Tech & en lesson plan 2nd istation test 08 29 to 09 02

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“iSTATION” MAIN GOAL Students who start off reading poorly fall farther and farther behind because they have problems acquiring word reading skills. Poor word reading leads to leads to less reading; less reading leads to lower levels of vocabulary, fluency, and comprehension. Ultimately, poor reading spirals into poor academic performance. Difficulties learning to read lead to difficulties reading to learn. This is often referred to as the “Matthew Effect” in reading (Stanovich, 1986) - good readers become better readers and poor readers stay that way. Many educators agree with Torgeson (1998) that the role of early reading instruction is preventative, that is, to “catch students before they fall” through early identification and intervention. Teaching students to read requires early identification of students at risk for experiencing reading difficulties and providing intensive interventions to meet their needs (Crawford & Torgeson, 2006). istation Reading Curriculum is an effective solution. It identifies students who are at risk for problems in learning to read, and it provides appropriate instruction to ensure their reading success. This supplemental reading and intervention program integrates research-based reading content and effective reading instruction in an effective program to provide an immediate resource for teachers and students.

Effective reading content: o istation Reading Curriculum content includes the research-based components of reading - phonemic awareness, phonics, fluency, vocabulary, and comprehension.

Instruction in these foundational skills is systematic and explicit, based on student instructional needs.

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Effective reading instruction: o istation Reading Curriculum includes the two powerful instructional tools most likely to yield high academic returns: Data-informed instruction - Online benchmark screeners and continuous progress monitoring along with curriculum-embedded assessments provide data to inform instruction.

Individualized lessons based on these data are matched with student needs.

Academic engagement - The delivery of multimedia, game-like instructional episodes combines with frequent opportunities for student interaction and response, maximizing student opportunity to learn during reading instruction.

Effective reading program: o istation Reading Curriculum not only matches key features of effective interventions as determined by the Florida Center for Reading Research, but it also provides scientificallybased evidence of its effectiveness with students.

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“iSTATION” TIPS

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Regarding students using Istation at school who have downloaded the app on their iPad and have access to Istation Home, will they be allowed to take the Istation assessments at home?

No, students who are using Istation at school only have the ability to take the assessments at school. To ensure assessment fidelity, Istation only allows access to assessments from a school - registered IP address for those students who have access to Istation at school.

What do the results of the assessment show?

Students' responses classify them into three tier levels: Tier 1, Tier 2, and Tier 3.

Tier 1 students are high functioning at or near their expected grade level and may need only intermittent interventions to sustain their academic growth.

Tier 2 students function below their expected grade level and need continual reading intervention to accelerate achievement.

Tier 3 students function two or more levels below their expected grade level and need intensive intervention for their reading skills to grow.

Classification is shown in each subtest as well as in overall reading ability. The percentiles for the tier levels are 40th percentile and above for Tier 1, 21st through 39th percentile for Tier 2, and 20th percentile and below for Tier 3.

Based on the results of the assessment, the Istation Priority Report groups students according to need and prescribes Teacher-Directed Lessons (TDLs). TDLs are designed to further remediate and/or accelerate students’ reading skills.

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What research was used in the development of the assessment?

The research-based assessment was developed using the criteria of the No Child Left Behind Act and the National Reading Panel. The elements of the assessment provide information on those areas of reading development predictive of reading success.

Is this assessment used as a screener and progress monitoring tool?

Yes, the ISIP assessments are recognized by the National Center on Response to Intervention as a universal screener and progress monitoring tool.

Does the assessment provide formative and summative data?

The results of ISIP assessments provide formative and summative data. The data helps educators make informed decisions about instructional practices, products, and professional development.

Can the assessment be utilized for teacher effectiveness relative to student growth?

ISIP is a valid and reliable assessment, and the results of the assessment may be used to show teacher effectiveness. Reports, such as the ISIP Summary, ISIP Skill Growth, and ISIP Skill Growth by Tier, allow for the monitoring of student growth that correlates to effective classroom instruction and teacher effectiveness.

How is the assessment aligned to the work of professional developers?

ISIP is researched-based and aligned to the work of current professional developers, such as

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Charlotte Danielson and Robert Marzano.

How much time does the assessment take?

The estimated time for the complete assessment is approximately 30 minutes.

How do I schedule assessments for my students?

ISIP assessments are automated monthly. Students simply need to log in to the program.

However, if you want to progress monitor more often than once a month, on-demand assessments may be assigned to specific students as often as weekly.

What do the instructional tier goals mean?

Once students have completed the assessment, they receive a score for each subtest and an overall ability score. ISIP automatically classifies students into tiers for instruction. The tiers are based on a national norming sample. Tier 1 students are high functioning near or on expected grade level and may need only intermittent interventions to sustain their academic growth. Tier 2 students function below their expected grade level and need continual reading intervention to accelerate achievement. Tier 3 students function two or more levels below their expected grade level and need intensive intervention for their reading skills to grow.

What happens when students finish the assessment?

After the assessment, students are automatically placed into the online differentiated curriculum at their individual level. The transition is seamless.

How will I know what skills students are working on in the curriculum?

Istation reports identify the cycle of instruction for each student. The skills taught in each

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cycle are available to users after logging in to the Web site.

Am I able to assign student activities online?

Each student will work on his or her level and progress as he or she displays mastery.

Because of the spiraling of skills from cycle to cycle, teachers do not assign student activities.

What do cycles mean?

Istation’s online curriculum is organized into cycles of instruction. The cycles represent layers of skills that students need to become successful readers. The entire curriculum is built on the science of learning to read and reading to learn while emphasizing critical skills supported by research.

How does the online curriculum differentiate for each student?

Embedded assessments determine whether students are ready to move ahead or whether students will benefit from the reteaching of skills.

Is there a report that shows how much time a student has been on the program?

Istation’s usage report depicts how long a student has worked in the online program. Usage information appears on various reports.

ATTACHMENTS

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