2015-16 SAL Administration Training
ISIP Early Reading
ISIP Advanced Reading
ISIP Español
August 2015
HOUSEKEEPING, INTRODUCTIONS AND WELCOME
• Rochanda Jackson - Manager of Assessment Administration
Rochanda_jackson@dpsk12.org
720-423-3758
• Ashley Jakubowski – Assessment Coordinator (ANet and Istation)
Ashley_jakubowski@dpsk12.org
720-423-2197
• Peter Tardif - READ Act Coordinator (DRA2/EDL2, Istation, STAR)
Peter_tardif@dpsk12.org
720-423-3766
AGENDA
• Let’s review!
GENERAL SAL RESPONSIBILITIES
Let’s review! (http://dpsare.com/site-assessment-leaders/)
1. Be familiar with all aspects of federal, state, and district tests
2. Coordinate the administration of federal, state, and required
district assessments.
3. Assume an assessment leadership role at the school.
4. Communicate assessment information with school and district
staff
5. Use all available sources of information in role as SAL.
ROLES AND GENERAL RESPONSIBILITIES
Administrators will:
 check in with READ Act SAL to ensure all necessary staff are
trained by Sept. 25th
 provide time in professional development calendar for READ Act
SAL to administer necessary training
 check audit reports in School Folders to ensure 100% of
compliance and follow up when necessary
ROLES AND GENERAL RESPONSIBILITIES (CONT.)
The SAL will:
 train teachers (literacy and special education), literacy interventionists,
administrators, and ELA support staff on the READ Act and assessment
administration prior to administering the test
 Submit sign-in sheets to ARE by Sept. 25th
 Identify teachers administering assessment for first time
 ensure school has all required assessment materials
 distribute necessary testing materials to teachers
 maintain test security
 ensure that all testing procedures are followed
 ensure that all READ Act deadlines are met
 check audit reports to ensure 100% of compliance and follow up when necessary
 Set up testing schedule with admin
 Show teachers how to access OASIS Data Entry to review READ Plans at the
beginning of the year
 Walk teachers through available resources on ARE website
 Meet with STR to ensure device readiness
ROLES AND GENERAL RESPONSIBILITIES (CONT.)
The teacher will…
 be responsible for directly administering the assessment and
entering data in Assessment Applications,
 be trained prior to any assessment administration,
 be trained in any specific accommodation they are providing,
 manage each assessment administration and ensure all required
students complete testing,
 contact the READ Act SAL or building administration if a testing
irregularity occurs,
 actively proctor test sections,
 create all required READ plans with student’s parents,
 progress monitor and update READ Plan as a living document
until the student is reading on grade level.
 and create a testing environment allowing students to
perform to the best of their ability.
ROLES AND GENERAL RESPONSIBILITIES (CONT.)
The STR will…
work with administration and SAL to ensure technology readiness
updates software according to specifications provided by DoTS
conduct System Check on all devices
work with SAL to ensure training for test administrators includes
familiarity with technology aspects of testing
 be available to provide onsite support to troubleshoot technology
issues that arise during testing.




SCHEDULING GUIDELINES: READ ACT ASSESSMENTS
Assessment
Paper/pencil
Istation
(online)
Grade level
# Students tested at one time
K-8
1
Kindergarten
Individually
No more than 5 per small group
1st
Small group (1-5)
Half class (1-12/15)
Whole class in Spring only(20-30)
2-8
Whole class (20-30)
•Each SAL in collaboration with your principal and STR will create a testing
schedule within the testing windows that includes regular sessions, make-ups,
and accommodations.
•Your testing schedule will be determined by 5 factors:
1.
2.
3.
4.
5.
Type of assessment (paper/pencil or online)
Number of students requiring assessments
One-on-one administrations vs. whole class
•
Number of available testing devices (online)
Time per assessment
Your school schedule
SCHEDULING GUIDELINES: ADMINISTRATION TIME
When creating your testing schedule, add approximately 30 minutes for activities
prior to and at the end each unit for other activities (see chart below).
Task
Recommended minutes
allotted for an
Administration
Preparing for testing (includes reading
instructions to students and answering questions)
10 minutes (recommended)
Distributing test materials (Student login cards)
5 minutes (recommended)
Testing Times
Logging off computers, collecting test materials, and setting up
testing environment for next session/student.
Assessment
DRA2/EDL2
Istation
SRI
Minutes
20-50
30-40
30-50
5–15 minutes (recommended)
10
QUESTIONS?
UPDATES FOR 2015-2016
•
•
•
•
•
New READ Plan format to support DDI
Flexibility for Assessments for K-3
Extended Kindergarten Fall Window
Shortened READ Plans for Students with IEPs
Continued 3rd Grade Advancement/Retention Policy
• New website (www.dpsare.com)
• Updated READ Act Guidebook
WHAT IS THE COLORADO READ ACT?
• The Colorado Reading to Ensure Academic Development Act
(READ Act) was passed by the Colorado legislature and went into
effect on July 1, 2013.
•
The READ Act…
– focuses on literacy development through interventions
AND
– includes:
• requirements for assessment,
• the creation of individualized READ Plans for students
performing Significantly Below Grade Level, and
• specifics around parent involvement and communication.
READ ACT ASSESSMENT FLEXIBILITY OPTIONS
DPS sponsored assessments
K-5
Alternate Assessments
K-5
o DRA2/EDL2 and STAR
o Istation (ISIP ER, ISIP AR,
ISIP Español)
Grades 6-12
o SRI College & Career
•
•
o Use of CDE approved assessments only
Grades 6-12
o Choice of reading assessment as part of a
body of evidence.
o Must meet minimum requirements in READ
Act Guidebook
Schools that do not opt-in to DPS assessment paths must notify ARE of
assessment(s) to be used.
Reference the Requirement & Timelines Document for your assessment
path on the ARE READ Act website for detailed information.
WHAT DOES SIGNIFICANTLY BELOW
GRADE LEVEL (SBGL) MEAN?
• For K-3 SBGL is defined by state provide cut scores on reading
assessments.
• For grades 4-12 SBGL is defined as a student who is reading more
than one year below grade level based upon a body of evidence
that includes one recent reading assessment score.
•
Cut Score and Proficiency Level documents can be found on the ARE
READ Act website and in the READ Act Guidebook.
HOW ARE STUDENTS IDENTIFIED AS
SIGNIFICANTLY BELOW GRADE LEVEL?
Kindergarten – 3rd Grade Process
Initial Screener (Fall)
If student scores at or below
state cut scores, move to the
next box. If not, no further
testing.
30 Day Verification (Fall)
If at or below SBGL cuts on
second assessment, create
READ Plan and move to next
box. If above cut, teacher
makes SBGL decision in
OASIS Data Entry.
Progress Monitoring
Continuous progress
monitoring must occur
throughout the year with
updates to READ plan.
Spring Testing
Student reassessed in Spring
window. READ plan
continues until a body of
evidence shows grade-level
reading.
CONFLICTING ASSESSMENT DATA:
K-3 TEACHER DECISIONS
Due to conflicting assessment data, there will be times when teachers
need to make a determination to create a READ Plan or not.
To make this determination, ARE recommends:
• teachers use all available data points, anecdotal notes/observations of
student, and professional judgment
• being conservative by creating plans for students where data is not
conclusive so they do not fall further behind.
This determination must be entered in OASIS Data Entry.
HOW ARE STUDENTS IDENTIFIED AS
SIGNIFICANTLY BELOW GRADE LEVEL?
4th – 12th Grade Process
Fall Assessment
Student takes reading
assessment. Teacher uses
body of evidence to
determine if student is
reading at grade level. If no,
READ Plan continues.
READ Plan Update
Teacher updates READ Plan
and continues reading
interventions until student
reaches grade-level reading.
Progress Monitoring
Continuous progress
monitoring must occur
throughout the year with
updates to READ plan.
Spring Testing
Student reassessed in Spring
window. READ plan
continues until a body of
evidence shows grade-level
reading.
Example #1 of Identifying SBGL
Fall (Initial Screener) – 1st grader John scores 180 on ISIP ER.
Does John need to take a 30 Day Verification Assessment?
Yes and one week later he scores a 177 on ISIP ER.
Is John SBGL?
Yes! John’s teacher will contact his parents/guardians to create a READ
Plan with them.
Example #2 of Identifying SBGL
Fall (Initial Screener) – 3rd grader Nayeli scores 870 on ISIP
Español.
Does Nayeli need to take a 30 Day Verification Assessment?
Yes and she scores a 884 on ISIP Español.
Is Nayeli SBGL?
• Conflicting Data! Nayeli’s teacher must decide SBGL status due and
enter decision into OASIS Data Entry.
• Teacher must use all available evidence to make this determination.
Example #3 of Identifying SBGL
Midyear – 2nd grader Roscoe transferred into DPS in December
and scores 229 on ISIP ER.
Does Roscoe need to take a 30 Day Verification Assessment?
No.
Is Roscoe SBGL?
• No.
• Even though Roscoe is below grade level, he is not significantly
below. Creation of a READ Plan is optional, but Roscoe will need
some reading interventions to improve his reading skills.
PARENT COMMUNICATION AND INVOLVEMENT
•
The READ Act requires a high level of parent participation and
communication.
 Parents of students who are performing Significantly Below Grade
Level must be notified in writing within 30 days of verification.
 By law, specific information must be mentioned in this notification,
so teachers MUST use the form letter on the ARE website for this
purpose. This letter will require both the teacher’s and principal’s
signatures.
 Before the form letter goes home, teachers should attempt to contact
the parent over the phone to discuss the student’s status, as this may
be a difficult topic for parents.
 The READ Act requires that teachers contact the parents and partner
with them to jointly create the READ Plan.
 Only after THREE attempts documented on the READ Plan in OASIS
can teachers create the READ Plan without the parent and share that
information with him/her upon completion.
PARENT COMMUNICATION AND INVOLVEMENT
 When teachers meet with parents to create the READ Plan and discuss
the student’s status, several points must, by law, be discussed.
 Teachers MUST use the Parent Talking Point Document to guide
them in this discussion and provide parents with the Parent READ
Act Information brochure. (Both docs on ARE website)
 In this session, the law requires that the teacher mention retention
among other intervention options. It should be noted that though
retention could be considered, it is recognized as a drastic measure
that is not appropriate for most children.
SUPPORT DOCUMENTS FOR
COMMUNICATING WITH PARENTS
•
DPS has created documents that will help teachers meet the state requirements
for communicating with Parents. (http://dpsare.com/read-act/)
QUESTIONS?
o Questions on the READ Act, Parent involvement, or how to
determine SBGL?
THE READ PLAN
1. Online Wizard
in Assessment Apps
2. Paper/Pencil
(must input info online)
WHAT IS A READ PLAN AND WHO CREATES THEM?
A READ Plan is…
• …a general education intervention plan that is available to all students
reading significantly below grade level.
• …an individual student reading intervention plan focused on a student’s
most necessary areas of reading development.
• …a living document and remains open until the student is reading on
grade level as evidenced through a body of evidence and one reading
assessment score indicating grade level reading.
Who creates the READ Plan?
• The general education teacher, special education teacher, and other
appropriate school personnel will collaboratively work to create the
READ Plan with the parent/guardian.
WHO IMPLEMENTS THE READ PLAN?
The most qualified teacher (general education or special
education) or reading interventionist (who regardless of
licensure has the specific expertise in research–based
reading instruction) provides the reading instruction and
interventions in order to meet each student’s learning
needs.
•
For students with disabilities: Schools should take into account both
professional expertise in literacy instruction and knowledge of the impact
of disability on learning to read when deciding the best method for
implementing the READ Plan.
READ PLAN COMPONENTS
•
•
•
•
Student Information
Language Development
Body of Evidence
– Presents all of the assessment information that is collected at the
district and State level.
 Teachers enter additional assessment information, classroom
observations, and other information/considerations.
Analysis of Body of Evidence
 Teachers choose ONE OR TWO areas of focus that will most impact
the student’s reading achievement.
 Teacher completes narrative boxes identifying skills to improve upon
in area of focus and explanation of how this focus/skill will bring the
student to grade-level reading.
READ PLAN COMPONENTS
•
Intervention Plan(s)
 The teacher will write a separate intervention plan for each area of
focus selected.
 Each intervention plan includes:
 A goal based on area of focus
 Description of the instructional techniques, strategies, and/or
approaches the teacher will use (Example: “make and break” sight words)
 The reading program to be used in conjunction with techniques,
strategies, and/or approaches (Example: Guided Reading Plus)
 How teacher will progress monitor the student
 Parent strategies being done at home to assist in the student
achieving grade-level reading.
READ PLAN COMPONENTS
•
Results of Intervention Plan(s)
 Explanation if the intervention plan helped or did not help the student
meet/move towards their goal?
 Explanation whether the intervention plan should or should not
continue as part of the READ Plan
 If it does not, new intervention plan will be created.
READ PLAN COMPONENTS
Signatures:
 Teacher and parent/guardian will sign the plan electronically.
 A copy must be provided to the parent/guardian.
 READ Plans can be downloaded and printed in English or Spanish
directly from Assessment Apps.
 *Note: Info entered into a plan will print exactly as it was typed. No
translation occurs. If you want the plan in another language, then
enter the info in that language.
 After three documented attempts to have the parent help in creating the
READ Plan, the teacher can complete the plan and present it to a
parent/guardian for a signature.
 Document each attempt in the separate boxes on the signature page.
READ PLAN COMPONENTS
Discontinue READ Plan:
 Does a body of evidence that includes one recent reading assessment
score indicate the student is reading at grade-level?
 If yes, teacher enters score to discontinue this READ Plan.
 ARE will audit these scores and confirm whether plan can be
discontinued.
READ PLAN CREATION
Since READ Plans focus on data driven instruction for a
specific school year, a new READ Plan must be created
each year for each student.
•
•
•
Interventions/strategies within plans are specific to teacher, grade-level,
and school. When these change, the plans must change.
– Example: Teacher use of scripted lesson plans.
Nothing should be automatically copied over, but modified by the teacher
Previously created READ Plans for each student are available in OASIS.
UPDATES THROUGHOUT THE YEAR
Since a student’s READ Plan is a living document…
 …teachers update and modify the READ plan as necessary throughout
the year or whenever changes need to be made based on progress
monitoring.
– For example, if a student reaches their goal or succeeds in their area
of focus as demonstrated through a body of evidence, then a new goal
or area of focus should be created.
– Similarly, if a particular strategy is not helping a student make
progress another strategy should be implemented and then
documented in the Review and Recommendations page of the READ
Plan.
• …updates occur through OASIS Data Entry on the Assessment
Applications website.
REMOVAL FROM A READ PLAN
Two necessary requirements…
1. student achieves a grade level score on a READ Act assessment
2. a body of evidence also indicates grade-level reading.
*Please refer to each assessment’s grade–level expectations and DPS Body of
Evidence Guidance document on ARE’s READ Act webpage.
 To Remove:
 Open READ Plan  Navigate to final screen  Click “yes” to
question  Enter recent grade level assessment score
 Notify the parent/guardian that a READ plan is no longer necessary
as the student is now reading on grade-level.
 Teachers may use the DPS Removal from a READ Plan on the
ARE’s READ Act webpage for this purpose.
NEW PLANS IN THE SPRING
The intent of the READ Act is to provide our most struggling and vulnerable
readers with the supports needed to reach grade level proficiency, including
a READ Plan that provides appropriate targets and strategies, as soon as
possible after a teacher becomes aware that a student is reading SGBL.
Sometimes this is not possible due to timing at the end of the school year.
Schools should assess students they suspect are reading SBGL early enough
in the window to be able to implement a READ plan if needed.
NEW PLANS IN THE SPRING CONT.
Is there a reasonable amount of time before the end of the school year
to meet with parents, create, administer, and monitor a READ plan?
If yes then the teacher…
 creates READ Plan with parents, implements, and monitors the READ plan
through the remainder of the school year.
If no then the teacher…
 creates the Bridge Plan in Assessment applications
 notifies the parent of: SBGL status, a confirming assessment will be given
next fall, and their child may be put on a READ plan at that point.
 discusses home reading strategies that the parent can do to help their child
improve their reading skills over the summer. (Use “DPS Spring Bridge
Letter to a READ Plan”)
QUESTIONS?
o Questions on READ Plans.
THE READ ACT & RTI
Response to Intervention (RtI) should be used hand-in-hand with…
• the READ Act to help students get the interventions that are most
appropriate for them.
• students who are below grade level, but are not SBGL.
•
RtI Resources :
– Getting Started: http://rti.dpsk12.org/get-started/
– Provides information and guidance for teachers on the RtI
process
– RtI Appendix: http://rti.dpsk12.org/appendix/
– Provides DPS RESOURCES to guide you, DPS FORMS to
empower you, and TOOLS to implement for each step in the
RtI DATA INQUIRY PROCESS after selecting GRADE,
FOCUS, and SUBJECT.
READ PLANS & SPECIAL EDUCATION
While the law allows for READ Plans and IEPs to be combined, DPS has
decided it is in the best interest of the district to create separate READ
plans for students who have IEPs.
New Shortened READ Plan for Students with IEPs
• If IEP addresses literacy, much of the required READ Plan
documentation is already incorporated into the IEP.
• Prior to a parent meeting, review student’s IEP to ensure it addresses
literacy.
• Follow steps on next page.
READ PLANS & SPECIAL EDUCATION
Steps for students with an IEP that address literacy
 Log into Assessment Applications
 Click on OASIS Data Entry
 On the Student Summary tab, under column Create READ Plan,
select the Create Plan button.
 In the Student Information section of the READ Plan, teachers will
select the “IEP with Literacy focus” button.
 Teacher confirms necessary READ Plan info is in IEP
 Teacher completes the rest of the READ Plan
READ PLANS & SPECIAL EDUCATION
Review the Special Education and READ Act document to check to
ensure IEP can be used as the READ plan.
READ ACT & ENGLISH LANGUAGE LEARNERS
•
•
•
•
Teachers will assess English Learners based on their primary language of
instruction.
– If instructed in both languages, choose language in which majority
(more than 50%) of the student’s literacy instruction occurs on a
daily basis.
Use the Language of Assessment document to help make this
determination.
Students are not required to be tested in both languages.
If students are reading SBGL in their primary language of instruction, a
READ Plan will be required.
Primary language of Initial Assessment
instruction is…
30 day verification to
confirm SBGL status
English
ISIP ER
ISIP ER
Spanish
ISIP Español
ISIP Español
EXEMPTIONS
Exemptions from Testing
Exemptions from READ Plans
1st year Enrolled Exemption
Language Exemption
Special Accommodations Exemption
Grade-level Exemption
Entering Exemptions:
All exemptions will be entered individually in the Assessment
Applications.
Follow these steps:
1. Log in to Assessment Apps 
2. Click OASIS Data Entry 
3. Under Exemption column, Click “Create Exemption”
4. Select the correct exemption.
STUDENT EXEMPTIONS FROM TESTING: 1ST YEAR ENROLLED
1st Year Enrolled – to qualify students must meet all 3 requirements:
1. English Learners
2. scored Non-English Proficient (NEP) on W-APT assessment
3. in first year of enrollment in a US school.
Please note: Infinite Campus data should be used for this decision. Please
check that an EL’s data in IC is updated on the summary page at the bottom.
STUDENT EXEMPTIONS FROM TESTING:
SPECIAL ACCOMMODATIONS
Special Accommodations Exemption–Due to limited allowable
accommodations on CDE approved assessments, some students with
disabilities cannot access the assessment. This unintended exclusion of some
students reading SBGL is currently being addressed by a state-wide task
force.
•
•
•
•
All students should be assessed using approved accommodations to
receive a valid and reliable score as outlined by the author of the
assessment.
If this is not the case, students may be exempt from testing.
– Schools can use non-approved accommodations to obtain
instructional information even though the score will not be reported
to the ARE department.
This decision should be made on a student-by-student basis.
DPS recommends testing students when appropriate.
STUDENT EXEMPTIONS FROM READ PLAN:
LANGUAGE ISSUE VS. READING ISSUE
Language Exemption (Only applies to ELA-E students)
If an ELA-E’s assessment score is SBGL and the teacher determines it is
related to the student’s language development, then the student can be
exempt from a READ Plan.
• ARE recommends a READ Plan focused on Language Development to
help these students.
• Teachers should use the following student info to help make this
determination:
• ELL designation
• English Proficiency based on W-APT
• ACCESS scores and ACCESS Trajectory Status
• Classroom observations
• Other standardized assessments (CMAS, DRA2, SRI, etc.)
*Please note: there are some cases where a teacher will have to make the
decision with limited data.
*More detailed information is available in the READ Act Guidebook.
STUDENT EXEMPTIONS FROM READ PLAN
Grade-Level Exemption
• After fall testing, a student who previously was on a READ Plan has an
assessment score that indicates grade-level reading and a body of
evidence supports this score, the student does not need a READ Plan.
• Enter the grade-level exemption in Assessment Applications.
3RD GRADE ADVANCEMENT/RETENTION POLICY
DPS will not retain any student solely based on Significantly Below Grade Level
(SBGL) identification in reading, but continue to use current Policies IKE and IKER. DPS highly recommends retention only be used in extreme cases when all other
interventions/strategies have been exhausted because of the decades of research that
shows retention as ineffective and harmful.
•
•
Policy IKE: (Click here) provides grade retention depends on several factors including all
of the following:
– Academic skills,
– maturity,
– satisfactory completion of assigned work, and
– likely success in completing the academic work at the next grade level.
Policy IKE-R: (Click here) provides specific timeframe beginning 4 months before end of
year and if parents and principal do not agree, the student will not be retained.
Exemptions from the retention/advancement conversation by law:
•
•
•
students with disabilities eligible to take alternative statewide tests or the student’s
disability impacts progress in developing reading skills,
students with limited English proficiency,
students previously retained in 3rd grade.
3RD GRADE ADVANCEMENT/RETENTION POLICY (CONT.)
TIMELINE
Month
Action Steps
January (early)
ARE provides list of required students in School Folders.
January –by end of month
1. Schools send Meeting Notification letters to parents
2. Schools call parents to set up meetings.
February through end of year 1. Meetings occur
2. READ Plans updated by teacher
March 1st
If retention is seriously considered, academic
interventions to address the student's needs will be
developed and implemented by the first school day of
the month.
March through end of school If retention is seriously considered, continue to thoroughly
year
follow Policy IKE-R
Anytime after meeting
Complete and send Post-Meeting letter to parent informing of
decision and rationale. For retained students, a copy of letter
must be put in student’s permanent record.
*More information on ARE’s website
SUMMER ACADEMY 2015
All K-3 students on READ Plans will be required to attend the DPS
READ Summer Academy in June.
•
For more information visit the Summer Academy website:
http://ela.dpsk12.org/instruction/dps-summer-academy/
•
Contact:
– Alejandra Estrada
– Alejandra_Estrada@dpsk12.org or DPSSummerAcademy@dpsk12.org
– 720-423-3523
ASSESSMENT APPLICATIONS & OASIS DATA ENTRY
•
All READ Plans are created and data is entered through
https://are.dpsk12.org/assessapps/ or https://aresecure.dpsk12.org/assessapps/
Let’s watch how I access OASIS Data Entry in Assessment Apps.
ASSESSMENT APPLICATIONS & OASIS DATA ENTRY
ASSESSMENT APPLICATIONS & OASIS DATA ENTRY
QUESTIONS?
READ ACT ASSESSMENT WINDOWS, REQUIRED STUDENTS,
AND ASSESSMENTS TO USE
READ Act Windows
Fall
(Initial
Screener)
Fall (30 Day
Verification)
Midyear
Spring
Kindergarten
8/24 – 10/23
10/26 – 12/14
12/14 – 2/3
4/6 – 5/17
Grades 1-3
8/24 – 10/5
10/6 – 11/19
12/14 – 2/3
4/6 – 5/17
Grades 4-12
8/24 – 10/5
N/A
12/14 – 2/3
4/6 – 5/17
Let’s take a look at the Timeline and
Requirements Document. (Under
General Resources
http://dpsare.com/read-act/)
QUESTIONS?
5 MINUTE BREAK
Istation specific training next!
WHAT IS ISTATION?
Istation…
• is a web-delivered Computer Adaptive Test (CAT) that diagnostically assesses student
ability in critical domains of reading,
• provides web-based reports detailing student strengths/areas of need and links to
teaching resources,
• allows teachers to make informed decisions to target reading instruction and intervention
strategies.
Istation is designed to…
• identify children at risk for reading difficulties,
• provide continuous progress monitoring of skills that are predictors of later reading
success, and
• provide immediate data linked to student learning needs.
The entire assessment…
• requires 40 minutes or less
• can be administered individually, small group, whole class, to an entire school, and even
an entire district in a single day - given adequate computer resources.
WHAT IS A COMPUTER ADAPTIVE TEST (CAT)?
CAT tests…
• adjust to the ability of the child
• replace the need for multiple test forms
How does a CAT test work?
CRITERIA FOR SELECTING APPROPRIATE ISTATION TEST
By Grade level:
• K-3 = ISIP Early Reading.
• 4-8 = ISIP Advanced Reading.
• K-3 students receiving the majority of their literacy instruction in Spanish = ISIP
Español. (ARE is working with the ELA department to provide a decision-tree to
help teachers/school staff make these decisions).
PROGRESS MONITORING WITH ON DEMAND ASSESSMENTS
What are On Demand Assessments?
Teachers will have the ability to assign shortened forms of the assessment that focus
on the areas of reading selected.
– ARE recommends specific Subtests (5-10 minutes) throughout the
intervention cycle to measure progress.
– Be mindful not to over assess.
Availability of On Demand Assessments
Month
Website defaults to…
On Demand Assessment Availability
August to October
Full assessment
Only after full assessment taken by student
November to March
On Demand
Anytime, but must assign all subtests for each student
April to May
Full assessment
Only after full assessment taken by student
June
On Demand
Anytime, but must assign all subtests for each student
How to schedule On Demand Assessments?
Use the one page document on the ARE READ Act
website.
ISIP EARLY READING
ISIP EARLY READING DOMAINS AND SUBTESTS
Domain
Subtest
Item Types
Phonemic Awareness
Phonemic Awareness
•
•
Beginning Sound
Phonemic Blending
Phonics
Letter Knowledge
•
•
Letter Recognition
Letter Sound
Alphabetic Decoding
•
Alphabetic Decoding
Spelling
•
Spelling
Vocabulary
Vocabulary
•
•
Picture Items
Synonym Items
Comprehension
Listening Comprehension*
•
Listening to story, question read aloud, and
picture answers.
Reading Comprehension
•
•
Matching sentences and pictures
Sentence Completion
Text Fluency*
•
2-minute maze task where every fifth or sixth
word is blank
Fluency
*Text Fluency and Listening Comprehension use parallel forms that
measure end-of-grade level expectations and are not CAT items.
ISIP ADVANCED READING
ISIP ADVANCED READING DOMAINS AND SUBTESTS
Subtest
Item Types
Word Analysis
•
Vocabulary
Select the word that:
• best matches the definition
• Is most similar in meaning to the following word
• Best describes the following picture
• Is most similar in meaning to the underlined word
Reading Comprehension
•
•
•
Timed passage with 4 MC questions.
Not allowed to go back to passage
Narrative and expository texts that measure:
o Main idea
o Cause/effect or problem/outcome
o Inferences
o Critical judgment of the text
Text Fluency*
•
2 ½ minute maze task where every seventh word is blank;
choose from 3 words.
Spelling
ISIP ESPAÑOL
•
Aligned to Spanish Language Arts & Reading standards including…
– WIDA (World-class Instructional Design and Assessment)
– Estandares del desarrollo de la lectura (Reading Development Standards) from
United States, Puerto Rico, Columbia, Mexico and Spain Ministries of Education
•
•
•
Developed in Spanish by native speakers of Spanish
Not a translation
Assessment items include cultural references to Spanish speaking countries
Why is this important? Research shows…
• “Teaching beginning Spanish Literacy is different than teaching beginning
English literacy because the linguistic nature of the two languages is
different (Myer, 2010).”
•
“It is important that teachers know how reading in Spanish is similar to and
yet different from, teaching reading in English (Escamilla, 1999).”
FOUNDATIONAL DIFFERENCES IN TEACHING ENGLISH VS. SPANISH
READING SKILLS - MYER, 2010
English
Spanish
Phonemic awareness taught in pre-reading
stage
Phonemic awareness taught concurrently with
reading and writing
Not a direct sound to symbol correspondence
Direct sound to symbol correspondence
Consonants before vowels
Vowels before consonants
Letter names taught before/ in conjunction
with initial sounds
Letter names taught after initial sounds
16 vowel sounds
5 vowel sounds
Key phonological structure: Onset and Rime
Key phonological structure: Syllable unit
Monosyllabic words common and typically
used in beginning reading instruction
Very few monosyllabic words; 2 and 3
syllabic words common in beginning reading
instruction
Words sounded out by individual
Words sounded out by syllables
ISIP ESPAÑOL
ISIP ESPAÑOL READING DOMAINS AND SUBTESTS
Domain
Subtest
Conciencia
Fonológica
Item Types
Destreza fonológica y
fonética
Phonemic and
phonological awareness
Letter sounds, beginning rhyme, rhyming and
blending
Comunicación escrita
Written Communication
Grapheme-phoneme correspondences and
syllabic awareness
Vocabulario
Vocabulario
Vocabulary
Vocabulary
Oral and academic vocabulary including
derivatives, associatives, prefixes, and suffixes.
Comprensión
Comprensión auditiva*
Comprehension
Listening Comprehension
Phonemic Awareness
Conversión Grafemafonema
Grapheme-phoneme
conversion
Comprension de lectura
Reading Comprehension
Lectura con Fluidez
Lectura con fluidez*
Fluency
Text Fluency
Listening to one narrative and one expository
passage; question read aloud, and answered.
Narrative and expository texts paired up with
inferential and evidential questions
Receptive fluency with text comprehension
(Maze task where every seventh word is blank)
*Lectura con fluidez and Comprensión auditiva use parallel forms that
measure end-of-grade level expectations and are not CAT items.
WHAT DOES ISTATION MEASURE BY GRADE LEVEL?
ISIP Early Reading/ISIP Advanced Reading
ISIP Español
NUMBER OF ITEMS PER SUBTEST
To ensure Istation presents reliable, valid data for instruction, students will
see a minimum number of items per subtest:
Assessment
Number of
items per
subtest
Overall
Reading Ability
Index Score
Range
ISIP Early
5 to 20
Reading/Advance
d Reading
ISIP ER: 0 –
290+
ISIP AR: 0 –
2240+
ISIP Español
0 – 985+
Information not
provided in
technical manual.
We are following
up with Istation.
ISTATION SCORES
Ability Index
• a measurement scale that aligns student performance levels with test question
levels of difficulty on the same scale. ISIP determines the difficulty level at which
the student is able to perform and An ability index is assigned for overall reading
and individual subtests.
• Since ISIP is adaptive and the test questions are displayed based on student
performance, not age or grade, identical ability indices across grades mean the
same thing. For example, a first grader who receives a score of 215 and a third
grader who receives a score of 215 are performing at the same level.
Grade Level Equivalencies
• Based on 2010–2011 norming group, the grade level equivalent (GE) represents
the grade level and month of the typical score. If a student receives a GE of 2.4,
this means that the student earned a score similar to the 50th percentile students
in the test’s norming group who were in their fourth month of Grade 2.
• The grade level equivalent does not represent the appropriate level of
instructional material with which a student should be placed. Grade level
equivalencies should never be interpreted literally, but rather as a rough
estimate of a student’s grade level performance.
ISTATION SCORES (CONT.)
•
Difference Between Ability Index Scores and Grade Level Equivalencies
– There are basic differences between Ability Index Scores and Grade Level
Equivalencies. The Ability Indices represent a student’s performance on a
measurement scale of skill and reading ability. In contrast, the grade level
equivalent represents a student’s performance in comparison to students who
were in the norming group.
•
Lexile® Reader Measures
– Istation has partnered with MetaMetrics®, developer of the widely adopted
Lexile® Framework for Reading to link student comprehension scores from
ISIP to the Lexile scale. Students are given a Lexile reader measure every time
they take the ISIP Early Reading comprehension subtest. The comprehension
subtest is typically given to students in Grade 1 through Grade 8.
– Because Lexile measures place readers and texts on a common scale, teachers
and parents are able to match students with appropriately challenging reading
materials.
ISTATION INSTRUCTIONAL TIERS
Istation Proficiency Levels
Tier 3
DPS Proficiency Levels
0 – 20th
percentile
SBGL – Significantly below grade level
21st – 39th
percentile
Tier 1
40th – 100th
percentile
GL/AG – Grade Level
or above grade level
INSTRUCTIONAL TIER GOALS FOR EACH ASSESSMENT
•
•
Istation provides Instructional Tier Goal Charts by month located on the website.
Updated scores will be available in early September based on a new norming
study.
ISIP Early Reading Sample:
CONNECTION TO OTHER ASSESSMENTS
Reading Level Correlations
•
Istation completed empirical studies for DRA2 and Lexile levels. These
are reliable data points, but ARE always recommends teachers use a body
of evidence to truly represent a student’s ability.
•
Istation provides a Disclaimer for connections to other assessments on
these documents.
•
Let’s take a look!
QUESTIONS?
GETTING STARTED GUIDES
1. Getting Started with Istation
2. Assisting Young Students with Technology
3. Assessment Day Script in English and Spanish
Click on the pictures to download a PDF.
TEST ENVIRONMENT AND SECURITY
Testing environment…
• provides best opportunity for student to succeed.
• does not distract nor assist student in any way.
• has excellent lighting and temperature.
• is free of clutter.
• is always actively proctored by teacher whose students are being
assessed.
Security
 Student login cards are not distributed until moments before start of
test.
TEACHER/SAL GETTING STARTED WEBINAR
•
•
•
Go to www.dpsare.com/read-act/
Select Elementary / K-8
Under Training  Istation  Getting Started Webinar
LOGIN INFORMATION
Teacher/SAL/Admin login
Username – DPS Active Directory Login
Password – Emailed directly from vendor, will have to change after logging
in for the first time.
*We recommend that teachers use the same password as their DPS username.
Student login
Username – 6-digit DPS Student ID, 123456
Password – 8-digit birthday, MMDDYYYY
Teacher dashboard access – www.istation.com
Student assessment access – via application installed on device
BEFORE THE FIRST ASSESSMENT: SAL CHECKLIST
 Istation app is downloaded and ready for student use.
 Verify correct student data is imported into Istation to create user
accounts.
 Reliable headsets are connected to student technology where Istation will
be used.
 Student login cards are printed and ready for student use.
 Active monitoring of students is planned to ensure fidelity of program
results.
 Teachers become familiar with student assessment by logging in with
their own account information.
 STR Check-in:
 Programs installed and computers are rebooted daily and/or between
sessions.
 Have technical issues come up? Have administration issues come up?
Have appropriate contacts been notified?
 Set up testing schedule for school with proper accommodations for
qualifying students.
DURING THE ASSESSMENT: ACTIVE PROCTORING
Why do teachers need to actively proctor the assessment?
• To collect accurate assessment data that provides accurate picture of student
performance
• To maximize instructional time
What does Active Proctoring look like?
The teacher…
 actively monitors students during the test (i.e., walk around the room).
 does not interact with students while they are responding to a question.
 does nothing (verbally or nonverbally) that may impact a student’s answer.
 keeps the computer monitors in view. (i.e., students SHOULD NOT browse the web
during the test)
 makes students aware that computer-based assessments are formal assessments with
no talking or looking at another’s computer screen.
 cannot use their own computer during assessment.
 verifies the student logs off the computer after completing the assessment and sits
quietly until the testing session is complete.
 allows students to read, but not to get back on the computer.
AFTER THE ASSESSMENT
Train teachers how to…
 identify useful reports to help drive instruction
 group students and identify focus for instruction
 administer linked and recommended Istation Teacher Directed Lessons.
 create required READ Plans for identified students
 schedule On Demand Assessments to determine if student is responding
to intervention
TEACHER SAMPLE TESTS
•
•
Teachers can take a sample test by starting the student application and
entering login credentials.
Assessment defaults to grade level of teacher’s classroom.
– This can be changed in Edit Manager after searching for your name
and clicking the button below:
WHAT ARE ASSESSMENT ACCOMMODATIONS?
• Changes made to assessment procedures that provide students
with an equal opportunity to demonstrate knowledge and skills
• Changes that do NOT:
– affect the reliability or validity of the assessment
– alter the instructional level, content, or the performance
criteria
WHAT ACCOMMODATIONS ARE AVAILABLE FOR ISTATION?
Accommodation
What does the accommodation look like?
Scribe
• 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.
Untimed
assessments
• Only available for students with extended time built into their IEP.
Otherwise, it is not available.
Oral Instruction
• Oral instruction may be provided for the activities if necessary,
including instructions in sign language.
More TBD
• We are still working with Istation to figure these out.
Presentation accommodations such as braille are not available for a
computer adaptive assessments, in these cases please use an alternate
literacy assessment to measure student reading achievement and progress.
QUESTIONS?
HOW CAN ISTATION REPORTS SUPPORT INSTRUCTION?
•
•
•
•
•
Assessment reports automatically group students according to the level of
skill and support needed.
Teachers are provided links to teacher-directed plans of instruction,
downloadable lessons, and materials appropriate for each group.
Data is provided in both graphical and detailed numerical formats on
every measure and at every level of a district’s reporting hierarchy.
Data can be pulled at the student, teacher, classroom, school, and
network level.
Individual student information can be provided to parents or guardians
of students tested.
SUMMARY OF REPORTS AVAILABLE
TOP REPORTS USED BY TEACHERS
•
•
•
Summary Report
Priority Report
Student Summary Report
Each report allows teachers to drill down to each iteration of the assessment
that shows:
– Questions answered
– Student selected response
– Correct answer
– Time spent on each question
SUMMARY REPORT
The ISIP Summary
Report shows the
number and
percentage of students
at each instructional
tier for the current
month.
Individual students
broken out here
After ISIP, students are
automatically classified by tiers
Scroll over the data for
a more in-depth look
PRIORITY REPORT
The Priority Report
alerts teachers of
students needing
additional support,
and provides
lessons based on
demonstrated
weaknesses.
Student’s are grouped
according to specific need
Lessons are prescribed here (PDF)
Teachers can document the
intervention creating an audit trail!
STUDENT SUMMARY HANDOUT
The Student Summary
Handout provides
student performance
data from the most
recently completed
ISIP assessment.
Each Dot is a Data Point
WHAT RESOURCES ARE AVAILABLE ON THE ISTATION WEBSITE?
•
•
•
•
•
Access to all reports and data
– Customize and save reports
– Editing/printing/exporting reports in various formats
Teacher Resources
– Teacher Directed Lessons
– Reading Level Correlation Chart
– Instructional Tier Goals
– Percentile Rank Charts
– Glossary of Terms
Help Center
– Teacher/Administrator, Tech/STR, and PD Training Videos
Interactive User’s guide
Lexile – Find a Book
QUESTIONS?
TECHNOLOGY REQUIREMENTS
•
•
To take the assessment, every student needs:
– Device (desktop, laptops, or tablets)
• Headphones (regular headphones can be used; same type used
for CMAS)
• Mice
• Tablet keyboards needed for ISIP Advanced Reading for grades
4-8
Runs on Windows, Macintosh, Chromebook, iPads, and other tablets.
HARDWARE/SOFTWARE REQUIREMENTS
•
•
•
STRs will set up all devices to administer the assessment.
Istation runs on several platforms and has very modest hardware
requirements. Especially important to note is that Istation products run
easily on iPads and MacBook Airs.
You can run Istation from a small client app installed on your desktop or
you can run the program as a completely web-based program. If you run
products as an installed app, the following requirements apply:
WHO TO CONTACT WHEN THINGS GO WRONG?
Start with…
1) READ Act SAL, then the..
2) School Technology Representative (STR), then either…
3) Issues with Technology
Issues with Administration
(network connectivity, hardware, etc.)
(logins, misadministrations, missing
students, etc.)
• DoTS Hotline - 720-423-3888
• READ Act SAL
(Peter Tardif, 720-423-3766)
• Istation Assessment Coordinator
(Ashely Jakubowski, 720-4232197)
• ARE Hotline
720.423.3736
4) Istation Customer Support: (Open Monday through Friday, 8:00 AM to 7:30 PM)
E-mail – support@istation.com
Phone – 866-883-7323, press 2
ACCESSING ISTATION’S WEBSITE
Let’s take a look!
•
•
•
•
www.istation.com
Select Customer Login
Type in your login info
– Username = DPS Active Directory Login
– Password = Unique emailed from Istation
Use top bar to navigate the webpage
QUESTIONS?
CLOSING
• Rochanda Jackson - Manager of Assessment Administration
Rochanda_jackson@dpsk12.org
720-423-3758
• Ashley Jakubowski – Assessment Coordinator (ANet and Istation)
Ashley_jakubowski@dpsk12.org
720-423-2197
• Peter Tardif - READ Act Coordinator (DRA2/EDL2, Istation, STAR)
Peter_tardif@dpsk12.org
720-423-3766