Istation is DPS-supported literacy & READ Act assessment tool sy

Istation is DPS-supported literacy & READ Act assessment tool 2016-2017 sy
Uses computer adaptive technology to assess and progress monitor the literacy skills required for our K-3 students to be successful readers in both English & Spanish. Last year in 32 schools; this year 90 (including 8 charters) schools across the district will be using Istation-- Your school is one of those schools. Today we will be going through what the assessment is, some its key reports, and some of the available teacher resources to help guide and support your instruction. Lots of materials-questions-to get through- post its

Agenda Early Literacy Plan, READ Act & Istation Connection
ISIP (Istation’s Indicators of Progress) Assessments, Administration & Scores Istation Reports: ISIP Summary, Priority, Classroom Summary & Student Summary Handout Istation Teacher Resources High Level Goals: Deliver information about Istation and its role in Denver Public School’s Early Literacy Plan, the Colorado READ Act and increasing the reading proficiency levels of our students Also, look at Istation’s Indicators of Progress or ISIP assessments and subtests, administration of the suite of assessments and the interpretation of student scores Take a look at the Istation teacher website where you can find some important real-time classroom and student reports and teacher resources to drive, evaluate, and support your reading instruction and your students.

Outcomes Understand the components of Istation’s assessments
Identify Istation reports and how you would utilize them to inform and evaluate your instruction Where to access teacher resources The outcomes of the Istation session today are the following. What do we want you to leave with? Understand the components of Istation’s assessments What Istation reports are available for you to use for planning and evaluating your instruction Where to access teacher resources Ultimately to be able to use Isation’s capabilities and integrate them with components of literacy instruction you are working through this week to support literacy instruction.

Early Literacy Plan A Foundation for Success in School
By 2020, 80% of DPS third grade students will be at or above grade level in reading and writing, lectura and escritura. Per 2016 PARCC results, 32% of our third-graders were proficient in literacy. Before we dive into Istation's assessments and progress monitoring pieces, let's ground ourselves on why we are here and why Istation is important to our long term goals. Its not lost on anyone in this room that across the country our young students are struggling in reading. Same it true within our district. School Year – Students lost ground 11% -- over 1 in 10 students reading at or above grade level at the beginning dropped at least one proficiency band (meaning) 27% of students reading below grade level dropped a proficiency band—significantly below grade level 73% of students who started the year reading SBGL ended the year SBGL Right now, a little less than 60% of our students leave third grade proficient in R&W. Want and need to do better--Studies cite reading ability at the end of third grades as a critical marker for future academic and personal success: Students who read and write at grade level in 3rd grade are likely to be at grade level or above in reading, writing, and mathematics in 10th grade. As a district (not new) need to focus on early literacy as it builds an essential foundation that sets the course for a student’s entire academic experience. This year, we are laying the bricks for that foundation through our comprehensive Early Literacy Plan; We are resetting this year—Grounding ourselves in critical aspects of literacy instruction To achieve our 2020 Goal of increasing literacy proficiency rates. By 2020, we need 80% of DPS third grade students will be at or above grade level in reading and writing, lectura and escritura.

Early Literacy Plan: Assessment
Assessment Goal is to leverage quality screening, progress monitoring, diagnostic, summative, and formative assessments aligned with our core programs, language of instruction, and state standards. Through precise analysis of what all students (especially those who struggle) know and are able to do as readers, DPS teachers will be able to plan and implement targeted instruction that both meets students where they are and accelerates their progress to help them achieve at high levels. ELP Plan is located here: So how do we get there? One of the key components of our Early Literacy plan surrounds assessment and progress monitoring for all students and using data to inform and adjust instruction. Research shows that teachers who monitor their students’ progress and use this data to inform instructional planning and decision-making have higher student outcomes than those who do not, They also have a realistic conception of the capabilities of their students. So what we need to do leverage quality screening, progress monitoring, diagnostic, summative, and formative assessments that are aligned with our core programs, language of instruction, and state standards. Through precise analysis of what all students (especially our strugglers) know and are able to do as readers, teachers can plan and implement targeted instruction that meets the needs of all students and accelerates their progress to help them achieve at high levels.

Colorado Reading to Ensure Academic Development (READ) Act
Purpose All children read at grade level by the end of 3rd grade Students graduate from high school prepared for postsecondary studies/the workforce Literacy development through interventions Requirements for assessment Requirements for individualized READ Plans for students performing Significantly Below Grade Level (SBGL) Need and directives for parent communication and involvement Colorado READ Act READ Act Overview is located here: New teachers? Who has heard about the READ Act? Share out. Also aligned with our literacy goals is the Colorado READ Act. Law is also grounded in the research marking reading at or above grade level by third grade as a critical milestone; if students do not read on grade level by third grade, they are likely to fall behind in all subject areas and are at high risk for dropping out of high school. READ Act enacted to ensure all children leave 3rd grade reading at grade level with the ultimate goal of having our students graduate from high school having attained skill levels that adequately prepare them for postsecondary studies or for the workforce. The READ Act aims to do this by defining Stringent requirements for screening and assessment Early literacy development through scientifically and evidenced-based interventions Requirements for individualized READ Plans for students performing Significantly Below Grade Level Need and directives for parent communication and involvement

Why Istation is used in Denver Public Schools:
Istation will be used for the following Early Literacy Plan & Read Act purposes: All K-3 students will be required to take the Istation assessment at the beginning, middle and end of the year. The first assessment given within: 30 days for 1-3 Grade students 60 days for Kinder K-3 Grade 30-day verification assessment for students reading significantly below grade level Students reading significantly below grade level, or tier 3 students, will take the Istation assessment monthly for progress monitoring purposes. K-3 ELA-S students are required to complete one Istation assessment in English during the school year. So why and how do we use Istation? Given the goals of our Early Literacy Plan and the requirements of the READ Act, All K-3 students will be tested in their language of instruction at the beginning, middle and end of the year. Per the law, the first assessment must be completed 30 calendar days from the first day of school. Kindergarten students must complete this assessment within the first 60 calendar days of the school year. All K-3 students identified as reading significantly below grade level (lowest 20th percentile) per the first assessment should complete a second, verification assessment to confirm a student’s significantly below grade level status--this verification assessment must also be completed within the same 30 day window. If the verification assessment confirms a student is reading significantly below grade level, that will take their READ Act assessment on a monthly basis for progress monitoring. The progress monitoring piece and mid-year components are new and will be discussed in greater detail by your school leader and literacy specialist during the 5th day of Foundations training in August. There is also a new READ Act requirement; all K-3 ELA-S students complete one English assessment during the course of the school year. This is in addition to the beginning, middle and end of year assessments administered in Spanish. While this is a requirement of the law, the results from the English assessment will not be formally reported to the CDE and will not be used for accountability. DPS is recommending 1st through third graders complete this assessment in the November and kinders complete the assessment during the end of the year window. While we will suggest timeframes to complete the English assessments, schools can decide when students assess.

Testing Windows for Istation Assessments (K-3 Students)
Literacy/READ Act Assessment Windows Fall Verification for SBGL only ELA-S English READ Act Assessment* Midyear Spring Grades 8/22 - 9/26 11/1 - 11/28 11/29 - 2/17 4/7 - 5/16 Kindergarten 8/ /20 All students in grades K-3 must complete a full, automatically assigned Istation reading assessment in the fall, midyear, and spring assessment windows. All K-3 students who are assessed as reading significantly below grade level in the fall must complete a verification assessment within the fall window. After the fall window closes, ALL SBGL students in grades K-3 must complete a full, automatically assigned Istation reading assessment each month. The May assessment must be completed by May 16th. Busy slide-Will have this deck sent to you. This table will be published on the READ Act website. Table defines the Literacy/READ Act testing windows for the school year. As you get ready for the first day of school, know that the fall window opens on Aug 22nd; ends on September 26th for grades 1 and up, and on October 20th for kinders. You can also see the suggested windows for completing the newly required English assessment. These were developed in a way to cause the least interference with other assessment schedules. We suggest the November timeframe for 1-3. The suggested kindergarten window is at the end of the year to give students some time to be exposed to English and become familiar with the assessment in Spanish. Again, these are suggested timeframes. You will be going over this information and the information on the previous slide with your school leader and literacy specialist during the fifth day of Foundations training in August. *The READ Act now requires all K-3 ELA-S students to complete at least one English assessment during the course of the school year. Schools can administer the English assessment whenever they choose; these dates serve only as guidelines to limit interference with other assessment cycles.

Istation’s Assessments ISIP Early Reading (PreK-3)
ISIP Español (PreK-3) On Demand Assessments Let’s move to the Istation assessments for our primary grade students: ISIP Early Reader ISIP Espanol On Demand Assessments in each platform Assessment Literacy – not like CMAS—no drag & drop

Istation’s Indicators of Progress (ISIP) Assessments
Istation Components The three important components to the ISIP platforms are: Computer adaptive assessments – designed to adapt to each student to hone in on student’s ability levels while saving time and preventing scoring inconsistencies Comprehensive reports that offer real time student data to help you identify needs of individual students so you can plan your instruction to target those needs. Teachers tools house over 2000 teacher resources that include a ton of research based teacher lesson plans that target specific reading skills and skill levels in both English and Spanish. Comprehensive Reports Teacher Tools

Note-taking Comprehensive Reports Teacher Tools
In your packet you should have a note-catcher that aligns with the components we just discussed. Show the note-catcher. This is the place to capture important take-aways. Given what you know right now—take 2 or 3 minutes to think of questions you know you already have about Istation and write them on your post-its. Keep those questions in mind as we move through each section. By the end of the training, you should have notes in each one of the columns. *ISIP™ = Istation’s Indicators of Progress

Istation’s Assessments
Nationally-normed Computer-adaptive Personalized learning experience Instant and engaging Game-like Automatic (plus on-demand assessments as needed) Predictive ISIP Early Reading (PreK-3) ISIP Advanced Reading (4-8) ISIP Español The first component are the Istation assessments. We are going to look at the platforms that serve our K-3 learners. ISIP Early Reading is the English reading assessment, PreK-3rd grade. ISIP Español is the Spanish assessment PreK-3rd grade students. You may also hear of ISIP Advanced Reading at your campuses, which is for students in 4th grade and higher. The ISIP assessments across all platforms are aligned with language arts standards and are nationally normed. The computer adaptive technology utilizes an expansive bank of questions that immediately begins to adapt to the student’s ability level so the student has a personalized learning experienced and isn’t frustrated by questions that are too hard or bored by questions that are too easy. The assessment was built to be game-like. It calls the students ‘players’ and uses animated characters to provide positive reinforcement to the students as they take the keep the students engaged as they take the test. Assessments are automatically assigned each calendar month Istation studies shows the tool assesses skill predictive of future reading success on a national level; we are in the process of confirming this for our own students From a technology standpoint, Istation is compatible with iPad, Chromebook, PC & Mac. *ISIP™ = Istation’s Indicators of Progress

Screen An Entire Class On Average In About 25-45 Minutes
So the very first thing you will use Istation for is your beginning of the year literacy assessment for all your students—this also serves as a screener to identify those students who may have a significant reading deficit or who are reading significantly below grade level. Again, these assessments are automatically scheduled on a monthly basis so they should be ready to go when you are ready to assess your students. Reset every month so you can progress monitor as needed. The baseline assessment will be at your students’ grade level and then will begin to adapt to the student’s ability level. Depending on the proficiency level of the student, the assessment can take anywhere from 25 to 45 minutes to complete. One great feature of Istation is that if your student, for some reason or another, needs to log off prior to completing the assessment, he or she can stop, and log of or pause . Then the assessment will pick up where he/she left off the next time they login so students don’t have to take the whole assessment over again as long as students complete the assessment within the same calendar month. DPS suggests allotting 50 minutes for students to complete the automatic monthly assessment and I will provide some other guidelines later. I will be addressing administration and preparation for you and your students a bit later—critical to understand the assessment first. Let us save you time!

Computer Adaptive Initial Question More Rigorous Question
Less Rigorous Question Less Rigorous Question Incorrect Answer Correct Answer Quick background knowledge on ISIPs computer adaptive technology and how it works. Great deal of research goes into developing the question banks. Istation experts evaluate thousands of responses from children taking the assessment in process called calibration. They then utilize sophisticated measurement models to transform responses in ISIP to early reading ability levels. The ISIP scores your children receive truly represent their ability in early reading, allowing you to inform instruction for each child. When your students first log into Istation, they will begin on expected grade level and then, from the very first question, the assessment will begin to adapt to the student’s responses. If the student answers correctly, he/she will be given a more difficult questions until we hones into the student’s individual ability level. The opposite is true as well. If the student answers incorrectly, he/she will be given a less difficult questions until again the systems finds the ability level of the specific student. Just know that after the first assessment, because it is adaptive, you could see your students taking very different tests the next time they all log on. Once a student displays mastery on any two consecutive ISIP Assessments, the student may receive subtests at a higher difficulty level. The item banks for the ISIP early reading assessments span oral language questions appropriate for 3 year olds and extends to questions at the 8th grade level. This approach enables us to see not only if a student is above, on, or below grade level, but also how far above or below, and allows us to measure a student’s reading ability and skill development over time.

Grade Subtest ISIP Early Reading
Pre-Kindergarten & Kindergarten Phonemic Awareness* Letter Knowledge Vocabulary Listening Comprehension 1st Grade Phonemic Awareness Letter Knowledge Alphabetic Decoding Spelling Vocabulary Comprehension Connected Text Fluency** (Maze/Cloze Passage) Let’s move on to the assessment itself and the skills and subtests that are measured and assigned in each grade level. The ISIP Early Reading assessment examines learning to read skills. The ISIP Early Reading assessment measures these skills and students’ overall reading ability using five critical domains of reading and reading instruction: phonemic awareness, phonics (measured in the subtests of letter knowledge, alphabetic decoding, and spelling) , vocabulary, listening and reading comprehension, and text fluency. Istation completed in-depth research on studies that focused on how to best assess the dimensions of reading and how they were assessed in other widely used assessments. They then used CC and other state standards by grade level to build the subtests. The characters, Alex Treebeak and Batana White, will guide the students through each of the ISIP Early Reading subtests. For each subtest, the characters will provide instructions and practice questions. When the characters fly away, the student is actually taking the assessment. During the test, your students may receive reminders to click ahead/next/on the green button, or Alex may return to encourage students to “Pay attention and do your best.” Once the student has completed the subtests for his or her ability level, the assessment is complete, yielding an overall reading ability level. ISIP scores take into account the relative difficulty of the items administered, as well as performance on those items Taken collectively, the ISIP composite scores use information from every item in every area tested. Comprehensive Overall Reading Score –overall score is also generated for each one of the subtests. 2nd & 3rd Grade Spelling Vocabulary Comprehension Connected Text Fluency** (Maze/Cloze Passage) * This subtest is given to Pre-Kindergarten once proficiency is shown. **This subtest is not included in overall ability score.

Phonemic Awareness Kindergarten to Grade 1 Beginning sounds
Phonemic awareness is essentially the ability to hear and manipulate the sounds in spoken words and the understanding that spoken words and syllables are made up of sequences of speech sounds. Phonemic awareness is AUDITORY and does not involve words in print. Phonemic awareness is an automatic subtest assigned to kindergarten and 1st grade. There are two types of Istation items used to measure a student’s Phonemic Awareness: In the first item type, four pictures appear on the screen at once. The narrator says the name of each picture as the box is highlighted. The student is asked to click on the picture that has the same beginning sound as the sound produced orally by the narrator. In the second item type, four pictures appear on the screen with a box in the middle that contains an animated side view of a head. Then the narrator says the name of each picture as the box around it highlights. The narrator says one of the words by pronouncing each phoneme or syllable while the animated head demonstrates the specific sounds. The student is asked to click on the picture showing the word that has been spoken. Students have 5 seconds to respond to each item. After 5 seconds the student will be moved on to the next question. Beginning sounds Phonemic blending: pronouncing phonemes and syllables

Letter Knowledge Pre-K to Grade 1
Letter knowledge is a component of phonics. Phonics pertains to the understanding of the relationship between phonemes/sounds and printed letters and how to use this knowledge to read and spell. It is automatically assigned to Pre-K – 1st grade. The objective of the Letter Knowledge subtest is for a student to identify the symbol for a letter’s name and sound. The student is presented with 5 capital and lowercase letters. Five letters appear on the screen for each item. The narrator asks the student to click on a particular letter or the letter that represents a sound orally produced by the narrator. Students have 5 seconds to respond to each item. Identify the symbol for the letter sound Capital and lowercase

Alphabetic Decoding Grade 1
Alphabetic decoding, another component of phonics, is an automatic subtest for 1st grade. It measures a student’s ability to decode by applying an understanding of phonics patterns for letters or letter clusters using nonsense words—the reader can’t rely on visual memory or meaning to read the word. Many assessments use nonwords to measure a student’s ability to decode. The objective of here is for a student to correctly identify non-words that are pronounced by the narrator. The narrator pronounces a non-word, or ‘made up’ word and the student chooses from four items that appear on the screen. In this subtest, letters represent their most common sounds. Students have 30 seconds to respond to each item. Identify non-words pronounced by the narrator Letters represent their most common sounds

Spelling Grade 1 to Grade 3 Student asked to spell a word
Spelling, another phonics-based subtest, is automatically assigned to grades 1 through 3. The objective of the Spelling subtest is to determine if a student a students knowledge of the orthographic representations of words. Can the student translate sounds to print? For each item, an array of letters appears on the screen and the narrator asks the student to spell a specific word using those letters. The student then spells the word by clicking each letter. As each letter is selected, the word is formed on a line that appears directly above the letter array. Students can erase the letters from the spaces by clicking on the erasers underneath. Students have 45 seconds to respond to each question. Student asked to spell a word Orthographic representation of words

Vocabulary Pre-K to Grade 3
Vocabulary is an automatic subtest assigned to Pre-K – 3rd grade. There are two types of items used to measure a student’s vocabulary knowledge (the ability to recognize and understand words) and to evaluate both the upper and lower bounds of this knowledge: · In the first item type, four pictures appear on the screen. The student is asked to identify the picture that best illustrates a word pronounced by the narrator. · In the second item type, four words appear on the screen. Each of the four words is spoken by the narrator. The student is asked to identify which word has a meaning that is the same as or similar to a word pronounced by the narrator. Students have 20 seconds to respond to each question. Identify the picture of a word said by the narrator Identify the word that has a similar meaning to a word said by the narrator

Listening Comprehension
Kindergarten Listening comprehension is a comprehension subtest automatically assigned to Kindergarten. Comprehension: the ability to construct meaning Here, students are assessed on their ability to listen to, understand and answer comprehension questions about short spoken stories. To measure listening comprehension, the narrator reads aloud a short story to the student with a picture related to the story, rather than text, present on the screen. The narrator then asks the student a question related to the story. The student chooses from four pictures, the one that best answers the question. Students have 20 seconds to respond per item. Narrator reads a short story aloud Questions asked Pictures as answer choices

Reading Comprehension
Grade 1 to Grade 3 Reading comprehension is the comprehension subtest automatically assigned to grades 1 – 3. In this subtest, students are assessed on their ability to read and understand sentences and paragraphs by matching sentences with pictures, and sentence completion tasks. Matching sentences with pictures assesses a student’s knowledge of semantic and syntactic information for which pictures can support reading. In this task, a sentence and four pictures appear on the screen. The student reads the sentence and identifies the picture that best illustrates the sentence meaning. Sentence completion measures a student's ability to use word meanings and word order to understand a sentence. In this task, a sentence, sentences or a paragraph appears on the screen. One word is missing from the text. The student reads the text and chooses, from four words, the one that best completes the text. Students have seconds to answer each item. Match sentences and pictures Student completes the text

Text Fluency Grade 1 to Grade 3 On grade level Maze task
Text fluency is automatically assessed at 2nd and 3rd grade. 1st graders will begin to receive text fluency once they show readiness for it. Usually, on grade level 1st grade students start receiving the text fluency subtest around the beginning of second semester. This subtest is a silent text fluency assessment that looks at a student’s speed, accuracy and understanding. It does not replace listening to your students read i.e., delivering running records. Text Fluency is constructed in a very different manner from the other subtests. Students are assessed on their ability to read text with meaning in a specified period of time. In order to assess text reading for understanding, a Maze task is used in which every fifth or eighth word of a grade-leveled story is left blank. For each blank, the student is given three choices from which to select the word that works best in the sentence. The student will spend two minutes reading the text and selecting correct responses. This task has been shown to correlate highly with measures of both fluency and comprehension. Students have 2 minutes to read as far as they can. The text fluency subtest is the only subtest that is not computer adaptive. It is graded at end of grade level expectations. While a student will receive a score for this subtest, the score will not be included in the overall score. On grade level Maze task Reading text with meaning Speed and accuracy

What have you learned about the ISIP Early Reading subtests?
Discussion What have you learned about the ISIP Early Reading subtests? ???? Launch activity: A volunteer from the audience will come up front to take the ISIP Early Reading in front of the group. Remind them to get some wrong & take it through the eyes of one of their students. You will see you will need to take some elements into consideration when preparing your students for the assessment and we will talk about some best practices a little later. Point out: The first administration is the longest The program is finding out what ability level you are at. Make sure to get some wrong. Remember that ISIP is computer adaptive So that is what the English Early Reader assessment looks like. We are going to move onto the Spanish assessment and its subtests. While the Spanish assessment isn’t going to be used in all schools, it is valuable for all teachers in DPS to have some base knowledge about the assessment and how it supports our native Spanish-speaking students and helps us achieve our goal of biliteracy.

What About Spanish? Aligned to Spanish Language Arts & Reading standards including… Estandares del desarrollo de la lectura (Reading Development Standards) from United States, Puerto Rico, Colombia, México and Spain Ministries of Education WIDA (World-class Instructional Design and Assessment) * Online instruction aligned to WIDA standards The Spanish assessment, ISIP Español, was created to address the need for an authentic, culturally relevant computer-adaptive assessment to measure and support the achievement of the Spanish Language Arts & Reading Standards (SLAR) on specific foundational literacy skills which are predictors of academic success. One of the most important things teachers need to know about ISIP Español is that it is not a translation of an English assessment. It’s blueprint is based on key research in language development & Spanish literacy from the U.S. & Latin America and has a comprehensive coverage of reading skills—It is an authentic Spanish assessment built from the ground up—it is a completely different assessment and measures skills differently in a way that aligns with how students learn to read Spanish. ISIP Español was developed by aligning to the SLAR (Spanish Language Arts & Reading Standards) and to standards from Spain, Colombia, México, Puerto Rico and the United States (SLAR) using Broadcast Spanish without regional variations. By administering this assessment system, teachers and administrators can use the results to answer two questions: (1) are students in grades Pre-K through Grade 3 on grade level in Spanish or not, and (2) If not, what instructional supports do students need to be successful readers.

ISIP Español ISIP English Grade Pre-Kindergarten
Vocabulary Listening Comprehension Phonemic and Phonological Awareness Phonemic Awareness Listening Comprehension Letter Knowledge Vocabulary Vocabulary Listening Comprehension Reading Comprehension Phonemic and Phonological Awareness Kindergarten Listening Comprehension Phonemic Awareness Letter Knowledge Vocabulary Phonemic Awareness Letter Knowledge Alphabetic Decoding Vocabulary Comprehension Spelling Connected Text Fluency* Vocabulary Reading Comprehension Phonemic and Phonological Awareness Spelling and Writing Conventions 1st Grade While the Spanish assessment looks like the English assessment and measures performance within the critical reading domains, it is a completely different assessment. You can see the automatic subtest areas for both the ISIP Español and ISIP Early Reading assessments on this slide. Students learn to read in different ways in each of the two languages. Therefore, skills are assessed differently in each of the two languages. For example, Spanish looks at more of the syllabic method and includes a writing conventions portion to include proper accent placement in written words. Whereas, the English subtest includes a specific spelling subtest. Also, in Spanish the phonological process is introduced much sooner than it is in English. Again, it is authentic and based on standards and early reading curriculum expectations from both the U.S. and Latin American countries. Like ISIP Early Reader, ISIP Español is nationally normed for PreK-3rd grade. It is also computer adaptive and measures individual progress in each critical domain of Spanish reading instruction and uses characters, Don Buhiermo & Doña Batana to guide the students through the ISIP Español assessment. 2nd Grade Vocabulary Reading Comprehension Phonemic and Phonological Awareness Spelling and Writing Conventions Text Fluency* Vocabulary Comprehension Spelling Connected Text Fluency* 3rd Grade Vocabulary Reading Comprehension Spelling and Writing Conventions Text Fluency* Vocabulary Comprehension Spelling Connected Text Fluency* * This subtest is not included in overall ability score

Phonemic Awareness Pre-K to Grade 2
Phonemic awareness is an automatic subtest for Pre-K to 2nd grade. The two boxes on the left are examples of the grapheme-phoneme conversion items which measure the student’s ability to identify symbols that correspond to specific sounds of the Spanish language: letters, syllables, vowel combinations, consonant clusters and words. The computer presents items representing various upper- and lowercase letter combinations. Four boxes appear on the screen, and only one choice contains the correct answer for each item. The narrator asks students to click on a particular grapheme (letter, syllable, etc.) that represents a sound produced orally by the narrator. Phonemic and syllabic awareness items are displayed in the middle of the slide and measure the student’s ability to identify single sounds (letter or syllable) in grade-level appropriate words. The level of difficulty adapts with the student response. Students identify beginning sounds and use syllables or letters to find words. Blending and beginning sounds items are displayed on the right of the slide and are presented independently. First students find the beginning sound of a word following the narrator’s instructions. The name of each picture is given as these appear on the screen. Each box is highlighted while students are asked to click on the picture that has the same beginning sound as the sound is produced orally by the narrator. For blending items, a box appears in the middle of the screen containing an animated side view of a head that pronounces the sounds. Once the word is said by pronouncing each phoneme or syllable, the student is asked to click on the picture that shows the word that has been spoken using only sounds. Students have: 12 seconds to respond to blending items (la unión de sonidos) 18 seconds to respond to beginning/ending sound items 20 seconds to respond to all other items (grapheme/phoneme & decoding) Letters, syllables, vowel combinations, consonant clusters and words Identify single sounds Blending and beginning sounds

Listening Comprehension
Pre-K & Kindergarten Listening comprehension is an automatic subtest for Pre-K and Kindergarten. In this subtest, the narrator reads aloud a short story to students with no text present on the screen. The narrator then asks students a question related to the story. Students will choose a picture from among four choices that best answers the question. Students have 20 seconds to respond to each item. Narrator reads a short story aloud Questions asked Pictures as answer choices

Vocabulary Pre-K to Grade 3 Match word or sentence to picture
Vocabulary is an automatic subtest for Pre-K – 3rd grade. There are three types of questions used to measure students’ vocabulary knowledge and to evaluate both the upper and lower bounds of this knowledge. • In the first type, four pictures appear on the screen. The narrator asks students to identify the picture that best illustrates the word spoken orally. • In the second type, four pictures or words appear on the screen. The questions spoken by the narrator cover vocabulary objectives such as: word families, classification of words, synonyms, etc. (familias de palabras, clasificación de palabras, sinónimos, etc.). Students are asked to identify the correct word. • In the third type, students are asked to match sentences to pictures. In this task a sentence and four pictures appear on the screen. The student reads the sentence and identifies the picture that best illustrates sentence meaning. Students have 20 seconds to respond to each item. Match word or sentence to picture Word families, classification of words and synonyms

Reading Comprehension
Kindergarten to Grade 3 Reading comprehension is an automatic subtest for kindergarten – 3rd grade. In this subtest, students are assessed on their ability to read and understand sentences and texts. In this task, a passage appears on the screen. Students indicate when they are finished reading by clicking on a button. After this button is clicked, the questions populate on the right side of the screen. Students may reread the passage as often as needed in order to select from among four answer choices. Kindergarten students select from pictures that represent each answer choice. These answer choices are supported by audio that is read by the narrator and repeated as needed. Students have 50 seconds to respond to each item. Read and understand sentences Kindergarten students have picture answer choices

Writing Conventions & Spelling
Grade 1 to Grade 3 Writing conventions & spelling is an automatic subtest for 1st – 3rd grade. There are four types of questions used to determine if students are developing fully specified orthographic representations of words. In the first type, students are asked to select from four choices the correctly spelled word that the narrator has just spoken. In the second type, students are asked to spell a specific word by choosing from the letters offered in an array on the screen. In the third type, students are asked to choose syllables offered in an assortment to spell the word that the narrator has spoken. In the fourth type, the narrator reads a sentence. Students are asked to select words from a collection in order to correctly write the sentence. Students have 15 seconds to respond to spelling recognition and 30 seconds to all other items. Select correctly spelled word Spell a word with letters Create a word with syllables Create a sentence with words

Text Fluency Grade 2 to Grade 3 On grade level Maze task
Text fluency is automatically assessed at 2nd and 3rd grade. 1st graders could begin to receive text fluency if they show readiness for it. As in the English assessment, Text Fluency is constructed in a very different manner than the other subtests. Students are assessed on their skills in reading text with meaning in a specified period of time. In order to assess text reading on the computer, a Maze task is utilized in which every seventh word of grade-leveled stories is left blank. For each blank, students are given three choices from which to select the word that best completes the sentence. This subtest is two and a half minutes in length. This task has been shown to be highly correlated to measures of both fluency and comprehension. The text fluency score is the one piece of the assessment that is not computer adaptive because the passage does not change as the student moves through it. Therefore, the text fluency subtest is not included in the overall score. Teachers will also need to use running records to listen to their students read. Students have 2.5 minutes to complete the fluency subtest. On grade level Maze task Reading text with meaning Speed and accuracy

https://padlet.com/jvollrath/kinder
Discussion & Padlet Using Istation with Running Records Return to the Padlet Activity to discuss fluency Activity: Ask for a volunteer to take the ISIP Español That is the Spanish assessment. Quickly move onto the on-demand assessment features. If you were in an Istation school last year, this feature will operate differently this year.

Why am I doing this again?
On Demand Assessments Why am I doing this again? Tool to progress monitor after delivered intervention lessons Assessment interruption Student illness Student inattention Sound or technical issues So now you have previewed both the English and Spanish assessments that are automatically assigned each calendar month—the full assessments that include all of the skills assigned to each grade level and student. While it is great that the assessments occur automatically each month when a student logs in to the Istation program, you may need to collect additional, more frequent data on a student. On Demand assessments are additional assessments that allow you to collect more frequent data points when needed. You can use this feature to measure a student’s progress within a specific skill or domain after delivering specific lessons. It is a teacher decision to use Istation’s on-demand assessment feature for progress monitoring. Please be aware that the overall subtest scores may be less reliable due to low number of questions for each section, and teachers should analyze the item response vs. the score overall when making decisions on how to adjust instruction. On-demand assessments can also be used when there is an interruption with testing. Examples of this are student illness, inattention, and/or technical issues (i.e. sound). You can assign as many or as few on-demand assessments as you need. I will show you how that works when we look at the istation teacher website.

Istation & Response to Intervention (RtI)
Aligned with the three-tier RtI model With its robust assessment technology, comprehensive reports, and vast library of support, Istation is the ideal complement to the three-tier RtI process. integrated assessment data-based decision making responsive instruction evidence-based intervention progress monitoring RtI aims to decrease the number of students identified as learning disabled through a prompt response to students’ needs. Through Istation, you are able to progress monitor your students monthly, or more frequently if needed. You are also able to use the data immediately collected to help you make educational planning decisions, including those that pertain to the RTI process. Istation’s integrated assessment, data-based decision making and teacher directed intervention lessons/materials complements our three-tier Response to Intervention (RtI) process. The goal is to decrease the number of students identified as learning disabled by using data to provide a prompt response to target student’s immediate needs. Early intervention is critical to this goal.

Istation Instructional Tiers
let us save you time So how do we support our struggling students? First, we need to know who those students are. Istation has been reviewed and highly rated by the National Center on Response to Intervention (NCRTI as a universal screener and progress monitoring tool. It has also been endorsed by (CASE) or the Council of Administrators of Special Education and by the WIDA Consortium (World-Class Instructional Design and Assessment) . The Istation assessments are nationally normed and has three tier levels that were defined by the following percentile rankings and color coded on reports to align with the RTI stoplight model: Tier 1 is green – above Above 40th percentile and on grade level* Tier 2 is yellow – 21st to 40th percentile. These students should be on watch to ensure they receive supports to achieve growth and not fall further Tier 3 is red. These are our severe strugglers in the 20th percentile and below. (Severely Struggling): 0 – 20th Percentile. These students are reading significantly below grade level. Istation also identifies those students in the bottom half of tier 3--We know that there is a big difference between a student who is at the 3rd percentile and one who is at the 19th percentile. Therefore, Istation color codes these students in a coral color to alert you that the student is not only in tier 3, but also in the bottom half of tier 3. *DPS may be adjusting the percentile cut for tier one performance based on DPS student data—40% may not be high enough to achieve our early literacy goals—we may need more rigorous tier one goals. Student data will be analyzed once PARCC scores have been released. DPS will only adjust the Tier 1, if needed. Tier 2 and 3 will remain the same. However, the expectations are highly likely to increase significantly in order to better reflect the trajectory students need to be on in terms of 3rd Grade PARCC expectations. We are still working through accountability implications.”

ISIP Assessment - Administration ISIP Early Reading (PreK-3)
ISIP Español (PreK-3) On Demand Assessments As I mentioned at the beginning of the session, Istation was piloted last year. From the pilot, we were able to identify some administration tips to ensure your students (and you) have successful assessment sessions. As Istation is computer-based and standards aligned assessment we need to approach the administration of Istation a bit differently than we would for a DRA-type assessment. Speaking as a teacher, I think there are three critical things you can do that will best prepare your students for an Istation assessment: Take the assessment yourself Provide an Istation mini-lesson to your students Review technology skills and preparation required for Istation Taking the assessment yourself will allow you to see and hear what your students will experience. You know your students/grade-level knowledge better than anyone. As you take the assessment, keep your students in mind and take notes on language and technology info they may need and you may need to use when talking about Istation with your students. So, for example, I was a first grade teacher, so I took the first grade assessment. As I was going through the test, it was clear I would need to be sure my kiddos understood what certain terms were—Istation uses the word ‘narrator’—you want to make sure students know what a ‘narrator’ is. Even words like ‘choose’—some really young students may not have heard or used that word—may want to introduce it. You can also make notes on tech skill you may want to show them in your mini-lesson. Again—as the teacher, you will know what information you need to share with your students.

Administration Tips Model the assessment (mini-lesson)
Language, technology, reminders Listen to the directions carefully Tech and test preparation Login cards Headphones & volume Lab rules Breaks – use ‘pause’ Assess in a controlled environment Actively monitor your students Assess in small groups After you have taken the assessment yourself, model the assessment for your students. Walk them through the assessment in a mini-lesson. Teachers using the English tool will be able to use a practice test for modeling, and Istation is currently working on the Spanish practice test. In the interim, teachers using the Spanish assessment can logon as themselves to model the test. As you go through the lesson, introduce the language the assessment uses and model the technology skills like moving the mouse and show them how to hover over pictures or words. Remind them to listen very carefully while they are at the computer and do their best job. Tech and test prep: Work with STR to ensure Istation is ready to go Have login cards (I will show you where to find those in a bit) Make sure headphones are working and the volume is adjusted (Alt Enter for Windows; Command Tab for Mac) Review lab rules and behavior – raising hands, what to do when finished, etc. Breaks—Ideally, either have a bathroom break before the assessment or make sure students go to the bathroom beforehand. Use “pause” for breaks such as questions, water/bathroom breaks or if you have students who need breaks during the assessment, have that student take those needed breaks. Monitor your students when they are taking the assessment—the assessment needs to be proctored. Assess in small groups if needed—critical for our young learners and other students who may need smaller groups to complete the test. Two websites that have mouse handling activities:

ISTATION ACCOMMODATIONS
Who qualifies? What does the accommodation look like? Color Overlays Only students who have this accommodation documented in their IEP or 504 plan. · Istation does not provide. Please contact the Student Services department. Scribe (Text to Speech) Only students who have a scribe accommodation documented in their IEP or 504 plan. Emergency accommodation: Students who injure their hand/arm before testing and cannot use a computer mouse. · While a scribe is not an approved accommodation for an adaptive test, the test proctor can use the mouse or keyboard to respond for students with physical limitations that prevent students from answering independently. · Must be tested individually in a separate test environment. · Test proctor can provide no assistance in answering questions, but only click what the student tells them. They cannot read questions aloud. Sign Language Students who have this accommodation written in their IEP/504. A human signer will sign the test directions to a student. The student will need to be tested in a small group or separate setting. Touch Screen Overlay USB touch screen can be applied to monitors. It acts like a standard pointing device. Even a student using a head stylus can use this device. You may have some students using Istation that require accommodations. These are changes made to assessment procedures that provide students with an equal opportunity to demonstrate knowledge and skills without affecting the reliability or validity or alter the instructional level, content, or performance criteria of the assessment. Accommodations are an important topic for discussion with families during the IEP process. Accommodations accepted by the IEP team should be seen in ALL curricular settings—not just for testing. Lesson plans and observations of daily instruction should also show these accommodations in action for students that need them. Accommodations should be listed in the instruction accommodations text box AND noted in District and State assessment sections on the IEP. This will be for all students Kindergarten and older. Here are the Istation accommodations available to students and these are included in your handouts. The most commonly used accommodation here will be Scribe or Text to Speech.

ISTATION ACCOMMODATIONS
Who qualifies? What does the accommodation look like? Untimed Assessments (Extended Time) Only students who have an extended time accommodation documented in their IEP or 504 plan. Only available for students with extended time built into their IEP or 504 plan. Otherwise, it is not available. Instructions Language Any student who needs instructions read in Spanish. Please note this is an accessibility feature only for students who take ISIP Early Reading or Advanced Reading assessments in English. This should not be assigned for ISIP Español. Sight/Hearing Difficulties Any student Adjust the volume on the computer before the assessment. Arrange for the student to use a larger monitor to take the assessment. - Accommodation Accessibility feature *Some accommodations are not listed, but may be used with approval. Contact your Network’s SPED Partner for more information. The most common accommodation on this list is Untimed or Extended Time This accommodation must be in the student’s IEP and can only be assigned by your READ Act SAL who will be trained on this process. *You have a handout with this information on it, and if you have any accommodation questions, please contact your Network’s SPED Partner.

ISIP Assessment - Scores Ability Index/Overall
Percentile Rank Grade Equivalence Lexile Levels

Ability Index or Overall Score
Ability scores are used to tell how your student or students have performed on the monthly ISIP Assessments. Like measuring a child’s height and weight, the ability score measures a student’s growth over time. As the student’s ability improves, the ability score increases in number. Students who have the same ability score, regardless of grade, have the same ability level. 220 210 200 190 180 170 160 150 215 1st Grade 215 3rd Grade Student A Student B Ability Index or Overall Score shows how your students have performed on the monthly ISIP Assessment. This ability index can be used by teachers to inform instruction around their students' strengths and weaknesses. Targeted instruction leads to better performance and maximum growth. The Overall Ability score measures a student’s growth over time. As the student’s ability improves, the ability score increases in number. Students who have the same ability score, regardless of grade, have the same ability level. The student will receive an overall ability score for the comprehensive assessment AND for each subtest each time he/she takes an ISIP assessment. The ability index scores on ISIP Early Reading and ISIP Español are measured on different scales. While each platform was built to measure reading skills and ability, they were designed to be authentic to English, Spanish and specific grade levels—different assessments, different scales. This is due to the fact that each assessment was developed with a focus on reading ability, but authentic to English, Spanish and specific grade levels and standards. The proprietary scale of ability index scores was developed by each individual assessment research team and then the scores were determined by validation studies specific to each of the three assessment platforms: ISIP Early Reading, ISIP Advanced Reading and ISIP Español. Ability scores can be used by teachers to inform instruction around their student’s strengths and weaknesses.

Percentile Rank A percentile rank is a score that indicates the rank of a student compared to other students in a normative sample. If a student scores at the 75th percentile, it can be said that he or she has scored at least as well as, or better than, 75 percent of students his or her grade from the normative sample of the test. Percentile ranks are used to determine Instructional Tiers for Istation. Tier 1: Above 40th Tier 2: 21st – 40th Tier 3: th Percentile ranks are found in Istation reports on the Student Summary Handout beneath the overall and subtest charted areas. They can also be found after logging into the Istation website, and choosing the Toolbox tab. A percentile rank is a score that indicates the rank of a student compared to other students in a national normative sample. If a student scores at the 75th percentile, it can be said that he or she has scored at least as well as, or better than, 75 percent of students his or her age from the normative sample of the test. Remember, the percentile ranks are used to determine Istation’s Instructional Tiers. Tier 1: Above 40th Percentile Tier 2: 21st - 40th Percentile Tier 3: th Percentile Percentile ranks are found in the Istation reports on the Student Summary Handout beneath the overall and subtest charted areas. They can also be found after logging into the Istation website, and choosing the Toolbox tab. As mentioned earlier, we will be completing some detailed analyses on our own students to determine if we need more rigorous Tier 1 percentile rankings once we receive PARCC data. However, the expectations for grade-level performance are highly likely to increase significantly in order to better reflect the trajectory students need to be on in terms of 3rd Grade PARCC expectations. We are still working through accountability implications.”

Grade Equivalence Score
Grade Equivalence in Istation is based on those moments that the student was actively being screened in the ISIP assessment. It is not a reflection of ability on an ongoing basis, but only a reflection of what the student was demonstrating during that short ISIP assessment window. For example: A second grader’s grade equivalent score is 3.5 (third grade, 5th month). It is reasonable to conclude that this student did much better than the average third grader, and that during that assessment time, the student was answering questions commensurate with the grade equivalence. Likewise, if that same second grade student’s grade equivalent was 1.3 (1st grade, 3rd month), then the student scored lower than the average second grader at that time. Higher grade-equivalent scores correspond to higher raw scores and the same is true for low scores. * DPS does NOT recommend using the grade level equivalence score for measuring growth. Grade Equivalence in Istation is based on those moments that the student was actively being screened in the ISIP assessment. It is not a reflection of ability on an ongoing basis, but only a snapshot showing how the student performed during that short window of time. It should never be interpreted literally, bur rather as a rough estimate of a student’s grade level performance. For example, if a second grader’s grade equivalent score is a 3.5 (third grade, 5th month), it is reasonable to conclude that the student performed better than the average second grader. If that same second grader scored a 1.3 (first grade, 3rd month), the student scored lower than the average second grader. The key difference between the Overall Ability score and the Grade Level Equivalency is that the ability scores represents a student’s performance on a measurement scale of skill and reading ability. In contrast, the grade level equivalent represents a student’s performance against the performance of the students included in the norming group. DPS does not recommend using the grade level equivalence score to measure growth, but you can certainly use it as an informational data point.

Defining Lexile Measures the reading ability and the text demand of reading materials. Measures a text’s complexity and a reader’s skill level. Comprehension subtest The Lexile Find-A-Book Grade Mid-Year Reader Measures 25th percentile to 75th percentile (IQR) CCSS Text Range for College & Career Readiness K NA 1 Up to 300L 190L to 530L 2 140L to 500L 420L to 650L 3 330L to 700L 520L to 820L The Lexile Framework for Reading is a scientific approach to measuring reading ability and the text demand of reading materials. The Lexile Framework involves a scale for measuring both reading ability of an individual and the text complexity of materials he or she encounters. The Lexile scale is like a thermometer, except rather than measuring temperature, the Lexile Framework measures a text’s complexity and a reader’s skill level. The added use of Lexile measures in assessments will enhance Istation's ability to provide an effective metric for monitoring progress toward state and national proficiency standards. Scale: BR (Beginning Reader past 1600). On Istation, grade level expectations for kinder for the year can range from Beginning Reader to a Lexile level of around 200. Walk through chart. MetaMetrics did a linking study to correlate Istation’s English reading comprehension score with a Lexile level. The Lexile measure produced in Istation reports is a measure reflective of the student’s Comprehension subtest during ISIP Early Reading & Advanced Reading. Through this subtest, Istation provides a Lexile level for the child, which in turn matches the student’s level of comprehension to appropriate text. To recap, a Lexile Level score provides another data point for teachers—It is part of a body of evidence used to improve student achievement by helping teachers identify appropriate leveled text for guided reading. Lexile levels do not replace running records, but does provide you with additional information to support your students’ reading achievement. The Lexile level can be found on the ISIP Early Reading Student Summary Handout and ISIP Early Reading Classroom Summary Reports. Where will you find a Lexile level in Istation reports? The Student Summary Handout Report The Classroom Summary

CDE Istation Cut Scores
The READ Act ensures all districts screen students to identify those who have significant reading deficiencies--these are our students reading significantly below grade level. The law mandates that identification requires the use of a nationally normed, scientifically & standards-based assessment that evaluates student’s abilities within the critical reading domains. ISIP assessments fulfill those READ Act requirements using cut scores based on percentile rankings discussed earlier. Assessment data provides important information on how the student performed within each reading domain and which needs are most critical. Istation continues to partner with the Colorado Department of Education to establish cut scores to identify students with significant reading deficiencies for each assessment window each school year.

Cut Scores Used to Identify a Significant Reading Deficiency (SRD = SBGL)
Istation Early Reader (English) This chart defines fall, winter (midyear) and spring English Istation overall ability cut scores for the READ Act. Students must exceed the indicated Istation reading ability score (students need to score above the cut score) in order to not be identified as reading significantly below grade level.

Istation Español (Spanish)
Cut Scores Used to Identify a Significant Reading Deficiency (SRD = SBGL) Istation Español (Spanish) As in the previous slide, this chart defines the same information for our students assessed in Spanish. Again students scoring at or below the cut score are identified as reading significantly below grade level, or having a significantly reading deficiency per the law. As previously discussed, the ISIP Early Reading assessment is authentic to English and the ISIP Español assessment is authentic to Spanish. Therefore, the overall ability scores from each assessment have different meanings. Each assessment had, and continues to have, its own research and development. ISIP assessments were most recently renormed in August 2015 and recalibrated in October 2015.

Note-taking Comprehensive Reports Teacher Tools
Let’s review what we just discussed about the ISIP assessments. What are some key points that you learned about the ISIP assessments? Progress monitoring tool? What skills are assessed? What types of data will you receive? What questions do you still have? Be sure to write questions on your post-it notes for collection at the end of the session.

Comprehensive Reports
Linking back to Foundations of Early Literacy and critical domains of reading and how essential they are in ensuring our kids learn to read is the information you will have available to you to help identify what students need and provide you with detailed student data in an easy and effective way. There are a vast amount of Istation resources. Even before you receive your IDs and logons (provide date/info), you will see the website has a great deal of background information—from standards alignment, to reports themselves. I would strongly encourage you to look and see what the tool has to offer. After your students are rostered and you have your logon—you should go in and play around –it is a very accessible tool and you will come across some really cool features on your own. Today I am going to show you the most useful of those reports and how to read them—to give you enough information so you can pull and interpret results as soon as one or all of your students complete the assessment.

Beginning with Essential Reports and Features at
ISIP Summary Classroom Summary Priority Report Student Summary Handout Today we will go to to walk you through and expose you to some key Istation reports. We will discuss how to navigate the website, read reports and how to use the teacher resources and use the student data to drive your instruction. Here are the 4 critical reports you need to direct instruction—you may not need al of them, but hey are all incredibly useflul. Before I login, you will notice the tabs for state correlations, studies, product information, service/support and social media links. Once you login, you will see the green circles with Day 1, Month 1, On Going & etc… These house brief videos and pdf documents to help you learn more about Istation. They include information on a variety of Istation topics such as reports and getting started. At the top right, you will see a green get help tab. When you click on the green tab, you will find Istation’s technical support contact information and the Interactive User’s Guide. At the top of the page, you will notice several tabs. If you have access to your entire district or campus, you will have: home, report, administration, campus, classroom and toolbox. If you have access to one or more classrooms at your campus, you will see: home, report, classroom and toolbox. The toolbox tab houses: teacher resources, a reading levels correlation chart, instructional tier goal charts, percentile rank charts and assessment information. The assessment information also includes the technical manuals for each ISIP assessment. Today, we will spend most of our time under the classroom tab.

Click on a student’s name (in blue) to see more details
Classroom Tab The Classroom Tab houses links to key reports, login cards, student information & On Demand Assessments. Click on a student’s name (in blue) to see more details Login The classroom tab will show a list of your students, their tier levels, if they’ve completed the current month’s assessment, classroom management features and links to important reports. Column on the left: print student login cards and assign on demand assessments. Login cards contain the username and password for each of your students. To print these cards, click on Login cards, select the student cards that you would like to print and click print selected. Notice if you click on small, you can get a list that you could keep in your sub binder, or for your use in the computer lab. To assign On Demand Assessments, click on On Demand Assessments. Once students complete a monthly ISIP assessment, Istation automatically recommends on-demand assessments for each student. If the student performed at tier 2 or 3 in that area, Istation will recommend that subtest. However, you can assign as many or as few of the on-demand as you would like. The student will be assessed in whatever you assigned the next time he/she logs in to the Istation program. Also remember, that this feature only occurs one time. If you need to assign multiple on demand assessments, you will need to return to this page to assign additional ones. To return to the classroom page, either click classroom or the back button. Then scroll down the page to related reports. Notice there is a section for English and Spanish reports. Click on the ISIP Summary Report under related reports for either English or Spanish. Remember that the reports are interactive. Anytime you see the little white hand, or a blue [+] you can drill down to more specific information. The best way to get familiar with the website is to click and investigate the website. Point out access to demo/sample data (where they can view sample data before they have actual student data) & links on Classroom Tab (The most efficient way to find reports once they have student data). Find demo/sample data by clicking your name at the top right corner of the screen & click on purple “View Sample Reports” tab. You must build a report in sample reports & edit to a month with data i.e., May. An Outstanding Parent Communication Tool! This shows if the student has completed the assessment.

ISIP Summary Report Gives ideas on how to address whole group instruction and can be edited to see previous months! Scroll over the data for a more in-depth look After ISIP, students are automatically classified by tiers Login click on Classroom Tab/Scroll down to Related Reports Reading or Reading en Español/Click ISIP Summary Your data is real time. Therefore, check this report once every month, for your automated progress monitoring data. The report will always populate to the current time. The tabs at the top right of the screen will allow you to edit the month or year you want to look at, export the data into an excel spreadsheet or print. Make sure that you use the print tab when you want to print the page. The bar graphs show you your class broken down by tier level overall and in each subtest. The green represents tier 1, yellow represents tier 2 and red represents tier 3. If you hover your mouse over the bar graph it will show you that the percentage represents a specific number of students. Look at the bar graphs. Which area is the class’ strength? Which area is the class’ greatest area of need overall? As you scroll down, the report will group your students into tiers. The tier three students will be listed first, then tier two and finally tier 1. The students will be alphabetized within each tier group. Due to the computer adapted nature of the assessment, you may see that some students may be taking subtests that other students are not. For example, a first grade class may show some students that are ready for text fluency whereas some students may still be needing subtests such as phonemic awareness and alphabetic decoding. Click on the blue [+] next to a student that you would like to see more detailed information. Then, click on the [+] by a specific subtest that you would like to look at. This will bring you to the student session activity detail page. This is a great place to look when you or your student has questions about one of his/her sessions. Individual students broken out here

Session Activity Details
Each Activity Detail lets you see ISIP information and/or lessons they have seen. As you highlight a sessions activity, you get more specific details including: Student’s response Time of response Login click on Classroom Tab/Scroll down to Related Reports Reading or Reading en Español/Click ISIP Summary/ Click [+] by student’s name/ click [+] by subtest Gain detailed information on what went on during the assessment—You can use if you are questioning some of the result to see what happened, or to gain additional student-specific information. The top of the page will show each session that the student has logged on to the Istation program. It will also have an indicator if the student had excessive idle time, see the key on the right. When you scroll down the page, you will see a specific session listed on the left. You can see how long each subtest took to complete. On the right, you will see the questions, answer choices, the student’s responses and response times. This allows you to see specifically what type of questions a student is getting correct or incorrect. It will also show you how long it took the student to answer each question, which is the benefit of this specific online adaptive assessment (Emphasize).

After ISIP, students are automatically classified by percentile rank
Classroom Summary Report Great report for seeing where students are currently working and to use to design small groups! Login click on Classroom Tab/Scroll down to Related Reports Reading or Reading en Español/Click Classroom Summary Now we will look at the Classroom Summary Report. Again, click on the classroom tab. Scroll down to related reports. Click on the Classroom Summary link. The Classroom Summary Report is used to see detailed assessment data on each of your students. This information is especially useful when flexibly grouping students. You may use the tier level to help you group students. However, we probably wouldn’t create a small group with tier 3 students who are in the 2nd percentile and the 19th percentile because there is a large area in between them. The classroom summary assists you in seeing students who are closer together in ability level. Depending on your purpose for grouping, you may want to use tier level and percentile ranking, or tier level and Lexile level. If you are grouping for guided reading, your primary tool for doing so should be by reading level, which you can determine through running records. The further assessment information shown here can help you determine what to focus on during guided reading. For example, a student reading at a level 14 with a low score on the vocabulary subtest would benefit from targeted focus on vocabulary during small group guided reading and across the literacy block. Again, you will see students in the critical intervention group highlighted in coral. Lexile Levels are listed for students who have taken the Comprehension subtest. After ISIP, students are automatically classified by percentile rank

ISIP lessons indicate difficulty on the test.
Priority Report This teacher’s checklist for intervention and differentiation even gives a place to keep all documentation! ISIP lessons indicate difficulty on the test. Login click on Classroom Tab/Scroll down to Related Reports Reading or Reading en Español/Click Priority Report The priority report really is your RtI/intervention checklist. It tells you who is struggling, in what area they are struggling, to what degree they are struggling and materials are provided to deliver as interventions to the student. You can either click on the subtest link at the top, or scroll down the page. When you go to a specific category such as ISIP Early Reading: Vocabulary, you are able to see which students are struggling in the vocabulary subtest, their vocabulary tier level, overall tier level and when they struggled on the assessment. You will also see students in the bottom half of tier 3, or critical intervention students, color coded in coral. There is a link that will take you to teacher directed intervention lessons below each title. These lessons are here for you to use if you need a lesson in this skill area. You may also use a lesson that you already have of your own if it is in the same skill area. Click on the Recommended Teacher Directed Lesson link. These lessons are also housed in the teacher resources. The ISIP Early Reading lessons will take you to a grouping of lessons. These lessons are designed to be used by delivering the last lesson of the grouping first and then work your way back to the first lesson each additional time that you deliver a lesson. The instructions of use are also on the first page of this grouping. The Spanish teacher directed lessons are designed by emergent, early, transitory, developed or fluent reader (a guide to these levels is found in the teacher resources). Start with the first lesson in the group and work your way down the list. The teacher always has the choice to choose the lesson most appropriate for the student. All of the lessons are researched based, contain a suggested dialogue (script) and materials needed to deliver the lesson. The suggested dialogue is included in case you have someone like a parent or aid that is delivering the lesson. Once you have delivered a teacher directed intervention lesson to the student, you can document doing so on this report. Check the box by the student’s name that you delivered the lesson to. A note box will populate; you can write a note, or do not have to. Then click the save button at the bottom of the category i.e., ISIP Early Reading: Vocabulary. Once you do this, the student will be removed from this list. You have not erased the student’s data, but it is as if you checked this student off of your list. If you would like to see all students that have appeared on your list this year, scroll to the top and click the edit tab. Under the options tab, click the box by, “Show students with intervention lesson delivered.” Then click the run report tab. A list of all students will then appear on your priority report. The student alerts with a light grey check mark, are the students that you documented doing an intervention lesson with. The empty boxes are students that are still waiting to be acknowledged. Again, this is a tool you may utilize for interventions but is not required by DPS. Documenting on this report is beneficial for several reasons. This information will go with the student from year-to-year. Meaning, the student’s future teachers will be able to see any notes that you leave. Also, you may have multiple teachers working with one student. Leaving notes and acknowledging delivered interventions will be a way of communicating with the other teachers working with this student. Furthermore, multiple teachers can leave additional notes on the student’s individual priority report. To do this, click on the blue [+] by the student’s name. You will see all of the alerts this student has had for his/her history of using Istation. You will also see any acknowledged interventions and teacher notes. Next to the notes, will be the teacher’s name and date that he/she documented on the report. As a reminder, any intervention used should not replace DPS core small group instruction in guided reading. Some schools may schedule interventions outside the 140 minute literacy block, and in that case this resource (or other intervention resources) could be used. If a school delivers interventions during the literacy block, each student should still receive all components of the literacy block. Lessons are prescribed here (PDF) Teachers can document & save documentation, creating an audit trail! Student’s are grouped according to specific need

Student Summary Handout
This is a complete view of a student’s progress that is great for parent communication and meetings about the student. Each Dot is a Data Point Login click on Classroom Tab/Click student’s name/Scroll down to Related Reports Reading or Reading en Español/Click Student Summary Handout : Finally, we are going to look at the Student Summary Handout. Click on the classroom tab, then click on the name of a student that you would like to look at. This will bring you to the student’s information page. Scroll down to the right bottom corner and click on “Student Summary Handout” under “Related Reports”. This will populate a one page printable report on this student. The Student Summary Handout is checked once every month. The report illustrates perfectly the monthly progress of your students on the ISIP Assessment. This report will allow you to see progress, strengths and weaknesses. You will see the student’s tier level, when they last logged in to the program and all of their subtest scores to include: tier level, grade equivalency, Lexile level (English if taking reading comprehension), percentile ranking and ability scores. Each yellow dot represents a Data Point. At the bottom of this report, you can also see some of your documentation of intervention from the Priority Report. The reports are designed to work together. You will see that here. Along with the full literacy body of evidence, you may provide this report to parents during Parent Teacher Conferences to showcase how their student is progressing in literacy. This report a great communication tool to use with your student, a parent and for any data conference that you may have on the student. An Outstanding Parent Communication Tool!

Students gain confidence throughout the year and enjoy school.
Progress Throughout the Year Students gain confidence throughout the year and enjoy school. Students make progress with Istation, parent involvement and teacher interventions! Login click on Classroom Tab/Click student’s name/Scroll down to Related Reports Reading or Reading en Español/Click Student Summary Handout/Click graph on page You can also click on any of the graphs to see a larger graph. If you document on the priority report, a red line will appear that reads, “Teacher Intervention.” This will allow you to reflect upon how a student is progressing towards mastery and if you should analyze additional pieces of evidence to inform your instructional strategies. The ISIP Summary and Priority Reports are great to use when planning instruction. The Student Summary Handout and Classroom Summary Reports are great to use when forming your small groups.

Note-taking Teacher Tools
Let’s review what we just discussed about reports and teacher resources. What are some key points that you learned about the website and key reports? Key reports to start with What do they show? Classroom Page (use to access report links) What are the main reports that we reviewed and what do they tell us?

Teacher Resources and Tools

Teacher Resources and Tools
Will review: How to navigate Teacher Resources search bar & wizard. Will include searching for Istation’s “Stages in Reading Guide” This guide to Istation’s Stages of Reading gives teachers characteristics of readers and text at each stage as well as an appropriate Lexile measure to effectively differentiate instruction. To include how to filter in search wizard

Notetaking What are some key factors that you discovered about the teacher tools? How to access Wizards What information do you have in the teacher resources to help you decide which level the resources are for? Lexile levels/filters

Support Information

Who to Contact if Issues Arise?
For Istation questions from teachers, school leaders, and other school staff, contact your school’s READ Act SAL. For technology related questions the SAL cannot answer, contact your school’s STR. When SAL and STR cannot solve an issue internally, follow these protocols on the next three slides. Istation If things go wrong the next few slides show who to contact for which type of question. First, all site questions from teachers, administrators and school staff will go to your READ Act SAL. Any technology questions that the SAL cannot answer will go to the school’s STR.

(720-433-3888) for the following:
Istation Call the DoTS hotline ( ) for the following: Network Issues Computer/Browser Issues Internet Connectivity Tests Crashing Any unknown Issue When the SAL and STR cannot solve a technical issue internally, you can call DoTS at (720) Examples of these issues are: computer/browser issues, internet connectivity, tests crashing and any other unknown issue.

(720-423-3736) for the following:
Call the ARE Hotline ( ) for the following: Student or Teacher Login Issues Student Roster Issues (check IC) Issues accessing the appropriate classes Irregularities in testing sessions General administration questions: Test requirements Accommodations Procedures Deadline/requirement questions Istation specific information Data interpretation/assessment use Istation Site Assessment Leaders (SALs) may call the Assessment Hotline or the READ Act Assessment Coordinator for questions about the following: login issues, roster issues, irregularities in testing sessions, general administration questions, accessing resources on the ARE website, deadlines, requirements, data interpretation and assessment use.

Istation Contact Istation Customer Support:
(Mon-Fri, 6:00 a.m.-5:30 p.m.) , press 2 OR for the following: Functionality of assessment platform (student clicks ISIP and gets ISIP Espanol) Functionality of the Istation website (reports not loading) Istation Finally, Istation Customer Support may be contacted with questions regarding the functionality of assessment or of the Istation website. Istation Customer Support can be reached at: Ext. 2, Monday-Friday 6:00AM – 5:30AM

Istation is DPS-supported literacy & READ Act assessment tool sy

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Istation is DPS-supported literacy & READ Act assessment tool sy

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