When Accurate Assessment Leads to Excellent Instruction: Aligning Curriculum with the Science of Reading Using Acadience Reading K–6 and Voyager Passport
Universal screening is an essential element of schoolwide literacy models for implementing the science of reading and aligning it to curriculum. Screening with Acadience® Reading K–6 efficiently indicates skill level on the essential early literacy skills—phonemic awareness, phonics, fluency, and reading comprehension. Giving the assessment is only the first step. Educators need to know how to interpret the data and link assessment to curriculum and instruction that improve reading performance.
In this useful session, participants will see examples of the common patterns of risk captured by Acadience Reading K–6 as displayed in the Acadience® Learning Online platform. Our presenters will share how the assessment results can lead to targeted lessons within the Voyager Passport® program. Examples of specific lessons will illustrate the instruction needed by students with each risk pattern.
Attendees will learn:
- The features of Acadience Reading K–6 as a universal screening assessment that indicates the five essential components of reading
- Which skills to target for science of reading-based instruction as displayed in the Acadience Learning Online platform
- The common patterns of data for students who are at risk of reading failure
- Targeted lessons within Voyager Passport that meet the needs of at-risk students
- How to pair assessment results with specific lessons and activities within Voyager Passport
Presenters
Dr. Stephanie Stollar
Dr. Stephanie Stollar is the founder of Stephanie Stollar Consulting L.L.C. and the creator of The Reading Science Academy.
She is the former vice president for professional learning at Acadience® Learning Inc. She is an adjunct professor in the online reading science program at Mount St. Joseph University, and a founding member of a national alliance for supporting reading science in higher education. Dr. Stollar has worked as an educational consultant, a school psychologist, and an assistant professor in the school psychology program at the University of South Florida, and has provided professional development for teachers for the past 25 years. She is a co-author of Acadience Reading K–6, Acadience® Reading Survey, and Acadience® Reading Diagnostic. She has conducted research in the areas of assessment, early intervention, and collaborative problem solving. As a member of the board for the Innovations in Education Consortium, she collaboratively plans the annual MTSS Innovations in Education Conference.
Hannah Irion-Frake
Hannah Irion-Frake is a third-grade public school teacher with more than 13 years of teaching experience in second and third grades. She is a graduate of Bucknell University, Bloomsburg University, and the University of Massachusetts Lowell with Masters degrees in both Reading and Curriculum & Instruction. She is LETRS® trained and committed to spreading awareness of the science of reading. She shares actively about how she brings Structured Literacy practices into her own third-grade classroom on her Instagram account @readingwithmrsif and on Twitter @readingwithmsif. Irion-Frake is also an Epic! Master Teacher and Seesaw Ambassador, bringing her love of reading and educational technology into her classroom. She lives in central Pennsylvania with her husband, also a teacher, and their three sons.
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