondary Students

Capti ReadBasix

What is ReadBasix?

Main applications

Informing RTI/MTSS strategy

Universal Screening

Benchmark Testing

Diagnostic Evaluation

Progress Monitoring

Measuring Lexile®

Dyslexia Screening

Solution scope

Type of students:Secondary

Organizations scale:schools and districts

Geography:USA

Key benefits

Six individual subtests

Useful reports & recommendations

Professional learning and coaching

Rooted in rigorous research

Unique advantages

The Capti ReadBasix model for secondary literacy issues

Testimonials

Research

Services

Overview and training

PD sessions on SoR

Data review sessions

Coaching

Office hours

Download MTSS toolkit

Reports

Success Stories

Cloquet Secondary Schools

Marshall Middle School

Ready to make a difference?

Subscribe to our newsletter

ReadBasix Research Database | Evidence & Validation by Capti

Capti Research Database

ReadBasix Common Core Alignment

ReadBasix Lexile® Linking Study

Research papers

From Diagnostics to Prediction: A Machine Learning Approach to Understanding Reading Development

A tale of two tests: The role of topic and general academic knowledge in traditional versus contemporary scenario-based reading. Learning and Instruction, 73, 101462

When slower is faster: Time spent decoding novel words predicts better decoding and faster growth. Scientific Studies of Reading

Decoding and reading comprehension: A test of the decoding threshold hypothesis. Journal of Educational Psychology, 111(3), 387-401.

Engineering a 21st Century reading comprehension assessment system utilizing scenario-based assessment techniques. International Journal of Testing.

How do people read the passages during a reading comprehension test? The effect of reading purpose on text processing behavior. Educational Assessment

How individual differences interact with task demands in text processing. Scientific Studies for Reading, 21 (2), 165-178

Integrating Scenario-based and component reading skill measures to understand the reading behavior of struggling readers. Learning Disabilities Research & Practice, 29(1), 36-43

Middle school reading assessment: Measuring what matters under an RTI framework. Reading Psychology Special Issue: Response to Intervention, 33 (1-2), 162-189.

Technical reports

A tale of two tests: The role of topic and general academic knowledge in traditional versus contemporary scenario-based reading. Learning and Instruction, 73, 101462

SARA Reading Components Tests, RISE forms: Technical adequacy and test design, 3rd edition (Research Report No. RR-19-36). Princeton, NJ: Educational Testing Service.

When slower is faster: Time spent decoding novel words predicts better decoding and faster growth. Scientific Studies of Reading

Decoding and reading comprehension: A test of the decoding threshold hypothesis. Journal of Educational Psychology, 111(3), 387-401.

SARA Reading Components Tests, RISE Forms: Technical Adequacy and Test Design, 2nd Edition (ETS RR-15-32). Princeton, NJ: Educational Testing Service.

SARA Reading Components Tests, RISE Form: Test Design and Technical Adequacy (ETS RR-13-08). Princeton, NJ: Educational Testing Service

Middle school reading assessment: Measuring what matters under an RTI framework. Reading Psychology Special Issue: Response to Intervention, 33 (1-2), 162-189.

Reports on administration

Linking the ReadBasix™ Assessment with the Lexile® Framework for Reading. Linking Study Report. Redacted.

Exploring thresholds in the foundational skills for reading and comprehension outcomes in the context of postsecondary readers. Journal of Learning Disabilities, April 2022.

Explanatory modeling in science through text-based investigation: Testing the efficacy of the Project READI intervention approach. American Educational Research Journal, 56, 1148, 1216

Engaging struggling adolescent readers to improve reading skills. Reading Research Quarterly, 52, 357–382

Examining general and specific factors in the dimensionality of oral language and reading in 4th–10th grades. Journal of Educational Psychology, 107, 884, 899

ReadBasix Success Case Studies | Literacy Intervention by Capti

Case studies

Marshall Case Study

Cloquet Case Study

Luxemburg-Casco Case Study

See what people say about ReadBasix

ReadBasix Case Study: Cloquet

Type of students:
Secondary

Organizations scale:
schools and districts

Geography:
USA

The Capti ReadBasix
model for secondary
literacy issues

See what people say
about ReadBasix