LANGUAGE! Live offers more for struggling readers than any other product. Proven foundational and advanced reading intervention. Peer-to-peer instruction. Literacy brain science. A captivating modern, digital platform for grades 5–12. All
in one affordable solution. More is possible
Grades K-5 blended literacy intervention
Grades K-5 independent, online reading practice
Grades 4-12 print literacy program
Grades K-12 writing program
Grades 4-12 literacy intervention
TransMath® Third Edition is a comprehensive math intervention curriculum that targets middle and high school students who lack the foundational skills necessary for entry into algebra and/or who are two or more years below grade level in
A targeted math intervention program for struggling students in grades 2–8 that provides additional opportunities to master critical math concepts and skills.
Empowers students in grades K–8 to master math content at their own pace in a motivating online environment.
Inside Algebra engages at-risk students in grades 8–12 through explicit, conceptually based instruction to ensure mastery of algebraic skills.
Developed by renowned literacy experts Dr. Louisa Moats and Dr. Carol Tolman,
LETRS® is a flexible literacy professional development solution for preK–12 educators. LETRS earned the International Dyslexia Association's Accreditation and provides teachers with the skills they need to master the fundamentals
of reading instruction—phonological awareness, phonics, fluency, vocabulary, comprehension, writing, and language.
Online professional development event is designed for preK to college educators interested in improving student success in reading and writing
Literacy solutions guided by LETRS’ science of reading pedagogy, the Structured Literacy approach, and explicit teaching of sound-letter relationships for effective reading instruction.
NUMBERS is an interactive, hands-on mathematics professional development offering for elementary and middle school math teachers.
Best Behavior Features Elements to Create a Happy, Healthy School Environment
Look to ClearSight to measure student mastery of state standards with items previously used on state high-stakes assessments. ClearSight Interim and Checkpoint Assessments include multiple forms of tests for grades K–high school.
Reliable, Research-Based Assessment Solutions to Support Literacy and Math
Enhance early reading success and identify students experiencing difficulty acquiring foundational literacy skills.
A companion tool for use with Acadience Reading K–6 to determine instructional level and progress monitoring.
Assess critical reading skills for students in grades K–6 and older students with very low skills.
Assess essential pre-literacy and oral language skills needed for kindergarten.
Predict early mathematics success and identify students experiencing difficulty acquiring foundational math skills.
Give educators a fast and accurate way to enter results online and receive a variety of reports that facilitate instructional decision making.
A brief assessment that can be used with Acadience Reading K–6 to screen students for reading difficulties such as dyslexia.
A new, online touch-enabled test administration and data system that allows educators to assess students and immediately see results, providing robust reporting at the student, class, school, and district levels.
Unparalleled support for our educator partners
We work with schools and districts to customize an implementation and ongoing support plan.
Grades 5-12 blended literacy intervention
Flexible literacy professional development solution for preK–12 educators.
Focused on engaging students with age-appropriate instruction and content that supports and enhances instruction.
Reading intervention for grades K–5.
At Voyager Sopris Learning®, our mission is to work with educators to help them meet and surpass their goals for student achievement.
Step Up to Writing®
Ticket to Read®
by Janet R. Macpherson on Oct 26, 2016
Editor’s Note: This is the second in a two-part blog discussing context and its use in interpreting assessment data. The first part of this blog was published here on Oct. 19.
In last week's blog, I wrote about the importance of context in situations from reading to deciphering vocabulary words to interpreting assessment data.
Although context has many applications for helping to understand unclear situations, it also can be an important guide for educators seeking to compare and evaluate student progress.
Returning to last week’s example where I was interpreting a set of scores for a seventh grade student, we established a common measure: a percentile rank. This can be used to look at the test results of our seventh grade student. In our case, it is important to keep in mind that the percentile ranks are based on norms that are grade level for the PAR, but based on age for the TOSCRF and TWS-4. While most of the time students in the seventh grade will be between 12 and 13 years old, that is not always the case for various reasons. This wouldn’t stop me from using the percentile ranks as a common measure, but I do keep this difference in mind.
The table below shows the scores for our seventh grade student. The first column shows the test name. The next three columns show the raw score, Lexile or standard score, and percentile rank for the beginning of the academic school year (BOY). Columns five to seven show the same data points, but for the end of the year (EOY). The last column shows the gain that occurred from the beginning to the end of the school year.
Looking at the test scores, this is a student who needs help with improving reading skills. The thing that stands out to me with this student is the difference between the TOSCRF and the other two tests. The PAR and TWS-4 are at about the same percentile, not as high a percentile as we would like, but about the same. The TOSCRF, on the other hand, is quite low in comparison, indicating this is a student that has some reading skills, but certainly is not reading fast enough or with sufficient automaticity to keep up in a grade-level class.
At the end of the year, the PAR and the TWS-4 show the student at or above the 25th percentile, the boundary of the average range, but still at the lower end of the range. There was good progress on the TOSCRF indicating the fluency and automaticity of this student has improved, but there is room for more improvement. As with so many struggling readers, the way to improve reading skills is to read more, but often reading isn’t the first thing a struggling reader thinks of doing on a regular basis. If I were asked for a recommendation, I would suggest this student continue with the reading intervention into the next year, allowing the student to get the instruction and practice needed to continue improving.
Understanding the context of the tests helps us understand what the results are telling us. Understanding how to interpret the scores from those tests allows us to compare results and determine where focus might be needed. Context is necessary and important, even in benchmark assessments.
"... THE KIDS ARE EXCITED ABOUT THE GAINS THEY ARE MAKING."
Listen to educators and students across the country tell their stories of transformation using LANGUAGE! Live.
View Success Stories
Add your email here to sign up for EDVIEW 360 blogs, webinars, and podcasts. We'll send you an email when new posts and episodes are published.