Research Basis

The istation Reading Program is a comprehensive reading and intervention program developed using scientifically based reading research. It helps schools ensure their students learn to read by automating progress monitoring, individualizing instruction on the computer and in the classroom and providing district, school, class and student reports that categorize risk and show skill growth.

There is a wide consensus about what comprises the elements of effective reading instruction (e.g., National Reading Panel, 2000; Rayner, Foorman, Perfetti, Pesetsky,   Seidenberg, 2001; Snow, Burns,   Griffin , 1998).

These elements are the same, whether the focus is prevention or intervention and include: phonemic awareness, alphabetic knowledge and decoding skills, fluency in word recognition and text processing, vocabulary and comprehension (Foorman   Torgesen, 2001).

Likewise, consensus on the predictors of reading difficulties is emerging from longitudinal databases (e.g., Fletcher, Foorman, Boudousquie, Barnes, Schatschneider,   Francis, 2002; O'Connor   Jenkins, 1999; Scarsborough, 1998; Torgesen, 2002; Vellutino, Scanlon,   Lyon , 2000; Wood, Hill,   Meyer, 2001).

By monitoring student progress learning skills that are predictive of reading success and using that data to differentiate instruction, istation helps ensure each student reaches their full reading potential.

istation and Classroom Instruction

istation makes data actionable through immediate availability of student progress reports that are based on evaluations of ISIP results and performance within istation's interactive curriculum. These reports group students according to risk level and skill weakness.

The Priority Report automatically alerts teachers of students in need of additional support. Links are provided on this report to downloadable teacher directed plans of instruction for each risk level and skill weakness. These lessons and materials are designed to differentiate instruction for each student group. In addition to the lessons recommended on the Priority Report, teachers have access to an entire library of lessons and support materials to choose from.

When student performance on assessments is below goal for several consecutive assessment periods, teachers are again notified on the Priority Report and new lessons recommended. This is done not only to further differentiate instruction, but also to raise teacher concern and signal the need to consider additional instructional strategies.

A complete history, including current and prior years, of Priority Report notifications is maintained by student. On the Priority Report, teachers may acknowledge that suggested interventions have been provided. An intervention history is maintained with each student's performance records.

Student performance reports and intervention history provide needed documentation for Response to Intervention (RTI), Special Education individual education plans (IEP's) and teacher parent conferences. In addition to ISIP and student performance reports, usage reports are provided to monitor fidelity of implementation.

Early Reading Assessment and Instructional Planning

It is well established that assessment-driven instruction is effective. 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 (Conte & Hintze, 2000; Fuchs, Fuchs, Hamlett, & Ferguson, 1992; Mathes, Fuchs, Roberts, 1998). These teachers also have a more realistic conception of the capabilities of their students than teachers who do not regularly use student data to inform their decisions (Fuchs, Deno, & Mirkin, 1984; Fuchs, Fuchs, Hamlett, & Stecker, 1991; Mathes et al., 1998).

Assessment-driven Instruction in istation

ISIP results are used in recursive assessment-instructional decision loops within istation. First, ISIP identifies students potentially at risk of reading failure. These results are then used by istation to create a scope and sequence for each student. Student results from istation's interactive curriculum are combined with ISIP continuous progress monitoring to develop a deeper student profile of strengths and weaknesses. istation uses these ongoing assessment results to further individualize instruction based on student need and ability.

istation's Indicators of Progress

istation's Indicators of Progress (ISIP™) grows out of the Curriculum-Based Measurement (CBM) model of continuous progress monitoring. CBM is an assessment methodology for obtaining measures of student achievement over time by repeatedly sampling proficiency on the school's curriculum at a student's instructional level (Deno, 1985; Fuchs & Deno, 1991; Fuchs, Deno, & Marston, 1983). Teachers use CBM to index student progress over time, which in turn, can facilitate teachers' formative evaluation of their teaching effectiveness. Research indicates CBM can accurately, meaningfully, and sensitively describe such progress (Marston, 1989).

This is accomplished through the frequent administration of short, equivalent tests sampling all the skills in the curriculum. A student's past, present and probable future growth is tracked. When students are not making adequate progress, teachers modify their instructional program. Research demonstrates that instructional programs designed with CBM can result in greater student achievement, enhanced teacher decision making, and improved student awareness of learning (e.g., Fuchs, Fuchs, Hamlett, & Stecker, 1991). Thus, it represents a logical model for helping teachers identify those students for whom the standard curriculum used in the classroom is not having the desired effects. Once identified, teachers can intervene before failure has already occurred.

Computer application
A significant problem with CBM systems is they can be cumbersome (Stecker & Whinnery, 1991). Even when handheld technology is used, teachers must still individually administer the tests to each student. Further, the resulting data is often not available on a timely basis. The result is CBM has not been as widely embraced as would be hoped. Computerized automated CBM applications are the logical next step.

ISIP is the culmination of many years of work on extending computerized CBM applications to beginning readers. It automatically progress monitors Kindergarten through 3 rd Grade skills in the critical areas of phonemic awareness, alphabetic knowledge and skills, fluency, vocabulary and comprehension as mandated by the Elementary and Secondary Education Act, No Child Left Behind (NCLB).

ISIP Validity

Under the direction of Patricia Mathes, Ph.D. the SMU Institute for Reading Research conducted a study to determine the technical adequacy of ISIP. The study was conducted in five elementary schools in a mid-sized suburban/urban school district in the Dallas, Texas metropolitan area.

In the study, information was gathered on ISIP kindergarten, first, second and third grade assessments compared to Dynamic Indicators of Early Literacy Skill (DIBELS) kindergarten, first, second and third grade benchmark assessments.

The study found that when administered as recommended, ISIP is as valid an indicator of reading skills as an accepted, teacher administered assessment, DIBELS.

For more information on ISIP validity, the full ISIP Concurrent and Predictive Validity Study can be found on the Effectiveness Studies Web page.