Renaissance https://www.renaissance.com/ See Every Student. Thu, 11 Jan 2024 14:34:24 +0000 en-US hourly 1 https://wordpress.org/?v=6.4.2 https://www.renaissance.com/wp-content/uploads/2023/08/renaissance-favicon-2.svg Renaissance https://www.renaissance.com/ 32 32 New Report Highlights Lalilo’s Positive Impact on Improving Reading https://www.renaissance.com/2024/01/11/new-report-highlights-lalilos-positive-impact-on-improving-reading/ Thu, 11 Jan 2024 14:32:00 +0000 https://www.renaissance.com/?p=66528 WestEd study showcases the foundational literacy program’s breadth and ease of use, as well as increases in student learning, reading confidence, and motivation BLOOMINGTON, MN (January 11, 2024) – Renaissance, a leader in pre-K–12 education technology, announces the release of an independent study of educators’ and students’ experiences using the Lalilo foundational literacy solution. In […]

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WestEd study showcases the foundational literacy program’s breadth and ease of use, as well as increases in student learning, reading confidence, and motivation

BLOOMINGTON, MN (January 11, 2024) – Renaissance, a leader in pre-K–12 education technology, announces the release of an independent study of educators’ and students’ experiences using the Lalilo foundational literacy solution. In the study, educators confirmed that Lalilo effectively differentiates foundational literacy instruction and practice, motivates students to learn, and improves students’ overall reading skills.

Conducted by WestEd, the study is based on interviews with grade 1 educators who used Lalilo with their students during the 2022–2023 school year. As detailed in the report, the educators agreed that Lalilo is a high quality program that is well designed, easy to navigate and use, and motivating for emerging readers. Educators also commented that:

  • Lalilo’s placement test is far more accurate than their existing classroom assessments of early literacy skills
  • Lalilo allows students to learn at their own pace and provides targeted, personalized support to keep students engaged
  • Lalilo reinforces essential prerequisite skills while also helping students to learn more advanced literacy skills—with some students mastering skills beyond their grade-level standards
  • Lalilo increases reading confidence, especially in students who previously struggled with reading

“I can tell from the assessment that we just did, the end-of-year assessment, just how much the students have grown,” remarked one educator. “The growth that we saw was remarkable.” A second educator described Lalilo’s impact on struggling readers, noting that “students who had weak reading skills, weak decoding skills, they seemed to gain confidence” by using Lalilo, and are now “eager” to read aloud.

A third educator shared that her students looked forward to using Lalilo every morning. When given the choice, students “would ask if they could stay on [Lalilo] and keep doing it” rather than engaging in other activities, she added.

The educators were unanimous in stating they would recommend Lalilo to other schools and districts. On a scale of 0 (“not at all likely” to recommend) to 10 (“extremely likely” to recommend), Lalilo received an average rating of 9.5, the report notes.

Designed for students in K‒2+, Lalilo is built on Science of Reading research and provides explicit and systematic instruction and practice on phonemic awareness, phonics, fluency, vocabulary, comprehension, and more. Students can use Lalilo both in and out of the classroom, and Lalilo provides students with immediate corrective feedback to support their literacy success.

“We’re delighted by the findings in the WestEd report, and we thank the educators involved for their participation and very positive feedback,” said Eric Stickney, Vice President of Educational Research at Renaissance. “This is the first in a series of independent, Lalilo-focused studies, and we look forward to sharing additional findings in the future.”

To download the new WestEd report, visit https://renaissance.widen.net/view/pdf/4hmbl0bqmp/R67209.pdf. To learn more about Lalilo, visit https://www.renaissance.com/products/lalilo/.

About Renaissance

As a leader in education technology, Renaissance is committed to providing educators with insights and resources to accelerate growth and help all students build a strong foundation for success. We believe that technology can unlock a more effective learning experience, ensure that students get the personalized teaching they need to thrive, and help educators and administrators to truly, fully, See Every Student.

Contact for Media Queries Only:

Tracy Stewart

Director of Marketing Development

Renaissance

(832) 651-1189

pr@renaissance.com

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In K–12 assessment, one size clearly does not fit all https://www.renaissance.com/2024/01/08/blog-in-k-12-assessment-one-size-clearly-does-not-fit-all/ Mon, 08 Jan 2024 08:56:00 +0000 https://www.renaissance.com/?p=66459 Is your assessment truly aligned with your state’s academic standards for reading and math? The answer may surprise you.

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Sometimes, we talk about a company having a “secret sauce.” Perhaps this phrase points back to the famous “special sauce” on a McDonald’s Big Mac—the recipe for which is not much of a secret. I’m not sure, but I do know that some companies have an approach that differs significantly from their competitors—something unique that sets them and their products apart.

In this spirit, there’s something we do at Renaissance that is truly unique in the field of K–12 assessment. We work with it so often and it’s so ubiquitous in our solutions that we—and the educators using our products—largely take it for granted.

However, a recent experience reminded me of its importance in supporting teaching and learning.

Little girl with tablet

Learning progressions built for your state standards

I’m talking about the work we undertake to create custom learning progressions for each US state, to reflect each state’s standards of learning for reading and mathematics. These learning progressions, which form the “backbone” of our Star Assessments and many of our practice tools, use the very same domains and headings as the states do, such as “Print Concepts” in reading and “Geometry and Measurement” in math.

This means that Star reports and dashboards are organized differently for teachers in Texas—who are concerned about their students’ progress on the Texas Essential Knowledge and Skills (TEKS)—than for teachers in Virginia, who are concerned about students’ progress on the Virginia Standards of Learning (SOL). The same process applies to California, Georgia, Oklahoma, Wisconsin, and every other US state. We’ve even created reading and math learning progressions for Washington, DC.

Why is this so important?

Boy with special needs on tablet

Learning progressions, state standards, and skills

We organize the information in our products exactly as each state organizes its standards so that teachers can have a copy of their standards in one hand and a Star report in the other and see perfect alignment.

But it’s not just about organization and convenience.

Our content teams—working with the authors of different standards sets and with experts from around the world—undertake the time-intensive process of taking each standard in each US state and breaking it down into discrete, teachable skills. (This process is often referred to as “unpacking the standards.”)

Then, the most difficult work begins as the skills are placed in a teachable order, to reflect how learning develops within and across each domain.

The result is a learning progression that matches each state’s unique standards, helping educators to understand where their students are now and whether they’re on track to meet grade-level expectations by the end of the school year.

Little girl raising hand in class

Learning progressions and instructional planning

The importance and value of this unique approach of tailoring the domains and skills in our solutions to each state’s standards was clearly illustrated during a conference I attended recently. While there, I met with a district team to discuss how Star Assessments compare to a competitor’s offering. As we began to discuss reporting and instructional recommendations, a report from the competitor’s reading assessment was shown, and I was dumbstruck.

As I looked at the report, I quickly recognized that it was organized using the domains of the Common Core State Standards for ELA (e.g., Reading Comprehension: Literature, Reading Comprehension: Informational Text, etc.). This would be completely appropriate in a state using the Common Core. However, we were in a state that had left those standards years ago.

What does this suggest about the alignment of this assessment to the state’s standards? And how inefficient and frustrating must it be for the district’s teachers to have a copy of their state standards in one hand and a report from this assessment in another and find that they are organized completely differently?

This stands in stark contrast to our approach at Renaissance, which ensures that, when using Star Assessments and most of our practice products, teachers see reports and dashboards that directly reflect the domains and headings of their standards:

  • Teachers in states using the Common Core see the Common Core clearly reflected in the information presented.
  • Teachers in a non-Common Core state do not. They see their standards, with their unique domains and headings.

This is illustrated in the graphic below, where you’ll see an exact match between this particular state’s organization of its standards and Renaissance’s learning progression. You’ll also see the clear mismatch between the state’s organization and that of the other assessment provider:

Alignment to state standards (Renaissance vs. a competitor)

Tailoring learning content to teachers’ and students’ needs

This degree of customization is unmatched in education technology. While some companies may have built a single, highly ordered list of skills or a “continuum of learning,” these are not tailored to the standards of each state like Renaissance’s learning progressions.

To support schools around the world, we’ve now built more than 150 learning progressions. As I mentioned earlier, they’ve been developed for all 50 US states and for Washington, DC. We’ve also developed learning progressions for Alberta, Canada, and for the National Curriculum of England.

We’ve even developed multiple learning progressions for states as they have changed their standards. For example, 12 new learning progressions were built in 2023, given that several US states and England all updated or revised their mathematics and/or reading standards.

We will continue this work in 2024 and beyond.

Tools for high-impact learning

Discover Renaissance assessment and practice solutions for pre-K‒grade 12 learners.

Older students with a teacher

Focus Skills: The building blocks of student learning

If you’re not currently using Renaissance solutions, you can still see this alignment process for yourself by visiting our Focus Skills Resource Center.

What are Focus Skills?

Our work with learning progressions confirmed what most educators have grasped intuitively: that in both reading and math, not all skills are created equal. At each grade level, some skills have an outsize influence on students’ success. They are prerequisites for future learning and, as a result, are absolutely essential to students’ progress.

At Renaissance, we call these skills Focus Skills to highlight their essential nature and to indicate they should receive intense instructional focus, regardless of the particular curriculum materials a school is using.

Because Focus Skills are an integral part of our state-specific learning progressions, they are customized to the standards of each state. Here is how you can get a feel for this:

  1. Visit our Focus Skills Resource Center and scroll down to the “Focus Skills by the numbers” section.
  2. Select either Literacy or Math, and make sure your state is selected from the dropdown menu.
  3. You’ll see the domains and headings of your standards appear to the left, and the number of Focus Skills per grade level on the right, represented in a bar graph.
  4. To explore Focus Skills for individual grades, hover over any of the bars and click “View.”

Try switching to other states. As you do, you’ll see different domains and headings appear on the left, and you’ll see variations in the number of Focus Skills at each grade level on the right. (The only exception will be when you toggle between states that are both using the Common Core).

Girl in pink Hajib studying

Focusing on the most essential reading and math skills

Our Focus Skills Resource Center is accessible to every educator, and we invite everyone to use this powerful resource to prioritize instruction. Educators using Renaissance solutions can, however, do even more with Focus Skills. For example:

  • Focus Skills are flagged on Instructional Planning Reports in Star Assessments, so you can easily see which skills are most essential for students to master in the weeks and months ahead, based on your state standards.
  • Focus Skills are also accessible within our Freckle practice program for math and ELA. Freckle allows you to quickly assign practice activities that center on Focus Skills, and to easily view students’ practice and progress on these critical skills throughout the year.

Renaissance is also unique in offering an authentic learning progression of Spanish reading, as well as Focus Skills in Spanish. Educators in bilingual and dual-language programs can assess students in both Spanish and English using Star Assessments. They can then view Instructional Planning Reports in each language, which highlight the most essential skills for students’ success.

Teacher high-fiving student

Understanding students’ learning trajectories

Renaissance’s pioneering work with learning progressions and Focus Skills has one more important dimension.

Some providers offer “hypothetical learning progressions” based on how learning is hypothesized—or predicted—to develop within and across grade levels. In contrast, Renaissance’s learning progressions are empirically validated, meaning that our content teams use data from millions of Star tests to create and fine-tune the progressions, ensuring they reflect how learning actually develops.

Using actual student performance data to inform, validate, and refine the sequencing of skills has been heralded as “a contribution to the field of learning progression development” by assessment expert Dr. Margaret Heritage. In short, no other company has built as many learning progressions as we have, and no other company has taken the development process to such a deep and refined level.

The value of this work for educators should be apparent. When using tools from other providers, you may need a “secret decoder ring”—an alignment guide or crosswalk document to help you match the domains and skills in your state standards with the domains and skills in your edtech products.

This is not the case when using Renaissance solutions. You’ll find an exact match between our learning progressions and your standards.

In this sense, we can say that Star Assessments and their associated learning progressions are not merely aligned to your standards, they are built for them. We offer you an assessment experience that stands out like a tailored, custom-made garment, in contrast with the “one-size-fits-all” approach used by our competitors.

In short, Renaissance can offer you insights and resources that no one else can, because we’ve done the work that no one else has.

Boy studying with teacher

Assessment Masterclass: Because mastery matters

There’s more to say about learning progressions, Focus Skills, and effective assessment practices. I invite you to take a few minutes to watch these sessions in my new Assessment Masterclass series:

  • Session 1: The Perfect Screening Tool, where I share the #1 mistake to avoid in universal screening.  
  • Session 2: Learning Progressions, where I give you a closer look at Renaissance’s process for unpacking state standards.
  • (Coming soon) Session 3: Focus Skills, where I explain in detail how we identified these key skills—and why some of the skills may cause students to “trip.”

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FastBridge Now Reports Quantile Measures, Providing Insight into Students’ Math Abilities https://www.renaissance.com/2023/12/15/fastbridge-now-reports-quantile-measures-providing-insight-into-students-math-abilities/ Fri, 15 Dec 2023 10:07:00 +0000 https://www.renaissance.com/?p=66443 Quantile measures enable educators to tailor instruction to each student to support learning growth. BLOOMINGTON, MN, & DURHAM, NC (Dec. 15, 2023) – Renaissance and MetaMetrics® announce the expansion of their partnership to link FastBridge aMath scores to the Quantile® Framework for Mathematics, providing powerful insight into student learning. The aMath assessment is part of […]

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Quantile measures enable educators to tailor instruction to each student to support learning growth.

BLOOMINGTON, MN, & DURHAM, NC (Dec. 15, 2023) – Renaissance and MetaMetrics® announce the expansion of their partnership to link FastBridge aMath scores to the Quantile® Framework for Mathematics, providing powerful insight into student learning. The aMath assessment is part of FastBridge K–12 screening and progress monitoring assessments for academics and social-emotional behavior with intervention recommendations. Linking FastBridge aMath builds upon initial collaboration in 2021 to connect the Lexile Framework for Reading to FastBridge aReading.

The Quantile Framework for Mathematics evaluates mathematics ability and skills/concepts on the same developmental scale, providing a means to match each student’s mathematics ability with appropriately challenging instructional tasks. This enables educators to tailor learning to each student and support individual growth.

“Last fall, the National Assessment of Educational Progress (NAEP) reported that student math scores are at a multi-decade low,” said Malbert Smith, PhD, CEO and co-founder of MetaMetrics. “Partnering with Renaissance to align FastBridge aMath with the Quantile Framework for Mathematics provides high-quality, research-based tools for educators to meet this challenge.”

To link aMath scores with the Quantile scale, a field test was conducted using MetaMetrics’ test items and analyzing assessment results. The FastBridge team has updated their reports to include the new Quantile measures. FastBridge is one of Renaissance’s universal screening, diagnostic reporting, and progress monitoring solutions for reading, math, and social-emotional behavior. FastBridge annually supports 34.7 million screening and 9.9 million progress monitoring administrations across 48 states.

“We are excited to add even more capabilities to FastBridge aMath through our partnership with MetaMetrics,” said Todd Brekhus, Chief Product Officer at Renaissance and Nearpod General Manager. “By connecting aMath scores to Quantile measures, we provide educators with even deeper insights, allowing them to see every student for their unique abilities.”

To learn more about Renaissance’s FastBridge solution, visit https://www.renaissance.com/products/fastbridge/. To learn more about MetaMetrics’ Quantile Framework for Mathematics, visit https://metametricsinc.com/education-companies/quantile-for-math/.

About Renaissance

As a leader in education technology, Renaissance is committed to providing educators with insights and resources to accelerate growth and help all students build a strong foundation for success.

About MetaMetrics

MetaMetrics is an award-winning education technology organization that offers the only scientifically valid, universal scales for measuring silent and oral reading and listening (Lexile) and math (Quantile), with plans to develop measures for writing. The Lexile and Quantile Frameworks measure student ability and the complexity of the content they encounter. Lexile and Quantile measures and related technologies link assessment to instruction and provide next steps for students of all ages and abilities. The measures also provide valuable insights about students’ potential for growth. MetaMetrics’ measures, products, and services are licensed to dozens of education product companies to help achieve that growth. For 35 years, MetaMetrics’ work has been increasingly recognized for its research-based approach to improving learning. For more information, visit www.metametricsinc.com.

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Using AI responsibly to support teaching and learning https://www.renaissance.com/2023/12/01/blog-using-ai-responsibly-to-support-teaching-and-learning/ Fri, 01 Dec 2023 18:14:02 +0000 https://www.renaissance.com/?p=66359 In October, the Software & Information Industry Association (SIIA) released its Principles for the Future of AI in Education at a special event held at the US Capitol. These seven principles stress the responsible use of artificial intelligence (AI) in education technology, with an emphasis on meeting students’ and teachers’ needs, ensuring data protection and […]

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In October, the Software & Information Industry Association (SIIA) released its Principles for the Future of AI in Education at a special event held at the US Capitol. These seven principles stress the responsible use of artificial intelligence (AI) in education technology, with an emphasis on meeting students’ and teachers’ needs, ensuring data protection and privacy, and promoting equity and inclusion.

Jon Medin, Vice President of Psychometrics, Research, Learning Sciences, & Innovation, represented Renaissance at the Capitol Hill event. In his remarks to legislators and congressional staff, Medin explained how Renaissance is using AI to deliver new insights to educators and leaders. He also reaffirmed our commitment to the “purposeful, transparent, and equitable implementation of AI technologies” in our Renaissance ecosystem.

Recently, Todd Brekhus, Chief Product Officer at Renaissance and General Manager of Nearpod, had the opportunity to discuss this commitment in detail with Jon and two colleagues:

  • Andrew Martin, Senior Director of Engineering—Data Ecosystem
  • Julianne Robar, Senior Director of Metadata and Product Interoperability

Highlights from their conversation appear below.

Teachers talking

Commitment #1: Using AI in education purposefully

Todd Brekhus: Let’s start by providing our audience with some context. How did each of you come to Renaissance, and how does this connect to the work you’re currently doing with AI?

Jon Medin: I spent more than 20 years in the legal division at Thomson Reuters, where we created an AI-enabled product to predict how individual judges might rule in a case, based on their prior rulings. This is obviously helpful information for attorneys to have. It’s also helpful for the judges, giving them insights into whether their rulings diverge from other judges’ rulings in similar cases, and whether they might have biases they aren’t aware of.

This use of predictive modeling and AI is equally valuable in education, especially when we think about students who need specific supports and scaffolds to be successful. My spouse is a special education teacher, so I’m very familiar with the challenges educators face every day, in terms of analyzing data to identify patterns and determine the best next steps to take.

AI can really be a force for good here, helping teachers to cut through the “noise” and more easily locate the right scaffolds and the most impactful interventions—not just for the students who are easy to reach, but also for those who are hard to reach. I find this really compelling.

Andrew Martin: I’m a former classroom teacher and school and district administrator. I went into education with the goal of reaching students who weren’t being served well by the current system—who weren’t necessarily finding classrooms that were geared toward ensuring they were able to read on grade level and were on track for success in college and career.

That was always my motivation, and I came to Renaissance because I could continue to address these issues but at a much larger scale. Millions of students and educators have used Renaissance solutions over the years, and now we’re at a point where large language models and other AI tools allow us to write more software, and to put more intelligence and more guidance into our solutions.

I believe that Renaissance can be a leader here, using data from multiple sources to bring greater clarity to educators. For example, we’ve seen thousands of fourth graders who have the same misconception about place value—and we can show you the best steps to take to address this. We’ve seen 100,000 ninth graders with similar patterns of poor attendance and low grades, and we can identify the most effective interventions to change this.

To me, AI in education is just another way of knowing, of taking the thousands of interactions that teachers have had with students and using the power of machine learning to point educators in the direction of what’s most likely to help students to learn and grow. And we can do this at scale, helping teachers not just in individual schools but across the country and even around the world.

Todd Brekhus: I love those examples, which really illustrate Renaissance’s commitment to helping educators to truly see every student. Julianne, I’d like to bring you into the conversation, because you’ve been at Renaissance the longest of any of us.

Julianne Robar: My background is in high school math education, and I joined Renaissance more than twenty years ago as an assessment content developer. Back then, my team was already using algorithms to help generate test items based on different variables, so that every student in a classroom would receive a similar item, but with different numbers or scenarios.

At that time, Renaissance was serving millions of students. Now, we serve tens of millions of students around the world, which is where my interest in AI comes in. How can we use new technologies to amplify what we’re already doing—to take our human excellence and apply it at scale to reach the maximum number of learners?

To give one example: we have decades of experience creating assessment items and instructional resources aligned to each state’s learning standards. We’ve taken this extensive experience in content creation and alignment—and all of the data we’ve amassed—and used it to create an AI model to identify potential candidate matches. A human editor then reviews the item or resource to verify the alignment to a particular standard.

This increases our editors’ productivity and results in even closer connections between assessment, instruction, and standards within our Renaissance ecosystem. This is a clear example of how AI is helping us to create smarter systems that lessen educators’ “decision fatigue”—in this case, by weeding out resources that don’t align with the standard they’re teaching.

Blending AI and human excellence

Discover Renaissance’s connected solutions for assessment, instruction, and practice.

Teacher and student on computer

Commitment #2: Using AI in education transparently

Todd Brekhus: There’s a common misconception that AI could someday replace teachers. How can we assure educators that they’re not facing a dystopian scenario here, with the machines taking over?

Jon Medin: I think everyone has heard about the recent Executive Order on AI in education. This was based on the work the US Department of Education has been doing, and the guidelines they’ve been building around keeping humans in the loop. Renaissance is committed to following these guidelines and to using AI responsibly and transparently. Along with our internal controls, we have external advisors and boards who review our new products and how we’re using AI.

As an attorney, I obviously take privacy and data protection very seriously. The data that we’re analyzing with our AI tools and models is deidentified, meaning that it can’t be tied to a particular student. Also, everything is controlled by access, using safeguards that we built into our systems from the very beginning.

Todd Brekhus: That’s such an important point, and it really highlights our commitment to using AI ethically and thoughtfully within our products. Andrew, what’s your take on this—on how we assure teachers that the “droids” aren’t taking over?

Andrew Martin: It’s a great question. I wouldn’t want to live in a world where, for example, I go to buy the latest Michael Lewis book and have to wade through 17 pages of machine-generated nonsense, all designed to get me to click. This is the “bad future” scenario, where AI is used to create endless spam or bad copies of things.

Clearly, no one wants this—certainly not in education, where bombarding students with auto-generated worksheets is the opposite of the learning experience we want to provide. Instead, we want to make the most of the human expertise we’ve already developed, so educators are assured they’re receiving the quality content they expect from us.

Take Accelerated Reader as an example. Over the last 35 years, our content teams have written quizzes for more than 200,000 books. If students want to read Harry Potter, or The Hunger Games, or the latest book about dinosaurs, they’re covered. But what about students with very unique interests?

Back in 2006, I had a student who was fascinated by transportation—in fact, he now works for the New York City Transit Authority. After the first month of school, he’d read every book in the library about subways. Next, he wanted to read a book about trains that had been published 17 years earlier—clearly not something that many students were asking to read!

Now, a company without a strong ethical grounding might take the path of least resistance here, using AI to churn out a million low-quality book quizzes, just to cover all of the bases. But this is hardly doing justice to either the books or the students. So, our approach at Renaissance is very different. Yes, we can use AI to generate the first draft of a book quiz—which is then turned over to human editors for review and revision.

Students’ passions and interests obviously matter to us, but in the past, we didn’t necessarily have the resources to produce quizzes for 17-year-old books about trains. Through the responsible use of AI, this is much more feasible today, allowing us to create quality AR quizzes at a much greater scale, covering a wider variety of books and interests.

Administrator in a classroom

Commitment #3: Using AI in education equitably

Todd Brekhus: We keep coming back to the themes of human excellence and “humans in the loop.” Julianne, what’s your perspective on this—and on using AI to promote educational equity?

Julianne Robar: I think everyone who’s been following the conversation about generative AI understands the potential risks, in terms of whether it’s providing inaccurate information or using biased language. This is where our human editors are absolutely essential, to ensure that the assessment and instructional content we’re putting in front of students is factual, bias-free, and grade-appropriate.

I think there’s also a really interesting opportunity for the classroom. AI and large language models will be the tools of the future workforce, so students need to learn to use them responsibly and to understand the AI models’ current limitations.

This is where critical thinking skills really come into play. I can imagine a teacher sharing two passages with students—one written by a human and the other by AI—and asking the students to identify which is which, to fact-check the statements, and to call out potential inaccuracies or biases.

Andrew Martin: We’ve definitely reached an inflection point in terms of technological change, where AI allows us to build better systems than we’ve ever had before, giving us new and better ways to reach every student. Take our eduCLIMBER MTSS management platform as an example.

In the past, the success of a school’s MTSS framework often depended on the skill level of the interventionists who were on-staff. How many years of experience did they have? How adept were they at analyzing data? With the use of AI, Renaissance now has the ability to really raise the floor, so that any school can leverage the intelligence that’s built into the system to identify the best interventions for each learner.

Clearly, eduCLIMBER won’t replace the humans in this scenario. eduCLIMBER is a tool—a sort of virtual assistant—that sits by the educator’s side, using predictive modeling and data from millions of interactions to help design a set of educational experiences that will accelerate each student’s progress.

Julianne Robar: I recently heard AI described this way: Imagine you have someone who’s been playing the cello for twenty years and someone who’s played it for one year. If you listen to each of them play, you’ll likely hear some similarities at first. But when the music (the output) is amplified, you’ll really hear the difference between twenty years of expertise and one year.

This is what AI can do in education. We know the stakes are high in terms of the content we’re putting in front of students. We want it to be accurate and engaging. We want it to be free of bias. We want it to spark ideas and curiosity, and to accelerate every student’s learning.

In short, we want to capture and amplify those twenty years of expertise so that all students benefit, and this is what the responsible use of AI can help us to achieve.

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Why more isn’t always better in K–12 assessment https://www.renaissance.com/2023/11/03/blog-why-more-isnt-always-better-in-k-12-assessment/ Fri, 03 Nov 2023 16:47:34 +0000 https://www.renaissance.com/?p=66185 You’ve probably heard the old adage: If some is good, then more must be better. The irony is that this statement rarely holds true. Even with things that are good, we eventually reach the point where we have enough of them. More doesn’t really add anything. Such is the case with the number of items […]

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You’ve probably heard the old adage: If some is good, then more must be better. The irony is that this statement rarely holds true. Even with things that are good, we eventually reach the point where we have enough of them. More doesn’t really add anything.

Such is the case with the number of items on a universal screener or other interim assessment. Many of the leading providers hold to the flawed “more must be better!” belief, and they create assessments that are unnecessarily long. As a result, time that should be spent on instruction is instead spent on testing—without educators gaining additional insights to help guide their decision making.

Let’s explore this important point.

Efficient assessment and the perfect screening tool

By any estimation, the vast majority of US districts are served by three interim assessment providers: Renaissance, plus two other companies that offer far longer assessments. So long that—in some cases—the assessments have to be administered to students over multiple days.

In my new Assessment Masterclass video, I describe “the perfect screening tool.” Here, I refer to the guidance from professional literature that universal screening should be:

  1. Quick
  2. Low cost
  3. Repeatable
  4. Practical

Why is this point so important?

As conceptualized in a multi-tiered system of support (MTSS), screening is like a quick physical examination in a medical setting. It should involve a relatively short evaluation of key metrics associated with overall health. It should not involve a CAT scan, MRI, colonoscopy, or other specialized procedure.

In a world where there is tremendous concern about over-testing, purpose-built assessments with documented reliability, validity, and precision that are also of optimal length should be embraced as ideal—as many Renaissance customers do. However, our competitors in this space—in attempting to sell their longer, less efficient assessments—play up the “old adage” message, with the assumption that if having some assessment items is good, then having more items must be better.

Understanding an assessment’s value—and cost

To anyone who has followed Renaissance’s core educational beliefs for some time, it will not be a surprise that we so strongly focus on providing assessments that offer a high rate of return. In fact, our assessment design belief for decades can be expressed using this simple formula:

How to determine an assessment’s value

The formula states that the value of an assessment must be measured against the information it provides (“I”), in consideration of the cost (“C”) involved. Here, cost refers not only to the literal cost of purchasing the assessment but also to the cost of administering and scoring it.

Calculating the cost of an assessment

Let me give you an example of what I mean. Years ago, in the early days of MTSS and Response to Intervention (RTI) frameworks, I was speaking to an administrator about using Renaissance Star Assessments for universal screening. She responded that she wasn’t planning to purchase an assessment at all, because she’d recently found a free screener online. As she discussed this screener, however, it became clear that a significant amount of her teachers’ time would be required:

  1. Teachers first had to print individual test forms (aka skill probes) for each student.
  2. They then had to administer these probes to students one-on-one.
  3. Once the scores were manually recorded, the teacher was left with a spreadsheet full of individual data points, with no ability to aggregate or disaggregate the data for analysis.

Clearly, what this administrator failed to acknowledge is that once the first page of the first test form rolled off of the printer, the assessment was no longer “free”. The amount of time required for preparation, administration, scoring, and reporting increased its cost exponentially.

At one point, the cost of our computer-adaptive Star Early Literacy assessment was compared to a free, paper-based assessment of early literacy skills that had to be administered and scored manually. When teachers’ time was factored in, Star Early Literacy was found to be the less expensive option—with a significantly lower impact on instructional time.

Supporting effective screening

Discover Renaissance’s universal screening tools for reading, math, and social-emotional behavior.

Determining the value of an assessment

So, to determine the value of an assessment, all costs must be considered, including teachers’ and students’ time. As the formula states, the amount of information being provided must be considered as well. At Renaissance, our goal is to build assessment tools that provide educators with maximum value (the amount of information provided to them) in relation to the cost (the amount of time) they put in.

Here, I’ll admit to a somewhat “covert” action. Not long ago, I was speaking with a group of teachers who used an assessment from one of our competitors. I took the opportunity to ask them about the assessment, what they valued in it, and how they were actually using it in their schools.

What I found was a massive disconnect between what the company suggested as the appropriate use of the assessment, and what teachers actually did with it.

The company positions the tool as ideal for fall, winter, and spring screening within MTSS, to help teachers understand which students are meeting benchmark and which would benefit from additional supports. However, the teachers reported that they only used the assessment once or twice each year. This perplexed me, so I asked why they didn’t administer it more often.

There was a consistent response: “It just takes so much time.”

Said differently—and through the lens of the formula I introduced earlier—this sentiment can be summed up as: “When I consider the amount of time the assessment takes in relation to the information it provides, I don’t see the value in administering it more often.”

Prioritizing efficiency—and assessment reliability

Beyond this consideration of value, educators should also consider that, when it comes to the length of an assessment, there is a point of quickly diminishing returns. This is illustrated in the following graphic:

How a computer-adaptive test works

This graphic provides a visual depiction of the operation of a computer-adaptive test. Moving from left to right, we see that the test taker is presented with items, indicated by the circles, to which he or she responds either correctly (green) or incorrectly (red). The test then adapts by presenting a more difficult (higher vertically) or a less difficult (lower vertically) item.

As more items are presented, the standard error of measurement, reflected by the gray bars, decreases. This means that the reliability of the final score, as indicated by the blue line, increases.

The arc of this blue line reflecting reliability is a critical consideration, because it’s where we most clearly see the point of diminishing returns. Notice that as the test begins, reliability increases drastically as the first few items are administered. But, over time, the blue line begins to level off. It never goes completely flat and, in a general sense, it is true that additional items can positively impact reliability—at least until the test taker begins to experience fatigue.

But notice the pattern of diminishing returns. Five or ten additional items would result in only a slightly higher degree of reliability, while substantially increasing the length of the test. Is this very modest increase really worth the lost instructional time that would be involved?

Assessment reliability and assessment value

Many assessment providers fail to understand this important dynamic. Assessments are about value and information. When they take too long—in other words, cost too much—they fail to have value to educators. Ironically, some of our competitors do seem to realize this. As a result, they’ve built “attentiveness indicators” into their assessment tools, to alert teachers when students’ focus may be flagging, and they simply start to guess.

I suppose such a feature is needed when your test can take 45–60 minutes (or more).

During my days as an Instructional Specialist, I once watched a dedicated, high-achieving student take an assessment provided by one of Renaissance’s competitors. After 30 minutes, I was beginning to question the process. After 45 minutes, I was starting to feel uncomfortable. After nearly 70 minutes, when the student finally finished the test, I realized there was no amount of information it could provide that would have made that amount of arduous testing time justified.

Factors that impact assessment reliability

To return to an earlier point, let’s be clear about the factors that most directly impact reliability. Like our competitors, Renaissance favors computer-adaptive tests that respond to test-takers and greatly improve efficiency by adjusting items based on students’ responses. But we must acknowledge that—by design—these tools continue to adjust content upwards until students reach the “edge” of their performance.

This creates a dynamic where taking such a test can be quite draining. So draining that one of our competitors—given the length of their assessment—suggests that you might want to break the test administration into multiple sittings, to give students time to recover. I certainly find myself wondering how this lost instructional time can be justified, given that reliable scores can be achieved using more practical assessments.

I also fully acknowledge, as our competitors so strongly do, that the length of an assessment is a factor in its reliability. As the graphic illustrates, an assessment must have a certain minimum number of items to produce a reliable score. So, how is Renaissance able to produce highly reliable scores—as validated by the independent National Center on Intensive Intervention—with 10–20 fewer items than our competitors’ tests?

We’re able to offer a shorter test with on par reliability because we focus so intently on the quality of our items. Our multi-step item development and review process is among the most stringent in the industry. This is because only the best items will result in assessments that reflect our belief that an assessment’s value depends on the information provided, divided by the cost involved. Items that other providers might include in their assessments simply do not meet our psychometric requirements.

In short, our goal is an assessment that isn’t too long (diminishing returns, lower perceived value, fatigued test-takers) and isn’t too short (reliability), but one that is just right. One that offers value to educators when they consider all of the costs involved, and all of the pressure they face to make the best possible use of their limited time for instruction.

Spend your instructional minutes on instruction—not testing

Seasonal screening in reading, math, and social-emotional behavior is an essential component of an effective MTSS framework. Yet too often, schools and districts select assessment tools that are not optimally designed for this purpose. The result is lost instructional time or—worse—teachers “opting out” of the screening process altogether.

If you’re looking for reliable, efficient, and research-based assessments designed for universal screening, Renaissance can help. Both Star Assessments and FastBridge meet the four essential criteria of the perfect screening tool:

  1. Quick
  2. Low cost
  3. Repeatable
  4. Practical

As a result, they provide you with key insights on students’ performance and growth—as well as actionable next steps for instruction—without consuming significant amounts of instructional time.

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Renaissance Named One of Fortune’s Best Workplaces for Women™ 2023 https://www.renaissance.com/2023/10/26/renaissance-named-one-of-fortunes-best-workplaces-for-women-2023/ Thu, 26 Oct 2023 19:13:03 +0000 https://www.renaissance.com/?p=65516 The certification from Fortune and Great Place To Work Institute recognizes Renaissance’s commitment to creating an equitable and supportive workplace for all. BLOOMINGTON, MINN. (October 26, 2023) – Renaissance, a leader in pre-K–12 education technology, announces that the company has been recognized as a 2023 Best Workplace for Women by Fortune and the Great Place […]

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The certification from Fortune and Great Place To Work Institute recognizes Renaissance’s commitment to creating an equitable and supportive workplace for all.

BLOOMINGTON, MINN. (October 26, 2023) – Renaissance, a leader in pre-K–12 education technology, announces that the company has been recognized as a 2023 Best Workplace for Women by Fortune and the Great Place To Work Institute. This accolade is a testament to Renaissance’s ongoing commitment to fostering a diverse and inclusive workplace that empowers women at all levels of the organization.

Fortune’s Best Workplaces for Women list is a comprehensive analysis that considers the experiences of women employees across various roles, demographics, and backgrounds. The rankings are determined by the Great Place To Work survey responses from self-identified women employees, which are compared to those of their peers. The analysis also evaluates the influence of demographic backgrounds and position within the organization on the overall workplace experience.

A significant contributor to Renaissance’s recognition on this esteemed list is the Women of Renaissance and Workin’ Moms of Renaissance Employee Resource Groups (ERGs). These groups provide a supportive network for female employees and working mothers at the company, offering invaluable support through guest speakers, discussions, and workshops. Through these initiatives, Renaissance has created an empowering and inclusive environment where women can thrive and make meaningful contributions.

“At Renaissance, we believe in the power of diversity and the remarkable impact women make in our organization. We’re incredibly proud to be recognized as one of Fortune’s Best Workplaces for Women in 2023,” said Kim Mitchell, Chief People Officer at Renaissance. “Our Women of Renaissance and Workin’ Moms of Renaissance ERGs have been instrumental in promoting an inclusive culture where women can grow, excel, and lead.”

Renaissance prioritizes the well-being of women within its benefits package, actively seeking employee input to shape its offerings. This approach has led to a comprehensive set of supportive benefits, including a generous parental leave policy that extends its care to both birth and non-birth parents, fertility support services, supporting traveling mothers who wish to maintain their commitment to breastfeeding with the “Milk Stork” benefit, and more. This employee-centric approach reflects Renaissance’s dedication to well-being and work-life balance.

Renaissance’s inclusion on Fortune’s Best Workplaces for Women list highlights its dedication to fostering an inclusive culture that promotes the professional growth and overall well-being of women in the workplace. The company remains committed to empowering its female employees, celebrating their achievements, and continuing to create a more diverse and equitable future.

To learn more about Renaissance, please visit www.renaissance.com.

About Renaissance

As a leader in education technology, Renaissance is committed to providing educators with insights and resources to accelerate growth and help all students build a strong foundation for success. For more information, visit https://www.renaissance.com.

About the Best Workplaces for Women

Great Place To Work selected the 2023 Best Workplaces for Women List by analyzing the survey responses of over 600,000 employees who work for Great Place To Work Certified companies that also meet the criteria for this list. To be eligible, a company must employ at least 50 women, have at least 20% of non-executive managers who are women, and have at least one executive who’s a woman. Company rankings are derived from 60 employee experience questions within the Great Place To Work Trust Index™ Survey.

Contact for Media Inquiries Only:

Tracy Stewart
Director of Marketing Development
Renaissance
(832) 651-1189
pr@renaissance.com

Fortune. ©2023 FortuneMedia IP Limited. All rights reserved. Used under license.  Fortune and Fortune Media IP Limited are not affiliated with, and do not endorse the products or services of, Renaissance Learning.

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Introducing Renaissance Fundamentals to Help Educators Identify Hidden Barriers to Learning https://www.renaissance.com/2023/10/13/introducing-renaissance-fundamentals-to-help-educators-identify-hidden-barriers-to-learning/ Fri, 13 Oct 2023 12:55:07 +0000 https://www.renaissance.com/?p=64990 Renaissance Fundamentals will provide educators with a proactive approach to uncovering non-academic barriers to student learning BLOOMINGTON, MINN. (October 13, 2023) – Renaissance, a global leader in pre-K–12 education technology, announces Renaissance Fundamentals—helping educators take the guesswork out of understanding why a student might be struggling at school. A key part of Renaissance’s growing suite of […]

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Renaissance Fundamentals will provide educators with a proactive approach to uncovering non-academic barriers to student learning

BLOOMINGTON, MINN. (October 13, 2023) – Renaissance, a global leader in pre-K–12 education technology, announces Renaissance Fundamentals—helping educators take the guesswork out of understanding why a student might be struggling at school. A key part of Renaissance’s growing suite of non-academic assessment solutions designed to help educators best support the whole child, Renaissance Fundamentals enables educators to uncover challenges students face, such as a lack of confidence in themselves, limited motivation, and their overall connectedness to school.

“A student’s success in school is tied to much more than just grades and time in the classroom—it is also connected to how they are feeling each morning, their relationships with others, and more,” said Todd Brekhus, Chief Product Officer at Renaissance and Nearpod General Manager. “As educators, we do our best to support every student, but we sometimes miss those hidden barriers. A complete, whole-child view is crucial if we are going to see every student for who they are and support them. Educators know their students best, and Renaissance Fundamentals will help educators proactively identify and address those challenges to ensure each one of their students thrives.”

An important part of the Renaissance Fundamentals suite is the assessment formerly known as PASS (Pupil Attitudes to Self and School), which is new to the Renaissance family as part of the GL Education acquisition. This K–12 universal screener was developed by a team of school psychologists and is quick to administer, with students completing a 15-minute survey and responding to statements about how they feel about school and themselves as learners. The survey paints a more complete picture of each student based on nine factors:

  • Feelings about school
  • Perceived learning capabilities
  • Self-regard as a learner
  • Preparedness for learning
  • Attitudes toward educators
  • General work ethic
  • Confidence in learning
  • Attitudes to attendance
  • Response to curriculum demands

Dynamic, interactive reports after each assessment provide unparalleled insights at the district level, individual school level, by demographic group, and down to the individual student. Each report is color-coded and provides actionable data to help educators improve overall student achievement, increase student well-being, strengthen students’ social and emotional skills, and improve students’ relationships with others.

Renaissance Fundamentals data will also help schools and districts to strengthen their multi-tiered system of support (MTSS) frameworks and to evaluate the efficacy of social-emotional learning initiatives.

To learn more about Renaissance Fundamentals, please visit www.renaissance.com/products/renaissance-fundamentals.

About Renaissance

As a leader in education technology, Renaissance is committed to providing educators with insights and resources to accelerate growth and help all students build a strong foundation for success. For more information, visit www.renaissance.com.

Contact for Media Inquiries Only

Lucy Duffy
Sr. Public Relations & Communications Specialist
Renaissance
(561) 573-6296
pr@renaissance.com

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North Carolina Department of Instruction Awards Star Reading the 3rd Grade Alternative Assessment State Contract https://www.renaissance.com/2023/10/12/north-carolina-department-of-instruction-awards-star-reading-the-3rd-grade-alternative-assessment-state-contract/ Thu, 12 Oct 2023 16:53:35 +0000 https://www.renaissance.com/?p=64985 BLOOMINGTON, MINN. (October 12, 2023) – Renaissance, a leader in pre-K–12 education technology, recently announced that the North Carolina Department of Public Instruction (NCDPI) has awarded Star Reading the 3rd Grade Read to Achieve Alternative Assessment contract. Districts can select Star Reading as their alternative assessment for third-grade students to demonstrate proficiency in reading comprehension. […]

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BLOOMINGTON, MINN. (October 12, 2023) – Renaissance, a leader in pre-K–12 education technology, recently announced that the North Carolina Department of Public Instruction (NCDPI) has awarded Star Reading the 3rd Grade Read to Achieve Alternative Assessment contract. Districts can select Star Reading as their alternative assessment for third-grade students to demonstrate proficiency in reading comprehension.

“Renaissance is proud to partner with the North Carolina Department of Public Instruction to support the Read to Achieve Program,” said Mark DeFranco, Regional Vice President at Renaissance. “Star Reading is a reliable and valid assessment of reading comprehension. North Carolina educators can be confident using the assessment as the third grade alternative assessment.”

Star Reading has high ratings from the National Center on Intensive Intervention and is currently used by many North Carolina districts for universal screening, progress monitoring, and tracking growth. It helps educators accurately assess student development for targeted instruction and intervention.

“As a longtime advisor to Renaissance, I’m pleased to see the company make this important service available to North Carolina schools,” remarked former State Superintendent Dr. Mike Ward.

North Carolina Educators can learn more about Star Reading by visiting https://www.renaissance.com/products/star-assessments/ 

About Renaissance 

As a leader in education technology, Renaissance is committed to providing educators with insights and resources to accelerate growth and help all students build a strong foundation for success. For more information, visit www.renaissance.com.  

Contact for Media Inquiries Only:  

Lucy Duffy 
Sr. Public Relations & Communications Specialist 
Renaissance 
(561) 573-6296 
pr@renaissance.com  

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Renaissance completes SOC 2 examination: Fortifying data security in educational software https://www.renaissance.com/2023/10/10/blog-renaissance-completes-soc-2-examination-fortifying-data-security-in-educational-software/ Tue, 10 Oct 2023 06:52:00 +0000 https://www.renaissance.com/?p=64964 We are delighted to announce that Renaissance has recently achieved a significant milestone by successfully concluding our latest SOC 2 examination. This accomplishment underscores our unwavering commitment to safeguarding the sensitive data of schools and districts worldwide. Deciphering SOC 2 reports: Focused on your data security A System and Organization Controls (SOC) 2 report is […]

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We are delighted to announce that Renaissance has recently achieved a significant milestone by successfully concluding our latest SOC 2 examination. This accomplishment underscores our unwavering commitment to safeguarding the sensitive data of schools and districts worldwide.

Deciphering SOC 2 reports: Focused on your data security

A System and Organization Controls (SOC) 2 report is a pivotal tool for service organizations to validate the security of their digital environments.

Unlike a certification, completing a SOC 2 examination through an accredited third-party auditor results in a Certified Public Accountant’s (CPA’s) report. This report serves as a vehicle for organizations to articulate whether their information security controls, governing the security of vital data, are effectively designed, implemented, and maintained.

Put simply, a SOC 2 report empowers Renaissance’s stakeholders, present and future, to evaluate risk by providing in-depth insight into the policies and procedures we’ve implemented to ensure our services are delivered securely and dependably, and it underscores our commitment to the protection of educational data.

Unpacking SOC 2: The core components

All SOC 2 examinations are conducted by accredited CPA firms in accordance with well-known standards. The auditor scrutinizes the effectiveness of the internal controls laid out by the organization and maps these controls to one or a combination of Trust Services Criteria established by the American Institute of Certified Public Accountants (AICPA).

Renaissance’s auditors closely examined our security controls, validating that our information security program is properly designed, effectively maintained, and appropriately accountable to achieve its stated goals in support of the Renaissance mission of accelerating learning for all.

The significance of Renaissance’s SOC 2 endeavor

Undertaking a SOC 2 examination marks a substantial stride in our journey at Renaissance to showcase our dedication to data security. It positions us to confront the challenges presented by the ever-evolving cybersecurity landscape.

Chris Bauleke, our Chief Executive Officer, stated, “We are gratified that our SOC 2 report underscores the robust controls we have in place to mitigate risks associated with our security program. This emphasizes how crucial these principles are to Renaissance and our commitment to our customers.”

Seeking further insights on Renaissance’s SOC 2 report

For a comprehensive guide on interpreting a SOC 2 report, including locating the most pertinent information for your specific situation, our esteemed auditing partner, BARR Advisory, has provided detailed resources.

Current and prospective customers interested in obtaining a copy of Renaissance’s latest SOC 2 report are encouraged to send a request to infosecurity@renaissance.com. Your trust and confidence in us are paramount, and we are committed to upholding the highest standards of data security in the realm of educational software solutions.

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Renaissance Announces Winners of Second Annual Student Art Contest, Celebrating Hispanic Culture https://www.renaissance.com/2023/09/28/renaissance-announces-winners-of-second-annual-student-art-contest-celebrating-hispanic-culture/ Thu, 28 Sep 2023 18:44:20 +0000 https://www.renaissance.com/?p=64875 The company recognizes three contest winners, shining a light on what bilingualism means to them during Hispanic Heritage Month Bloomington, MN (September 29, 2023) – Renaissance, a global leader in pre-K–12 education technology, is excited to announce the winners of its annual “Shine a Light on Bilingualism” K–12 student art contest to celebrate Hispanic culture […]

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The company recognizes three contest winners, shining a light on what bilingualism means to them during Hispanic Heritage Month

Bloomington, MN (September 29, 2023) – Renaissance, a global leader in pre-K–12 education technology, is excited to announce the winners of its annual “Shine a Light on Bilingualism” K–12 student art contest to celebrate Hispanic culture and Spanish-English biliteracy.

The winners, chosen by various members of the Renaissance team, are “Somos Unidos” by Marzhan (grade 2), “Identity” by Eadlin (grade 7), and “The Best of Both Worlds” by Natalie (grade 12). The students’ artwork provides a creative depiction of Hispanic culture and bilingualism and will be featured during Renaissance’s celebration of Hispanic Heritage Month. Renaissance’s art contest webpage highlights the winning artwork, along with the three artists’ inspiration for their work.

National Hispanic Heritage Month, which takes place between September 15 and October 15, recognizes and honors the contributions, traditions, and histories of both Hispanic and Latino Americans. Throughout the month, Renaissance will highlight how it supports bilingual students and the development of biliteracy as part of its commitment to helping educators to See Every Student.

“As Renaissance celebrates Hispanic Heritage Month, we are excited to showcase students’ talent, creativity, and experiences through their artwork,” said Sarah DiFrancesco, Chief Marketing Officer at Renaissance. “Supporting bilingual learners in our mission to ‘See Every Student’ is essential to our commitment to honor every language, culture, and perspective, ensuring no student is left unseen or unheard.”

Renaissance recognizes students’ variety of language backgrounds and provides assessments, practice, and instructional tools such as Star CBM Lectura and myON that support emergent bilinguals. Educators can learn more about how Renaissance products support their emergent bilingual learners by visiting the Inspiring Emergent Bilinguals webpage.

To see the winning artwork, visit www.renaissance.com/bilingual-arts-contest/.

About Renaissance

As a leader in education technology, Renaissance is committed to providing educators with insights and resources to accelerate growth and help all students build a strong foundation for success.

Contact for Media Inquiries

Lucy Duffy
Sr. Public Relations & Communications Specialist
Renaissance
(561) 573-6296
pr@renaissance.com

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Creating inclusive content for DnA and SchoolCity assessments https://www.renaissance.com/2023/09/28/blog-creating-inclusive-content-for-dna-and-schoolcity-assessments/ Thu, 28 Sep 2023 14:58:57 +0000 https://www.renaissance.com/?p=64867 As the new school year kicks into full swing around the country, Renaissance’s commitment to “See Every Student” is more relevant than ever. Educators need digital tools that offer detailed insight into their students’ strengths and needs, allowing them to deliver effective personalized instruction. This is how we accelerate learning for all students. The importance […]

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As the new school year kicks into full swing around the country, Renaissance’s commitment to “See Every Student” is more relevant than ever. Educators need digital tools that offer detailed insight into their students’ strengths and needs, allowing them to deliver effective personalized instruction. This is how we accelerate learning for all students.

The importance of seeing every student is also applicable to the content in Renaissance products. More specifically, our content teams make a concerted effort to ensure that every student feels seen when they interact with our products. Our goal is to produce content that truly reflects students’ multiple and intersecting identities.

Why is this so essential?

Offering students this “mirror” in which they can see themselves uplifted in the material affirms their culture and contributes to a sense of belonging in the classroom and in society (Bishop, 1990). Likewise, providing students with a “window” to learn about others’ stories, traditions, and practices allows students to explore their place in a multicultural and pluralistic world (Tschida, Ryan, & Ticknor, 2014). By producing culturally inclusive content, Renaissance products reflect our diverse society and celebrate both our uniqueness and our commonalities.

The importance of relevant and personally meaningful educational content is not a new concept. In a previous Renaissance blog, we addressed the impact and application of culturally relevant pedagogy in today’s classrooms. We also explored how the Accelerated Reader team prioritizes diverse representation in the books chosen for quizzing, and how the Star Assessments content team creates assessment items that are not biased against particular groups of people.

In this blog, we’ll spotlight two of the more recent additions to the Renaissance family—DnA and SchoolCity—and their unique approach to delivering culturally relevant assessments.

Little girl raising hand in class

How customizable technology allows for inclusive and relevant assessment

Perhaps the most impactful feature that allows DnA and SchoolCity assessments to deliver culturally relevant content is their customizable nature. While both offer pre-built assessments aligned to state standards, educators may also build their own assessments using more than 80,000 high-quality, standards-aligned items across English Language Arts, math, science, and history.

The items include traditional item types, such as multiple choice and constructed response, as well as technology-enhanced multiple response and evidence-based selected response (EBSR) items. In addition, the large, customizable passage bank with a variety of item types allows the DnA and SchoolCity content teams—known internally as the Inspect team—to develop content exploring a wide range of topics that represent diverse populations.

As a result, teachers, school leaders, and district administrators can choose the items and question types that best meet students’ needs, including passages featuring content most relevant to their communities. By allowing this level of customization, DnA and SchoolCity assessments offer the unique ability to balance both culturally relevant assessment content and large-scale administration.

Smiley boy with curly hair reading tablet

Prioritizing diversity and inclusion in assessment content

The Inspect team understands that developing truly representative content requires ongoing measurement and analysis. Therefore, team members have begun monitoring diversity in content by analyzing the representation of different:

  • Racial groups
  • Geographic regions
  • Religions
  • Physical abilities
  • Neurodiversities
  • Roles and careers

The team compares this data to national demographics as a measure of how well the content reflects the student population. If the audit reveals uneven or disproportionate representation, the Inspect team makes the appropriate adjustments during their annual goal-setting process.

Every year, the Inspect team determines the number of passages that will be added to the passage bank. Fifty percent of passages are literary text—such as stories, dramas, and poetry—that examine and normalize diversity through characters, situations, and language. The other half are informational texts that explore events, people, and popular culture.

All genres provide examples of people in non-traditional roles, multigenerational familial and neighborhood relationships, and those who have been trailblazers. The goal is to ensure all students can see their histories and their potential futures reflected in the passages throughout DnA and SchoolCity assessments.

Little girl with tablet

Focusing on quantity and quality of representation in assessment 

Of course, it’s not sufficient to focus only on quantity when it comes to representation; we must ensure the quality of representation as well. All content—especially content about historically marginalized groups—should be accurate, age-appropriate, and respectful. Students should feel uplifted and empowered when they see their cultures reflected in our assessment content and should believe the material is an accurate representation of their collective stories.

Let’s consider two examples to help illustrate these points.

Example #1: Centering lived experiences in assessment

Consider how the literary passage below centers the lived experiences of a Latino family. The passage, which is intended to be read aloud to kindergarten students, and the questions that follow (which we have omitted to limit item exposure) assess students’ understanding of the characters, setting, events, and vocabulary presented in the passage.

The story describes a family preparing soup for someone who feels unwell, a scenario that many children will find relatable. The soup, however, is not the chicken noodle soup popular in many US households, but rather sancocho, a Latin American dish made with a variety of meats and root vegetables:

Sanocho is the perfect remedy
Example #1: Sancocho is the Perfect Remedy (Grade K)

Note that the story does not indicate the family’s ethnic background or explain the extended family structure, which is common in families of color. Allowing such characteristics to exist without explicitly mentioning them is how the Inspect team normalizes diverse lived experiences.

Another important note about this passage is that, although it centers a specific ethnic background, it is still accessible to people of other cultures. Students are provided with translations and descriptions for words in Spanish (e.g., yuca is cassava, which tastes a little like a potato) or given context clues in the text and in the picture (e.g., abuela is the title of the adult caring for them).

One does not need to be familiar with yuca or know the direct translation of abuela to comprehend the passage and respond to the questions accurately. This is what makes DnA and SchoolCity assessments both culturally enriching and bias-free.

Example #2: Increasing diversity of representation in assessment

Increasing the diversity of representation in assessment content does not only consider race and ethnicity, nor does it focus only on food. Rather, Renaissance content teams explore different identities salient to school-aged students and include these identities in the content.

Consider the poem below, which is also intended to be read aloud to kindergarten students and assess their comprehension of the setting, events, and vocabulary. The passage celebrates a summer day in an urban neighborhood and shows a diverse group of friends sitting on or near the stoop of a building:

The Rhythm of My Street
Example #2: The Rhythm of My Street (Grade K)

Without speaking to any specific geographic location, economic status, disability, or race/ethnicity, the poem describes and depicts a neighborhood that will resonate with many students globally, whether they live in a city or not.

How Renaissance develops culturally relevant assessment content

While the Inspect team is composed of content experts with an understanding of what makes content grade- and age-level appropriate for students across the K–12 spectrum, they have also embarked on a multi-year effort to become better versed in developing culturally relevant content. The team, which is made up of former educators, content writers, and copy editors, regularly consults with external parties to ensure content is a respectful and appropriate representation of students’ beliefs and lived experiences.

For instance, the team recently consulted with the Renaissance Content Quality Advisory Committee, an advisory board composed of external professionals with expertise in content development and matters related to diversity, equity, and inclusion (DEI). The Content Quality Advisory Committee reviewed dozens of DnA and SchoolCity passages and engaged the Inspect team in a discussion of cultural inclusion in content.

One topic raised during the discussion included best practices for acknowledging the realities some students face in a manner that is not disempowering. For example, when representing Native American populations, the Inspect team takes precautions to avoid using:

  • Defeatist language
  • Language that portrays them as a single group
  • Language that portrays them as a population that existed in historical times only

A second example: When ensuring that students from economically disadvantaged neighborhoods are reflected in content, the team focuses on the characters’ assets (e.g., friendships) and not deficits.

These discussions occur often, both formally and informally, and key points from the discussions are considered in the detailed specifications for a passage, in any feedback provided on the pitch from the content writer, and in the final draft. By keeping inclusion in mind throughout the entire content development process, the Inspect team produces appropriate and inclusive content that represents a wide range of experiences.

Boy on tablet

Conclusion: The benefits of diverse and inclusive assessment content

The benefits of culturally relevant content in the classroom have long been documented, but its application to assessments is still relatively recent. Fears of biasing one group over another have led many to attempt to remove any instance of culture from assessments. As we discussed in a previous blog, this practice doesn’t remove culture; it only centers mainstream culture.

Research shows that when students connect with the content, they are more engaged, are better able to demonstrate mastery, and experience an increased sense of belonging (Howard, 2001; Renninger, Ewen, & Lasher, 2002). Therefore, it is a matter of educational equity that assessments consider and reflect the lived experiences of all students, not just the largest group (Montenegro & Jankowski, 2017). And both DnA and SchoolCity offer a unique approach to delivering assessments that are both relevant and bias-free.

Across Renaissance, we believe that students deserve to feel that their stories are valued. Our teams have embarked on a multi-year journey to implement systems and best practices for producing content that accurately and appropriately reflects the students and communities we serve. By celebrating diversity and acknowledging our commonalities, the content in Renaissance products seeks to ensure that every student feels seen.

Learn more

Connect with an expert to learn more about DnA and SchoolCity for standards-based, inclusive assessment from kindergarten through grade 12.


References

Bishop, R. S. (1990). Windows and mirrors: Children’s books and parallel cultures. In California State University reading conference: 14th annual conference proceedings (pp. 3–12).

Howard, T. (2001). Telling their side of the story: African American students’ perceptions of culturally relevant teaching. The Urban Review, 33(2), 131–149.

Montenegro, E., & Jankowski, N. A. (2017). Equity and assessment: Moving towards culturally responsive assessment. (Occasional Paper No. 29). Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment (NILOA).

Renninger, K., Ewen, L., & Lasher, A. (2002). Individual interest as context in expository text and mathematical word problems. Learning and Instruction, 12, 467–491.

Tschida, C. M., Ryan, C. L., & Ticknor, A. S. (2014). Building on windows and mirrors: Encouraging the disruption of “single stories” through children’s literature. Journal of Children’s Literature, 40(1), 28–39.

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Renaissance Named Best Global Edtech Company for the Fourth Year in a Row https://www.renaissance.com/2023/09/27/renaissance-named-best-global-edtech-company-for-the-fourth-year-in-a-row/ Wed, 27 Sep 2023 12:05:00 +0000 https://www.renaissance.com/?p=64858 Accelerated Reader, eduCLIMBER, and Renaissance Professional Development are also named winners in The Edvocate’s annual awards program BLOOMINGTON, MINN. (September 27, 2023) – Renaissance, a leader in pre-K–12 education technology, has won several nominations in the 2023 Tech Edvocate Awards, including Best Global Edtech Company for the fourth year in a row. This recognition highlights Renaissance’s […]

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Accelerated Reader, eduCLIMBER, and Renaissance Professional Development are also named winners in The Edvocate’s annual awards program

BLOOMINGTON, MINN. (September 27, 2023) – Renaissance, a leader in pre-K–12 education technology, has won several nominations in the 2023 Tech Edvocate Awards, including Best Global Edtech Company for the fourth year in a row. This recognition highlights Renaissance’s commitment to excellence and innovation in education technology.

In addition to being named Best Global Edtech Company, Accelerated Reader was named Best Literacy App or Tool, eduCLIMBER was named Best Learning Analytics/Data Mining App or Tool, and Renaissance Professional Development was named Best Professional Development App or Tool.

The Tech Edvocate Awards were established in 2017 to recognize “the best that edtech has to offer by recognizing outstanding companies, people, products, etc.” This is the fifth year in a row that Accelerated Reader has been named Best Literacy App or Tool, and the fourth year in a row that Renaissance has been named Best Global Edtech Company.

“We are truly honored and proud to receive these Tech Edvocate awards,” said Sarah DiFrancesco, Chief Marketing Officer at Renaissance. “As we celebrate this remarkable achievement, we remain dedicated to our mission of accelerating learning for all—and to helping educators to truly See Every Student with our Renaissance instructional ecosystem.”

The Edvocate’s panel of judges consisted of two edtech thought leaders, two pre-K–12 teachers, one college professor, two K–12 administrators, one college administrator, and two pre-K–12 parents. Each nomination was scored on the nominee’s performance in the popular vote, as well as judged on the extent to which they are transforming education through the development and/or advocacy of edtech.

To learn more about Renaissance, please visit www.renaissance.com. To learn more about the 2023 Tech Edvocate Awards, please visit https://www.theedadvocate.org/finalists-and-winners-of-the-2023-tech-edvocate-awards/.

About Renaissance

As a leader in education technology, Renaissance is committed to providing educators with insights and resources to accelerate growth and help all students build a strong foundation for success. For more information, visit https://www.renaissance.com.

Contact for Media Inquiries:

Lucy Duffy
Sr. Public Relations & Communications Specialist
Renaissance
(561) 573-6296
pr@renaissance.com

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Renaissance Analytics Enhances Back-to-School Insights for Student Success  https://www.renaissance.com/2023/09/13/renaissance-analytics-enhances-back-to-school-insights-for-student-success/ Wed, 13 Sep 2023 13:00:00 +0000 https://www.renaissance.com/?p=64667 Innovative tool transforms critical data into actionable insights to drive academic growth and equity and monitor progress toward district goals BLOOMINGTON, MINN. (September 13, 2023) –Renaissance, a leader in pre–K–12 education technology, unveils an enhanced interface and upgraded features and metrics within Renaissance Analytics to fuel meaningful transformation during the 2023–24 school year. Renaissance Analytics […]

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Innovative tool transforms critical data into actionable insights to drive academic growth and equity and monitor progress toward district goals

BLOOMINGTON, MINN. (September 13, 2023)Renaissance, a leader in pre–K–12 education technology, unveils an enhanced interface and upgraded features and metrics within Renaissance Analytics to fuel meaningful transformation during the 2023–24 school year. Renaissance Analytics now allows administrators to glean valuable insights from Star Assessments, Accelerated Reader, Freckle, myON, and Lalilo, providing a holistic perspective on district-wide usage of these products and an even deeper understanding of student progress and engagement.

Offering a comprehensive view of student performance across Renaissance’s suite of products, the new product connections and metrics help building and district administrators to truly see every student.

“As the education landscape evolves and educators seek impactful solutions to support students’ academic recovery and growth, converting data into actionable insights that drive change and advance outcomes for students was key in developing these upgrades,” said Todd Brekhus, Chief Product Officer at Renaissance and Nearpod General Manager. “Renaissance Analytics takes raw data and turns it into actionable information that decision-makers can use at different levels to drive change and advance outcomes for their students. By offering insights that span classrooms, buildings, and districts, Renaissance Analytics empowers administrators to make well-informed decisions that positively impact student learning.”

Recent Renaissance Analytics updates include the following:

  • Expanded Star Assessments Metrics: Renaissance Analytics brings comprehensive metrics for both Star CBM and computer-adaptive Star Assessments. This allows administrators to closely monitor assessment patterns, ensuring timely screenings and strategic interventions.
  • Accelerated Reader Metrics: Interactive metrics in AR give quick views into independent reading practice as well as quiz proficiency across the district. Administrators can then monitor reading comprehension and guide reading growth.
  • Freckle Metrics: Enhanced metrics from Freckle offer detailed insights into math and ELA practice. Administrators can effortlessly monitor average minutes practiced, fostering a clearer picture of skill application and areas for growth.
  • myON Metrics: Key metrics from myON offer visibility into students’ engagement with digital books. Data on student usage, reading volume, and more empower administrators to encourage and celebrate reading achievements.
  • Lalilo Metrics: Administrators can now access key metrics from Lalilo, a program focused on early literacy skills aligned with Science of Reading research. This includes student engagement levels, usage duration, and progress tracking, enabling timely interventions and targeted support.

As part of its commitment to building a connected K–12 ecosystem, Renaissance provides Renaissance Analytics at no cost to Renaissance customers. Renaissance Analytics offers  administrators a holistic view of student performance and engagement across different Renaissance programs, empowering them to tailor interventions and support to meet individual student needs.

To learn more about Renaissance Analytics, click here.

To access the back-to-school resources, visit https://www.renaissance.com/resources/back-to-school/.

About Renaissance

As a leader in education technology, Renaissance is committed to providing educators with insights and resources to accelerate growth and help all students build a strong foundation for success. For more information, visit https://www.renaissance.com.

Contact for Media Inquiries

Lucy Duffy
Sr. Public Relations & Communications Specialist
Renaissance
(561) 573-6296
pr@renaissance.com

The post Renaissance Analytics Enhances Back-to-School Insights for Student Success  appeared first on Renaissance.

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How preschool assessment can support great reading outcomes in elementary school https://www.renaissance.com/2023/09/08/blog-how-preschool-assessment-can-support-great-reading-outcomes-in-elementary-school/ Fri, 08 Sep 2023 16:50:06 +0000 https://www.renaissance.com/?p=64603 The US has a long history of providing preschool programs for children prior to their entry into kindergarten and “formal education.” Nursery schools, childcare programs, Head Start classrooms, and the growing number of voluntary and universal preschool programs draw young children together into purposefully designed settings. These preschool settings can provide both academic and social-emotional […]

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The US has a long history of providing preschool programs for children prior to their entry into kindergarten and “formal education.” Nursery schools, childcare programs, Head Start classrooms, and the growing number of voluntary and universal preschool programs draw young children together into purposefully designed settings. These preschool settings can provide both academic and social-emotional foundations for children’s later school success. 

It takes deliberate effort to produce these strong foundations, however. The question then becomes, “How can preschool experiences and services contribute to improved outcomes in elementary school and beyond, and what might be needed to make these contributions even larger?”

In this blog, we’ll explore how the design and delivery of preschool services—and particularly the assessment and data use practices embedded in preschool programs—contribute to short- and long-term benefits for individual children, especially those who might otherwise struggle to meet the academic and behavioral demands of the early elementary grades. We choose to focus on preschool assessment because of its potential to serve a central role in:

  • Helping teachers identify those students who might benefit from additional support in early literacy; and
  • Systematically and objectively evaluating whether these expanding preschool programs are stepping up to their special opportunity to provide a great start to successful academic careers.

The Science of Reading and preschool expansion

By the end of 2023, at least 34 states will have passed laws that provide some level of funding for voluntary or universal preschool services, primarily for 4-year-old children but increasingly for 3-year-olds as well:

USA map of publicly funded preschool services
State-by-state status of publicly funded preschool services

These state laws have both expanded the numbers of children enrolled in formal preschool programs and increased the role of, and alignment with, local school districts in this effort. This expansion occurs as we continue to learn more about the ways in which young children’s development sets the foundation for, and contributes directly to, later learning and achievement (Cabell et al., 2023). Importantly, prior research offers guidance about how to teach and assess these foundational skills (Diamond et al., 2013; Shonkoff & Phillips, 2000).

At the same time, communities across the US are facing concern for academic outcomes—especially in reading—that are persistently low and demonstrate significant disparities across groups. Attention to how reading is taught in US schools has been covered in recent media reports, giving new prominence to understanding the Science of Reading. This idea of a “science” of reading captures the increasing focus by educators, parents, policymakers, and others on research about the most effective reading instruction practices.

The Science of Reading defined

The Reading League—a grass-roots organization founded by parents, educators, and others interested in improving US students’ reading skills—defines the Science of Reading as

A vast, interdisciplinary body of scientifically-based research about reading and issues related to reading and writing….The science of reading has culminated in a preponderance of evidence to inform how proficient reading and writing develop; why some have difficulty; and how we can most effectively assess and teach and, therefore, improve student outcomes through prevention of and intervention for reading difficulties.

The Reading League, 2022

Related advocacy efforts have contributed to legislative action in many states. These new laws call for changes in preservice and in-service training of teachers, changes in approved curricula, and wholesale review and substantial reform in the ways reading instruction is provided (National Center on Improving Literacy, 2023; The Reading League, n.d.)

This body of knowledge also makes clear that nearly all children benefit from direct and systematic, explicit instruction in phonics and other foundational skills in the early elementary grades to support their journey to becoming independent and proficient readers.

Connecting the Science of Reading to preschool

Although the Science of Reading and its implications for teaching practices are generally focused on the elementary grades, research supports understanding how this science is equally important for preschool settings. We are learning more all the time about the characteristics of preschool children’s learning, and the strategies and tactics to support that learning, that in turn lead to reading proficiency. Importantly, research demonstrates that preschool literacy instruction practices that incorporate opportunities for children to learn and practice foundational literacy skills using both planned and incidental instruction are essential (National Institute for Literacy, 2008).

For instance, we have growing evidence that young children’s oral language development—a necessary and important foundation for reading proficiency (Scarborough, 2001)—is a direct product of children’s opportunities and interactions starting early in infancy (e.g., Fernald & Weisleder, 2011; Hart & Risley, 1995, 1999). Similarly, shared book reading provides opportunities for language development, alphabet knowledge, and phonological analysis development that similarly supports later learning to read (Hindman et al., 2014; Lefebvre et al., 2011; Neuman & Kaefer, 2018; Piasta et al., 2020; Stadler & McEvoy, 2003; Ziolkowski & Goldstein, 2008).

We are also learning more about the efficacy of systematic, teacher-led and child-focused classroom activities that support this critical early development (Diamond et al., 2013). In short, evidence-based, developmentally-appropriate preschool instruction is an important component of long-term student reading outcomes.

Preschool assessment and effective MTSS

In recent decades, we also have seen important innovations in service delivery models and the assessment practices that support them across the educational landscape. Although the nature of both preschool education and the students typically enrolled in preschool programs differ from those in the K–12 system, we have seen great adaptations of models often developed for older students that allow for differentiated services.

From early examples of these differentiated services (Coleman et al., 2006) to fully-specified practices for multi-tiered systems of support (Carta, 2019; McConnell, 2019; Hemmeter et al., 2020), early educators have strong guidance for the design, delivery, and evaluation of classroom-based programs. Not incidentally, these developments have coincided with growing value and sophistication in the assessment practices that support these models (Greenwood et al., 2011; Lonigan et al., 2011; McConnell et al., 2014; Moyle et al., 2013; Spencer et al., 2017).

teacher reading to children

How high-quality preschool assessment improves long-term reading outcomes

We have noted the growing but significant body of knowledge about the ways preschool programs and instruction can increase the odds of later academic success, especially in reading. The recent expansion of public preschool programs that incorporate research-based literacy instruction principles offers an important opportunity to improve all students’ long-term reading outcomes.

But to do this, and to do it well, we need to know who needs our attention and support, and in what areas that support is most likely to help. While teachers often have a “clinical” sense of students in their class, we know that reliance on teacher judgment alone can be inefficient and inaccurate, creating a risk that we will fail to identify and serve those children who most need our early support. It’s for this reason that formal assessment, tailored specifically to the characteristics and demands of preschool children and programs, is so important.

Moreover, researchers and assessment developers have perhaps paid too little attention to the unique demands of high-quality assessment with preschool children (McConnell & Goldstein, 2021; Will et al., 2019). It is not uncommon to hear professionals assert that assessment with preschool children will necessarily be unreliable—presumably because young children are often unpredictable! Certainly, the assessment dynamics for preschool children are different than for older children (e.g., a shorter attention span, and fewer ways they can respond to assessment tasks).

Additionally, some teachers of preschool children may have less experience with, or knowledge about, high-quality assessment practices. In our experience, these are not insurmountable challenges, but are instead the exact issues we need to consider when designing and evaluating assessments for our youngest students.

Assessments for preschool learners

Discover assessments from Renaissance designed for preschool programs.

Characteristics of a high-quality preschool assessment

When considering these factors, what are the characteristics of a high-quality assessment for preschool children? First and foremost, it is essential that these measures demonstrate strong psychometric characteristics:

  1. They must be reliable, producing similar information when gathered at slightly different times or by different teachers.
  2. They must be valid, or related to both short- and long-term goals that are important for young children.
  3. They must be useful, producing information that teachers and parents can easily interpret and, when necessary, use to plan action.

To do this, preschool assessments must take into account several key challenges that arise when working with young children and their teachers:

#1: Brief and engaging

Measures must be brief and engaging, and closely focused on core domains of interest. To keep assessment tasks brief, we have to minimize unnecessary content or activities that are sometimes thought of as making tasks more “fun” (but that also make them longer). Instead, designers have to make the assessment tasks themselves engaging, drawing children’s attention and participation in brief and high-value interactions.

#2: Easy to administer and score

Measures must be easy to administer and score by teachers who sometimes have less assessment experience—and always a shortage of time for training and practice. The early education workforce as a group has training and experience far more varied than their K–12 colleagues. Assessment developers must address this variety by making measures accessible and usable by the full range of preschool staff.

#3: Sensitive to growth

Assessments should reflect the developmental trajectory of young children’s lives by producing single-point measures (say, those collected seasonally throughout a school year) as well as more frequently repeated measures to show growth over time. This sensitivity to and demonstration of growth is both central to our thinking about preschool development, and an essential metric for thinking about all children’s paths toward preschool and elementary school proficiency.

Uses of a high-quality preschool assessment

With these three characteristics in place, a preschool assessment can be used to support great outcomes. These uses include:

  1. Seasonal screening, where we briefly sample behavior for every child in a program to check in on their developmental gains over time.
  2. Benchmarking of these screening measures, using empirical guidance to identify those children for whom some additional support or intervention may be needed to help achieve future developmental goals.
  3. Intervention and instructional planning, where we use screening and benchmarking results to both determine when and for whom to “lean in” and provide differential support in our classroom, and to direct that supplemental effort to areas where it is most needed.
  4. Progress monitoring, so that we can track the gains of children receiving supplemental intervention—and can adjust that intervention to make sure it is providing benefit.
child playing with blocks

How Renaissance supports your efforts with Star Preschool Literacy

As the breadth and quality of preschool programs continues to expand, and as the alignment of these programs with later K–12 educational goals continues to strengthen, more and more high-quality assessment tools will be available for preschool children. Renaissance is deeply committed to this expanding part of our educational system, as demonstrated by our growing array of assessments for preschool children.

As one example, we are excited to introduce Star Preschool Literacy, the first set of measures in a suite of assessments that will expand over the next year or two. Star Preschool Literacy provides screening and progress monitoring for English-speaking children one and two years prior to kindergarten, in key developmental areas that support later reading achievement:

  • Oral language
  • Phonological awareness
  • Alphabet knowledge
  • Comprehension

Star Preschool Literacy can be administered seasonally to all children, and it provides empirically derived benchmarks to help identify students for whom some additional support may be needed to make great developmental progress. Star Preschool Literacy can also be used for more frequent progress monitoring, to evaluate the impact of those additional supports so that teachers can adjust instructional practices when needed.

Star Preschool Literacy was systematically designed to gather reliable, meaningful, and useful information in preschool classrooms. The measures are brief, very easy to administer and score, with little prior training needed, and engaging to young learners. Perhaps more important, results are available immediately after the assessment is completed, with no additional data entry steps—allowing teachers to quickly move on to the classroom activities and instruction that truly drive developmental progress.

As mentioned earlier, Star Preschool Literacy is the first of what will be a suite of assessments for preschool children. Future developments will include direct assessment of oral language and early literacy skills for Spanish-speaking children, direct assessment of early numeracy development, and “whole child” teacher ratings. Designed for preschool children and preschool classrooms, these measures will be helpful tools for providing early education experiences that align with, and directly contribute to, later academic and school success.

Developing preschool assessments to support preschool development

Expanded access to preschool offers an opportunity to support more students through intentional and systematic educational programming. Laws, policies, and practices are quickly evolving to embrace these changes, and professionals engaged in this work are quickly expanding their capacity to contribute.

In order to maximize the benefits of preschool programs, high-quality preschool assessments are necessary so that preschool teachers will know what supports their children need. Through ongoing research, we can improve our ability to monitor young children’s growth toward great outcomes, and we can design our programs and instruction to facilitate this growth.

In future Renaissance blogs, we will continue exploring these developments, and we look forward to lifting up the stories of professionals, programs, and communities leading the way. 

Learn more

Connect with an expert to discover how Star Preschool Literacy will support strong reading outcomes in your school or district.

References

Cabell, S. Q., Neuman, S. B., & Terry, N. P. (2023). Handbook on the science of early literacy. Guilford.

Carta, J. J. (2019). Introduction to multi-tiered systems of support in early education. In J. J. Carta & R. Miller Young (Eds.), Multi-tiered systems of support for young children: Driving change in early education (pp. 1–14). Brookes Publishing.

Coleman, M. R., Buysse, V., & Neitzel, J. (2006). Recognition and response: An early intervening system for young children at-risk for learning disabilities. Frank Porter Graham Center.

Diamond, K. E., Justice, L. M., Siegler, R. S., & Snyder, P. A. (2013). Synthesis of IES research on early intervention and early childhood education (NCSER 2013-3001). http://ies.ed.gov/ncser/pubs/20133001/pdf/20133001.pdf

Fernald, A., & Weisleder, A. (2011). Early language experience is vital to developing fluency in understanding. In S. B. Neuman & D. K. Dickinson (Eds.), Handbook of early literacy research (Vol. 3, pp. 3–19). Guilford.

Greenwood, C. R., Carta, J. J., & McConnell, S. R. (2011). Advances in measurement for universal screening and individual progress monitoring of young children. Journal of Early Intervention, 33(4), 254–267. https://doi.org/10.1177/1053815111428467

Hanford, E. (2022). Sold a story: How teaching kids to read went so wrong [podcast]. https://features.apmreports.org/sold-a-story/

Hart, B., & Risley, T. (1995). Meaningful differences in the everyday experiences of young American children. Brookes Publishing.

Hart, B., & Risley, T. (1999). The social world of children learning to talk. Brookes Publishing.

Hemmeter, M. L., Ostrosky, M., & Fox, L. (2020). Unpacking the pyramid model: A practical guide for preschool teachers. Brookes Publishing.

Hindman, A. H., Skibbe, L. E., & Foster, T. D. (2014). Exploring the variety of parental talk during shared book reading and its contributions to preschool language and literacy: Evidence from the Early Childhood Longitudinal Study-Birth Cohort. Reading and Writing, 27(2), 287–313.

Lefebvre, P., Trudeau, N., & Sutton, A. (2011). Enhancing vocabulary, print awareness and phonological awareness through shared storybook reading with low-income preschoolers. Journal of Early Childhood Literacy, 11(4), 453–479. https://doi.org/10.1177/1468798411416581

Lonigan, C. J., Allan, N. P., & Lerner, M. D. (2011). Assessment of preschool early literacy skills: Linking children’s educational needs with empirically supported instructional activities. Preschool Assessment and Intervention, 48(5), 488–501.

McConnell, S. R. (2019). The path forward for Multi-tiered Systems of Support in early education. In J. J. Carta & R. Miller (Eds.), Multi-Tiered Systems of Support for young children: A guide to response to intervention in early education (pp. 253–267). Brookes Publishing.

McConnell, S. R., Bradfield, T. A., & Wackerle-Hollman, A. K. (2014). Early childhood literacy screening. In R. J. Kettler, T. A. Glover, C. A. Albers, & K. A. Feeney-Kettler (Eds.), Universal screening in educational settings: Evidence-based decision making for schools. (pp. 141–170). American Psychological Association. https://doi.org/10.1037/14316-006

McConnell, S. R., & Goldstein, H. (2021). Measurement built for scale: Designing and using measures of intervention and outcome that facilitate scaling up. In J. A. List, D. L. Suskind, & L. Supplee (Eds.), The scale-up effect in early childhood and public policy (pp. 301–319). Routledge.

Moyle, M. J., Heilmann, J., & Berman, S. S. (2013). Assessment of early developing phonological awareness skills: A comparison of the preschool Individual Growth and Development Indicators and the Phonological Awareness and Literacy Screening–PreK. Early Education & Development, 24(5), 668–686. https://doi.org/10.1080/10409289.2012.725620

National Center on Improving Literacy. (2023). Schools and districts. https://improvingliteracy.org/school

National Institute for Literacy. (2008). Developing early literacy: Report of the national early literacy panel. https://lincs.ed.gov/publications/pdf/NELPReport09.pdf

Neuman, S. B., & Kaefer, T. (2018). Developing low-income children’s vocabulary and content knowledge through a shared book reading program. Contemporary Educational Psychology, 52, 15–24. https://doi.org/10.1016/j.cedpsych.2017.12.001

Piasta, S. B., Sawyer, B., Justice, L. M., O’Connell, A. A., Jiang, H., Dogucu, M., & Khan, K. S. (2020). Effects of Read It Again! in early childhood special education classrooms as compared to regular shared book reading. Journal of Early Intervention, 42(3), 224–243. https://doi.org/10.1177/1053815119883410

Scarborough, H. S. (2001). Connecting early language and literacy to later reading (dis)abilities: Evidence, theory and practice. In S. B. Neuman & D. K. Dickinson (Eds.), Handbook of early literacy research (Vol. 1, pp. 97–110). Guilford.

Shonkoff, J. P., & Phillips, D. A. (2000). From neurons to neighborhoods. National Academies Press. https://doi.org/10.17226/9824

Spencer, T. D., Goldstein, H., Kelley, E. S., Sherman, A., & McCune, L. (2017). A curriculum-based measure of language comprehension for preschoolers: Reliability and validity of the assessment of story comprehension. Assessment for Effective Intervention, 42(4), 209–223.

Stadler, M. A., & McEvoy, M. A. (2003). The effect of text genre on parent use of joint book reading strategies to promote phonological awareness. Early Childhood Research Quarterly, 18(4), 502–512. https://doi.org/10.1016/j.ecresq.2003.09.008

The Nation’s Report Card. (2022). NAEP Report Card: 2022 NAEP Reading Assessment: Highlighted results at grades 4 and 8 for the nation, states, and districts. https://www.nationsreportcard.gov/highlights/reading/2022/

The Reading League. (n.d.). What is the science of reading? https://www.thereadingleague.org/what-is-the-science-of-reading/

The Reading League. (2022). Science of reading: Defining Guide. https://www.thereadingleague.org/wp-content/uploads/2022/03/Science-of-Reading-eBook-2022.pdf

Will, K. K., McConnell, S. R., Elmquist, M., Lease, E. M., & Wackerle-Hollman, A. (2019). Meeting in the middle: Future directions for researchers to support educators’ assessment literacy and data-based decision making. Frontiers in Education, 4. https://doi.org/10.3389/feduc.2019.00106

Ziolkowski, R. A., & Goldstein, H. (2008). Effects of an embedded phonological awareness intervention during repeated book reading on preschool children with language delays. Journal of Early Intervention, 31(1), 67–90. https://doi.org/10.1177/1053815108324808

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How to be a Renaissance National Honor Roll Educator https://www.renaissance.com/2023/08/21/blog-how-to-be-a-renaissance-national-honor-roll-educator/ Mon, 21 Aug 2023 19:53:03 +0000 https://www.renaissance.com/?p=64467 Want to get the best outcomes from your Renaissance practice and assessment solutions? Looking to highlight your students’ incredible literacy and math achievements? Join us for Renaissance National Honor Roll. What is Renaissance National Honor Roll? Renaissance National Honor Roll recognizes teachers, librarians, and school administrators across the nation utilizing Renaissance solutions to their fullest […]

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Want to get the best outcomes from your Renaissance practice and assessment solutions? Looking to highlight your students’ incredible literacy and math achievements? Join us for Renaissance National Honor Roll.

What is Renaissance National Honor Roll?

Renaissance National Honor Roll recognizes teachers, librarians, and school administrators across the nation utilizing Renaissance solutions to their fullest and, in turn, seeing measurable student growth.

From September to March, five best practice learning series are published in the Renaissance Educator Network (formerly Renaissance Royals). We’re excited to announce that we’ve added a new learning series for Lalilo for the 2023–2024 school year! The learning series are designed to help empower your teaching and improve your implementations of Accelerated Reader, Freckle for math, Lalilo, myON, and Star Assessments. Each series contains 7 activities, which are like bite-sized chunks of professional learning. You’re encouraged to start early in the school year to get the most benefit. Completing each activity gives access to the next as it becomes available the following month.

Participating in Honor Roll also provides a natural environment to engage in collaboration with fellow educators via the Renaissance Educator Network, a community designed just for you. Educators using Renaissance solutions can join the Renaissance Educator Network to discuss teaching strategies and experience different activities. It’s free and a great resource.

Teacher in front of a classroom

How do educators participate in Honor Roll?

  1. Log in to your Renaissance Educator Network account and click on the Honor Roll channel. (Not a member? Click here to join!)
  2. Complete the monthly Honor Roll activities throughout the school year and submit your data to demonstrate you’ve followed the prescribed best practices.
  3. Be recognized! You’ll receive an achievement kit that includes customizable digital student certificates, a classroom pennant, or a school banner.

More than 300 educators participated in Honor Roll and were recognized during the 2022–2023 school year. While everyone participates in Honor Roll for different reasons, these educators agree that having the strategies to effectively use their Renaissance products benefits everyone, especially their students.

Teachers talking

Educators comment on Honor Roll

Participating in the Accelerated Reader National Honor Roll allows me to learn about reports that I may not have been familiar with using. The monthly challenges allow you to explore the program and learn ways to use the program to the fullest extent possible.

Marianne Gaskins, Librarian, South Carolina

I would recommend Renaissance National Honor Roll to any teachers who use Renaissance products with their students. It provides the opportunity to learn about the new Renaissance resources available to schools and teachers. I especially enjoy being able to communicate with fellow educators and share ideas about how we implement the different programs and resources in our classrooms.

Kristie Spivey, 2nd Grade Teacher, North Carolina

If you have never participated in the National Honor Roll, I would recommend that you do. You get to know what is available to you and learn about how others have used the products in their classroom. The resources are great and help you to learn how to manage your students’ learning.

Leticia Quintero, 8th Grade ELA Teacher, Texas 

Honor Roll starts on September 15, so head over to the Renaissance Educator Network and get started! 

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Renaissance Unveils New Back-to-School Resources to Help Educators Personalize Teaching and Address Learning Gaps this School Year https://www.renaissance.com/2023/08/09/renaissance-unveils-new-back-to-school-resources-to-help-educators-personalize-teaching-and-address-learning-gaps-this-school-year/ Wed, 09 Aug 2023 11:12:00 +0000 https://www.renaissance.com/?p=64100 The latest How Kids Are Performing data identifies areas of greatest need, while new resources and connections will help educators to truly see every student in 2023–2024. BLOOMINGTON, MINN. (August 9, 2023) – Renaissance, a leader in pre-K–12 education technology, has released new back-to-school resources and product updates to support educators in personalizing instruction to address […]

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The latest How Kids Are Performing data identifies areas of greatest need, while new resources and connections will help educators to truly see every student in 2023–2024.

BLOOMINGTON, MINN. (August 9, 2023) – Renaissance, a leader in pre-K–12 education technology, has released new back-to-school resources and product updates to support educators in personalizing instruction to address pandemic learning loss during the new school year. This includes a new interactive webpage for educators to increase their access to critical How Kids Are Performing data. The page allows educators to review and compare their students’ academic performance and growth data by subject and grade level to national averages. Additionally, the page provides valuable resources—such as Renaissance’s Focus Skills and an MTSS Toolkit—to accelerate student learning.

Recent reports of academic recovery have made it clear that it is more important than ever that educators have access to student performance data to help them understand the areas of greatest need. Renaissance’s new interactive site ensures educators can review historical academic performance and growth when needed and leverage the latest How Kids Are Performing data as a reference point throughout the 2023–2024 school year. In addition to viewing the all-new data, educators can now easily compare Star Unified Scaled Scores and Star Student Growth Percentiles in early literacy, reading, and math from fall 2017 through spring 2023.

“In many areas, we are seeing a rebound in students’ scores—not back to pre-pandemic performance levels, but rising slowly,” said Dr. Gene Kerns, Vice President and Chief Academic Officer at Renaissance. “Generally speaking, students are back to achieving very typical levels of growth, but typical growth will not erase the changes in academic performance that pandemic-related disruptions brought. Recovery to pre-pandemic levels of academic performance is proving to be more of a marathon than a sprint, making it essential to keep students engaged and growing in the year ahead.”

Going forward, How Kids Are Performing data will live on this interactive webpage, and the data points will be updated after each fall, winter, and spring screening window closes in Star Assessments.

In addition to launching the How Kids Are Performing webpage, Renaissance recently released new resources and product features reflecting Renaissance’s commitment to providing a powerful instructional ecosystem that supports personalized teaching and learning. This includes an all-new Back-to-School resources page with product-specific setup steps, checklists, rostering information, professional learning, and more to help educators prepare for the new year. The page also provides access to new Student and Family Engagement Kits for Accelerated Reader, Freckle, Lalilo, and myON to help educators make the most of their Renaissance solutions this year.

Along with these resources, educators have access to a number of great new features in their Renaissance solutions this school year, including:

  • Product connections to make educators’ work easier, including new and enhanced reporting in Renaissance Analytics
  • New assessment functionalities to provide deeper insights, such as a new item bank in DnA and additional measures in Star CBM Reading
  • New content offerings and options in Renaissance practice tools, including a Guided Practice module in Freckle for math
  • Expanded instructional resources to help address gaps in student learning through the Star-Nearpod connection

To view the latest How Kids Are Performing data and the interactive webpage, please visit https://www.renaissance.com/resources/how-kids-are-performing/

To access the back-to-school resources, please visit https://www.renaissance.com/resources/back-to-school/

Contact for Media Inquiries

Lucy Duffy
Sr. Public Relations & Communications Specialist
Renaissance
(561) 573-6296
pr@renaissance.com

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How the Renaissance Ecosystem drives differentiated instruction https://www.renaissance.com/2023/08/07/how-the-renaissance-ecosystem-drives-differentiated-instruction/ Mon, 07 Aug 2023 14:40:10 +0000 https://www.renaissance.com/?p=64130 For more than 35 years, educators have relied on Renaissance for tools and insights to support the important work they do each day. While technology has changed greatly over the decades, our commitment to helping educators to truly, fully see every student remains the same. To accomplish this, we provide an ecosystem of interconnected solutions […]

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For more than 35 years, educators have relied on Renaissance for tools and insights to support the important work they do each day. While technology has changed greatly over the decades, our commitment to helping educators to truly, fully see every student remains the same.

To accomplish this, we provide an ecosystem of interconnected solutions to give educators a clear view of students’ strengths and needs from pre-K through grade 12. This includes:

  • Accurate Assessment, to measure student learning and growth
  • Engaging Practice & Instruction, to ensure students build the skills they need for success
  • Actionable Insights, to improve learning outcomes and inform decision making

We recently had the opportunity to discuss the Renaissance Ecosystem with Todd Brekhus, Chief Product Officer at Renaissance and General Manager of Nearpod. Highlights from our conversation appear below.

Teacher and student on tablet

What is the Renaissance Ecosystem? When did the ecosystem launch?

Todd Brekhus: The Renaissance Ecosystem has a long history, dating back to the mid-1990s. At that time, schools had been using Accelerated Reader for nearly a decade, and we had reading data for millions of students. We asked ourselves how we could use this data to help educators better understand where their students are now, where they’re likely to be by the year’s end, and the next best steps to take to improve outcomes for every learner.

This led to the development of ATOS, an easy-to-understand scale for identifying a text’s complexity, and Star Reading, an extremely efficient and reliable assessment of students’ reading comprehension. This was, in a sense, the first iteration of the Renaissance Ecosystem, which integrated assessment and practice data to support instructional planning, streamline goal setting, and show educators whether students were on track for success.

This was helpful information for educators to have. It became vital when No Child Left Behind became law in the early 2000s. We realized that we could use interim assessment data from Star to predict how students were likely to perform on state accountability assessments. This use of algorithms to forecast state test performance empowered educators to intervene early to support students who were struggling. In fact, adequate yearly progress in Star became one of the most popular and effective ways to predict and measure student growth and learning outcomes—in both literacy and math.

Of course, the Renaissance Ecosystem continued to expand over the years in response to educators’ and students’ needs. The addition of myON, for example, provided students with instant access to thousands of digital books and news articles, along with embedded reading and writing tools. This brought an important new experience into the ecosystem—digital reading—as well as powerful new insights for educators on students’ reading habits and engagement.

myON also brought millions of additional data points into the ecosystem, helping us to further refine our understanding of how students learn and grow within and across school years. This enables us to make even smarter recommendations for differentiating instruction and practice, so educators can more easily target the skills that are most essential for students’ progress and better engage every learner.

This is very much the model we’ve followed as we’ve further expanded the ecosystem to include Freckle, Lalilo, Nearpod, FastBridge, and more. Each addition not only brings rich new content and experiences for students and teachers, but also a wealth of data to further enhance our understanding of how students learn best.

teacher giving student hi-five

Why do we use the term “Renaissance Ecosystem?” What specifically does this term bring?

Todd Brekhus: “Ecosystem” is a widely used term in the software industry, describing programs that are used together and evolve together in the same environment. It’s also a term that’s familiar to educators—whether they’ve taught middle school science or not. It’s an apt metaphor, because in an ecosystem, each plant or animal has its unique place but is also connected to and interacts with all of the others over its lifecycle.

The same is true of our Renaissance Ecosystem. For example, Accelerated Reader and myON are better when they’re used together, allowing students to seamlessly move from reading a book to taking the associated AR quiz and seeing their progress toward their goals. But it never occurred to us to “merge” AR into myON, or vice versa. Each offers a unique student experience, and each has its own place in the ecosystem.

At the same time, AR and myON connect to each other (and to Star Assessments), and this interconnectedness is critical. In the early 2000s, we were one of the first edtech providers to move from the old client-server software model to a web-based model. This allowed for a lot of innovation, but we were still reliant on physical data centers, and a lot of manual work was necessary, for example, when districts asked us to share their Star data with their state DOE.

Over the last seven years, we’ve moved to the cloud, which gives us much greater scalability and eliminates those data siloes. This allows us to quickly bring additional tools and resources into the ecosystem and to connect them with the tools and resources that educators are already using. It also allows us—through Renaissance Analytics—to give building and district administrators powerful insights into student performance and growth, with the ability to easily disaggregate and drill into data in ways they never have before.

We chose the word “ecosystem” to highlight all of these points. You’ll sometimes hear the term “tree of life” used for a biological ecosystem—a number of unique experiences coming together to create a single, interconnected system. Renaissance provides something similar, where a number of unique learning experiences—reading a digital book in myON, taking an Accelerated Reader quiz, mastering a math objective in Freckle, completing an interactive lesson in Nearpod—all point back to one place, giving educators a more complete picture of every student.

The Renaissance Ecosystem
See every student with the Renaissance Ecosystem

What makes the Renaissance Ecosystem unique? How does the ecosystem benefit teachers and students?

Todd Brekhus: It’s important to understand the difference between personalized learning—a term we hear a lot—and personalized teaching and learning.

Other edtech vendors’ ecosystems usually start with a diagnostic test, which is used to place students onto a prescribed learning pathway. So, you end up with classrooms where every student is doing their own thing, following their own pathway, which may or may not connect to what the teacher is doing. This is often called “personalized learning,” but it isn’t, really. It’s a lot closer to the experience many of us have probably had of completing an online tutorial, where you’re constantly clicking the “Next” button to advance to the next screen, and you’re presented with a quiz at the end to see what you’ve retained.

Needless to say, education is not about clicking the “Next” button all day—a point that was really driven home during the COVID-19 pandemic. With school buildings closed, many students were stuck on their screens, trying to self-learn with minimal guidance, little interaction with peers, and no real awareness of where they were going. This is not 21st-century learning and is not an effective use of technology.

Our approach at Renaissance is the opposite one. We provide in-the-moment insights and access to a wide array of learning resources so that teachers can easily adapt and tailor instruction to their students’ needs—without spending hours on planning or having to manually reconcile data from multiple sources. Let me give you an example:

When we brought Freckle into the Renaissance Ecosystem, our first step was to map all of Freckle’s math objectives, activities, and resources onto our math learning progression. Our learning progressions are our ecosystem’s “backbone,” showing the progression of skills from pre-K through high school and aligned with every state’s standards of learning. Each program within the ecosystem is tightly mapped to our learning progressions, so that every activity a student completes points back to the same place, as I mentioned earlier.

This means that once students complete a Star Math assessment, teachers can easily see each student’s current location on the learning progression. They can then go into Freckle and easily find resources for the particular skill that each student, small group, or class is ready to learn, and they can assign that skill with a single click for targeted practice.

Freckle also offers adaptive pathways, so students can work at their own level and at their own pace. It’s this flexibility—the option of providing both targeted and adaptive practice to students at the same time—that sets our ecosystem apart and shows how we keep the teacher (not the algorithm) at the center of the classroom. And with each type of practice, students are doing much more than clicking “Next.” Freckle includes embedded supports, colorful graphics, real-world activities, and some really fun challenges to keep students engaged and to encourage peer interaction as they apply and build on what they’re learning.

Driving effective differentiation

Discover how the Renaissance Ecosystem will help you to better engage every learner.

Why is Nearpod such an important part of the Renaissance Ecosystem? How does Nearpod support differentiated instruction?

Todd Brekhus: What Nearpod brings is really magical, in terms of sparking students’ curiosity. If you watch an engaged Nearpod classroom, you’ll see a wide variety of learning activities. For example, one group of students may be working on a simulation, where they’re applying a math concept that they learned recently. Another group may be rewatching a video, gathering evidence to support an argument. A third group may be working on a science project exploring the environmental impact of something, or looking at causes and effects, or comparing two scientific theories.

In each case, you’ll see students collaborating with each other and with their teacher—asking questions, sharing ideas, weighing evidence, and making connections. This is the richness of real instruction delivered by a real teacher, using Nearpod’s formative data and huge library of resources to engage students, to get them talking with their peers, and to help them to think critically. This is 21st-century learning, and it’s the opposite of the “sit and get” model I described earlier.

To make this process even easier, we’ve created a Star-to-Nearpod connection. As teachers review their Star data, they’re able to access aligned instructional resources in Nearpod with the click of a button. Assigning the right resources to individual students, small groups, or a whole class is an equally seamless process. If you’re using Star Assessments, you have access to this feature now, regardless of whether you’ve used Nearpod before. We’re currently working on a FastBridge-to-Nearpod connection, which will support differentiation in a very similar way.

I’d be remiss if I didn’t also mention Flocabulary here. Flocabulary complements Nearpod by using music and beats and memory to help students learn the fundamentals. Yes, we all have access to Google, but there are some things that students just need to know in order to evaluate an argument, solve a problem, or understand a concept. And Flocabulary is really effective at helping students to learn vocabulary, language arts skills, math facts, science, and more. Mastering the fundamentals opens up so many learning opportunities, as students become curious about a topic and want to go deeper.

Clearly, I could talk about Nearpod for hours, and I can’t emphasize enough how it’s helping educators to deliver engaging, collaborative, and pedagogically sound instruction. I’m especially proud of the recently released Nearpod Math program, which provides so many additional tools and resources, and truly represents our approach to personalized teaching and learning.

Girl in pink Hajib studying

How are educators responding to the Renaissance Ecosystem? What are we planning for the future?

Todd Brekhus: The most common response is, “Wow—you’re clearly going in a different direction than the other edtech providers.” Decades of research have confirmed the massive importance that having access to a high quality teacher has on students’ success. And educators recognize that our ecosystem isn’t built on the outdated “drill and kill” approach but rather on amplifying what good teachers are already doing—and giving them insights, resources, and tools to be even more effective, spark even greater student curiosity, and really improve learning outcomes for all.

Educators also appreciate the fact that the Renaissance Ecosystem is open. Our eduCLIMBER platform, for example, offers more than 200 connections to enable districts to review data on attendance, academics, social-emotional behavior (SEB), interventions, and more to get really powerful, whole child insights to drive decision making. Similarly, the Nearpod library includes lessons and resources not only from Renaissance but from a wide variety of publishers and curriculum providers to support effective differentiation.

As a company, we’ve always believed that students learn better when we all work together, and this is something that educators understand and respond to.

In terms of future direction, we’re excited to launch what we’re tentatively calling our Teacher Journey. Just as Renaissance Analytics gives administrators powerful district- and school-level insights, the Teacher Journey will show teachers how their students are doing right now, using data from across the ecosystem. In some cases, students may be struggling and may require remediation, and teachers will have instant access to lessons and resources to help. In other cases, students will be ready for more of a challenge to promote deeper learning—and teachers will have access to resources for these learners as well.

Providing teachers with insights in the moment to help them match each student with the right supports at the right time for success. This is probably the best one-sentence description of the Renaissance Ecosystem I can provide, and it perfectly captures how, as an organization, we live our mission of accelerating learning for all.

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Georgia Department of Education Approves Star CBM Reading, Star Early Literacy, and FastBridge as Dyslexia Screeners https://www.renaissance.com/2023/07/14/georgia-department-of-education-approves-star-cbm-reading-star-early-literacy-and-fastbridge-as-dyslexia-screeners/ Fri, 14 Jul 2023 12:08:00 +0000 https://www.renaissance.com/?p=63789 BLOOMINGTON, MINN. (July 14, 2023) – Renaissance, a leader in pre-K–12 education technology, recently announced that the Georgia Department of Education has approved Star CBM Reading, Star Early Literacy, and FastBridge as universal screeners for characteristics of dyslexia. The list of approved universal screeners was created in accordance with Senate Bill 48, which provides for […]

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BLOOMINGTON, MINN. (July 14, 2023) – Renaissance, a leader in pre-K–12 education technology, recently announced that the Georgia Department of Education has approved Star CBM Reading, Star Early Literacy, and FastBridge as universal screeners for characteristics of dyslexia. The list of approved universal screeners was created in accordance with Senate Bill 48, which provides for identification of and support for Georgia students in kindergarten through third grade with dyslexia.

Georgia approved Star CBM Reading and Star Early Literacy for grades K–3, as well as FastBridge, for dyslexia screening. These Renaissance products can be used to cover all Georgia educators’ screening and dyslexia needs for essential early reading skills. 

“We’re pleased to support the teachers and students of Georgia with valid and reliable assessments for measuring and monitoring literacy skills proficiency, and identifying students at risk for characteristics of dyslexia,” said Darice Keating, Senior Vice President of Government Affairs at Renaissance. “Renaissance assessments will help teachers to identify students who may be at risk for developing reading difficulties and are in need of additional instruction and intervention.”

Star Assessments and FastBridge are already used by many Georgia districts for universal screening, and Star CBM Reading allows educators to accurately assess students’ development for targeted instruction and intervention.

For more information about the recent GDOE approval, visit https://www.gadoe.org/Curriculum-Instruction-and-Assessment/Curriculum-and-Instruction/Pages/Dyslexia.aspx

About Renaissance

As a leader in education technology, Renaissance is committed to providing educators with insights and resources to accelerate growth and help all students build a strong foundation for success. For more information, visit www.renaissance.com.

Contact for Media Inquiries Only:

Lucy Duffy
Sr. Public Relations & Communications Specialist
Renaissance
(561) 573-6296
pr@renaissance.com

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In perspective: The new NAEP data and student achievement gaps https://www.renaissance.com/2023/07/03/blog-in-perspective-the-new-naep-data-and-student-achievement-gaps/ Mon, 03 Jul 2023 15:27:00 +0000 https://www.renaissance.com/?p=63634 The recent release of the 2023 National Assessment of Educational Progress (NAEP) data brought another flurry of reporting on the impacts wrought by pandemic-related disruptions to schooling. In fact, a recent District Administration article quoted Dr. Peggy Carr, commissioner of the National Center for Education Statistics, which oversees NAEP, remarking that “the ‘green shoots’ of […]

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The recent release of the 2023 National Assessment of Educational Progress (NAEP) data brought another flurry of reporting on the impacts wrought by pandemic-related disruptions to schooling.

In fact, a recent District Administration article quoted Dr. Peggy Carr, commissioner of the National Center for Education Statistics, which oversees NAEP, remarking that “the ‘green shoots’ of academic recovery that we had hoped to see have not materialized, as we continue to see worrisome signs about student achievement and well-being more than two years after most students returned for in-person learning.”

To be sure, there are some new and alarming findings in the NAEP data, such as dropping attendance rates, decreases in the time students spend reading, and decreased enrollment in algebra. There are also some findings that have been consistently documented since the pandemic began: scores are down at all grade levels, math has been more affected than reading, and some student groups have been disproportionately affected.

After all this time, however, it’s becoming almost impossible to distinguish one report on unfinished learning from another. While addressing the needs students currently have requires that we keep our sense of urgency high, what many of us are also longing for are fresh insights and a narrowing of our focus.

Acknowledging that we can’t solve everything at once, where do we focus our attention for the greatest impact? In this blog, I’ll offer several suggestions based on an analysis of both NAEP and other recent assessment data.

Little girl raising hand in class

Using NAEP data to put “learning loss” in perspective

It’s a good day when I read something that provides me with an insight, but it’s a great one when I read something that provides me with an epiphany. Those don’t come along often, but when they do, they cause us to completely reorganize the way we interpret the world. We just can’t look at things the same way again. Such was the case when I read a 2020 Education Week article on learning loss written by formative assessment expert Dylan Wiliam.

While “learning loss”—or “unfinished learning,” or whatever term you prefer for whatever the academic impacts of the COVID-19 pandemic were—remains a hot topic, Wiliam cautions that “it is also important to put whatever learning loss there has been in perspective” (my emphasis). And the perspective he suggests is not solely focused on the direct impacts of the pandemic but considers learning loss in relation to the achievement gaps that already existed. When we do that, we find that we may have been focusing too closely on the wrong things. In other words, we have an epiphany.

Writing in the back-to-school season of 2020–2021, Wiliam began with 2019 NAEP data for math and then “extrapolate[ed] beyond the grades tested by NAEP using nationally normed standardized tests” to suggest the range of performance in “a nationally representative 4th grade class of 25 students.” His analysis suggested that, in such a classroom, “there were five students whose math achievement was no higher than the average 1st grader, and two students whose achievement would match that of the average 9th grader.” In other words, “in a nationally representative class of 4th graders, there [was] at least an eight-year spread of achievement” prior to the pandemic.

Wiliam added that “even if we assume that students learned nothing after schools began closing down in March [of 2020], it means that rather than an eight-year spread of achievement, a returning 5th grade class [in the fall of 2020] would have [had] an eight-and-a-half year range of achievement” after the pandemic hit. The headlines focused solely on this half-year increase rather than the existing 8-year spread.

That seemed a bit off to Wiliam. It seemed to lack perspective.

Comparing pandemic “learning loss” to existing achievement gaps

Wiliam was not alone in making such a claim. Several months earlier, Will Lorié with the National Center for Assessment asserted that previously existing performance gaps “are greater than any differential ‘learning losses’ we will find between relatively advantaged and disadvantaged groups due to spring 2020 school disruptions.”

Heather Hill and Susanna Loeb made a similar point in a May 2020 Education Week article, stating that “even if the loss is on the larger side—say, the equivalent of three months—this change is small compared with typical existing learning differences among students as they enter a new grade.”

Now, a time stamp is critically important when we consider these authors’ statements. They were writing in the first several months of the pandemic—between May and August of 2020.

Think back to that time period. At that point, we were still a bit naïve about how things were going to unfold. We were just beginning the 2020–2021 school year with hopes that it might be rather normal, but our hopes were soon dashed. Continued COVID-19 outbreaks and variants created a dynamic where the school year, at best, involved shifting instructional delivery models for many students, and a full year of remote learning for others.

Disruptions to schooling occurred widely across that school year and well into the next one (2021–2022) as well. Given that disruptions went on for far longer than these authors might have accounted for, does their assertion that pandemic-related learning impacts would be relatively small when compared to previously existing achievement gaps still hold true?

It’s time that we revisit this.

Considering NAEP data alongside Renaissance Star Assessments data

Since the fall of 2020, Renaissance has been publishing our How Kids Are Performing report series. Soon, we will transition from static reports to an interactive website that presents overall metrics on both performance and growth in reading and math that are updated seasonally and draw from our widely used Star Assessments.

Though it began as a way to study pandemic-related impacts—particularly before summative systems such as NAEP went back online—How Kids Are Performing will now continue as a high-level barometer of student performance and growth.

While Star Assessments data from the 2022–2023 school year is still being analyzed, we can already shed some light on whether the ideas advanced by authors in 2020 about the relationship between pandemic-related impacts and existing achievement gaps still hold true.

Let’s use grade 4 math as an example, to match Wiliam’s analysis. Using 2019 NAEP data, he estimated that a previously existing achievement gap of roughly 8 years might have been widened by an additional half a year. How does this compare to our How Kids Are Performing data?

In the fall of 2019, the mean scale score (SS) on Star Math for over one million grade 4 students nationally was 973, with a standard deviation (SD) of 60. By the fall of 2022, the mean SS was 964, with an SD of 67. These shifts indicate both lower performance and a wider range of scores.

We then used the mean and SD to determine the range of scale scores representing plus or minus 2 SD, which would then reflect the performance of 95% of the population. When those SS are converted to Grade-level Equivalent (GE) scores, that results in a GE range of 2.0–7.7 (a 5.7-year range) for 2019–2020, and of 1.6–8.0 (a 6.4-year range) in 2022–2023.

In other words, between 2019–2020 and 2022–2023, the range of performance in a typical grade 4 classroom widened by 0.7 GE, or 7 months. So, things seem to closely mirror what Wiliam projected, with a bit larger increase in the range than he anticipated.

Understanding achievement gaps in reading and math

While we’ve used grade 4 math as our example here, these same dynamics played out across all grade levels and both subject areas. (The only exception is that kindergarten students in 2022–2023 started out at exactly the same level of performance in reading as students in 2019–2020.) The summation of our analyses is presented in the following graphs, where red represents the achievement gap (range of performance) prior to the pandemic at each grade level, and black represents the pandemic-related increases:

Current achievement gap in reading
Current achievement gap in reading
Current achievement gap in math
Current achievement gap in math

As is often the case, we began exploring one thing—how much the gap had widened due to the pandemic—and found something we had not expected. It’s quite interesting to observe the differing ways the overall achievement gap widens between reading and math:

  • For reading, the increase in the gap is fairly steady. In kindergarten, it begins with an achievement gap of about 2.6 years, and that gap steadily widens until it plateaus in the middle grades.
  • For math, things begin similarly, with a gap of 2.7 years in kindergarten. However, things change radically between grades 3 and 5, when the gap mushrooms from 4.1 years to 10 years. In short, math realities shift quickly and dramatically for many students across a relatively short period of time—and this was already the case before the pandemic.

Additionally, while full details will be available when the new How Kids Are Performing website launches in late July, I would offer that we are seeing some of “the ‘green shoots’ of academic recovery” that are not reflected in the latest NAEP data. Here, I’m defining a “green shoot” as something that is no longer in decline and, though not back, is at least headed toward pre-pandemic levels.

Examining math and reading performance from kindergarten through grade 8, we see four instances of continued decline. At many grade levels, student performance in 2022–2023 is directly comparable to performance in 2021–2022, suggesting no further decline. In eight instances, we are actually seeing a rebound in scores—not back to pre-pandemic performance levels, but still rising.

How to address achievement gaps in the year ahead

So, what are the takeaways as educators prepare for the new school year? First of all, I hope we now have the insight that the pandemic-related disruptions to learning are substantial, but also that they are dwarfed when compared with pre-existing performance gaps. Then, we also need to acknowledge that math performance gaps increase substantially in grades 3–5—an area that deserves especially close attention in the year ahead.

Of course, conversations about achievement gaps are not new. As Lorié observed, “Since the 1960s, schools have been called to close inter-group gaps.” This is a helpful reminder that if we merely take traditional approaches, we likely won’t have much hope to substantively achieve recovery. That approach harkens to the familiar definition of insanity—doing the same thing over and over and expecting different results.

But several significant changes in our practice are occurring that hold significant promise in the new school year:

#1: Science of Reading

Chief among these changes is the widespread embrace of the Science of Reading. Over a relatively short period of time, massive changes have occurred in relation to reading curricula and instruction. The state of Mississippi, for example, has experienced significant increases in reading performance. Given that Mississippi led the way with the Science of Reading, we have reason to hope that other states will experience such increases as they also embrace reading science.

While many providers offer curricular materials and professional development aligned to the Science of Reading, few can match the assessment capabilities offered by Star Phonics. This powerful skills screener focuses intensely on early grade phonics skills and provides student-by-student and skill-by-skill feedback so that teachers can ensure the critically necessary foundation of phonics is unquestionably put in place.

Lalilo, another relatively new tool in the Renaissance family, also supports the Science of Reading by providing both adaptive and targeted practice opportunities for students across the skills areas specifically called out by the National Reading Panel: phonemic awareness, phonics, fluency, vocabulary, and comprehension. For students, this takes the form of an adventure game with worlds to explore and tokens to earn, but as students “play” Lalilo, their teachers receive valuable feedback on the skills they are working to master.

#2: Accelerated Learning

Second, our pedagogical approach when students are behind is shifting from one of remediation to one of Accelerated Learning. Initial research on this shift has found that “students who experienced learning acceleration struggled less and learned more than students who started at the same level but experienced remediation instead.”

Given the two essential questions one must answer to operationalize Accelerated Learning—“Which grade-level skills are most essential?” and “What are the necessary prerequisites to those skills?”—there is hardly a better source to support the approach than Renaissance’s Focus Skill Resource Center. This free website allows users to see the most essential skills for progress in reading and math tailored to the standards of each state, helping to prioritize instruction.

Educators using our Star Assessments will also find Focus Skills flagged on instructional planning reports. Those who are using our Freckle program have the added ability to assign ELA and math practice that aligns with essential Focus Skills.

Little girl in yellow with a tablet

#3: More effective MTSS

Of course, all of this work should be undertaken through a multi-tiered system of support (MTSS) framework, which has been taking root in school processes for the last 15 years or more. While FastBridge and Star Assessments are widely used in this space and are highly rated for both screening and progress monitoring, more districts are now expanding their analytics capabilities by adding eduCLIMBER.

eduCLIMBER is an MTSS collaboration and management platform that provides data integration, warehousing, and visualization capabilities. Designed by a school psychologist, it includes practical features designed to tame the paperwork, forms, and reporting required within the MTSS process.

Also, as part of the MTSS, considerations of social-emotional behavior elements are on the rise. We are excited to announce that new social-emotional assessment capabilities will be added to our Star 360 suite this fall. Star 360 subscribers should look for additional information as we approach the back-to-school season.

Connected solutions to move learning forward

The reframing of unfinished learning to not only focus on the short-term changes but to also consider the larger perspective of performance gaps is not intended to belittle the problem. Clearly, the pandemic-related disruptions made a bad situation worse. As Wiliam notes, “This does, of course, present teachers with huge challenges, but these are challenges that teachers have been dealing with for years.”

Fortunately, as we work to move forward and once again take on the challenge of raising performance and narrowing gaps, we do so with both new clarity and new tools.

If you’d like to learn more about Star Phonics, Lalilo, eduCLIMBER, or other solutions from Renaissance to support learning recovery, please reach out.

The post In perspective: The new NAEP data and student achievement gaps appeared first on Renaissance.

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New Digital Books in Indigenous Mixteco Language Support Biliteracy in Oxnard School District https://www.renaissance.com/2023/06/09/new-digital-books-in-indigenous-mixteco-language-support-biliteracy-in-oxnard-school-district/ Fri, 09 Jun 2023 16:53:00 +0000 https://renlearnstg.wpengine.com/?p=63314 The new collection of titles provides a unique population of students and families with enhanced digital books to support their reading journey OXNARD, CA. (June 9, 2023) – Oxnard School District, which serves more than 15,000 students in TK–grade 8, and Renaissance, a leading provider of education technology, are pleased to announce the release of […]

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The new collection of titles provides a unique population of students and families with enhanced digital books to support their reading journey

OXNARD, CA. (June 9, 2023) – Oxnard School District, which serves more than 15,000 students in TK–grade 8, and Renaissance, a leading provider of education technology, are pleased to announce the release of six new books in the Mixteco language. The new books, which include natural-voice audio narration by native Mixteco speakers to model fluent reading, are available to Oxnard students through myON, a popular digital reading and literacy platform from Renaissance.

Mixteco is an indigenous language predominantly from Oaxaca, Mexico, with a strong presence in California—particularly in Ventura County. With 65 variants of the Mixteco language, the variant heard in these books originates in the southern region of Oaxaca, specifically the San Martín Peras community. Long recognized for its commitment to dual-language education and biliteracy, Oxnard School District sees the addition of books in Mixteco as key to its mission of serving all students and families in the community—and to honoring all the language assets that students bring to the classroom.

The idea for the project dates to a Family Reading Night event hosted by the district’s education services team, led by Dr. Anabolena DeGenna. During the event, Mixteco-speaking district staff were brought in for the first time to provide oral translations of myON books into Mixteco. This soon flourished into a formal initiative to translate 25 myON titles into Mixteco by next fall, and to make them accessible to all students in the district. The first six titles chosen are directed toward early readers to involve families in the experience of reading with their children and supporting their learning to read in a native language.

“Oxnard has the second-largest population of Mixteco-speaking families in the world, and we take great pride in valuing and honoring these families’ unique heritage,” said Dr. Karling Aguilera-Fort, Oxnard School District’s superintendent. “We are thrilled to announce the launch of these digital books. Mixteco-speaking families will now have the opportunity to read and listen to stories in their own language, allowing us to celebrate and preserve their rich culture.”

“We would like to extend our heartfelt gratitude to Renaissance for partnering with us and making these valuable resources available,” he added. “Together, we are fostering inclusivity, diversity, and a deep appreciation for the languages and cultures that make our community thrive. It is through initiatives like this that we can truly make a difference.”

In addition to serving as the district’s superintendent, Dr. Aguilera-Fort is also an officer of the California Association for Bilingual Education, or CABE. The CABE leadership has been highly supportive of this initiative, which aligns with the organization’s mission of supporting biliteracy, multicultural competency, and educational equity for all California students.

As part of the district’s partnership with Renaissance, district staff and Oxnard community members selected the 25 myON titles to be translated into Mixteco. The district’s own translators then undertook the translations and recorded the audio narration in order to ensure that the books reflect the nuances of the Mixteco language as it’s spoken in Ventura County. In addition to listening to the audio narration, students can also use myON to record themselves reading the Mixteco books aloud, to support the development of reading fluency in a native language.

“Renaissance understands that schools can be the hub of their community culture,” said Todd Brekhus, Chief Product Officer at Renaissance and Nearpod General Manager. “We are delighted to support Oxnard with this joint project that provides myON titles in Mixteco to support students and the community. Language preservation and promoting bilingualism are core to our values of accelerating learning for all.”

“After months of hard work, we are excited to see this project blossom within the Oxnard community,” said Amy Callahan, Director of Strategic Partnerships at Renaissance. “Renaissance is proud to be a part of creating a space for belonging and inclusion within the district, helping educators see every student.”

About Oxnard School District

In Oxnard School District, we nurture self-confident and empowered multilingual global citizens, strong in their multiple identities and potential, who achieve inspired levels of individual, community, and social accomplishment in school and beyond in their endeavors. For more information, visit https://www.oxnardsd.org/Page/9

About Renaissance

As a leader in education technology, Renaissance is committed to providing educators with insights and resources to accelerate growth and help all students build a strong foundation for success. For more information, visit https://www.renaissance.com.

Contact for Media Inquiries Only

Ginger Shea
Oxnard School District
(805) 385-1501, ext. 2324
gshea@oxnardsd.org

Lucy Duffy
Sr. Public Relations & Communications Specialist
Renaissance
(561) 573-6296
pr@renaissance.com

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Acquisition vs. proficiency data: How using both positively affects student interventions and learning outcomes https://www.renaissance.com/2023/06/02/blog-acquisition-vs-proficiency-data-how-using-both-positively-affects-student-interventions-and-learning-outcomes/ Fri, 02 Jun 2023 19:45:55 +0000 https://renlearnstg.wpengine.com/?p=63224 The key to understanding student interventions and promoting positive student outcomes lies in understanding the whole child. That means diving deeper than data that only speaks to one aspect of the student’s experience. Attempting to juxtapose acquisition data and proficiency data can lead educators astray, overlooking the most effective intervention for a particular student. In […]

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The key to understanding student interventions and promoting positive student outcomes lies in understanding the whole child. That means diving deeper than data that only speaks to one aspect of the student’s experience.

Attempting to juxtapose acquisition data and proficiency data can lead educators astray, overlooking the most effective intervention for a particular student.

In this blog, I’ll explore students’ complete educational journey through the lens of acquisition and proficiency data. I’ll also explain how discerning educators can harness both sets of insights to identify the best intervention for a particular student.

Boy with hand up in class

What is the difference between acquisition vs. proficiency data?

Learning anything new involves a continuum of activities that includes:

  1. Acquisition
  2. Fluency
  3. Generalization
  4. Adaptation

Acquisition of new knowledge or skills is an educator-led process of organizing information and activities and then facilitating student engagement for the purpose of learning. In other words, acquisition is the introductory stage of learning, where the teacher’s expertise allows modeling for the student.

The second stage, fluency, is when the student practices in order to reach mastery.

Proficiency, however, requires two additional instructional stages—generalization and adaptation—that are often student-led. These stages involve using learning in new settings and contexts and document the student’s ability to apply learning to specific situations. 

Learning requires enough time engaged in each stage of the hierarchy for the student to become the expert.

Teacher working with girl

Why are both acquisition and proficiency data important?

Acquisition and proficiency data are both used by schools to measure a student’s performance. Multiple data points are key to:

  • Understanding the whole child
  • Tracking skill progress
  • Predicting future performance

Acquisition and proficiency data are important because each provides insight into students’ current level of competency and serves as a predictor of how students will perform in a variety of subjects in the future.

Assessing the student by acknowledging the bigger picture, as well as the individual parts that contribute to the learning curve, allows educators who use a multi-tiered system of support (MTSS) to best determine what will be the most effective intervention.

Using acquisition data for student intervention

From the moment a student first encounters a learning objective, acquisition of that skill begins. Thus, data should track the student’s progress as they move through deliberate skills practice to reach proficiency.

Acquisition data typically include information about the student’s accuracy and automaticity with the target skill. Acquisition data are individualized and based on the student’s unique ability to acquire the knowledge or skill and will also indicate where the student may be struggling.

Supporting MTSS in schools

Discover solutions from Renaissance to support data-driven MTSS.

Gathering acquisition data

Information regarding a student’s level of knowledge and skill acquisition can be determined by more than just nominal data. Acquisition data can be gathered for many different subjects and will reflect the accuracy of the student in the particular skill being tested.

For example: For students who score low on a classroom or state reading assessment, a curriculum-based measure (CBM) can be administered to assess the rate at which the student reads, as well as how accurate the student is when reading.

Teacher and teen girl

Importance of acquisition data

Key indicators in acquisition data can inform the educator if a student needs support in acquiring a new skill. The choice of which type of intervention and tier to use is usually based on how far behind the student is, and the resources necessary to help the student catch up.

Students who are near a grade-level goal can often be supported in Tier 1. Those who are farther behind will likely need the combination of Tier 1 and Tier 2 or 3. Importantly, Tier 1 core instruction must be the foundation for all students, with Tiers 2 or 3 added for those whose data indicate larger and more significant deficits.

Acquisition data can help educators identify what type of intervention and level of intensity is needed to support a student.

How are acquisition data used?

Each student has different needs, and some will need more one-on-one instruction than others. When a student’s acquisition data reflects low performance with many errors, that insight helps the educator to understand which intervention might best meet the student’s needs.

Determining if an acquisition intervention is necessary ensures the educator can quickly and easily understand the student’s needs and respond appropriately with extended instruction.

Let’s return to our example of acquisition data obtained from a CBM reading assessment. We might ask ourselves: Does the student’s acquisition data reflect slow reading with many errors? A slow reading rate coupled with low accuracy scores indicates the student has not yet acquired the target skills. Therefore, an acquisition intervention will be the most effective for that student.

When selecting an acquisition intervention, it is important to determine whether the focus needs to be on accuracy or automaticity. Importantly, accuracy must always come before automaticity. A student needs to be 95% accurate with the target skill before moving on to improving automaticity.

Once a student reaches 95% or better accuracy, an automaticity intervention is best. There are many progress measures and norms that educators can use to monitor students’ accuracy and automaticity to reach acquisition.

Group of teens tablets

Using proficiency data for student intervention

Proficiency data reflect the student’s current level of skill or mastery in a subject. For example, proficiency can be identified by comparing a student’s current reading level to grade-level expectations. Proficiency data will influence the educator’s assessment of the student’s competency level, as well as the tier and type of intervention most likely to improve student outcomes.

Gathering proficiency data

Proficiency data are typically composed of student scores from a range of tasks representing grade-level skills. Computer-adaptive tests (CATs) are widely used proficiency assessments because they adapt the items each student completes in relation to their performance on prior items. In this way, CAT scores reflect the student’s current skills and level of proficiency.

Proficiency data can be gathered through a variety of assessments in different subjects where application of basic skills can be measured, including:

  • Math
  • Reading
  • Language
  • And more

Importance of proficiency data

Proficiency data are important because they can inform:

  • Instruction
  • Assessment
  • Intervention

Proficiency data provide a deeper look into the student’s comprehension of the curriculum because they measure:

  1. If the student can grasp the skill; and
  2. The student’s level of command of the skill

How are proficiency data used?

Proficiency data are used to determine if the student can apply the learned skill or if a proficiency intervention is needed.

Proficiency data document whether the student recognizes what knowledge or skill is required for a specific question, and the depth of their understanding in a variety of learning domains. In relation to the instructional hierarchy, proficiency includes generalization and adaptation, which are the indicators of mastery, as mentioned earlier.

Teacher and girl on laptop

Acquisition vs. proficiency interventions: How do they affect student outcomes?

To sum up, acquisition interventions are intended to help students learn new material more easily. In contrast, proficiency interventions focus on helping students improve their application of material they’ve already learned. Let’s explore each point.

#1: Helping students to acquire learning objectives

Acquisition interventions are designed to improve a student’s basic skills and understanding of a subject, and to increase accuracy and automaticity. These interventions may include:

  • Direct instruction with student practice
  • Immediate feedback
  • A progression of learning that leads to specific skills

Educators implement acquisition interventions with the goal of teaching the basic knowledge and skills from the beginning, and with ample opportunities for the student to practice.

#2: Helping students to master learning objectives

Proficiency interventions are designed to increase a student’s ability to recall a learned skill and to apply it with ease, elevating their competency in the subject. Some examples of proficiency interventions might include:

  • Problem-solving
  • Applying skills in new situations
  • Adapting skills to meet new needs

With proficiency interventions, the educator aims to elevate the student’s mastery of the material, such that the student can use the knowledge and skills across any and all new situations.

Teacher in classroom

Implement effective interventions with Renaissance

With MTSS collaboration and management tools from Renaissance, you can enter both academic and social-emotional behavior (SEB) interventions, allowing you to track…

  • Fidelity
  • Participation
  • Engagement

…as well as monitor on-track status, in real-time.

Whether you need to complement your current system with real-time dashboards or comprehensive assessments, Renaissance can help your educators respond effectively and efficiently using in-depth acquisition and proficiency data.

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Renaissance Earns 2023 Great Place to Work Certification™ https://www.renaissance.com/2023/05/25/renaissance-earns-2023-great-place-to-work-certification/ Thu, 25 May 2023 13:27:09 +0000 https://renlearnstg.wpengine.com/?p=63125 The certification from the Great Place to Work Institute recognizes Renaissance’s culture of continuous improvement and ongoing DEI efforts BLOOMINGTON, MINN. (May 25, 2023) – Renaissance, a leader in pre-K–12 education technology, announces that the company has been recognized as a 2023 Great Place to Work by the Great Place to Work Institute. The prestigious […]

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The certification from the Great Place to Work Institute recognizes Renaissance’s culture of continuous improvement and ongoing DEI efforts

BLOOMINGTON, MINN. (May 25, 2023) – Renaissance, a leader in pre-K–12 education technology, announces that the company has been recognized as a 2023 Great Place to Work by the Great Place to Work Institute. The prestigious award is based entirely on what current employees say about their experiences working at Renaissance. Overall, 90 percent of employees said Renaissance is a great place to work—33 points higher than the average U.S.-based company.

“At Renaissance, we recognize that to accelerate learning for all students, we need to build a company culture that supports all employees,” said Kim Mitchell, Chief People Officer at Renaissance. “Each one of our employees plays a crucial role in helping us support educators all over the world. We put people first—and it is incredibly rewarding to hear those efforts resonate across our team of more than 2,000 employees.”

The Great Place to Work Certification recognizes employers who create an outstanding employee experience. Certification is a two-step process that includes surveying employees and completing a short questionnaire. Because anonymous employee feedback and independent analysis determine the scores, certification helps job seekers identify which companies genuinely offer a great company culture.

“Each one of our employees makes us who we are as a company,” said Chris Bauleke, Chief Executive Officer at Renaissance. “Renaissance has seen tremendous growth over the years, and our employees remain at the center of what we do. The recognition from the Great Places to Work Institute is a direct reflection of that.”

Recognizing the company’s commitment to diversity, equity, and inclusion (DEI), 94 percent of Renaissance employees shared that when they joined the team, they felt welcome.

In addition, Renaissance employees shared:

  • Leaders at Renaissance are understanding, with 95 percent of employees noting that they can take time off work when it’s necessary.
  • The company empowers employees to do their best work—92 percent of employees shared that people are given a lot of responsibility.
  • Renaissance is a mission-driven organization. Ninety-two percent of employees feel proud to tell their friends and families they work for Renaissance.

“The Great Place to Work Certification is a highly coveted achievement that requires consistent and intentional dedication to the overall employee experience,” said Sarah Lewis-Kulin, Vice President of Global Recognition at Great Place to Work. “By successfully earning this recognition, it is evident that Renaissance stands out as one of the top companies to work for, providing a great workplace environment for its employees.”

Renaissance continues to prioritize the importance of DEI in its culture, work, and products. From Employee Resource Groups (ERGs) to providing training to all employees on topics such as managing unconscious bias and addressing microaggressions, Renaissance is committed to creating an inclusive and equitable workplace where ongoing evaluation, accountability, and action are woven into every corner of the company’s culture—creating an environment where employees grow and evolve together.

To learn more about Renaissance, please visit https://www.renaissance.com.

About Renaissance

As a leader in education technology, Renaissance is committed to providing educators with insights and resources to accelerate growth and help all students build a strong foundation for success. For more information, visit https://www.renaissance.com.

About the Great Place to Work Certification

Great Place to Work Certification is the most definitive “employer-of-choice” recognition that companies aspire to achieve. It is the only recognition based entirely on what employees report about their workplace experience—specifically, how consistently they experience a high-trust workplace. Great Place to Work Certification is recognized worldwide by employees and employers alike and is the global benchmark for identifying and recognizing outstanding employee experience. Every year, more than 10,000 companies across 60 countries apply to get Great Place to Work-Certified.

Contact for Media Inquiries Only

Lucy Duffy
Sr. Public Relations & Communications Specialist
Renaissance
(561) 573-6296
pr@renaissance.com

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Renaissance Launches Art Contest for Students to Help “Shine a Light on Bilingualism” in America https://www.renaissance.com/2023/05/12/renaissance-launches-art-contest-for-students-to-help-shine-a-light-on-bilingualism-in-america/ Fri, 12 May 2023 15:53:48 +0000 https://renlearnstg.wpengine.com/?p=63014 Students who submit an original artwork to the contest can win up to $500 and see their work featured by Renaissance during Hispanic Heritage Month Bloomington, MN (May 12, 2023) – Renaissance, a global leader in pre-K–12 education technology, today launched the second annual “Shine a Light on Bilingualism” art contest to celebrate Hispanic culture and bilingualism. […]

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Students who submit an original artwork to the contest can win up to $500 and see their work featured by Renaissance during Hispanic Heritage Month

Bloomington, MN (May 12, 2023) – Renaissance, a global leader in pre-K–12 education technology, today launched the second annual “Shine a Light on Bilingualism” art contest to celebrate Hispanic culture and bilingualism.

All students in grades K–12 are invited to create and submit a painting, drawing, or mixed media piece on the theme of “celebrating Hispanic heritage and bilingualism.” Entries are due on June 30. In July, a winner will be selected for each grade band of K–3, 4–8, and 9–12. Each winner will receive a $500 Visa gift card and have their art featured during Renaissance’s celebration of Hispanic Heritage Month, which takes place between September 15 and October 15.

Research shows that bilingualism and biliteracy have benefits beyond academics, including cognitive, employment, and societal benefits. By 2025, 85 percent of English Learners in US schools will have Spanish as their dominant language. Renaissance is excited to celebrate and see every student in this unique group of learners. Additionally, the company looks forward to supporting the educators who honor the knowledge and skills a child has in their home language and seek to build upon those skills to promote learning.

“Bilingual students enrich our classrooms in so many ways every day,” said Doris Chávez-Linville, Director of Linguistic and Culturally Diverse Innovation at Renaissance. “We’re honored to showcase students’ perspectives on what it means to be bilingual, and the wonderful impact Hispanic heritage has had on communities and schools in the US.”

Although the art will be created by students, the work must be submitted by an adult, such as a teacher, parent, guardian, or other family member. To enter a K–12 student in the contest, an adult must upload a photo of the art to renaissance.com/bilingual-arts-contest, or mail the original to Renaissance. Questions about the contest should be sent to contest@renaissance.com.

For complete terms and conditions and to submit student art to the contest, visit renaissance.com/bilingual-arts-contest.

About Renaissance  

As a leader in education technology, Renaissance is committed to providing educators with insights and resources to accelerate growth and help all students build a strong foundation for success. For more information, visit www.renaissance.com.   

Contact for Media Inquiries Only: 

Lucy Duffy  
Sr. Public Relations & Communications Specialist  
Renaissance  
(561) 573-6296  
pr@renaissance.com   

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Renaissance Approved for Utah K–12 Mathematical Personalized Learning Software Grant https://www.renaissance.com/2023/05/09/renaissance-approved-for-utah-k-12-mathematical-personalized-learning-software-grant/ Tue, 09 May 2023 18:47:03 +0000 https://renlearnstg.wpengine.com/?p=62921 BLOOMINGTON, MN (May 12, 2023) – Renaissance, a leader in pre-K–12 education technology, announced that the Utah Department of Community and Cultural Engagement STEM Action Center has approved the Renaissance Personalized Learning Blended Solution for Mathematics as part of the K–12 Mathematical Personalized Learning Software list. The grant program provides schools and districts with access […]

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BLOOMINGTON, MN (May 12, 2023) – Renaissance, a leader in pre-K–12 education technology, announced that the Utah Department of Community and Cultural Engagement STEM Action Center has approved the Renaissance Personalized Learning Blended Solution for Mathematics as part of the K–12 Mathematical Personalized Learning Software list.

The grant program provides schools and districts with access to a selection of math personalized learning software programs to improve student outcomes in mathematics. As a result of this approval, public schools and districts in Utah can now utilize Star Math and Freckle Math together to support student achievement.

“We appreciate the opportunity to continue supporting Utah educators and students with reliable supplemental math practice products and tools,” said Chris Kratzer, Vice President of Government Affairs at Renaissance. “Renaissance’s Star Math and Freckle Math will provide schools and districts with valuable insights and targeted instruction to see every student throughout their learning journey.”

Renaissance’s assessment and practice platform work seamlessly to inform instructional decisions, monitor student progress, measure student growth, and monitor proficiency:

  • Star Math: the most comprehensive computer-adaptive pre-K–12 interim and formative assessment available for math—universal screening, progress monitoring, and goal-setting data to move every student forward to make up for lost instructional time.
  • Freckle Math: supplement core instruction with adaptive math practice, targeted math skills practice, math fact practice, and inquiry-based lessons.

About Renaissance 

As a leader in education technology, Renaissance is committed to providing educators with insights and resources to accelerate growth and help all students build a strong foundation for success. For more information, visit www.renaissance.com.   

Contact for Media Inquiries Only:  
Lucy Duffy 
Sr. Public Relations & Communications Specialist 
Renaissance 
(561) 573-6296 
pr@renaissance.com   

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Renaissance Approved as Qualified Vendor for Missouri Senate Bill 681 https://www.renaissance.com/2023/05/05/renaissance-approved-as-qualified-vendor-for-missouri-senate-bill-681/ Fri, 05 May 2023 13:54:32 +0000 https://renlearnstg.wpengine.com/?p=62832 BLOOMINGTON, MINN. (May 5, 2023) – Renaissance, a leader in pre-K–12 education technology, announced that the Missouri Department of Elementary and Secondary Education (DESE) has approved Renaissance assessments for inclusion on the K–3 reading assessment list, which was created in accordance with Senate Bill 681. The bill mandates that all K–3 students in Missouri must take […]

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BLOOMINGTON, MINN. (May 5, 2023) – Renaissance, a leader in pre-K–12 education technology, announced that the Missouri Department of Elementary and Secondary Education (DESE) has approved Renaissance assessments for inclusion on the K–3 reading assessment list, which was created in accordance with Senate Bill 681.

The bill mandates that all K–3 students in Missouri must take a state-approved reading assessment beginning in the 2023–2024 school year. As a result of this approval, local education agencies (LEAs) can now utilize Star Reading, Star CBM Reading, and Star Early Literacy to assist educators in guiding students toward becoming proficient readers.

“We’re pleased to support the teachers and students of Missouri with valid and reliable assessments for measuring and monitoring literacy skills proficiency,” said Darice Keating, Senior Vice President of Government Affairs at Renaissance. “Renaissance assessments will help teachers to identify students who may be at risk for developing reading difficulties and are in need of additional instruction and intervention. The assessment data will also show teachers the literacy skills their students are ready to learn next.”

Star Assessments are quick and easy for teachers to administer, and they provide a comprehensive view of each learner to support their foundational literacy development. Star Assessments for Missouri Reading include:

  • Star Reading, an online assessment for independent readers in the key domains of vocabulary, comprehension, structural analysis, and more.
  • Star CBM Reading, curriculum-based measures to assess students’ understanding of letters and their sounds, phonological awareness, decoding, and oral passage reading. Teachers administer the measures 1:1, either online or on paper.
  • Star Early Literacy, an online assessment of phonological awareness, phonics, print concepts, fluency, and comprehension for beginning and emergent readers.

To learn more about the state-approved K–3 reading assessment list, visit https://dese.mo.gov/state-approved-reading-assessment-list.

About Renaissance 

As a leader in education technology, Renaissance is committed to providing educators with insights and resources to accelerate growth and help all students build a strong foundation for success. For more information, visit www.renaissance.com.  

Contact for Media Inquiries Only:  

Lucy Duffy 
Sr. Public Relations & Communications Specialist 
Renaissance 
(561) 573-6296 
pr@renaissance.com  

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Ohio Department of Education Approves Star CBM Reading as a Dyslexia Screener https://www.renaissance.com/2023/04/28/ohio-department-of-education-approves-star-cbm-reading-as-a-dyslexia-screener/ Fri, 28 Apr 2023 08:28:00 +0000 https://renlearnstg.wpengine.com/?p=62731 BLOOMINGTON, MINN. (April 28, 2023) – Renaissance, a leader in pre-K–12 education technology, recently announced that the Ohio Department of Education has approved Star CBM Reading as a screening assessment for characteristics of dyslexia. Ohio approved Star CBM Reading in three essential categories: Tier 1 Dyslexia Screener, K–3 Diagnostic Assessment/Dyslexia Screener, and K–3 Diagnostic Assessment. […]

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BLOOMINGTON, MINN. (April 28, 2023) – Renaissance, a leader in pre-K–12 education technology, recently announced that the Ohio Department of Education has approved Star CBM Reading as a screening assessment for characteristics of dyslexia.

Ohio approved Star CBM Reading in three essential categories: Tier 1 Dyslexia Screener, K–3 Diagnostic Assessment/Dyslexia Screener, and K–3 Diagnostic Assessment. This means that Star CBM can be used to cover all Ohio educators’ screening and dyslexia needs in one assessment. 

“We’re proud to provide Ohio districts with valid and reliable assessments that provide a comprehensive view of the whole child,” said Ellen Kaye, Regional Vice President at Renaissance. “Now that Star CBM is an approved dyslexia screener, districts have even more ways to get the most of their Star Assessment Suite and see every student.”

Star Assessments are already being used by many Ohio districts for universal screening, and Star CBM Reading allows educators to accurately assess students’ development for targeted instruction and intervention. This elite assessment system is now included on multiple Ohio Department of Education (ODE) approved lists for the 2023–2024 school year:

  • Alternative Reading Assessment (The Third Grade Guarantee)
  • Alternative Assessments for Grades 3–8: ELA
  • Alternative Assessments for Grades 3–8: Math
  • High Quality Student Data
  • Gifted Student: Identification
  • Gifted Student: Prescreening
  • Tier 1 Dyslexia Screener
  • K–3 Diagnostic Assessment/Dyslexia Screener
  • K–3 Diagnostic Assessment 

According to the ODE’s website, “This (approval) process is intended to inform districts of possible multiple uses for various assessments,” and to “assist districts in selecting tools that will maximize their use of time and resources and provide high educational value.”  

Ohio educators can learn more about Star CBM Reading by visiting https://www.renaissance.com/products/star-cbm/.

For more information about the recent ODE approval, visit https://education.ohio.gov/Topics/List-of-Approved-Assessments/Approved-Assessments-List-FAQ.

About Renaissance

As a leader in education technology, Renaissance is committed to providing educators with insights and resources to accelerate growth and help all students build a strong foundation for success. For more information, visit www.renaissance.com.

Contact for Media Inquiries Only:

Lucy Duffy
Sr. Public Relations & Communications Specialist
Renaissance
(561) 573-6296
pr@renaissance.com

The post Ohio Department of Education Approves Star CBM Reading as a Dyslexia Screener appeared first on Renaissance.

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Renaissance’s All New Visual Identity Champions a Teacher-Led Ecosystem, Empowering Educators to “See Every Student” https://www.renaissance.com/2023/04/12/renaissances-all-new-visual-identity-champions-a-teacher-led-ecosystem-empowering-educators-to-see-every-student/ Wed, 12 Apr 2023 11:22:40 +0000 https://renlearnstg.wpengine.com/?p=62368 Renaissance’s rebrand embraces the company’s continued dedication to put educators first, while taking a future-forward approach BLOOMINGTON, MINN. (April 12, 2023) – Renaissance, a leader in pre-K–12 education technology, announces a rebrand and new visual identity reflecting the company’s transformational teacher-led learning ecosystem and demonstrating how the right technology can help educators truly see every […]

The post Renaissance’s All New Visual Identity Champions a Teacher-Led Ecosystem, Empowering Educators to “See Every Student” appeared first on Renaissance.

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Renaissance’s rebrand embraces the company’s continued dedication to put educators first, while taking a future-forward approach

BLOOMINGTON, MINN. (April 12, 2023) – Renaissance, a leader in pre-K–12 education technology, announces a rebrand and new visual identity reflecting the company’s transformational teacher-led learning ecosystem and demonstrating how the right technology can help educators truly see every student. The new brand identity embraces the company’s almost 40-year history as a leader in pre-K–12 education technology, while taking a fresh and forward-looking approach to the future of Renaissance.

“Our business has changed dramatically over the past few years,” said Sarah DiFrancesco, Chief Marketing Officer at Renaissance. “The rebranding marks a new Renaissance, demonstrating how we help every student succeed by providing teachers and administrators with the digital tools they need to unlock personalized teaching.”

Nationwide, schools and districts face unprecedented challenges from teacher burnout, teaching vacancies, and the pressure to deliver results like never before. In addition, supporting students’ academic learning is a source of job-related stress for almost half of teachers, according to a RAND Corporation survey. To address these issues, solutions that cater to the unique needs of each student are crucial. Together, Renaissance’s assessments, instruction, and insights provide a complete, comprehensive solution—while keeping educators at the forefront of classroom decisions and instruction.

“Today marks a shift, where Renaissance moves from specific education products to full-service, integrated solutions that champion a teacher-centered ecosystem supporting the whole student,” said Chris Bauleke, Chief Executive Officer at Renaissance. “What started as a local education company in Central Wisconsin so many years ago is now an international leader in education. We are excited for the opportunities that lie ahead to further our mission of accelerating learning for all, and to impact the future of education for our teachers and students.”

The new brand identity will be unveiled as part of the company’s “See Every Student” campaign in the coming weeks, which includes a newly designed website, social media campaign, advertising, trade show and conference activities, and a new brand film demonstrating how the right technology can help educators see every student for the unique individuals they are. With Renaissance’s holistic portfolio of solutions, educators everywhere are empowered to deliver more personalized teaching to each individual student.

To learn more about Renaissance’s new brand identity and teacher-centered learning ecosystem, please visit www.renaissance.com/see-every-student/.

About Renaissance

As a leader in education technology, Renaissance is committed to providing educators with insights and resources to accelerate growth and help all students build a strong foundation for success. For more information, visit www.renaissance.com.

Contact for Media Inquiries Only:

Lucy Duffy
Sr. Public Relations & Communications Specialist
Renaissance
(561) 573-6296
pr@renaissance.com

The post Renaissance’s All New Visual Identity Champions a Teacher-Led Ecosystem, Empowering Educators to “See Every Student” appeared first on Renaissance.

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Introducing a new era for Renaissance—and for education technology https://www.renaissance.com/2023/04/12/blog-introducing-a-new-era-for-renaissance-and-for-education-technology/ Wed, 12 Apr 2023 11:21:27 +0000 https://renlearnstg.wpengine.com/?p=62379 I’m writing these words as a completely new brand identity for Renaissance is about to launch. I’ve been through rebranding projects before. They always involve a new company logo, new colors, a new look for our website and brochures, and a new tagline. In this instance, what’s about to roll out involves all of these […]

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I’m writing these words as a completely new brand identity for Renaissance is about to launch.

I’ve been through rebranding projects before. They always involve a new company logo, new colors, a new look for our website and brochures, and a new tagline. In this instance, what’s about to roll out involves all of these elements, but what’s happening at Renaissance in this moment is also much more significant.

You won’t be able to miss the new visual elements, which are creative, original, and eye-catching. While they are important, they’re just surface-level reflections of much deeper and transformational changes that have been happening at Renaissance over the last few years.

Creating a true instructional ecosystem

I stand at this moment both looking back at our company’s history and looking forward to its future. When I joined Renaissance more than 16 years ago, we were broadly known as “the Accelerated Reader company.” In some schools and districts, this may still be the perception of us—as a Wisconsin-based company largely focused on K‒12 student reading practice.

This is one of the reasons for our rebranding.

While there are still many elements of our small-town beginnings deep within our DNA, we’ve also grown well beyond this to become a global education technology provider. Renaissance now serves schools in more than 100 countries with a comprehensive product suite, including:

  • myON, our digital reading platform
  • Freckle, for differentiated practice in math and ELA
  • Star Phonics, a unique phonics screener and diagnostic assessment
  • Lalilo, for foundational literacy instruction and practice
  • Nearpod, for teacher-led instructional delivery
  • FastBridge, an assessment suite for reading, math, and social-emotional behavior
  • eduCLIMBER, for whole child data analysis and reporting

We also recently welcomed GL Education—a leading provider of formative assessments to schools in the UK and Ireland—to the Renaissance family.

teacher helping student with tablet

So, what does this collection of products—many of which just came together over the last several years—mean to schools and districts in 2023?

You’ll hear the word “ecosystem” used a lot in our new Renaissance messaging. While you may also hear that word being used by other edtech companies, in most cases their ecosystems are merely a group of unrelated and disconnected products that are only bound together because they happen to come from the same provider.

In contrast, the Renaissance ecosystem is one in which the elements have been carefully chosen and, perhaps more importantly, can interact dynamically to help you meet every learner’s needs.

How the Renaissance ecosystem powers student learning

So, what does this look like in the classroom? Here are four examples of the Renaissance ecosystem in action:

#1: Differentiate reading and math practice with ease

Once educators assess their students, they often find themselves asking, “What’s next? How can I differentiate instruction and practice most effectively?” Both Star Assessments and FastBridge help you to answer these questions by automatically:

  • Placing students in the most appropriate ELA and math practice in Freckle, and the appropriate foundational literacy lessons in Lalilo
  • Match students with the right digital books and daily news articles in myON
  • Identify students’ reading ranges in Accelerated Reader, in both English and Spanish

As a result, students receive engaging practice that builds on your classroom instruction, so they can master the essential skills they need for success.

#2: Quickly select the right instructional resources

Nearpod has a library of 20,000+ standards-aligned lessons, activities, videos, and more. Star Assessments and Nearpod are now connected through the Star Record Book, meaning that teachers can be instantly directed to ideal ELA and math lessons and resources for a whole class, small groups, or individual students. Teachers can also easily search for Nearpod resources by skill, topic, or keyword.

This functionality will soon be available in FastBridge as well to help streamline the lesson-planning process and eliminate the need for endless internet searches for resources.

#3: Focus on foundational literacy growth and the Science of Reading

With Star Phonics, Renaissance now offers the most comprehensive skills screener for phonics, covering 12 critical categories and 102 essential skills. Star Phonics is built on Science of Reading research and allows you to screen an entire class in just 2‒3 minutes per student.

Once Star Phonics determines a critical skill that students need practice on, a few clicks will make that skill an assignment in Lalilo. Students can use Lalilo both in and out of the classroom, and the program uses colorful graphics, engaging audio, and vocabulary-rich stories to make learning to read fun and exciting.

#4: Understand whole child data

Data from your district’s assessment and practice tools—those from Renaissance and from other providers as well—can flow into eduCLIMBER, which is the only data warehousing and visualization tool available that was designed by educators and purposefully built to meet the needs of a multi-tiered system of support (MTSS) framework.

eduCLIMBER not only centralizes your data on a single platform but helps to streamline your paperwork and forms processes—while also helping you to identify the best services and supports for every learner.

Personalize teaching and learning

Learn how the Renaissance ecosystem will help you to drive greater student growth.

Why it’s essential to “See Every Student”

To sum up, “the Accelerated Reader company” of the 1980s and 1990s could help you to foster your students’ love of reading. The Renaissance of today can give you access to so much more, including:

  • A comprehensive suite of assessments for universal screening, progress monitoring, measuring student growth, and more—in both English and Spanish
  • Dynamic and connected practice solutions for foundational literacy, ELA, and mathematics
  • One of the world’s largest libraries of interactive lessons, activities, and videos
  • Whole child data and analytics to better understand each student’s performance and unique needs at every tier of your MTSS

The whole point of our collection of solutions and their dynamic and growing interoperability is to support you in being able to “See Every Student.” You’ll hear this phrase echoing throughout our new messaging and displayed on materials from us. And isn’t this idea at the very core of why so many of us became teachers?

We didn’t go into education because we love to spend our time:

  • Doing paperwork
  • Creating spreadsheets
  • Manually transferring student login information from one app to another
  • Searching the internet for instructional resources that may or may not meet our students’ needs

Instead, we became teachers so we could teach. As a result, we want to maximize the time we’re working with our students and helping them grow, while minimizing the time spent on all other tasks.

happy girl on tablet

An ecosystem of connected resources

In our pre-service naivety, most of us likely didn’t realize the extent of students’ needs, the variety of their starting points, or how world events would exponentially increase both their academic and social-emotional challenges. But these factors should not dissuade us.

We are not afraid of hard work. We simply need the information and tools necessary to get the job done practically. We need an ecosystem of connected resources that:

  • Provides essential insights
  • Saves us time
  • Streamlines reporting
  • Identifies exactly which skills students need help with
  • Serves up resources to support us in teaching those skills, and to support our students in learning them

We don’t want technology to take over teaching, however. We want to keep the teacher at the center of the classroom—another important phrase you’ll hear from us—because Renaissance’s core belief is that technology should always support teachers, and never supplant them.

A renaissance in education technology

Fittingly enough, our name reflects the moment our company is now in. At the core of the word “renaissance” is the meaning of rebirth. Through growth, expansion, and, simply, maturation, “the AR company” is being reborn as something new.

In a moment when schools and districts are facing significant challenges, Renaissance is rising to help meet those needs. This is why, at the same time that I’m looking back at our company’s history, I’m also excited about the solutions we have today, and I’m pondering the promise of enhancements we have coming for you in the future.

Sometimes, rebranding is like updated taillights on a car model that remains essentially the same, or like new bodywork on top of an older chassis. In other instances, the launch of a product or the rebranding of a company is something utterly transformational for the company and its customers.

To give one famous example:

When a classic Super Bowl commercial told us that “1984 wouldn’t be like 1984” because Apple was about to launch the Macintosh, few of us understood that how we interact with technology would soon be transformed—but it was. Later, Steve Jobs told us that the iPhone and iPad would similarly transform our lives, and they certainly have.

I don’t claim to be a visionary like Jobs, and few companies ever get to experience the growth of Apple. Yet, at Renaissance, we are at a special moment in time both for us and for the educators and students we serve.

We hope that you will be a part of this exciting future as a new era in both our company and edtech begins.

The post Introducing a new era for Renaissance—and for education technology appeared first on Renaissance.

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Renaissance Co-Hosts Science of Reading Webinar with Leading Voices in Education https://www.renaissance.com/2023/04/06/renaissance-co-hosts-science-of-reading-webinar-with-leading-voices-in-education/ Thu, 06 Apr 2023 13:54:04 +0000 https://renlearnstg.wpengine.com/?p=62093 Join some of the leading voices in the Science of Reading movement for a discussion about the critical elements required to transform how we teach reading BLOOMINGTON, MINN. (April 6, 2023) – Renaissance, a leader in pre-K–12 education technology, is co-hosting a webinar with Education Week on April 18, 2023, titled “A Conversation About the […]

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Join some of the leading voices in the Science of Reading movement for a discussion about the critical elements required to transform how we teach reading

BLOOMINGTON, MINN. (April 6, 2023) – Renaissance, a leader in pre-K–12 education technology, is co-hosting a webinar with Education Week on April 18, 2023, titled “A Conversation About the Science of Reading: The Necessary Elements.” The webinar features some of the leading voices in the Science of Reading movement, including Emily Hanford, Kareem Weaver, and Dr. Michelle Hosp. Together, they will discuss the importance of evidence-based instruction, comprehensive assessment systems, and core reading curricula in improving student literacy outcomes.

Nationwide, schools and districts are embracing the Science of Reading and the decades of research behind how children best learn to read. Reading is a complex process that involves many skills, but phonics instruction—teaching how letters represent sounds, and how to blend those sounds—is proven to be the most effective way to teach young children how to read.

While the “Science of Reading” term has gained traction in education, national surveys and reporting from Education Week show that less effective methods of teaching foundational literacy skills are still widely used in elementary schools. As a result, more than two dozen states have passed laws since 2019 requiring schools to use methods aligned with research on how children learn to read. Emily Hanford’s “Sold a Story” is a notable example of the reporting and coverage that has raised awareness around the importance of evidence-based instruction.

“The Science of Reading continues to gain traction among schools and districts nationwide,” said Dr. Michelle Hosp, Director of Foundational Literacy at Renaissance. “Reading is incredibly difficult to teach. Five decades of research show us how to assess and teach reading, and while educators recognize the importance of the Science of Reading, transforming how we teach reading itself is a tremendous change.”

In addition to hearing from Renaissance’s Dr. Hosp, attendees will hear from Emily Hanford, a Senior Correspondent and Producer for American Public Media who has reported extensively on early reading instruction for the past several years. Attendees will also hear from Kareem Weaver, a Co-Founder and Executive Director of non-profit FULCRUM, and one of the leaders behind The Right to Read, a recently released documentary that shares the stories of an NAACP activist, a teacher, and two families who fight to provide students with the most foundational indicator of life-long success: the ability to read.

During the webinar, attendees will learn:

  • The implications for students when instruction doesn’t align with the science
  • The importance of a comprehensive assessment system in providing equitable reading instruction
  • How evidence-based instructional materials and a strong core reading curriculum can empower educators and improve literacy outcomes for all students
  • The need to continue to advocate for the Science of Reading in the face of opposition and a system that is slow to change

Dr. Gene Kerns, Vice President and Chief Academic Officer of Renaissance, will moderate the conversation. In addition, attendees who attend 53 minutes or more of the webinar can download a PDF certificate verifying one hour of professional development credit.

To register for the webinar, please click here.

About Renaissance

As a leader in education technology, Renaissance is committed to providing educators with insights and resources to accelerate growth and help all students build a strong foundation for success. For more information, visit www.renaissance.com.

Contact for Media Inquiries Only:

Lucy Duffy
Senior PR and Communications Specialist
Renaissance
(561) 572-6296
pr@renaissance.com

The post Renaissance Co-Hosts Science of Reading Webinar with Leading Voices in Education appeared first on Renaissance.

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Renaissance Completes Acquisition of GL Education, Positioning Renaissance as a Global Education Leader https://www.renaissance.com/2023/04/03/renaissance-completes-acquisition-of-gl-education-positioning-renaissance-as-a-global-education-leader/ Mon, 03 Apr 2023 15:00:00 +0000 https://renlearnstg.wpengine.com/?p=62046 With the completed acquisition, GL Education officially joins Renaissance, empowering educators to personalize teaching for their students BLOOMINGTON, MINN. (April 3, 2023) – Renaissance, a leader in pre-K–12 education technology, completed the acquisition of GL Education, a provider of formative assessments for schools and school groups in the United Kingdom, Ireland, and over 100 countries […]

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With the completed acquisition, GL Education officially joins Renaissance, empowering educators to personalize teaching for their students

BLOOMINGTON, MINN. (April 3, 2023) – Renaissance, a leader in pre-K–12 education technology, completed the acquisition of GL Education, a provider of formative assessments for schools and school groups in the United Kingdom, Ireland, and over 100 countries worldwide. The acquisition completed as planned on March 31, 2023.

The acquisition of GL Education supports Renaissance’s mission to accelerate students’ growth and learning on an international scale through a suite of integrated solutions. Together with GL Education, Renaissance can reach and impact more students and teachers, delivering personalized teaching solutions that deliver differentiated insights.

“GL Education’s formative assessments, paired with Renaissance’s interconnected solutions, further empower our educators and help leaders leverage data to make meaningful change based on each individual students’ needs,” said Chris Bauleke, Chief Executive Officer at Renaissance. “We look forward to joining GL Education in driving growth for our students both in the US and abroad.”

“GL Education’s mission has always been to enable every child to realize their full potential,” said Greg Watson, Chief Executive at GL Education. “Together with Renaissance, our high-quality formative assessments will support school leaders all over the world in developing and tailoring an educational experience that is as unique as their students are. We are thrilled to see what’s in store for the future.”

The financial terms of the acquisition weren’t disclosed. RBC Capital Markets, LLC, served as financial advisor to Renaissance and financial sponsors, Francisco Partners and Blackstone, during the transaction, while Baird advised GL Education, backed by Levine Leichtman Capital Partners (LLCP).

About Renaissance

As a leader in education technology, Renaissance is committed to providing educators with insights and resources to accelerate growth and help all students build a strong foundation for success. For more information, visit www.renaissance.com.

About GL Education

GL Education is a leading provider of formative assessments to schools and school groups in the UK and in over 100 countries worldwide. It provides assessments that help to reveal students’ potential, track their progress, and identify any barriers to learning they might have. For more information, visit www.gl-education.com.

Contact for Media Inquiries Only:

Lucy Duffy
Sr. Public Relations & Communications Specialist
Renaissance
(561) 573-6296
pr@renaissance.com

Danielle Morgan
Head of Marketing and Communications
GL Education
+44 (0) 20 8996 3632
danielle.morgan@gl-education.com

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Renaissance Releases All-New Edition of World’s Largest Annual Study of K–12 Reading Habits https://www.renaissance.com/2023/03/07/blog-renaissance-releases-all-new-edition-of-worlds-largest-annual-study-of-k12-reading-habits/ Tue, 07 Mar 2023 14:50:00 +0000 https://renlearnstg.wpengine.com/?p=61321 Celebrating 15 years of highlighting what students are reading, Renaissance’s latest report includes in-depth data on 5.4 million students’ reading habits BLOOMINGTON, MN. (March 7, 2023) – Renaissance, a global leader in pre-K–12 education technology, announces the release of its much-anticipated What Kids Are Reading (WKAR) report for 2023. The all-new report—celebrating 15 years—provides unmatched […]

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Celebrating 15 years of highlighting what students are reading, Renaissance’s latest report includes in-depth data on 5.4 million students’ reading habits

BLOOMINGTON, MN. (March 7, 2023) – Renaissance, a global leader in pre-K–12 education technology, announces the release of its much-anticipated What Kids Are Reading (WKAR) report for 2023. The all-new report—celebrating 15 years—provides unmatched insight into what students are reading both digitally and in print. Throughout, this year’s report reflects on 15 years of What Kids Are Reading, highlighting books with staying power that continue to be popular with students as well as the numerous guest authors featured throughout the years like Jeff Kinney, Dav Pilkey, and S.E. Hinton.

A trusted resource for educators nationwide, each annual release of the WKAR report highlights the most-popular books in every grade level, K–12, as well as actionable insights to help educators guide students toward reading recommendations and exciting new titles. Renaissance’s latest report features data from 5.4 million students across 22,185 schools in all 50 states and D.C. who, combined, read more than 171,000,000 titles.

As schools and districts adapt and incorporate the Science of Reading into their instruction amid the latest National Assessment of Educational Progress (NAEP) report results, this year’s WKAR report shows elementary school students are reading decodable books and vocabulary-rich titles, middle school students are building trust in authors, and high school students are reading expected classics and modern takes on similar storylines.

“Teaching reading is no easy task, and reading itself isn’t a skill we naturally acquire,” said Dr. Michelle Hosp, Director of Foundational Literacy at Renaissance. “In education, we often think of the Science of Reading as a new idea, but gathering scientific evidence for what works in assessing and teaching reading isn’t new. Reading practice is where students grow and improve—and our What Kids Are Reading report is a celebration of that, filled with books and ideas to inspire.”

Recognizing this, the report features research around the Science of Reading and the importance of reading practice, including the significance of students reading 15 minutes or more per day and the direct connection of reading time to students’ comprehension, vocabulary, and academic growth.

In addition to the popular most-read book lists for each grade and research insights, the report also features:

  • All-new in-demand audio titles, spotlighting accessible reading options with optional natural-voice audio narration that highlights text as students listen along.
  • Popular books that, since the first WKAR report, continue to rank among the top 10 most-popular titles students are reading.
  • New and Now Reads, providing fresh ideas for reading options and highlighting titles students first read and quizzed on in the fall of 2022.
  • Authentic Spanish Literature, highlighting Spanish titles written for native speakers that help students make real-life connections and grow as readers.
  • Diversity, Equity, and Inclusion Themes, helping educators incorporate diverse, inclusive titles within their classrooms.

The data in the WKAR report comes from Accelerated Reader, which highlights the books students are reading, not just checking out from libraries, as well as myON, which provides access to thousands of digital titles for online or offline reading. Together, these solutions personalize reading practice and provide access to reading materials—while sharing actionable data with educators to help guide reading instruction in the classroom.

To download a free copy of the report, explore students’ reading habits by state, and create personalized book lists, please visit www.renaissance.com/resources/wkar/.

About Renaissance

As a global leader in assessment, reading, and math solutions for pre-K–12 schools and districts, Renaissance is committed to providing educators with insights and resources to accelerate growth and help all students build a strong foundation for success. Renaissance solutions reach more than 40% of US schools and more than a half million students in other regions across the world. Our portfolio includes solutions for assessment (Star Assessments, Star Phonics, myIGDIs for Preschool, FastBridge, DnA, and SchoolCity); practice (Accelerated Reader, myON, Freckle, and Lalilo); data-driven insights (eduCLIMBER and Schoolzilla); and teacher-facilitated instructional delivery (Nearpod). For more information, visit www.renaissance.com.

Contact for Media Inquiries Only:

Lucy Duffy
Senior Public Relations and Communications Specialist
Renaissance
(561) 573-6296
pr@renaissance.com

The post Renaissance Releases All-New Edition of World’s Largest Annual Study of K–12 Reading Habits appeared first on Renaissance.

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Tech & Learning’s Awards of Excellence Program Recognizes Three Renaissance Solutions https://www.renaissance.com/2023/03/01/tech-learnings-awards-of-excellence-program-recognizes-three-renaissance-solutions/ Wed, 01 Mar 2023 16:00:00 +0000 https://renlearnstg.wpengine.com/?p=61288 Renaissance’s Star Assessments, Freckle, and FastBridge offerings were all named winners in Tech & Learning’s annual awards program BLOOMINGTON, MN. (March 1, 2023) – Renaissance, a global leader in pre-K–12 education technology, announces the company’s Star Assessments, FastBridge, and Freckle solutions were all named winners in Tech & Learning’s Awards of Excellence: Best of 2022 […]

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Renaissance’s Star Assessments, Freckle, and FastBridge offerings were all named winners in Tech & Learning’s annual awards program

BLOOMINGTON, MN. (March 1, 2023) – Renaissance, a global leader in pre-K–12 education technology, announces the company’s Star Assessments, FastBridge, and Freckle solutions were all named winners in Tech & Learning’s Awards of Excellence: Best of 2022 program in the Primary or Secondary categories. The annual awards program celebrates edtech that supports students, educators, and education professionals.

“It is an honor for not one or two, but for three of our solutions to be recognized,” said Todd Brekhus, Chief Product Officer at Renaissance. “Educators are at the heart of everything we do, and to receive this honor from the Tech & Learning team and leaders in the education space reaffirms our mission to accelerate learning for all, while providing the tools educators need to make a true difference.”

Valid and reliable assessment platforms, Star Assessments and FastBridge were both recognized for their ability to provide accurate and actionable data about student needs, risk levels, and growth, as well as measure intervention effectiveness. They also provide prescriptive recommendations for how to meet student needs with targeted instruction.

Teacher-led and student-paced, Freckle provides differentiated, highly engaging practice in mathematics and reading—ensuring students grow and develop foundational skills in both subjects.

Together, Star Assessments, FastBridge, and Freckle empower teachers to drive success for each student’s unique learning journey.

“Each year, the Awards of Excellence grow to include a more diverse range of products and companies,” said the awards’ editorial team at Tech & Learning. “With this being the case, judging and finding our winners becomes a tougher decision with each award. All our judging is performed by industry experts, meaning those who have impressed and won the award should be truly proud of their achievement. Well done from all of Tech & Learning.”

Tech & Learning’s panel of judges scored each nomination on ease-of-use, value, versatility, and utility. Nominations were divided into Primary, Secondary, and Higher Education categories.

Star Assessments, FastBridge, and Freckle all scored highly across the criteria and were named winners.

To learn more about Renaissance, please visit www.renaissance.com.

About Renaissance

As a global leader in assessment, reading, and math solutions for pre-K–12 schools and districts, Renaissance is committed to providing educators with insights and resources to accelerate growth and help all students build a strong foundation for success. Renaissance solutions reach more than 40% of US schools and more than a half million students in other regions across the world. Our portfolio includes solutions for assessment (Star Assessments, Star Phonics, myIGDIs for Preschool, FastBridge, DnA, and SchoolCity); practice (Accelerated Reader, myON, Freckle, and Lalilo); data-driven insights (eduCLIMBER and Schoolzilla); and teacher-facilitated instructional delivery (Nearpod). For more information, visit www.renaissance.com.

Contact for Media Inquiries Only:

Lucy Duffy
Senior Public Relations and Communications Specialist
Renaissance
(561) 573-6296
pr@renaissance.com

The post Tech & Learning’s Awards of Excellence Program Recognizes Three Renaissance Solutions appeared first on Renaissance.

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Unlocking the power of assessment: 6 types of assessments in education https://www.renaissance.com/2023/02/27/blog-explore-the-6-types-of-assessments-in-education/ Mon, 27 Feb 2023 21:28:06 +0000 https://renlearnstg.wpengine.com/?p=61254 Assessments come in all shapes and sizes and are a giant piece of the education puzzle. Understanding the multi-faceted nature of the many different types of assessments in education is essential to support both the teaching and learning processes. If you want to develop a deeper understanding of educational assessments and how to implement different […]

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Assessments come in all shapes and sizes and are a giant piece of the education puzzle. Understanding the multi-faceted nature of the many different types of assessments in education is essential to support both the teaching and learning processes.

If you want to develop a deeper understanding of educational assessments and how to implement different education assessment types more effectively in the classroom, you’re in the right place. In this blog, we’ll break down:

  • A definition of assessment in education
  • The 6 types of educational assessments
  • How assessment tools from Renaissance can help simplify and enhance student assessment

How do you define assessment in education?

In the field of education, assessment refers to the varied methods and tools that are used to…

  • Evaluate
  • Certify
  • Measure
  • Monitor
  • Observe
  • Document

…the learning progress, academic readiness, skill acquisition, or educational needs of students. Assessment plays a key role in data-driven decision making and is an important part of the whole child data picture.

The different types of assessments enable us to answer key questions about student learning, such as:

  • What do students know? What do they not know yet?
  • Where are students struggling? Why?
  • What should I teach next? What should I adjust in future lessons?
  • Which students need an intervention? Which intervention matches the specific need?
  • Does the retained learning meet district and state expectations?
  • Does our curriculum have gaps between learning expectations and assessment?

But what are the common types of assessments in education? And what does each type of assessment help us understand about students’ learning and needs?

In this blog, we’ll take a look at each of the different types of assessment in education that come together to create a comprehensive assessment system. But first, let’s examine the “why” behind the types of educational assessments.

3 purposes for assessment in education

In general, assessment in the classroom serves one of three purposes:

Assessment of learning: These assessments help us to identify if students are meeting grade-level standards. They’re usually grade-based and have a concrete grade attached to them that communicates the level of achievement.

Assessments of learning might include:

  • Exams
  • Portfolios
  • Standardized tests
  • Final projects

Some other common forms of assessment of learning include:

  • Criterion-referenced assessments
  • Norm-referenced assessments
  • Summative assessments

Assessment for learning: These assessments provide educators with a clear picture of student learning and understanding as they teach. They’re then able to make the necessary adjustments to their classroom management strategies, lesson plans, etc., as they go.

Assessments for learning must be ongoing and actionable to effectively provide teachers with in-the-moment feedback to improve their instructional methods.

Some common types of assessment for learning include:

  • Diagnostic assessments
  • Formative assessments

Assessment as learning: This type of assessment in education actively involves the students in the learning process. It teaches them to access their critical thinking and problem-solving skills, along with how to set achievable personal goals to objectively measure their own progress.

Assessment as learning is a helpful way to engage students in the learning process and help them take ownership of their learning.

Examples of assessment as learning include:

  • Self-assessments
  • Peer assessments

Why is it important to understand types of assessment in education?

Assessments help us to answer key questions about student learning and what to teach next. But in order for assessment data to help drive decisions, it is imperative that we use an assessment tool that is appropriate to the task at hand. Understanding the types of assessments is the first step to using assessment data to effectively support the needs of students.

For example, progress monitoring assessments are extremely sensitive to growth and are designed to measure small, incremental increases in progress. Other types of assessments aren’t structurally designed to measure those small increases in growth. Using an interim assessment weekly or bi-weekly will not help educators accurately track student progress—and may even lead to confusing or misleading results.

Without a sound understanding of the different types of educational assessments and their purposes, it’s easy to use an assessment for a mismatched task. For that reason, it’s important that all educators have a foundational understanding of the types of assessments and what each assessment type can and cannot tell us about student learning.

To learn more about types of assessments and how to build a comprehensive assessment system that meets your unique needs, download our Complete Guide to Comprehensive Assessment Systems eBook.

Renaissance Comprehensive Assessment System
Renaissance Comprehensive Assessment System

What are the main methods of assessment?

Although nomenclature can vary from district to district, there are six main types of assessments in education:

  1. Classroom formative assessments (just-in-time/short-cycle)
  2. Universal screening assessments
  3. Diagnostic assessments
  4. Progress monitoring assessments
  5. Benchmark/common formative (interim assessments)
  6. Summative assessments

6 different types of assessment in education

In the sections below, we’ll explore how each of these types of educational assessments helps you to analyze and support student learning.

#1: Classroom formative (just-in-time/short-cycle assessments)

Classroom formative is a process used by teachers and students during instruction. It creates feedback and reveals any needed adjustments for ongoing teaching and learning that may be necessary to increase students’ achievement of the intended instructional outcomes. Classroom formative assessments are used as tools to inform and fuel the formative assessment process on an ongoing, frequent (even daily) basis.

When used formatively, assessments can overcome some traditional, commonly-conceived limitations of “tests.” With the right tools in place, such as DnA’s Live Proctoring Tool, short-cycle assessments can be spun up quickly and adapted to meet immediate student needs as necessary during the learning process. Using these just-in-time assessments can yield a plethora of rich information to feed instructional processes and deepen students’ metacognitive processes.

Some examples of formative just-in-time/short-cycle assessments include:

  • Classroom assessments
  • Quick quizzes
  • Discussion
  • Observations
  • Comprehension checks
  • Entrance/exit tickets

Keep in mind that any assessment can be a part of the classroom formative process as long as it’s used to provide data to inform instruction.

Assessments to drive student learning

Discover high-quality assessments from Renaissance for pre-K–grade 12 learners.

#2: Universal screening assessments

Universal screening is the process of gathering academic and social-emotional behavior (SEB) data about all the students in a class, grade, school, or district in order to identify which students need additional assistance to meet learning goals.

Universal screening assessments are administered as tools to inform and fuel that process. They’re most often administered to all students in the areas of reading, math, and SEB. Screening happens early in the school year and may also occur at other points throughout the year.

Universal screening assessments should be valid, reliable, and have a high degree of predictive validity with high-stakes tests. These types of assessments are critical to an effective multi-tiered system of support (MTSS) implementation, as they identify Tier 1 needs as well as students who may be at risk and in need of additional support.

Some examples of K–12 universal screeners from Renaissance include:

  • Star Reading in English and Spanish
  • Star Math in English and Spanish
  • FastBridge in Reading, Math and Social-Emotional Behavior

#3: Diagnostic assessments

Diagnostic assessment is the process of using multiple measures and reports to identify what a student does or does not know in relation to specific learning goals in order to guide academic, curricular, and instructional decisions.

Diagnostic assessments can be administered as tools to inform and fuel that process. They’re often administered to students, grade levels, and/or groups flagged by universal screening to pinpoint specific learning needs (e.g., calculation vs. math).

High-quality universal screeners provide diagnostic reporting as part of the universal screening results. And tools like the Star Phonics assessment for K–6 students complement universal screening data by providing in-depth critical insights into students’ acquisition of essential phonics skills.

Diagnostic assessment is critical to MTSS implementations, as it helps ensure interventions are appropriately aligned to students’ specific needs. These data should be used in conjunction with other data—as part of an evaluation of a student’s academic and SEB learning needs—before reaching diagnostic conclusions about student performance.

Types of assessment often used in the diagnostic assessment process:

How It contributes to the Diagnostic Assessment Process

#4 Progress monitoring assessments

Progress monitoring is a standardized process of evaluating progress toward a performance target, based on rates of improvement from frequent (usually weekly) assessments of a specific skill. Progress monitoring assessments are administered as a tool to inform and fuel that process. They’re typically administered to all students receiving Tier 2 or Tier 3 interventions.

Progress monitoring assessments are very sensitive to growth and are aligned with the skill or need that is targeted by a specific intervention. They help measure whether the intervention is working and if it’s working fast enough.

Examples of progress monitoring assessments include:

#5: Benchmark/common formative (interim) assessments

Benchmark assessments, which are sometimes referred to as common formative assessment or interim assessment, measure students’ standards of proficiency. They’re typically administered periodically or seasonally (e.g., fall, winter, and spring).

These assessments are aligned to a pacing calendar and the district’s scope and sequence—or the progressive order in which students encounter the content that they’re expected to master by the end of a course, study, or curriculum.

Benchmark/common formative assessments are often used to predict the students’ end-of-year proficiency. They are usually created either by a professional assessment vendor or by using a valid and reliable item bank in order to ensure quality.

Renaissance’s Star Math is one example of interim assessment. This award-winning assessment solution helps educators:

  • Quickly screen students
  • Monitor progress
  • Track growth over time
  • Forecast future performance on state summative assessments

With Quantile® measures—which measure the difficulty of mathematical skills and concepts as well as a student’s readiness to learn new skills and concepts—Star Math provides educators with additional insights into students’ math progress.

#6: Summative assessments

Summative assessment is the process of evaluating or certifying learning at the end of a specific period of instruction. Summative assessments are often used for grading students and can be used to measure growth or changes in student learning. They’re typically administered at the end of year, end of course, or end of term.

Summative assessments in education can provide a host of useful data regarding student achievement, while also guiding decision-making around changes in curriculum, instructional strategies, staffing ratios, course offerings, and professional development needs.

Just as formative assessment is a process, so is summative assessment. Any assessment can be part of the summative assessment process if it’s used to evaluate or certify learning after instruction has occurred. Many teachers employ unit exams and Friday spelling tests, for example, as summative assessments.

Additional examples of summative assessments include:

  • High-stakes state standards assessments
  • SAT
  • ACT

Guide instruction & improve learning outcomes with Renaissance’s comprehensive assessment solution

Renaissance equips educators to take a data-driven approach to serve the whole child with our Comprehensive Assessment Solution. This comprehensive assessment system combines MTSS management and collaboration, and real-time dashboard tools, and puts them in the hands of educators.

As a result, educators can…

  • Monitor learning and growth
  • Identify academic and social-emotional behavioral needs; and
  • Align targeted supports

…to accelerate learning for each student.

Our complete set of standards and skills-based assessment tools give educators the confidence they need to understand each student’s academic and social-emotional behavior (SEB) learning and needs and guide instruction to improve student outcomes.

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Renaissance and GL Education Come Together, Creating Comprehensive Platform to Enhance K–12 Learning Worldwide https://www.renaissance.com/2023/02/21/renaissance-and-gl-education-come-together-creating-comprehensive-platform-to-enhance-k-12-learning-worldwide/ Tue, 21 Feb 2023 14:42:10 +0000 https://renlearnstg.wpengine.com/?p=61208 Renaissance and GL Education provide valid, reliable data and insights, helping educators implement data-driven instruction and measure students’ academic progress Bloomington, MN (February 21. 2023) – Renaissance, a leader in pre-K–12 education technology, entered a definitive agreement (subject to certain regulatory approvals) to acquire GL Education, a provider of formative assessments for schools and school […]

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Renaissance and GL Education provide valid, reliable data and insights, helping educators implement data-driven instruction and measure students’ academic progress

Bloomington, MN (February 21. 2023) Renaissance, a leader in pre-K–12 education technology, entered a definitive agreement (subject to certain regulatory approvals) to acquire GL Education, a provider of formative assessments for schools and school groups in the United Kingdom, Ireland, and over 100 countries worldwide. The combined company will deliver differentiated insights to enhance students’ achievement and growth.

“Worldwide, educators face evolving challenges as we pivot out of the height of the COVID-19 pandemic,” said Chris Bauleke, Chief Executive Officer at Renaissance. “Educators and leaders need accurate data on each one of their students to not only inform instruction, but to foster growth. Our integrated solutions empower teachers and administrators to manage learning progress and leverage data to impact student learning. We look forward to welcoming GL Education’s team and customers to the Renaissance family and expanding our ability to provide a complete view of every student’s academic progress.”

Founded in 1980 and based in London, England, GL Education (known in the UK and Ireland as GL Assessment) was created to help educators ensure children realize their full potential with a “whole-child” approach to formative assessment. Today, it delivers over 9 million assessments annually to schools and school groups in over 100 countries, providing educators with an accurate measure of their students’ abilities and academic progress—as well as identifying barriers to learning they may have. GL Education’s formative assessments are rigorous, academically sound and in line with best practice in education.

“GL Education and Renaissance share a vision that technology and data can be powerful tools to enable educators to build teaching and learning around the needs of every child, and to make the schools and school groups they work in ever more effective,” said Greg Watson, Chief Executive at GL Education. “We look forward to GL Education and Renaissance coming together to unlock even greater impact for technology and data all around the world.”

Those already using GL Education’s assessments will continue to receive the support they expect and value. Educators using Renaissance’s solutions can look forward to learning more about GL Education in the coming weeks.

“Both Renaissance and GL Education have done an exceptional job harnessing technology and data to enable educators to provide students with personalized, data-driven learning solutions,” said Jason Brein, Partner at Francisco Partners, and Eli Nagler, Sr. Managing Director at Blackstone. “Combining these two businesses will enhance their ability to holistically serve the rapidly evolving needs of today’s classrooms, and we are excited to increase our equity investment to fund the platform’s growth.”

RBC Capital Markets, LLC served as financial advisor to Renaissance during the transaction, while Baird advised GL Education.

To learn more about Renaissance, please visit www.renaissance.com. To learn about GL Education, please visit www.gl-education.com.

About Renaissance

As a leader in education technology, Renaissance is committed to providing educators with insights and resources to accelerate growth and help all students build a strong foundation for success. For more information, visit www.renaissance.com.

About GL Education

GL Education is a leading provider of formative assessments to schools and school groups in the UK and in over 100 countries worldwide. It provides assessments that help to reveal students’ potential, track their progress, and identify any barriers to learning they might have. For more information, visit www.gl-education.com.

Contact for Media Inquiries Only:

Tracy Stewart
Director, Marketing Development
Renaissance
(832) 651-1189
pr@renaissance.com

Danielle Morgan
Head of Marketing and Communications
GL Education
+44 (0) 20 8996 3632
Danielle.morgan@gl-education.com

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The Science of Reading: 4 common misconceptions https://www.renaissance.com/2023/02/07/blog-4-misconceptions-about-the-science-of-reading/ Tue, 07 Feb 2023 15:32:01 +0000 https://renlearnstg.wpengine.com/?p=60508 Literacy is the foundation of learning, which is why the most effective way to teach students how to read has been the topic of debate for many years. The sheer volume of information, research, and evolving trends has caused inevitable misconceptions surrounding the various approaches to reading—including the Science of Reading. 4 Science of Reading […]

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Literacy is the foundation of learning, which is why the most effective way to teach students how to read has been the topic of debate for many years. The sheer volume of information, research, and evolving trends has caused inevitable misconceptions surrounding the various approaches to reading—including the Science of Reading.

4 Science of Reading myths and misconceptions: Insights from literacy experts

The Science of Reading is a wide-ranging body of research on how children learn to read successfully. As the journalist Emily Hanford and others have shown, it’s also a term that is subject to significant misunderstanding.

We recently had the chance to discuss some common misconceptions about the Science of Reading with three of our Renaissance colleagues. We also posed the question of whether it’s possible to measure the Science of Reading—and, if so, what this process involves.

Our thanks to these experts for sharing their insights with us:

  • Dr. Rachel Brown, Senior Research Consultant
  • Dr. Scott McConnell, Director of Assessment Innovation
  • Dr. Michelle Hosp, Director of Foundational Literacy

Science of Reading myth #1: The Science of Reading is a new phenomenon—and it’s just another “fad” in education.

Rachel Brown: The Science of Reading is not new. There are over a hundred years of research on how to teach reading effectively, in both the English language and many others.

These studies demonstrate that when evidence-based instructional practices are used, children learn to read more accurately and acquire reading at a faster rate than children receiving other forms of instruction. So, the research has been there for years—we just haven’t listened to it and haven’t implemented it.

I’ve always felt a personal connection to effective reading instruction. I began my career as a middle school social studies teacher, and I had students who couldn’t read the assigned texts. No one had prepared me for this, and I was at a loss as to how to help these students.

I went back to school to get my SPED endorsement, thinking that special education would be the solution. In fact, it isn’t. I realized that many districts have curriculum deficiencies that are standing in the way of reading acquisition for many students.

I remain very passionate about getting the word out—not just about the research, but about the practice of effective reading instruction.

Scott McConnell: To echo Rachel’s point, I’m reminded of Why Johnny Can’t Read by Rudolph Flesch, published in 1955. In this book, Flesch stresses the importance of explicit and systematic phonics instruction for students’ reading development. Clearly, this idea was slow to catch on, leading him to write a sequel in the 1980s called Why Johnny Still Can’t Read.

Like any science, the Science of Reading is vast and dynamic, with new studies published every year. I think our education system struggles with taking all of this research and knowledge and turning it into practical applications teachers can use in the classroom. This is a point that Emily Hanford is making, which isn’t so different from Flesch’s.

Michelle Hosp: On the whole, the field of general education has been slow to embrace Science of Reading research, which is why it hasn’t made its way into many teacher preparation programs.

I find this very frustrating. As I’ve shared before, I began my career as a school psychologist, and I spent a lot of my time assessing struggling readers. The tests confirmed what the teachers already knew—that the students were struggling to decode words—but I had little to offer in terms of instructional next steps.

I pursued my graduate degree because I recognized that I didn’t have the knowledge I needed to help these students. Like Rachel, I focused on special education, because that field was at the forefront of reviewing and implementing the research.

Scott McConnell: What the three of us have in common is a moral imperative to give students access to good instruction. The key question for us—as for most educators—is whether the Science of Reading will help us to address this imperative, and the answer is clearly “Yes.”

science of reading testimony
The importance of evidence-based reading instruction

Science of Reading myth #2: States and districts cannot implement the Science of Reading on their own.

Rachel Brown: Actually, states have put some remarkable legislation in place, although they’re finding that their teachers are not necessarily prepared to teach reading. This is where it’s so important to get administrators on board, especially building principals.

When you have principals who know what effective reading instruction is, so they can recognize it, support it, and provide help to teachers who are not using it, I’ve seen amazing things happen. These principals set up a culture where effective instruction is valued and the instructional staff are all on the same page, so kids can’t fall through the cracks.

Scott McConnell: I’m reminded of the No Child Left Behind Act, which had very good intentions. The Act recognized that we have major disparities in K–12 education, so let’s acknowledge them and address them.

Unfortunately, this didn’t work, because we didn’t give teachers the tools to do this at the local level. This is why we need to turn the Science of Reading into easy-to-use tools that teachers can implement in the classroom, and that show the progress their students are making each week.

Michelle Hosp: One aspect of No Child Left Behind that was successful in some states was the Reading First initiative, because it was very clear on what was required. Schools had to:

  1. Universally screen students.
  2. Use an evidence-based curriculum that was systematic and explicit.
  3. Have reading coaches.
  4. Provide educators with professional development.

My state used the LETRS training created by Louisa Moats, which I attended with a group of reading coaches. I remember that Dr. Moats began with a short pre-test, and the results were surprising. These coaches had a poor understanding of phonemic awareness—and they were supposed to be helping the most at-risk kids!

I’ll echo Rachel’s point that support has to come from the top—from school boards, administrators, and parents. The federal government could also help by establishing national standards for teacher preparation programs. All teachers should be trained to teach reading in the same way, following the research and using evidence-based practices.

Supporting foundational literacy

Discover assessment and practice solutions from Renaissance for age 3 to grade 3 learners.

Science of Reading myth #3: The Science of Reading requires a lot of standardized testing.

Rachel Brown: There’s a famous quote from Lewis Carroll: “If you don’t know where you’re going, any road will get you there.” The same principle applies to teaching: If you don’t start by establishing what your students need, how will you get them there?

That’s why it’s important to start with a reading screener to see how everyone is doing. At Renaissance, we also recommend administering a phonics screener to take a deep dive into critical phonics skills.

We know that phonics is an important building block of learning to read. If you’re not teaching phonics, then students aren’t getting something essential to becoming a reader and a writer.

Michelle Hosp: There are a lot of reading skills we need to assess, but we don’t need to assess all of them at once—and certainly not every day. I’m a believer in the “screen to intervene” approach, meaning: Test the skills that matter and that you can actually address. For example, I can assess letter sounds, and I can then teach the specific letter sounds students are struggling with.

The same applies to digraphs and blends. We know that the majority of students who struggle with reading are struggling due to poor phonics skills. If we don’t identify the specific phonics skills they need help with, then how can we help them?

Scott McConnell: We should also be clear on the definition of “standardized testing,” which simply means that the same assessment is administered to a group of students using the same protocol.

In the case of universal screening, we do want a standardized assessment that shows how students are doing in relation to grade-level benchmarks. For students receiving intervention, we want regular progress monitoring that’s quick and efficient, that shows how much progress students are making, and that’s administered in a standard way.

As assessment creators, it’s our job to provide teachers with tools that zero in on high-impact reading skills—including phonics skills—that students need to move forward. This is what we mean when we talk about measuring the Science of Reading.

Michelle Hosp: Decoding Dyslexia, a grassroots organization largely led by parents, has played a major role in demanding more effective assessment and instruction aligned with the Science of Reading.

They told educators, “I want you to screen and tell me if my child is struggling with foundational literacy skills because we know that’s a sign of trouble.” They insisted that schools provide evidence-based instruction and that educators receive professional development on dyslexia, so they understand how reading develops and what signs indicate that students are off track.

They then demanded that schools prove that what they’re doing is working—they asked to see the progress monitoring data for themselves. I think these are all good things. As an assessment creator, I want to get really good data into teachers’ hands so they can change students’ trajectories.

science of reading testimony
Focusing on phonemic awareness and phonics

Science of Reading Myth #4: The Science of reading takes the joy out of learning—and offers no place for creativity.

Michelle Hosp: I’m reminded of my mentor in graduate school, who ran an amazing reading program with great outcomes for students. One day, the teachers complained to her that the students didn’t love it. Her response: “I don’t care if they love it. I only care if they can read!”

She certainly had a point—it’s not about making kids happy, but about doing the right thing. And this is, of course, where the teacher comes in.

Whether we’re talking about a phonics lesson in the early grades or an algebra lesson in high school, what matters the most is what the teacher brings to the lesson. This is the art of teaching. We need to help teachers realize that they can use all their art and skill to make phonics lessons fun and engaging—because this is what the students need.

Rachel Brown: It’s also a matter of dosage. Not every student will need multiple lessons on silent “e,” for example, but others will. It’s a matter of helping teachers to realize that all humans learn in fundamentally the same way.

First, they need to understand what the target skill is, and then they need to practice that skill to develop mastery. Some students will be able to complete the “stock” phonics lesson and will be OK. Others will need to complete the lesson and then do a lot of practice as well.

Michelle Hosp: The Science of Reading also encompasses more than phonics lessons. For example, read-alouds and book shares are part of every elementary classroom. These can be really engaging for students while helping them to build vocabulary and background knowledge and develop oral language.

When reading aloud, teachers can certainly pause to call attention to individual letters and sounds. But this isn’t sufficient by itself. Letters and sounds need to be taught to students explicitly and systematically, not just “in the moment.” It’s not an either/or choice where teachers can either teach phonics or they can read aloud to students. They need to do both.

Scott McConnell: I’m reminded of a story about an astrophysicist who used to take his young son outside to watch the sunset. Now, the astrophysicist was pretty sure that the sun wasn’t really “setting,” but there’s a role for science and a role for beauty, and, as educators, we clearly need to embrace both.

Discover Star Phonics from Renaissance

The Science of Reading has proven that mastering phonics skills is a vital component for students learning to read.

Star Phonics is the first and only assessment to screen and diagnose 12 critical phonics categories and 102 essential skills. Aligned with the Science of Reading, Star Phonics is quick to administer and provides immediate reporting to inform instruction.

You can also use your Star Phonics data to place students in the appropriate lessons in our Lalilo instruction and practice program. Lalilo is fun and engaging for students to use, and Lalilo’s lessons cover phonics, sight words, word families, comprehension, and more.

References

Moats, L. (2019). Of “Hard Words” and Straw Men: Let’s Understand What Reading Science Is Really About. EDVIEW360 Blog.

Seidenberg, M. (n.d.) Connecting the Science of Reading and Educational Practices. Reading Matters. Retrieved from: https://seidenbergreading.net/science-of-reading/

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Catch-up growth: Educational challenges and solutions https://www.renaissance.com/2023/01/18/blog-can-catch-up-growth-be-achieved-in-education/ Wed, 18 Jan 2023 19:41:35 +0000 https://renlearnstg.wpengine.com/?p=59174 One of the most difficult challenges students can face in the classroom is trying to achieve “catch-up growth,” which is defined as the amount of growth necessary to reach grade-level expectations. It’s also a challenge for educators to find the perfect balance of supplemental instruction and/or interventions to help students achieve catch-up growth. This is […]

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One of the most difficult challenges students can face in the classroom is trying to achieve “catch-up growth,” which is defined as the amount of growth necessary to reach grade-level expectations. It’s also a challenge for educators to find the perfect balance of supplemental instruction and/or interventions to help students achieve catch-up growth. This is especially true now, in our new era of recovering from pandemic learning disruptions.

The good news is that there are effective tools educators can use when catch-up growth is needed. In this blog, I’ll explain what’s required and how Renaissance can help.

When do educators need to prioritize catch-up growth?

Consider this scenario: Molly is a fourth-grade student, but she reads at a first-grade level. Her teacher knows that her reading skills are much weaker than her classmates’ because the school conducts universal screening three times per year. Such screenings provide data that are used alongside other information about student performance to help teachers know which students need additional instruction.

In Molly’s case, the fall screening score on a broad reading measure like FastBridge aReading or Star Reading indicates that her current skills are like those of a typical first grader. This means that Molly is three grade levels behind her grade-level peers in reading. Efforts to improve Molly’s reading skills are clearly needed.

What role does MTSS play in educational catch-up growth?

If Molly’s school uses a multi-tiered system of support (MTSS) for reading, she is likely to participate in a daily reading intervention that includes daily specialized lessons. MTSS typically involves three levels of support:

  1. Tier 1 includes the general education curriculum and is provided for all students.
  2. Tier 2 usually includes about 30 minutes of targeted instruction and is in addition to the school’s Tier 1 core instruction.
  3. Tier 3 is provided to students who are significantly below grade level and can include either (a) additional instruction beyond Tier 1 and Tier 2, or (b) a replacement program that is used instead of the Tier 1 core.
Image 1 - three levels of support
Three levels of support in MTSS

In Molly’s case, the good news is that when such intervention is provided according to the methods validated through research, her reading skills are likely to improve.

Although providing intervention has been shown to improve the skills of students with significant reading problems, teachers often ask whether students like Molly can ever catch up and read like their typically achieving classmates. The honest answer is that for students to catch up, they’ll need to participate in a regular intensive intervention that focuses on gaining skills at a faster pace than their classmates. Without such intensive intervention, Molly is likely to experience the “Matthew Effect.”

Solutions for you

Discover assessment and practice solutions from Renaissance to support struggling readers.

The “Matthew Effect” in reading

For a student like Molly to catch up and meet grade-level reading expectations, she’ll need to improve her skills at a faster pace than her classmates. The reading researcher Keith Stanovich (1986) applied the term “Matthew Effect” to describe this phenomenon.

Stanovich’s research showed that students who learn to read in grades 1 and 2 go on to be strong readers, but those who struggle—without intervention—go on to be very poor readers. In other words, unless students with reading difficulties improve their reading skills at a faster rate than their classmates, they will never read at grade level.

Catch-up growth in education: How it works

It’s certainly possible for struggling students to catch up and to perform on grade level. However, for these students to reach grade-level expectations, effective and intensive intervention is required.

The term for the improvements needed by students who start out far behind is, accordingly, “catch-up growth.” This refers to the reality that when a student starts out behind other students, he or she will need to learn at a faster rate than classmates to catch up.

Catch-up growth is needed because most students improve their skills incrementally every year, which is known as annual growth. For students who start the school year performing on grade level, annual growth will be sufficient to reach that year’s learning goals. However, for students who start out below grade level, both annual growth and catch-up growth are needed in order to catch up to grade level. Otherwise, the student will experience the Matthew Effect and become farther behind each school year.

So, if a student who starts out below expectations improves his or her skills at the same pace as typically achieving students, gains will be made, but the student will still be behind others because his or her starting point was significantly lower than other students’.

An excellent resource for learning more about catch-up growth is the book The 90% Reading Goal by Fielding, Kerr, and Rosier (1998). This book explains how a low-income school district improved the reading scores of all students over many years.

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The importance of ongoing reading assessment

How can catch-up growth be achieved in the classroom?

For a student to make above-average gains, both scientifically-based core instruction and additional intervention are usually needed. As I mentioned earlier, core instruction refers to the teaching materials and practices used to teach all students each day. For students who start out behind, providing additional instruction, also known as intervention, is needed.

The best way for schools to provide additional instruction is to use an MTSS model, which is sometimes known as Response to Intervention (RTI). Both MTSS and RTI provide tools for:

  • Anticipating students’ learning needs
  • Creating daily schedules that have time blocks set aside for additional instruction
  • Setting goals and monitoring students’ progress

Let’s explore how each component can help students to achieve catch-up growth.

We support MTSS

Learn how Renaissance supports more effective MTSS at every grade level.

Anticipate learning needs

For students who need to achieve catch-up growth, educators must first anticipate these needs. There will always be students who fall into this group, and instruction must be designed in a way that will allow these students to find success.

A big part of anticipating learning needs is identifying the students who need interventions as soon as possible through universal screening measures. Universal screening allows educators to see students’ starting scores and evaluate how much, if any, intervention is needed.

Set aside additional instruction time blocks

Having scheduled times for additional instruction is essential for students who start out below grade level. As I noted earlier, the core instruction provided for all students is designed so that they make one year’s growth during one school year. This is perfect for students who start the year performing on grade level, but it does not meet the needs of those who are below grade level. To support these students, additional instruction that focuses on catch-up growth is necessary.

To provide additional instruction time to help students catch up, each school team needs to review its daily schedule and include a time block when all students can participate in intervention lessons. Importantly, daily intervention time blocks can be used to support all students by, for example, providing both remedial and extension lessons. Students who are behind use this time to catch up, while those who are already at grade level can use the time to accelerate their learning.

Set goals for achieving catch-up growth

Typically, students who enter into progress monitoring do so because they have been assigned an intervention or supplemental instruction to catch up to what’s expected at their grade level. It is crucial to consider the importance of goal setting when it comes to progress monitoring. Any given progress monitoring measure is only going to be useful in relation to a goal that has been set for a student.

Also, if we were to collect data without reference to a specific goal, there’s no way to know whether a student is making adequate improvements. For this to happen, we need to have guidance on how much growth is necessary for a student to catch up—and goals help to provide this guidance and serve as a bar from which to measure catch-up growth.

I suggest keeping two key points in mind when setting goals:

#1: Goals should be ambitious but realistic

The most important step in helping students to catch up is to use ambitious learning goals. Ambitious goals are those that result in a student making and sustaining learning gains that are bigger than other students’ gains.

While we want goals to be ambitious, they should also be attainable. If a goal is too easy, it won’t help a student to catch up. But over-ambitious goals may be impossible to attain and will set students up for frustration and failure.

#2: Goals should be based on research and created using effective tools

There is an extensive body of research on the importance of goal setting and how goal setting should be approached and implemented to be successful. Renaissance has used this research to create tools in FastBridge and Star Assessments to help educators calculate ambitious yet realistic goals for students who need to achieve catch-up growth.

These tools define goals based on several factors that are individualized for each student:

  1. Starting score: This is based on universal screening results and tells us where the student currently stands.
  2. Rate of Improvement (ROI): As with the end goal, the ROI should be above average but still attainable.
  3. End of school year timeline: We need to take into account how much time is left in the school year for the student to work toward the assigned goal.

Conclusion

Students who start a school year behind their classmates need to learn new skills faster than others in order to catch up to grade-level expectations. It is possible for students to achieve such catch-up growth, but only if schools:

  • Anticipate these learning needs
  • Organize daily schedules to provide additional instruction
  • Set ambitious, research-based progress monitoring goals

When schools use models such as an MTSS and RTI, both general education/core instruction and supplemental intervention are provided. The combination of effective Tier 1 core instruction with Tier 2 and/or Tier 3 intervention creates a pathway for students who start out behind to catch up to peers.

Creating tiered supports requires an ongoing and coordinated effort by all teachers that affirms that, with the right resources and supports, students who start out behind can indeed reach grade-level expectations.

Discover the comprehensive assessment solution from Renaissance for universal screening, progress monitoring, goal setting, and more—for pre-K to grade 12 students.

References

Fielding, L., Kerr, N., & Rosier, P. (1998). The 90% reading goal. Kennewick, WA: The New Foundation Press.

Stanovich, K. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360–407.

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Product Highlights: Measuring the Science of Reading https://www.renaissance.com/2023/01/03/blog-product-highlights-measuring-the-science-of-reading/ Tue, 03 Jan 2023 15:29:16 +0000 https://renlearnstg.wpengine.com/?p=58788 Decades of research show that all students benefit from reading instruction that explicitly and systematically addresses five key areas: phonemic awareness, phonics, fluency, vocabulary, and comprehension. This important research, which is also known as the Science of Reading, guides Renaissance product development as we identify new ways to help you teach and assess these essential […]

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Decades of research show that all students benefit from reading instruction that explicitly and systematically addresses five key areas: phonemic awareness, phonics, fluency, vocabulary, and comprehension. This important research, which is also known as the Science of Reading, guides Renaissance product development as we identify new ways to help you teach and assess these essential literacy skills.

Read on for a summary of what’s new—not just for your elementary learners but for middle and high school students as well. You’ll find full details on our Product Updates Blog, which we invite you to visit throughout the year for the latest Renaissance news and resources.

Easily connect phonics assessment to skills instruction

Last spring, we were thrilled to welcome Star Phonics to the Renaissance family. Aligned with the Science of Reading, Star Phonics is the only assessment to screen and diagnose 12 phonics categories and 102 essential skills. Star Phonics is easy to implement and administer and provides immediate, easy-to-use reporting:

Easy-to-use reporting from Star   

Once you’ve assessed students with Star Phonics, you can use our new crosswalk to connect each student with the right foundational literacy lessons in our Lalilo practice program. The crosswalk lists each of the categories measured by Star Phonics, including contractions, digraphs, blends, r-controlled vowels, and more. It then shows you the Lalilo lesson(s) that provide learners with engaging instruction and practice on each phonics skill:

Star Phonics - Lailo crosswalk   

If you’re not already using Star Phonics, we invite you to learn more about the science behind this unique assessment. You can also try Star Phonics for yourself with a free 90-day trial.

Drive greater foundational literacy growth for every learner

In addition to the new crosswalk, Lalilo offers a variety of helpful new features to engage your learners in foundational literacy development. New Direct Instruction lessons give students guided practice on important concepts in Grammar and Conventions, such as collective nouns. New and enhanced comprehension books feature larger images, easier navigation, and expanded standards coverage. A new Teacher Implementation Guide helps you to get started quickly and to make the best use of Lalilo throughout the year. And a new Nearpod Lessons List provides one-click access to student-friendly instructional resources for phonics and word families.

Lalilo Direct Instruction   

If you’re not using Lalilo yet, see the latest research on the program’s effectiveness and its alignment to the Science of Reading. You can also create a free account to try Lalilo with your students this winter.

Assess sight words and encoding skills with curriculum-based measures

To become successful readers and writers, students need strong sight-word recognition and encoding (or spelling) skills. If you use Star CBM Reading, you have early access to new measures for Sight and High-Frequency Words (grades K–3) and for Encoding (grades K–6). We’re field testing these measures during the 2022–2023 school year, and each administration will inform our process of determining grade-level benchmarks:

New Star CBM Reading Measure   

The new Sight and High-Frequency Word measures are one-minute assessments administered 1:1, with the student reading each word aloud. Encoding measures require students to translate a spoken word to written form and can be administered to a whole class or to individual students.

Star CBM Reading is available as part of the Star Assessments suite and provides opportunities for direct assessment of essential literacy skills. You can learn more about the design of Star CBM Reading—and how it works hand-in-hand with the computer-adaptive Star tests to support students’ reading development—in this article written by one of the assessment’s creators.

Promote equity and accessibility in test administration

Star CBM Reading and Star CBM Math now include braille support to provide blind and visually impaired students with the same testing opportunities as their sighted peers. Braille measures are transcribed and included in Star CBM as downloadable .BRF files for use with a braille embosser. All forms of the measures listed below are available in braille to support both universal screening and progress monitoring:

Star CBM Reading Measures with braille support   

In addition, you can now more easily enable testing accommodations in the computer-adaptive Star Reading and Star Math assessments in English. Available accommodations include response making, color contrast, zoom, a line reader, and more. You’ll find information about the accommodations provided to each student on the Star Diagnostic Report, Test Activity Report, and Test Record Report.

The addition of these assistive tools and technologies helps all students to demonstrate what they know and can do—and provides you with greater insight into students’ progress in literacy and math throughout the year.

Build students’ reading comprehension and social-emotional skills

Wide independent reading is critical for building background knowledge and vocabulary, while also helping students to develop important social and emotional competencies such as self-awareness, relationship skills, and responsible decision making. You’ll find great new content and features in our myON digital reading platform to support student engagement and social-emotional learning (SEL) this year:

  • myON offers more than 250 new titles, including decodables, chapter books, and books in Spanish. This includes both the myON Core Collection, with titles from the Capstone family of imprints, and the Harper Collins Third Party Collections for Early Elementary Phonics and Upper Elementary Fiction.
  • myON has several new features to further enhance its World Languages support. First, myON News articles are now available in Arabic and Mandarin, with natural-voice audio narration in each language. myON News publishes five articles each weekday, and all articles are reviewed by a child psychologist for appropriateness. In addition, the myON interface can now be displayed in Portuguese, to give students an additional option for navigating the program.
  • To support SEL instructional practices in the classroom, myON now includes ready-made SEL projects for pre-K through grade 12 learners. These projects include tasks related to reading, writing, news, and using myON’s graphic organizer, and they support topics such as emotions, critical thinking, social awareness, and promoting well-being. Many of the projects align with the CASEL framework for applying evidence-based SEL strategies to daily learning.
New myON Projects for SEL   

myON also has a new student-recorded read-aloud feature to give learners new opportunities for oral reading practice and fluency development. We’re excited to share that students have used this feature more than three million times since its release last August!

Match students with engaging literacy and math skills practice

Last fall, we welcomed FastBridge assessments to the Renaissance family. FastBridge provides universal screening and progress monitoring for reading, math, and social-emotional behavior (SEB) from kindergarten through grade 12.

Districts using FastBridge now have the option of connecting students’ assessment scores to our Freckle practice program and to myON, eliminating the need for students to take separate placement tests within these programs. With this new connection, students can begin practicing essential ELA and math skills at the right level in Freckle, and can more easily find just-right digital books in myON:

  • In Freckle for ELA, students’ levels are set based on their performance on the FastBridge aReading assessment.
  • In Freckle for math, students’ levels are set for each domain based on their performance on the FastBridge aMath assessment.
  • In myON, students’ Lexile®-based reading levels are set using aReading assessment results.

The connection between FastBridge, Freckle, and myON is done by your Renaissance Implementation Manager via a data upload and is available at no additional cost.

Drive greater student growth this year

As 2023 gets underway, you’ll find more new features in your Renaissance programs to help accelerate students’ growth in both literacy and math. For example, Star provides a new report that enables you to easily share test results with students during conversations around their progress and goals. Also, Star’s Growth Proficiency Chart now includes visual indicators for Low, Typical, and High Growth to help you better understand performance at the district, school, class, and student levels.

Administrators using our Schoolzilla platform have access to new search and filter options to help streamline their reporting processes. And Schoolzilla Starter has a new name—Renaissance Analytics—to reflect its role in bringing together usage and performance data from all of your district’s Renaissance assessment and practice programs. (Freckle data is available currently, and additional practice programs will be added this year.)

We have a number of additional enhancements planned for the months ahead. If you haven’t already, bookmark our Product Updates Blog, where you’ll always find the latest information. Also, subscribe to the Renaissance newsletter to receive updates and helpful resources right in your in-box. And if you’d like to learn more about Star Phonics, Lalilo, or other Renaissance programs, please let us know. We’re here to help.

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Writing new book quizzes for Accelerated Reader https://www.renaissance.com/2022/10/28/blog-writing-new-book-quizzes-for-accelerated-reader/ Fri, 28 Oct 2022 13:28:49 +0000 https://renlearnstg.wpengine.com/?p=57730 For more than 35 years, educators have relied on Accelerated Reader to help inspire K–12 students’ reading practice. In earlier blogs, we answered two of the most common questions we receive about the AR program: how books are selected for inclusion and how we ensure AR meets the needs of today’s diverse students and communities. […]

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For more than 35 years, educators have relied on Accelerated Reader to help inspire K–12 students’ reading practice. In earlier blogs, we answered two of the most common questions we receive about the AR program: how books are selected for inclusion and how we ensure AR meets the needs of today’s diverse students and communities. In this blog, we’ll answer two additional questions: Who writes new Reading Practice Quizzes for Accelerated Reader—and what does this process involve?

Read on for the answers, as four members of the AR Content Design team discuss their backgrounds, their working methods, and some favorite—and perhaps overlooked—books. Remember that you, your students, and their families can also visit AR Bookfinder, a free online resource for finding fiction and nonfiction titles that match each learner’s unique interests.

Michelle C: Inspiring middle-grades readers

“I majored in International Studies in college, and I then spent nine years working in the insurance industry. When my older son turned five, I left my position in order to homeschool him, meaning that I spent a lot of time reading children’s books. When I saw a posting for a part-time position writing Accelerated Reader quizzes, I knew it would be a perfect fit!

When writing quizzes, I gravitate toward Middle Grades books, especially those that will appeal to my sons. We’re big fans of the InvestiGator series by John Patrick Green and the Explorers Academy series by Trudi Trueit, as well as the Minecraft series by Max Brooks. The InvestiGator books are full of puns and quirky facts, while the Minecraft series touches on everything from castles to circuitry and has sparked my sons’ interest in learning more about these topics. In fact, my younger son recently asked me what life was like during the Middle Ages—a topic we’ll definitely be exploring this year.

This is a great example of how reading can open doors to new interests, while also teaching students important lessons. The Minecraft books, for example, tackle some big issues within their fictional universe: problem-solving, teamwork, resolving family conflicts, self-expression, and accepting others.

When I’m reading a book, I take detailed notes about plot points and characters, which I then use when writing the quiz. AR quizzes aren’t meant to be scavenger hunts, testing students’ memories of minor details. Instead, I follow the arc of the story, so students will—in a sense—relive the experience of reading the book and focus on what they learned.

One of the most challenging parts of quiz-writing is the distractors—answer choices that are incorrect but appear plausible to students who haven’t read the book. My notes are especially helpful here, so that I can draw on incidents and characters in the book when writing these incorrect (but believable) options.

I’m sometimes asked whether I feel a sense of accomplishment when my quizzes are published. The answer is: Absolutely! Each quiz I write expands the Accelerated Reader library, giving students a new choice in what to read. Our goal as Content Designers is to keep students reading—and to inspire them to follow their interests in choosing their next book.”

Barb F: Sharing a love of sports—and Shakespeare

“I’ve been writing Accelerated Reader quizzes for 28 years, and this would have been my dream job from the beginning—if I’d known it existed! I majored in English Education in college, and I then taught high school English and creative writing. One day I saw a newspaper ad with the headline ‘Read Children’s Books!’ Once I realized it wasn’t a scam, I decided to apply—and the rest is history.

Because I love baseball, I became known as ‘the sports person,’ and I’ve written quizzes for hundreds of sports-related books over the years. I’ve learned a lot, especially about hockey, golf, and other sports I wasn’t necessarily familiar with. I’ve written AR quizzes for at least a dozen books about Tiger Woods, for example, as well as Peyton Manning, Venus and Serena Williams, and many more.

As I’m reading a book, I stop to write potential quiz questions and the correct response—such as ‘How did Tiger Woods get his nickname?’ or ‘How old was he when he won his first tournament?’ Later, I’ll go back and write the distractors. This can be more difficult than people think, and I’ve had to abandon potential questions because it just wasn’t possible to write three plausible distractors to display alongside the correct answer.

Needless to say, the quiz-writing process has changed over the years. When I started, the emphasis was on literature, particularly titles that had won the Newbery Medal or Caldecott Medal. Over the last 15 years, the number of nonfiction books written for the Middle and Upper Grades has increased substantially—partly due to the focus on STEM, and partly due to new state learning standards that emphasize informational texts. We’ve also seen genres like graphic novels become much more popular. The number and variety of quizzes in Accelerated Reader has grown significantly to reflect these changes.

In addition to the sports books, I’ve had the opportunity to write AR quizzes for a wide range of titles during my time at Renaissance. I’ve written quizzes for Shakespeare plays and Stephen King novels, for instance. Recently, I’ve been drawn to biographies, and I created quizzes for books on Shirley Chisholm and Cleve Jones. I learned a lot while reading these books—an obvious ‘perk’ of the job!

Now that my own children are adults, writing AR quizzes also helps me to stay connected with new generations of children. I particularly enjoy the Emmie series of graphic novels by Terri Libenson, which address typical ‘kid’ problems—grades, family strife, bullies—in a very relatable way. I think this is so important today—not only to engage kids with well-written stories, but to remind them that they’re not alone.”

Kelli S: Introducing students to new worlds through books

“I majored in Elementary Education in college, and I taught grades 4 and 5 for several years. I then became a literacy interventionist and, eventually, an instructional coach, working with teachers and administrators on best practices in reading instruction and assessment. I also earned my master’s degree in Educational Administration, and I’m certified in the areas of Director of Instruction and Principal.

When COVID-19 hit, my husband and I made the decision to return to our hometown in central Wisconsin. I was very familiar with Renaissance programs—I’d used Accelerated Reader as a student, and I used Star Assessments, Freckle, and Nearpod as an educator. Joining the AR Content Design team was a natural fit. As a teacher, I made sure my classroom was full of books—from garage sales, thrift shops, book drives, etc. I also worked to ensure diversity in my classroom library, so that all students could see themselves represented while learning about other people’s experiences, too.

Over the past two years, I’ve become well rounded as a Content Designer. I’ve written 3-question quizzes for early reader books, along with quizzes for Lower and Middle Grades titles. I’m most drawn to Upper Grades books, however—especially fantasy novels. This genre has exploded over the last decade, due to the popularity of series like The Hunger Games and the rise of online fandoms.

A recent title that stands out in this genre is This Woven Kingdom by Tahereh Mafi. It’s based on a Persian epic and has some of the best world-building I’ve seen. I was completely immersed in the story, and I’d recommend it to high school students and librarians. It’s the first book in a series, and I’ll absolutely be reading the sequels, whether I get to write the Accelerated Reader quizzes or not!

In terms of process, I read all of the books digitally. As I’m reading, I copy key passages into a separate document, so I have major plot points in one place for later reference. I also write potential quiz questions as I read. Upper Grades books can include sensitive issues—violence, sexual situations, profanity—which I flag as well, so the appropriate trigger warnings can be included in AR Bookfinder.

Writing quizzes is a collaborative process, and I’ve benefitted from other Content Designers sharing their experience with me. We have exemplar quizzes for different genres of books and different types of questions, and I studied these closely when I was getting started. I also get great feedback from my editors, and I don’t hesitate to ask questions if I’m unsure of something.

I often find myself thinking of former students when I’m writing AR quizzes. Sometimes, it’s the realization that a certain student would really enjoy a particular book. In other cases, it’s a matter of empathy—of seeing the quiz from the students’ point of view. How can I ask about a complex topic in a clear way? How can I help students to see reading as a positive experience? As a teacher, my reach was limited to a single classroom. Now, my impact is much larger, reaching students not only in the US but around the world.”

Nikki R: Building excitement for reading, one title at a time

“In college, I studied Family Consumer Education, which focuses on child development, nutrition, sewing, etc. I taught both middle and high school and was also a substitute teacher before I joined Renaissance in 2013.

I’ve written Accelerated Reader quizzes for a wide range of books, although Young Adult novels are my favorite—especially historical fiction. Many of these are Upper Grades titles, but we’re seeing an increasing interest in history in the Middle and Lower Grades as well. The Diary of Anne Frank has been adapted as a graphic novel for middle-grades readers, for instance.

I’d describe myself as a fan of any book that keeps students engaged and makes them want to learn more. When done well, historical fiction hits both points. The characters and plot engage students and keep them guessing about what will happen next. Students also get insight into what life was like in the past, such as the treatment of women in the 1800s, or what civilians and soldiers endured during World War II. In this sense, a novel can really spark students’ interest in nonfiction, making them want to learn more about the American Revolution, the women’s suffrage movement, the moon landing, etc.

I often describe writing an AR quiz as ‘creative technical writing,’ in the sense that our goal is to engage students while also following best practices and our content appropriateness guidelines. The guidelines are helpful in dealing with sensitive issues—in Upper Grades historical fiction, for example, students might encounter violence, racism, or sexism—and we’re very careful with when and how we reference these issues in the quiz. We also regularly review and update existing book quizzes to ensure they continue to align with our guidelines and best practices.

In terms of process, I take detailed notes as I’m reading, which then help me to plan and write the quiz. Prior to the COVID-19 pandemic, the Content Designers went into the office one day per week to pick up print copies of books. Now, everyone works from digital copies, which mirrors many students’ reading experience—especially in schools that are using the myON digital platform alongside Accelerated Reader.

I’ve had the opportunity to write quizzes for some memorable books over the years, many of which I’ve recommended to my local librarian. A recent example is Ten Beautiful Things by Molly Beth Griffin. This is a wonderful title for elementary students, emphasizing gratitude and finding the beauty in everyday life. I know children have a lot of distractions today and may be tempted to scroll through their phones rather than opening a book. I think I can speak for the entire Content Design team when I say that our goal is to help make reading a positive experience for students—and to build a sense of excitement as they look forward to their next great read.”

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National Report Shows Signs of Growth, Recovery Among Early Learners and Middle Schoolers https://www.renaissance.com/2022/10/18/news-national-report-shows-signs-of-growth-recovery-among-early-learners-and-middle-schoolers/ Tue, 18 Oct 2022 14:14:45 +0000 https://renlearnstg.wpengine.com/?p=57590 New edition of How Kids Are Performing shows improvements in student growth across nearly all grade levels and groups—particularly in elementary school Bloomington, MN (October 18, 2022) – Renaissance, a global leader in pre-K–12 education technology, today released the latest edition of How Kids Are Performing, a report detailing student academic performance and growth during […]

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New edition of How Kids Are Performing shows improvements in student growth across nearly all grade levels and groups—particularly in elementary school

Bloomington, MN (October 18, 2022) Renaissance, a global leader in pre-K–12 education technology, today released the latest edition of How Kids Are Performing, a report detailing student academic performance and growth during the 2021–2022 school year. The new report reveals that overall, student performance during the past school year continued to fall in reading and was consistent in math—it improved in the elementary grades and declined in the upper grades. Results vary considerably by individual grade level, but the report gives clear reasons for optimism as well as underscoring the need for the action and momentum to continue forward.

Based on the Star Reading assessments of more than 4.6 million students and the Star Math assessments of nearly 3.3 million students, the latest edition of How Kids Are Performing shows improvements in within-year growth compared to the prior school year across nearly all grades and groups, particularly in elementary school.

“In many cases, younger students are now exceeding what we would consider ‘typical’ growth in a single school year,” said Dr. Gene Kerns, chief academic officer at Renaissance. “As we’ve been tracking the impact of the pandemic on student achievement, the two areas of greatest concern have been mathematics among elementary school students and literacy skills among kindergarten students. Yet after initial declines during the 2021–2022 school year, those two areas are now showing the strongest improvements in growth. This suggests that educators have identified and responded to those challenges, which is cause for celebration and continued optimism for the work still ahead.”

Kerns highlighted other “great examples of the progress educators and students have been making over the past year across the country. Compared to growth rates from the prior school year, in math, English language learners and Pacific Islanders had a 15-point improvement in growth, while American Indian, Black, and Hispanic students all showed an increase of 12 points.”

Other key findings in the new report include:

  • Overall, student performance on Star assessments was lower compared to the 2020–2021 school year, with exceptions in certain elementary grades. The largest declines were in the high school grades.
  • Some high school grades also showed declines in growth, but fall-to-spring growth was stronger than in the 2020–2021 school year in many early and middle grades, which reached or exceeded typical growth.
  • Although performance and growth varied among student and school groups, spring performance in reading was equal or lower in the 2021–2022 school year compared to the prior year, while performance in math was equal or higher than the prior year.

“Clearly, the pandemic has impacted all students’ learning outcomes, and now more than ever we need assessment systems that provide meaningful data in a timely manner,” said Ryan McKinnon, assistant principal at Carrollton City Schools in Georgia. “Our students’ potential has not changed, and the new report shows that students make adequate or even above-average growth when we focus on what’s working and modify our instructional techniques accordingly.”

To help educators prioritize their use of classroom time as they work to accelerate learning for their students this school year, Renaissance has released a collection of free resources, including:

  • Focus Skills in English and Spanish, designed to help educators identify the most critical skills for future learning at each grade level;
  • Trip Steps for Reading, which are the most difficult reading skills for students to master across grades K–12; and
  • Trip Steps for Mathematics, showing the most difficult math skills for students to master from pre-K through Algebra 1.

To help educators focus on essential phonics skills, Renaissance is also offering Star Phonics, the first and only web-based assessment that measures the Science of Reading by screening and diagnosing 102 essential phonics skills. Dr. Michelle Hosp, the assessment’s creator, explains how the Science of Reading underlies Star Phonics in the new whitepaper, “The Science Behind Star Phonics.”

The full How Kids Are Performing report is available at renaissance.com/How-Kids-Are-Performing.

About Renaissance

As a global leader in assessment, reading, and math solutions for pre-K–12 schools and districts, Renaissance is committed to providing educators with insights and resources to accelerate growth and help all students build a strong foundation for success. Renaissance solutions reach more than 40% of US schools and more than a half million students in other regions across the world. Our portfolio includes solutions for assessment (Star Assessments, Star Phonics, myIGDIs for Preschool, FastBridge, DnA, and SchoolCity); practice (Accelerated Reader, myON, Freckle, and Lalilo); data-driven insights (eduCLIMBER and Schoolzilla); and teacher-facilitated instructional delivery (Nearpod). For more information, visit renaissance.com.

Media Contact:
Lucy Duffy
Senior Public Relations and Communications Specialist
Renaissance
561-573-6296
pr@renaissance.com

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Kentucky Board of Education Approves Renaissance Assessments for K–3 Early Literacy Screening and Diagnostics https://www.renaissance.com/2022/10/12/news-kentucky-board-of-education-approves-renaissance-assessments-for-k3-early-literacy-screening-and-diagnostics/ Wed, 12 Oct 2022 13:26:22 +0000 https://renlearnstg.wpengine.com/?p=57560 Districts across the state can now use data from Star Early Literacy and Star Reading for universal screening and Star Phonics as an approved reading diagnostic Bloomington, MN (October 12, 2022) – Renaissance, a global leader in pre-K–12 education technology, recently announced that Star Assessments have been approved by the Kentucky Department of Education to […]

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Districts across the state can now use data from Star Early Literacy and Star Reading for universal screening and Star Phonics as an approved reading diagnostic

Bloomington, MN (October 12, 2022) Renaissance, a global leader in pre-K–12 education technology, recently announced that Star Assessments have been approved by the Kentucky Department of Education to assist school leaders and teachers to meet the required criteria of the Read to Succeed Act (Senate Bill 9) through valid and reliable assessment as part of a multi-tiered system of supports for students in grades K–3.

“We’re pleased to support the teachers and students of Kentucky with valid and reliable assessments for measuring and monitoring literacy skills proficiency,” said Mark DeFranco, Regional Vice President at Renaissance. “Star Assessments will help teachers to identify students who may be at risk for developing reading difficulties and are in need of additional instruction and intervention, as well as the key foundational literacy skills students are ready to learn next.”

Star Assessments are quick and easy for teachers to administer, and they provide actionable information to support strong foundational literacy development:

Star Early Literacy is a computer-adaptive assessment of phonological awareness, phonemic awareness, phonics, print concepts, fluency, and comprehension for beginning and emergent readers.

Star Reading is computer-adaptive assessment for independent readers in the key domains of vocabulary and comprehension.

Star Phonics is the first and only web-based assessment that screens and diagnoses 12 phonics categories and 102 essential skills. Star Phonics gives educators specific information about students’ development of essential phonics components.

About Renaissance

As a global leader in assessment, reading, and math solutions for pre-K–12 schools and districts, Renaissance is committed to providing educators with insights and resources to accelerate growth and help all students build a strong foundation for success. Our portfolio includes solutions for assessment (Star Assessments, Star Phonics, myIGDIs for Preschool, FastBridge, DnA, and SchoolCity); practice (Accelerated Reader, myON, Freckle, and Lalilo); data-driven insights (eduCLIMBER and Schoolzilla); and teacher-facilitated instructional delivery (Nearpod).

Press contact:
Lucy Duffy
Multi-Media Communications Specialist
Renaissance
561-573-6296
pr@renaissance.com

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Star Reading and Star Math Approved by Georgia Department of Education as Gifted Identification Screeners https://www.renaissance.com/2022/10/07/news-star-reading-and-star-math-approved-by-georgia-department-of-education-as-gifted-identification-screeners/ Fri, 07 Oct 2022 11:50:29 +0000 https://renlearnstg.wpengine.com/?p=57517 Districts across the state can now use data from their Star Assessments to help identify students eligible for gifted education programs. Bloomington, MN (October 7, 2022) – Renaissance, a global leader in pre-K–12 education technology, recently announced that Star Reading and Star Math have been added to the approved list of Gifted Education Assessment Measures […]

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Districts across the state can now use data from their Star Assessments to help identify students eligible for gifted education programs.

Bloomington, MN (October 7, 2022) Renaissance, a global leader in pre-K–12 education technology, recently announced that Star Reading and Star Math have been added to the approved list of Gifted Education Assessment Measures to identify students’ eligibility for gifted education programs in the achievement domain by the Georgia Department of Education.

Districts across the state can now use data from their Star Assessments for Reading and Math to help identify students eligible for gifted education programs.

“We welcome the opportunity to assist Georgia educators and students and support gifted identification with valid and reliable data from our Star Assessments,” said Darice Keating, Senior Vice President of Government Affairs at Renaissance. “The Georgia Department of Education’s approval of Star Assessments will help districts to personalize instruction informed by data-driven insights to help educators reach every student at the right level.”

The Georgia DOE gifted education screening process requires data for students in four categories including mental ability, achievement, creativity, and motivation. Star assessment data will be used to measure student performance in the achievement category.

Star Reading is a comprehensive online assessment providing all of the insights needed to guide literacy growth for readers at all levels. Star Reading transforms assessment data into action steps for educators, giving teachers helpful insights and tools to strengthen instruction.

Star Math puts assessment data to work for educators so teachers can spend less time analyzing results and more time differentiating instruction. With Star Math, educators can help students increase math mastery with actionable insights into each student’s math skills and subskills.

About Renaissance

As a global leader in assessment, reading, and math solutions for pre-K–12 schools and districts, Renaissance is committed to providing educators with insights and resources to accelerate growth and help all students build a strong foundation for success. Our portfolio includes solutions for assessment (Star Assessments, Star Phonics, myIGDIs for Preschool, FastBridge, DnA, and SchoolCity); practice (Accelerated Reader, myON, Freckle, and Lalilo); data-driven insights (eduCLIMBER and Schoolzilla); and teacher-facilitated instructional delivery (Nearpod).

Press contact:
Lucy Duffy
Multi-Media Communications Specialist
Renaissance
561-573-6296
pr@renaissance.com

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5 common myths about students with dyslexia https://www.renaissance.com/2022/09/30/blog-5-common-myths-about-students-with-dyslexia/ Fri, 30 Sep 2022 13:29:05 +0000 https://renlearnstg.wpengine.com/?p=57498 As the creator of Renaissance’s new Star Phonics assessment, I often receive questions from educators and families about how to best support students with dyslexia—and about whether these students can learn to read successfully. The good news is that students with dyslexia can become confident, independent readers, although their journey to literacy may look somewhat […]

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As the creator of Renaissance’s new Star Phonics assessment, I often receive questions from educators and families about how to best support students with dyslexia—and about whether these students can learn to read successfully. The good news is that students with dyslexia can become confident, independent readers, although their journey to literacy may look somewhat different than it does for their peers. I also encounter many myths and misconceptions about dyslexia. In this blog, I’ll discuss five of the most common, and I’ll explain how these myths can stand in the way of providing students with effective reading instruction and supports.

Note: If you’re not familiar with dyslexia, I encourage you to read the International Dyslexia Association’s official definition.

Myth #1: Dyslexia means “seeing things backwards.”

In my experience, this is the most common myth about dyslexia. In fact, when I type “dyslexia and reversals” into Google, I get more than 1.4 million hits. Why do so many people believe this?

The answer is connected to typical reading development and a common error many students make, namely: reversing letters when reading or writing, like “b” and “d” or “p” and “q.” This type of error is common when students are learning how phonemes (sounds) and graphemes (letters) are connected in English. The fact that we have 26 letters in our alphabet and around 44 sounds can make it challenging to keep the letters and sounds straight. It also means that letters that look similar will often be confused until the student has mastered this skill.

It’s true that students with dyslexia are more susceptible to making these types of errors, because a common characteristic of dyslexia is struggling with accurately mapping the correct phonemes to graphemes. That is why it’s not uncommon for these students to continue to make these types of reversals when their peers are not. It does not mean they “see things backwards,” however. Instead, it means they need more help learning how letters and sounds go together.

I can’t help but make one more comment here. If it were true that students with dyslexia see letters and words backwards, wouldn’t this be true for everything they see? Wouldn’t pictures, signs, clothing, food, and everything else be backwards? For example, if they saw traffic signs like the ones below, wouldn’t both the letters/words and the arrows be reversed?

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Clearly, this doesn’t happen. The human brain does know to only pinpoint and reverse letters and words, which shows how baseless this myth is.

Myth #2: Dyslexia is a visual impairment.

Like myth #1, there’s no evidence that students with dyslexia have visual impairments that relate to their reading challenges. But I have two theories as to why this myth is so common.

First, it builds on myth #1 that students see things backwards; therefore—dyslexia must have something to do with their vision. If you believe myth #1, then it’s not a stretch to believe that dyslexia results from a visual impairment.

Second, there are many so-called “treatments” for dyslexia that focus on students’ vision. These include color overlays, special glasses, special fonts, and even eye tracking exercises. Because these treatments exist, people conclude that dyslexia must result from a visual impairment.

Unfortunately, we don’t have an FDA to regulate educational treatments, so it can be a case of “anything goes”—even if the treatments don’t actually work. One example relates to Scotopic Sensitivity Syndrome, also called Irlen Syndrome for its developer, Helen Irlen. Irlen’s institute claims that this syndrome is a visual processing disorder that can’t be detected by any test other than theirs. The treatment is a color overlay placed on top of text. There are no independent empirical studies to support the existence of this syndrome or the efficacy of the treatment, yet it plays into the notion that vision is involved. This gives people hope that there is a “quick fix” or cure for dyslexia, which leads us to the next myth.

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Myth #3: Dyslexia can be cured.

People with dyslexia wish this were true, but they know only too well that dyslexia is a lifelong disability, and there is no cure. However, people with dyslexia can become strong readers, and there are many scientifically based interventions to support K–12 students’ skills in reading. Instead of sharing a list, I’ll describe what makes an intervention effective by discussing the skills it should include and what the instruction should look like. If you keep these points in mind, you won’t have a problem distinguishing effective from ineffective interventions.

Let’s start with the skills students with dyslexia—and, frankly, any student learning to read—will benefit from:

  • Phonemic awareness: E.g., ask students to tell you all of the sounds they hear in the word “sat”. Without looking at any letters, they should say “/s/ /a/ /t/.” This helps them to focus on the phonemes (sounds) that make up words.
  • Phonics/decoding: E.g., ask students to say the sounds in “sat” and to then read the word. Students should look at each letter and say “/s/ /a/ /t/,” and they should then say “/sat/”. This is an extension of phonemic awareness by adding the letters that represent the sounds.
  • Fluency: E.g., ask students to read aloud without making errors, at a pace that is fitting for the text (poems might be slower, novels might be faster), while also using expression to convey meaning.
  • Vocabulary: E.g., ask students to tell you what the word “sat” means. Vocabulary develops over time and should be taught explicitly, even if students aren’t yet reading. This is because they need to know the meaning of the words they’ll encounter in order to comprehend what they read.

Now, let’s discuss how these skills should be taught. This is often referred to as systematic and explicit instruction, or evidence-based instruction. Let’s consider these terms in detail.

Systematic means you have a plan or a system for how you teach, instead of relying on discovery or “in the moment” learning. Your system should include the skills you’ll teach each day and the order in which you’ll teach them. This is often referred to as your scope and sequence. Things to consider when developing a scope and sequence include:

  • The prerequisite skills students need in order to learn a new skill. For example, teaching the sounds of the letters before teaching students how to read words is logical, because their ability to read a word will depend on how well they know their letter sounds.
  • Plans for how much time you’ll need to teach a skill, based on whether you’re teaching it for the first time, providing practice, or reviewing it. Logically, your plan should allow for more time when teaching a skill for the first time versus reviewing a skill.

Explicit: Think of this as crystal clear, black and white, and leaving nothing to chance. You may have heard explicit instruction referred to as “I do, we do, you do.” To show you what this looks like, I’ll provide an example.

“I do” means the teacher shows, demonstrates, and produces the exact response she wants the students to carry out. The goal is to leave nothing to chance. For teaching letter sounds, this would look like the following:

Teacher: Points to the letter S on the board. “Today we’re going to learn the sound for the letter S. The letter S says: ‘sssssssss.’ Listen: ‘sssssssss.’ Now it’s your turn. When I point to the letter, you say the sound.” Points to the letter S.

Students: “ssssssssss.”

“We do” means the teacher continues the lesson but asks the students to respond with her. For example:

Teacher: “Now let’s do it together. When I point to the letter S, you say the sound with me.” Points to the letter S.

Teacher and students: “sssssssss.”

“You do” means the students produce the sound by themselves. For example:

Teacher: “Now it’s your turn! When I point to the letter S, you say the sound by yourselves.” Points to the letter S.

Students: “sssssssss.”

Now, let’s consider what this might look like using a non-explicit—or discovery learning—approach. Imagine a teacher is reading a book about the sun aloud to her class. She interrupts her reading to ask a question:

Teacher: “Who saw the sun today on their way to school?”

Students: Raise their hands.

Teacher: “Does anyone know what letter ‘sun’ begins with?”

Students: Raise their hands.

Teacher: Picks one student and asks, “What sound does ‘sun’ begin with?”

Student: “ssssssss.”

Teacher: Addressing that student only: “Good job!” Continues reading the book aloud.

Both teachers planned to teach the letter S as part of their lesson. The first teacher, using “I do, we do, you do,” makes sure the students look at the letter and hear the correct pronunciation before they all practice producing the sound. The second teacher chooses to teach “in the moment” using a book, meaning the students may or may not have seen the letter S, and not all students are expected to produce the sound.

Now think about our students with dyslexia—or any student learning to read. Which classroom would you want them to be in?

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Myth #4: Students with dyslexia are “lazy.” They just need to make more of an effort.

This myth really frustrates me because it blames students for something they can’t control. But I think I can shed light on why this myth is prevalent. It’s because students with dyslexia are, in many ways, just like any other students when it comes to learning other subjects, social skills, and oral language. When you talk to students with dyslexia, you’ll find that they’re like most typically developing students, they have a wide vocabulary, and they’re knowledgeable and articulate.

This means that when it comes to dyslexia, you can’t “see it”—and if you can’t see a person’s disability, it can be harder to understand that they have one. This leads to the misconception that this seemingly capable, articulate student who does well in other subjects should also be doing well in reading. They just need to try harder! For students with dyslexia, nothing stings more than people attributing their struggle to a choice they’re making—as if they’d be able to read successfully if they put in more effort.

Myth #5: Dyslexia is a medical diagnosis.

Have you heard that only doctors can diagnose dyslexia? As a former school psychologist, I can assure you this is not the case. So, how is dyslexia diagnosed? In the US, public schools—as well as private schools receiving federal funds—are required to have a team that includes a school psychologist, speech-language pathologist, special and general education teachers, and others, depending on the circumstances. If there’s reason to suspect a student has any type of disability, including dyslexia, this team is responsible for collecting data using assessments, interviews, and observations to determine whether the student has a disability and, if so, whether the student requires special education services.

Note that dyslexia falls under the definition of “specific learning disability” and is not a separate disability category under the Individuals with Disabilities Education Act (IDEA). The USDOE’s Office of Special Education Programs (OSEP) issued a “Dear Colleague” letter in 2015 confirming that schools can use the term “dyslexia” when considering whether a student is eligible for special education due to a specific learning disability in reading.

How Renaissance supports universal screening for characteristics of dyslexia

Now that we’ve examined some common myths, let’s turn our attention to dyslexia screening, which nearly every state requires for all K–3 students. As a result of these policies, we can now identify children with dyslexia as early as kindergarten. The purpose of identifying these children is, of course, to intervene—and we know that the earlier this happens, the greater the chances that students will receive instruction and supports to become successful readers.

Skills included in dyslexia screening are phonemic awareness, phonics, rapid automatized naming (RAN), word reading fluency, and spelling. Renaissance offers several assessment options for universal screening in these areas. Star Early Literacy, Star Reading, and Star CBM Reading appear on many states’ lists of approved dyslexia screeners. Star CBM Reading includes several RAN measures, including new measures this school year for Rapid Letter Naming and Rapid Number Naming.

The assessment I created, Star Phonics, is an important companion to a school’s reading screener. Star Phonics is the only assessment that measures 12 of the most common phonics patterns and also provides diagnostic information on 102 specific phonics skills. Because phonics is complex, administering a phonics screener to all students provides detailed information for instructional planning on the skills that are most predictive of learning to read successfully. For students with dyslexia, measuring their phonics skills is one of the best ways we can help them by identifying what they already know and where we need to focus instruction. The faster we can help these students, the greater the success they’ll have in reading, and they deserve to have the best support we can provide.

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Product Highlights: Enhancing connections to help students grow this year https://www.renaissance.com/2022/09/16/blog-product-highlights-enhancing-connections-to-help-students-grow-this-year/ Fri, 16 Sep 2022 16:49:51 +0000 https://renlearnstg.wpengine.com/?p=57410 Connections are the heart of education. This school year, you’ll find great new features in your Renaissance solutions to more powerfully connect assessment, instruction, and practice—to preserve instructional time while also helping you to drive greater student growth. Read on for a summary of what’s new. For the full details, visit our Product Updates Blog, […]

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Connections are the heart of education. This school year, you’ll find great new features in your Renaissance solutions to more powerfully connect assessment, instruction, and practice—to preserve instructional time while also helping you to drive greater student growth. Read on for a summary of what’s new. For the full details, visit our Product Updates Blog, where you’ll find the latest Renaissance news and resources throughout the year.

Supporting oral reading fluency with myON

myON digital books include natural-voice audio narration to model fluent reading. A new myON feature allows students to also record themselves reading books aloud—and to review the recording before submitting it to their teacher:

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This feature provides students with new opportunities for oral reading practice both in and out of the classroom. It also encourages them to self-assess their reading performance to recognize their strengths as well as their miscues. Opportunities to self-assess are essential for literacy growth and help students to take greater ownership of their learning. As an educator, you can listen to the recordings to monitor students’ progress and provide additional feedback. You might also use the recordings to create portfolios, to compare each student’s reading fluency at the beginning, middle, and end of the school year.

In addition to this new read-aloud feature, myON offers more than 100 new titles for Back to School, including decodables, early elementary chapter books, and books in Spanish. And remember that myON provides you and your students with two metrics for identifying students’ current reading levels: ATOS ZPD and Lexile® measures.

Building foundational literacy skills with Lalilo

Lalilo provides K–2 students with engaging practice on foundational literacy skills and is built on Science of Reading research.

Educators using the premium version of Lalilo can now use Star Early Literacy assessment scores to pre-place students into the Lalilo scope and sequence. This new connection saves students time while also helping to ensure they begin their Lalilo journey with the just-right lessons in phonemic awareness, phonics, fluency, comprehension, and more.

Administrators also have access to enhanced Lalilo reporting this year, so they can more easily monitor K–2 students’ foundational literacy practice and progress at the district, school, and class levels. Lalilo’s administrator dashboard provides a variety of important metrics, including the amount of time students are practicing in Lalilo and the percentage of students who are On Track, Below Track, or Inactive by grade level and by month:

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If you’re not already using Lalilo, we invite you to learn more about the program and to create a free account to get started.

Promoting greater literacy growth with Accelerated Reader

In the past, AR’s Average Book Level metric could be difficult for younger readers to understand. So this school year, we’ve introduced a new metric called reading range. You can set a reading range in English as well as Spanish for each student, using either ATOS or Lexile. Students can refer to their reading range(s) when choosing books for independent reading, and you can quickly see the percentage of their practice that occurs within their reading range.

To support emergent bilingual students, AR offers thousands of quizzes in Spanish. AR’s new Biliteracy Report helps you to more easily monitor these students’ reading practice. On this new report, you can quickly see students’ percentage of reading in English and in Spanish and how they’re performing on AR quizzes in each language. You can use this information when conferencing with students and to support their journey to English-Spanish biliteracy.

We invite you to learn more about how we create Spanish quizzes in Accelerated Reader, as well as our ongoing work to ensure Diversity, Equity, and Inclusion in AR.

Introducing the Parts of Speech domain in Freckle

You’ll find a number of new features in our Freckle for ELA K–12 practice program this year, including Targeted Grammar Practice, enhanced reporting, and new ELA Skills learning pathways. You can also take advantage of a new Parts of Speech domain, which provides students with practice on essential building blocks for success in reading and writing.

In addition to multiple-choice and fix-the-sentence question types, Freckle’s Parts of Speech domain also presents students with a new, interactive question type that allows them to select-the-word in the context of the sentence, providing more variety in their practice:

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If you’re not currently using Freckle for ELA, we invite you to create a free account to see what the program has to offer. Also, learn more about how Freckle will fit into your ELA classes this year.

Accessing Nearpod lessons from the Star Record Book

Great news! If you use Star Assessments, you now have access to Nearpod lessons and resources within the Star Record Book. This enables you to easily select engaging instructional resources for individual students, small groups, or an entire class—matching the specific literacy and math skills students are ready to learn next:

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As shown in the screenshot above, Focus Skills are marked with an icon, so you can quickly identify the most critical skills at each grade level. With a single click, you can also see the prerequisites for each skill, along with aligned Nearpod resources for students who need further instruction and practice on these prerequisites.

Star users who don’t already have a Nearpod account will be prompted to create one, at no additional cost. If you’re using the Nearpod Math program, you’ll also have access to premium math lessons and resources within Star.

If you’re not familiar with Nearpod, which offers thousands of interactive lessons, activities, and videos that fit how students learn best, you can learn more here.

Introducing Star CBM Lectura for K–6 students

We’re excited to introduce the latest addition to the Star Assessments suite: Star CBM Lectura. Designed authentically in Spanish with input from experts in the field of biliteracy, Star CBM Lectura is a powerful new resource for educators in bilingual and dual language programs. It provides reliable measures that truly reflect K–6 students’ foundational literacy development in Spanish:

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You can use Star CBM Lectura alongside Star Early Literacy, Star Reading, and Star CBM Reading to support Spanish-English biliteracy growth and to guide reading instruction in each language. You’ll find intuitive, side-by-side reporting to screen and monitor student progress throughout the year:

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We invite you to learn more about the design of Star CBM Lectura and our field testing process. Also, discover how Star Assessments, Accelerated Reader, myON, and other Renaissance solutions work together to support Spanish-English biliteracy development from pre-K through grade 12.

Additional support for your early learners

You’ll find several additional new features in Star Assessments to support your early learners this year:

  • Star CBM includes two new measures of Rapid Automatic Naming (RAN) for grades K–3: Rapid Letter Naming and Rapid Number Naming. Many states and professionals require assessment of Rapid Automatic Naming as part of universal screening for characteristics of dyslexia, and these new measures provide you with additional assessment options.
  • Star Early Literacy includes new national norms for pre-K, and Star Math includes new national norms for kindergarten. Norm-referenced scores—such as Percentile Rank (PR) and Student Growth Percentile (SGP)—help you to compare students’ performance to that of their grade-level peers nationwide. You can learn more about the new norms here.

Accelerating student learning this year

A new school year provides new opportunities for helping all students to learn and grow. If you haven’t already, we invite you to explore strategies for increasing math motivation and strategies for teaching challenging literacy skills in recent blogs by our colleagues Dr. Jan Bryan and Dr. Gene Kerns. We also invite you to use our Focus Skills for literacy and math to help prioritize instruction and practice this year. And please join us for one or more of our complimentary How-to Webinars, which provide professional learning on each of your Renaissance products.

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Renaissance Releases Star CBM Lectura and Announces Winners of First Ever Student Art Contest, Celebrating Hispanic Culture https://www.renaissance.com/2022/09/13/news-renaissance-releases-star-cbm-lectura-and-announces-winners-of-first-ever-student-art-contest-celebrating-hispanic-culture/ Tue, 13 Sep 2022 14:01:04 +0000 https://renlearnstg.wpengine.com/?p=57385 The company recognizes three contest winners, along with a new Spanish assessment product to further Renaissance’s commitment toward supporting Emergent Bilingual students.  Bloomington, MN (September 13, 2022) – Renaissance, a global leader in pre-K–12 education technology, is excited to announce the winners of the “Shine a Light on Bilingualism” K–12 student art contest to celebrate […]

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The company recognizes three contest winners, along with a new Spanish assessment product to further Renaissance’s commitment toward supporting Emergent Bilingual students. 

Bloomington, MN (September 13, 2022) Renaissance, a global leader in pre-K–12 education technology, is excited to announce the winners of the “Shine a Light on Bilingualism” K–12 student art contest to celebrate Hispanic culture and Spanish-English biliteracy.

The winners, chosen by Renaissance’s RAICES (Respectfully Amplify the Impact of our Culture to Empower and Succeed) employee resource group and Biliteracy Advisory Council, are “Me-et the Hispanic Heritage” by Lenox (grade 3), “Under the Basilica” by Ananya (grade 8), and “Fusion” by Gabriela (grade 10). The student artwork provides a creative depiction of Hispanic culture and bilingualism and will be featured during Renaissance’s celebration of Hispanic Heritage Month.

National Hispanic Heritage Month, which takes place between September 15 and October 15, recognizes and honors the cultures, language, and influence of both Hispanic and Latino Americans. Throughout the month Renaissance will highlight how it supports bilingual students and the development of biliteracy through new products and enhancements.

For Back-to-School 2022, Renaissance released Star CBM Lectura, an authentic literacy assessment in Spanish for grades K–6. With Star CBM Lectura, teachers gain actionable insights and data that inform instructional decisions to help guide their students toward reading success in Spanish.

“Renaissance understands that all students bring assets to their literacy journey,” said Doris Chávez-Linville, Director of Linguistic and Culturally Diverse Innovation at Renaissance. “Providing an assessment designed from the ground up in Spanish to assess the way Spanish literacy develops is a testimony to our commitment to uplifting emergent bilinguals.”

Renaissance recognizes students’ variety of language backgrounds and provides assessments, practice, and instructional tools in addition to Star CBM Lectura that support emergent bilinguals. Educators can learn more about how Renaissance products support their emergent bilinguals by visiting the Inspiring Emergent Bilinguals webpage.

For more information about Renaissance, visit www.renaissance.com.

About Renaissance

As a global leader in assessment, reading, and math solutions for pre-K–12 schools and districts, Renaissance is committed to providing educators with insights and resources to accelerate growth and help all students build a strong foundation for success. Renaissance solutions reach more than 40 percent of US schools and more than half a million students in other regions across the world. Our portfolio includes solutions for assessment (Star Assessments, Star Phonics, myIGDIs for Preschool, FastBridge, DnA, and SchoolCity); practice (Accelerated Reader, myON, Freckle, and Lalilo); data-driven insights (eduCLIMBER and Schoolzilla); and teacher-facilitated instructional delivery (Nearpod).

Press contact:
Lucy Duffy
Multi-Media Communications Specialist
Renaissance
561-573-6296
pr@renaissance.com

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Thinking beyond language: Empowering emergent bilingual learners https://www.renaissance.com/2022/08/26/blog-thinking-beyond-language-empowering-emergent-bilingual-learners/ Fri, 26 Aug 2022 12:15:09 +0000 https://renlearnstg.wpengine.com/?p=57262 When I first began working as a bilingual teacher, a colleague asked me to join her parent conference as an interpreter. During the conference, my colleague told the parent that her third-grade son was performing at a first-grade level. The parent got confused and asked, “Then why isn’t he in first grade?” My colleague was […]

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When I first began working as a bilingual teacher, a colleague asked me to join her parent conference as an interpreter. During the conference, my colleague told the parent that her third-grade son was performing at a first-grade level. The parent got confused and asked, “Then why isn’t he in first grade?” My colleague was perplexed by this question.

Having attended school in Costa Rica, I understood immediately and explained that globally, students are often retained in the same grade until they pass that grade level’s curriculum. So, in the US, when a student annually advances to the next grade, parents assume their child is performing on grade-level, based on their own school experience. US educators may not be aware of this difference, so part of our work is to share this information with students, their families, and our colleagues.

I begin with this story because it highlights the important distinction between language proficiency and cultural intelligence. When discussing emergent bilingual learners, it’s common to speak about these students’ English language proficiency—in fact, “ELP level” is a common acronym. In many schools, it’s far less common to hear educators discussing their own cultural intelligence, meaning their appreciation and understanding of students’ and their families’ backgrounds and language assets. As a bilingual educator, I believe that educators’ cultural intelligence is vital to supporting students’ academic success—a point I’ll explore in this blog.

Building on emergent bilingual students’ assets

When I taught first grade in California, I read aloud to my students daily after lunch. One day, I chose El zapatero y los duendes (The Shoemaker and the Elves). To elicit students’ prior knowledge, I asked, “Where do shoes come from?” Most children called out the names of local stores like Payless or K-Mart, but one student raised his hand and said that when his family lived in Mexico, his papá was a shoemaker. I invited him to come forward and share with us. José told us about the tools, materials, and shoemaking process he was familiar with. Thoroughly fascinated, I asked him how his papá figured out the size of the shoe to make. José took a piece of paper and slipped off his shoe, stood on the paper and traced around it with a pencil. What an incredible asset we had in our midst! And what a valuable lesson I learned that day.

Had José not offered to share what he knew, I would not have thought to ask, and the class would have missed an amazing learning opportunity. In this case, the life-experience asset he brought to the classroom was expertise that exceeded what even I—the teacher—knew.

In some cultures, this might be looked down upon as the student trying to out-shine the adult, and some children may be hesitant to speak up like José did. But we can still elicit these assets in other ways—provided we understand their value to student learning.

I think of assets as the valuables we own, beyond money, property, cars, etc. Learners’ assets include their name, language, family, knowledge, and life experience. An asset in mainstream US culture may not be equally appreciated in other cultures and may even be uncomfortable for some students to adopt. For example, individual accomplishment is highly valued in mainstream US culture, but in other cultures, group achievement is more highly prized. When we understand this, we can incorporate this asset into our teaching by setting up group activities and projects where students work together and contribute to the team’s success. We can also introduce the idea of competition as, for example, the whole class beating the clock rather than individual students competing against each other.

Standards: A goal or a hurdle for emergent bilingual students?

Our content standards set rigorous grade-level expectations for all—in English. If these are challenging for students who are native English speakers, how much more so for children who are acquiring English?

Dr. Jim Cummins (2008) tells us that it takes 5–7 years to learn a new language, and often longer if the learner has had little formal education and begins after their elementary school years. During this time, they are expected to catch up to peers in English, to annually meet a set of rigorous grade-level standards in English, to complete homework in English, and to read on grade level in English. Even when emergent bilingual students arrive in US schools in pre-K or kindergarten, data and teacher observations have shown that large percentages of these students take far longer than 5–7 years to become Fluent English Proficient. Instead, they become Long-Term English Learners (LTEL).

Why does this happen? Some students become “stuck” at intermediate-level English proficiency for several years, have low scores on standardized tests, and receive low grades. Curiously, they may be quite proficient in conversational English, attend school regularly, and even want to go to college, despite having a low GPA. Thankfully, there are steps we can take to prevent students from becoming LTELs.

In gathering data—including interviews and secondary classroom visits—for the 2010 research study “Reparable Harm” led by Dr. Laurie Olsen, we found that many LTEL students were passive in class. They didn’t raise their hands when the teacher asked a question. When working on group activities, they would frequently listen to others in the group without saying anything, or would answer with “That’s what I was going to say…”

Some well-meaning teachers try to engage LTEL students by using “equity sticks,” which are popsicle sticks with students’ names written on them. Rather than having students raise their hands, the teacher asks a question and then randomly draws a stick. Unfortunately, when called upon, LTEL students tend to not respond, or to say they don’t know, or to be afraid that other students will make fun of them. This passive response is then reinforced when the teacher moves on to another student or simply provides the answer, eliminating any motivation to engage.

Slide showing why few language learners participate in class.

LTEL students quickly learn in the early grades that passivity works. It’s a learned behavior, not a cultural characteristic. This is why Think/Pair/Share activities, group discussions, and the use of white boards by all students to show their responses are far more productive than calling on students individually. Students learn that they are all going to have to answer, but not necessarily with the spotlight focused on them.

Using emergent bilinguals’ home language

Another great piece of news is that the research is clear and undisputed regarding dual-language instruction (see, for example, Collier & Thomas, 2004; Collier & Thomas, 2017; and Butvilofsky et al., 2017). Students who learn in both their home language and in English, in a planned, designed program such as dual-language immersion, achieve outstanding results in English acquisition and content learning, as well as in their home language. Then why do so many schools in the US employ an English-only approach that forces students to struggle and to fall further behind, and their home language to atrophy?

One of the reasons is that educators are held accountable for their school’s progress based on annual summative tests…in English. The flawed logic follows that if the tests are administered in English, instruction should be English-only. But we know from years of research that what is learned in one language transfers to the new language—what Cummins (2008) calls Common Underlying Proficiency. So, an English-only system is endorsing inefficiency and stressing learners by not utilizing the asset of the language they already understand.

Brain showing primary and secondary language connections.

I’m reminded of Albert Einstein’s remark that when he moved to the US, he only had to learn English. He didn’t have to relearn physics—just the English vocabulary for the concepts he already knew.

Teachers don’t need to be able to speak every student’s language, but the more they can learn about the language and how it both differs from and is similar to English, the more they can help students make important connections. Providing resources in the student’s home language for them to read and listen to in order to reinforce their understanding of content—and having parents or older children regularly read aloud to them—are an incredible use of the assets they bring and actually bolsters their English reading comprehension.

Doing the math—and promoting educational equity

One of the questions I hear most often is, “Why does it take so long for these students to learn English?” Remember, emergent bilinguals’ focus is two-fold: learning English and also learning new content. In my projection below, I compare the amount of English input between emergent bilinguals and native English speakers as a strong rationale for using dual languages in education:

Chart showing English exposure by age for native speakers and emergent bilinguals.

In the first five years of life, children average about 12 waking hours per day where they are potentially receiving home language input. I multiplied this by 365 days per year. At 5 years old, children enter kindergarten with over 20,000 hours of language foundation.

  • If the home language is English, that’s over 20,000 hours of English exposure when entering kindergarten.
  • If the home language is not English, that’s potentially very few hours of English exposure before entering kindergarten, but a large amount of rich home language input. For schools to simply set aside this 20,000-hour family language investment makes no sense. By ignoring this asset, a huge language disparity gap is created.

As shown in the chart, this gap continues to widen. Each school year, native English speakers receive up to 14 waking hours of exposure to English each day, between school, home, sports, clubs, and time spent online.

Emergent bilinguals, who now attend school 180 days per year, receive about 6 hours per day of English input. Some students may also get exposure to English at home and in other venues, but the school hours are assured. This results in the following comparison:

  • 6 hours per day x 180 school days per year = 1,080 hours of English annually for emergent bilinguals
  • 14 hours per day x 365 days per year = 5,110 hours of English annually for native speakers

The disparity grows annually. Some observers might suggest that emergent bilinguals and their families need to immediately switch to English-only at home. This is culturally offensive and deeply damaging, for the reasons I’ve noted. Instead, schools should work to better address these students’ needs by:

  • Offering L1 instruction, resources, and supports
  • Uncovering and utilizing students’ cultural assets
  • Replacing learned passivity with interactivity— empowering all students to be confident, self-directed learners

Resources to support emergent bilingual learners

Following is a list of free resources that I regularly recommend to educators:

Colorín Colorado is a well-known bilingual website offering resources to both educators and families. This includes an overview of bilingual and dual-language education, tips for creating a welcoming classroom, family outreach strategies, and more.

The Steinhardt Center at New York University provides bilingual glossaries in more than 25 languages. Unite for Literacy offers online access to nonfiction books written in English, with read-aloud provided in English, Spanish, and other languages. Story Online features videos of well-known actors reading children’s books in English. Each video includes an accompanying teacher’s guide with discussion questions and suggested classroom activities.

The Internet TESL Journal hosts a wide variety of quizzes, activities, and puzzles for emergent bilingual students of all levels. Learn American English Online and the British Council’s LearnEnglish Teens provide helpful activities, videos, and lessons aimed at middle and high school students.

Finally, Californians Together hosts a variety of helpful publications, including the “Reparable Harm” research study I mentioned earlier.

References

Butvilofsky, S., Hopewell, S., Escamilla, K., & Sparrow, W. (2017). Shifting deficit paradigms of Latino emerging bilingual students’ literacy achievement: Documenting biliterate trajectories. Journal of Latinos and Education, 16:2, 85–97.
Collier, V.P., & Thomas, W.P. (2004). The astounding effectiveness of dual language education for all. NABE Journal of Research and Practice, 2:1, 1–20.
Collier, V.P., & Thomas, W.P. (2017). Validating the power of bilingual schooling: Thirty-two years of large-scale, longitudinal research. Annual Review of Applied Linguistics, 37, 203–217.
Cummins, J. (2008). Teaching for transfer: Challenging the two solitudes assumption in bilingual education. In: Cummins, J., and Hornberger, N., eds. Encyclopedia of language and education: Vol. 5. Bilingual education. New York: Springer, 65–75.
Olsen, L. (2010). Reparable harm: Fulfilling the unkept promise of educational opportunity for California’s long term English Learners. Retrieved from: https://californianstogether.org/publications-2/#LTEL

About the author

Elizabeth Jiménez Salinas is a pioneer in bilingual education and a tireless advocate for emergent bilingual students, with projects such as launching the Seal of Biliteracy in California and Hawaii. She has authored several Spanish-language children’s books, as well as handbooks for teachers and English Learner support materials for more than 25 K–12 textbooks. In addition to her experience as a bilingual educator, she served as Legislative Aide to California Assembly Member Peter Chacón, working on ground-breaking legislation for emergent bilinguals. She holds a master’s degree from Claremont Graduate University and currently works in the College of Education at the University of Hawaii. She started her own consulting firm, GEMAS, in 2000. The word GEMAS means “gems” in Spanish and is made up of the initials of her five children.

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Star Assessments Now Connect to Nearpod to Accelerate Student Growth https://www.renaissance.com/2022/08/15/news-star-assessments-now-connect-to-nearpod-to-accelerate-student-growth/ Mon, 15 Aug 2022 14:46:52 +0000 https://renlearnstg.wpengine.com/?p=57072 Renaissance delivers on its promise to empower teachers with this powerful connection, along with other impactful product enhancements for Back to School Bloomington, MN (August 15, 2022) – Renaissance, a global leader in pre-K–12 education technology, is pleased to introduce a powerful new connection between its industry-leading Star Assessments and Nearpod platforms to accelerate learning […]

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Renaissance delivers on its promise to empower teachers with this powerful connection, along with other impactful product enhancements for Back to School

Bloomington, MN (August 15, 2022) Renaissance, a global leader in pre-K–12 education technology, is pleased to introduce a powerful new connection between its industry-leading Star Assessments and Nearpod platforms to accelerate learning in the 2022–2023 school year. This is just one of the many exciting new product features that schools and districts can access for Back to School. Renaissance has also curated fun, engaging, and helpful resources for its products to help ensure a strong start for both educators and students as they are together again in the new school year.

To better connect assessment, instruction, and practice, Star Assessments users now have one-click access to Nearpod’s lesson library and learning resources within the Star platform. This streamlines the lesson-planning process and helps educators to more easily differentiate instruction for individual students, small groups, and entire classes in both literacy and mathematics. Educators who are using Nearpod Math have access to additional content and tools within Star to support students’ math achievement.

In addition, Renaissance is thrilled to introduce two foundational literacy assessments for the new year:

  • Star Phonics is the first and only web-based assessment of 12 phonics categories and 102 essential skills. Focusing on these critical categories and skills saves educators time and ensures students are secure in the phonics patterns they’ll need and use the most.
  • Star CBM Lectura is an assessment of literacy development in Spanish for K–6 students in bilingual and dual-language programs. Star CBM Lectura provides screening as well as real-time data on foundational literacy components in Spanish, which is data many teachers have never had access to before.

Star Phonics and Star CBM Lectura complement the company’s other assessment offerings, providing educators with detailed insights on students’ achievement and instructional needs.

Renaissance has also released a number of impactful product features for the new school year, including:

  • Student-recorded read-aloud in the myON digital platform, to provide new opportunities for oral reading practice and to build reading fluency;
  • A Parts of Speech domain in Freckle for ELA, to provide students with in-depth practice on essential components of grammar;
  • A Biliteracy Report in Accelerated Reader, to help educators monitor emergent bilingual students’ reading practice in English and Spanish; and
  • The ability to use Star Early Literacy scores to automatically match students with foundational literacy lessons in Lalilo.

“This is the biggest Back-to-School product release in Renaissance’s history, and we’re excited for educators and students to take advantage of the new products and new functionality this year,” said Todd Brekhus, chief product officer at Renaissance. “Our company mission is to accelerate learning for all, and we’re proud to offer so many new ways of engaging students and supporting the important work that teachers do every day.”

To further support educators and students during Back to School, Renaissance has curated product-specific checklists, step-by-step instructions, rostering information, and more for each of its products. Educators can access this information on the Back-to-School 2022 resources page. This webpage also provides access to new Student and Family Engagement Kits for Accelerated Reader, Freckle, Lalilo, and myON for the 2022–2023 school year. In each kit, educators will find fun activities and resources that help keep students motivated to learn in any environment this school year.

To kick off the new school year, Renaissance will host a LinkedIn Live event on Tuesday, September 20, to showcase the new product features and share strategies for accelerating student growth this year. All educators and administrators are welcome to attend this special presentation.

For more information about Renaissance products, visit www.renaissance.com.

About Renaissance

As a global leader in assessment, reading, and math solutions for pre-K–12 schools and districts, Renaissance is committed to providing educators with insights and resources to accelerate growth and help all students build a strong foundation for success. Renaissance solutions reach more than 40 percent of US schools and more than half a million students in other regions across the world. Our portfolio includes solutions for assessment (Star Assessments, Star Phonics, and myIGDIs for Preschool); practice (Accelerated Reader, myON, Freckle, and Lalilo); data-driven insights (Schoolzilla); and teacher-facilitated instructional delivery (Nearpod).

Press contact:
Tracy Stewart
Director, Marketing Development
Renaissance
(832) 651-1189
pr@renaissance.com

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All about Tier 1 interventions https://www.renaissance.com/2022/08/12/blog-all-about-tier-1-interventions/ Fri, 12 Aug 2022 13:41:00 +0000 https://renlearnstg.wpengine.com/?p=61753 As an educator, you understand the importance of Tier 1 core instruction, as well as goals and interventions, for students’ success. But you may not always know the best way to set those goals or provide the interventions in the general education classroom. However, it’s not complicated if you break it down and have a […]

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As an educator, you understand the importance of Tier 1 core instruction, as well as goals and interventions, for students’ success. But you may not always know the best way to set those goals or provide the interventions in the general education classroom.

However, it’s not complicated if you break it down and have a system in place.

In this blog, I’ll explain the importance of Tier 1 interventions, lay out the steps for setting Tier 1 goals, and suggest ways to provide intensification when needed.

Student on tablet

The difference between differentiation and intervention

Two terms that we often use in schools when we talk about our teaching practices are differentiation and intervention. But there can be some confusion around these terms. What’s the difference between them?

Differentiation refers to student-specific efforts that teachers take to foster grade-level annual growth. In other words, it’s what you do every day in the classroom to help students get—or stay—on track to reach end-of-year learning goals. An example of differentiation is repeating information for a student with attention difficulties.

An intervention, however, is an additional instructional resource or support beyond the high-quality classroom instruction all students receive that is aligned to a student’s needs. It is a student-specific effort designed to foster grade-level catch-up growth. An example of a Tier 1 intervention is pre-teaching target vocabulary words to a student prior to presenting the words to the whole class.

The concept of growth is the key that distinguishes intervention from differentiation. Differentiation focuses on day-to-day practices for helping all students to reach grade-level annual learning goals. In contrast, intervention focuses on helping students catch up so they can get back on track.

Is intervention only meant for Tier 2 or Tier 3 students?

This is a common misconception, but the truth is that Tier 1 interventions can be done.

One way to do Tier 1 intervention is through intensification of instruction for some or all students. Here, you should consider the 80% rule: If fewer than 80% of students in your class are meeting a learning goal, it’s recommended that you intensify instruction for all students.

Research shows that this will benefit students who are farther behind, without holding back or delaying the learning of students who are already on track or even ahead.

But when 80% or more of students have reached a benchmark, it might make more sense to provide interventions on a small-group basis for some students, simply because the need is different. Overall, it’s a matter of using resources as effectively as possible.

Teacher and boy

5 steps for setting Tier 1 goals

When meeting with your data analysis team to discuss Tier 1 interventions after universal screening, you’ll want to address the five following points to set Tier 1 goals.

#1: Decide which goal you will aim for by your next meeting

You should always ground instructional decisions in data to decide if what you’re doing is working. When choosing your next goals, make sure they are SMART. This acronym stands for:

  • Specific
  • Measurable
  • Attainable
  • Realistic
  • Time-bound

For instance, you may decide that you will try to have a certain percentage of students move from the some-risk to the low-risk range by the next screening period.

#2: Make a list of possible strategies that will address the goal

Once you brainstorm your list of strategies, you should rate them using the following questions:

  • Which ones are research-based?
  • Which ones are most practical?
  • What materials do we have available?
  • Which ones require additional training?

Having the answers to these questions will help you and your team to decide which strategies may be the most productive and efficient for your students at this time.

#3: Select the strategy that will be used

Once you decide on a strategy (or strategies, if you opt for more than one), be sure to explicitly describe it. Being as specific as you can about your Tier 1 intervention strategy helps you in the next step, where you plan exactly when and how you will implement it.

#4: Plan logistics for the strategy

When planning logistics, you and your team should ask questions like:

  • Do we need to purchase something?
  • What training is required?
  • Does this strategy require additional team members to be involved?
  • When can the strategy be implemented?

#5: Set your next review date

Finally, decide when you will sit down as a team and review the data again. Remember, part of your SMART goal is that it is time-bound, so you should always have your time frame in mind when assessing Tier 1 intervention goals.

Supporting academic and social-emotional success

Discover how Renaissance helps districts to utilize Tier 1 interventions to set students up for success.

4 ways to provide intensification in Tier 1 interventions

Intensification is any teaching practice that is designed to accelerate learning. It’s a way of helping students engage in catch-up growth by providing more opportunities for learning.

Here are four ways we can help students meet Tier 1 intervention goals through intensification.

#1: Frequency of lessons

With more days of learning (or lessons per week), more learning happens. The more we can ensure that students are participating in targeted instruction on a daily basis, the more likely they’ll be able to engage in catch-up growth.

This will have important implications as you’re thinking about your schedule. The work is to figure out how to provide as many effective lessons as possible across instructional formats and to help students catch up to the learning goals.

#2: Duration of lessons

Based on research about time on task, it’s a tried-and-true finding that longer lessons will equal more learning. Here, you must consider how many minutes have been allocated for instruction, and what you can do to maximize that time for student learning.

#3: Opportunities to practice

Opportunities to practice allow students to have the repetitions that help them achieve mastery. It’s also part of making sure we have active student engagement. Finding ways to ensure that students are all actively engaged in lessons requires our creativity as teachers to optimize the likelihood that they will meet those learning goals.

We also need to be providing immediate feedback. The “honesty factor” plays a big role here, because the nature of our feedback will be a predictor of whether students will trust us.

For example, if teachers were to provide only one type of feedback, whether all positive (e.g., “Awesome! Great job!”) or negative (e.g., “Nope, that’s not right.”), students would start to tune it out. If the feedback being provided is not in relation to actual performance, it won’t be taken seriously.

Note: If you find that most of your feedback with a group of students is, “No, that’s not right,” it means the difficulty level of the material isn’t matched to where the students are right now. The teacher has a responsibility to adjust and scaffold the content in order for the students to have more success.

#4: Group size

Often, when we consider who might benefit from small group instruction, we think of active students who have difficulty with attention. However, other students can benefit as well, particularly very quiet students who might otherwise hide in the group and not speak up.

As you think about the format in which you would be able to provide any kind of intervention activity in your Tier 1 core instruction, consider the strategic use of subgroups—such as small groups within the larger class—as a way to make sure all students can engage. The goal for group size is to ensure that all students participate an equal number of times in activities.

Teacher and students

Examples of Tier 1 interventions

Tier 1 interventions can support all students in the classroom by creating a positive learning environment—but what do these interventions look like? Here are some guidelines and examples:

Establishing clear expectations

Both teachers and students can benefit when teachers clearly establish their expectations with their students. These expectations should include both behavioral and academic performance in the classroom.

By setting realistic expectations, students feel supported and safe, and teachers can create a positive learning environment for everyone.

Using positive reinforcement

Rewarding students for their academic performance and behaviors encourages them to continue to do well. This can even go beyond offering verbal praise or small prizes in the classroom. Teachers can reach out to families to let them know they’re grateful for their students’ positive behaviors.

These communications could involve:

  • Selecting one student every day to send praise to their parents or guardians about
  • Sending a weekly newsletter of positive events that happened in the classroom
  • Calling, texting, or emailing parents or guardians with a message of gratitude when a student meets expectations for the day

Implementing structure and routines

Consistency is key. When teachers implement procedures for instruction, classroom management, and transitions, students are provided with the structure needed to reduce—or even prevent—disruptive behaviors.

Avoid surprises when it comes to classroom structure. Provide expectations on how the classroom will be run:

  • How will students access learning materials?
  • What are the expectations surrounding homework?
  • How can students move about the classroom?
  • When can students interact with each other during instruction?

Providing opportunities for students to make choices

Tier 1 interventions can help empower students by enabling them to establish their own learning goals. Students are in the driver’s seat—though educators are assisting throughout the drive—in deciding how they will accomplish various learning goals.

Start small. Offer choices in activities that pair with teaching objectives. Things as simple as choosing their seats in the classroom or which books they will be reading for a lesson can greatly increase engagement.

Teen boy reading

Renaissance: Supporting Tier 1 interventions with a whole child approach

We believe in supporting the whole child, not just academically but socially and emotionally as well. Every student deserves the support they need to succeed. With Renaissance, your district can ensure you’re meeting the needs of every learner.

Our solutions help you to:

  • Provide early, evidence-based support to all students in your classroom or school, to prevent learning gaps before they become major barriers to success
  • Analyze student performance data and deliver tailored-to-your-student interventions

Our research-backed approach also provides ongoing support and guidance to teachers and students, allowing them to create a supportive, nurturing learning environment.

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The connection between MTSS and special education: Why it matters https://www.renaissance.com/2022/08/11/blog-the-connection-between-mtss-and-special-education-why-it-matters/ Thu, 11 Aug 2022 14:39:00 +0000 https://renlearnstg.wpengine.com/?p=63258 Many educators consider a multi-tiered system of support (MTSS) to be a framework that’s only applicable to a general education setting, while Individual Education Plans (IEPs) are reserved for special education settings. But is this actually the case? Do MTSS and special education go together? Is there an important connection between them? In this blog, […]

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Many educators consider a multi-tiered system of support (MTSS) to be a framework that’s only applicable to a general education setting, while Individual Education Plans (IEPs) are reserved for special education settings.

But is this actually the case? Do MTSS and special education go together? Is there an important connection between them?

In this blog, I’ll discuss how MTSS fits into both general and special education settings. I’ll also explain how MTSS can and should be used by all students—even/especially those with learning disabilities.

boy with special needs in wheelchair

How are MTSS programs used in schools?

MTSS is a structure with multiple tiers that use assessment data to give educators the academic and behavioral information necessary to provide the appropriate instructional resources to meet students’ needs.

Here’s how the three tiers of MTSS work:

Tier 1 is for everyone. People sometimes refer to Tier 1 as general education, but it’s actually for students of all populations, including special education. Tier 1 should include support for all students through high-quality classroom-wide instruction.

Next, we have Tier 2. Tier 2 instruction is implemented when students aren’t mastering all of the skills as they are taught in Tier 1. When students have gaps in their skill sets, educators can use Tier 2 to provide targeted support. Examples of Tier 2 instruction include:

  • Increasing the amount of instructional time
  • Providing a more intense level of instruction
  • Mentoring
  • Self-management
  • Social skills groups

When Tier 2 interventions aren’t working, it’s time to move to Tier 3. With Tier 3, even more intensive instruction is provided more often, usually in smaller groups. This helps students who are struggling to get the individual help and attention they need, without holding back the rest of the class. Examples of Tier 3 instruction include:

  • Small group instruction
  • Tutoring
  • Individual counseling (for behavior-based issues)

Tier 1, Tier 2, and Tier 3 instruction can be helpful for all students—both those who are in special education programs and those who aren’t. And because students who have been identified as having a learning disability spend at least part of their school day in a general education setting, MTSS is the perfect framework to provide targeted support.

MTSS is about:

  • Thoughtfully assessing students
  • Using resources effectively
  • Relying on data to continue to monitor and improve instructional effectiveness

Clearly, these are things all students need.

3 little girls hugging

Why should MTSS be used in a special education setting?

Special education law requires students to be placed in the least restrictive environment. This essentially means that many students with IEPs—particularly those with high incidence disabilities—spend most or all of their day in a general education setting, where they can benefit from well-implemented MTSS.

The reason for this is that students in special education can and should benefit from the resources and other instructional help that multi-tiered supports can offer—resources that are both appropriate and impactful for all learners.

Assessments can help measure proficiency and identify needs, and MTSS will help educators tailor those resources to the specific needs of students who have IEPs.

Resources for data-driven MTSS

Discover Renaissance solutions to support students in all MTSS tiers.

Teacher working with girl

Understanding the MTSS and special education connection: 4 ways MTSS is beneficial

To truly understand how MTSS and special education work together, we need to examine how specific MTSS components can help students with disabilities.

#1: MTSS supports students’ educational needs with a whole-child approach

Academics and behavior go hand-in-hand, and MTSS provides support to students in both of these areas.

An integrated multi-tiered system of support (one that includes both academics and behavior) considers both qualitative and quantitative data when deciding on what type of instructional support a student may need for social-emotional skills as well as academic skills, like those in reading and math.

#2: The progress monitoring involved in MTSS can help educators determine a specific learning disability

Most students who have been identified as having a learning disability spend at least part of their school day in a general education setting, as noted earlier. MTSS is an effective way for educators to narrow down and identify skill gaps for these students in a general education classroom.

MTSS should be aimed at assessing early and providing support quickly. When this assessment happens early on, and when progress monitoring takes place regularly, educators can differentiate between students who’ve experienced gaps in their education and those who truly need special education services.

And when those special education needs are identified, there will be plenty of documentation available because of the progress monitoring to help develop impactful and effective IEPs.

Little girl on tablet

#3: Progress monitoring can help determine if and when a student should be exiting from an IEP

Identifying a student who may need special education services can be challenging—especially in our current era, given the disruptions caused by the COVID-19 pandemic, building closures, and increased staff shortages and turnover. But it can be equally challenging to know when a student is ready to exit a special education program.

This is where progress monitoring comes back into play. After effective instruction, students may no longer demonstrate a learning disability and should be reevaluated and declassified.

Progress monitoring is a key tool in assessing a student’s special education needs. It is also helpful in determining when they are ready to exit from an IEP, with confidence that the student will continue to progress and succeed.

#4: MTSS can help students on IEPs move from Tier 3 into Tier 1 or Tier 2 instruction

MTSS and progress monitoring are designed to help students on IEPs meet their goals and move from Tier 3 into Tier 1 or 2.

The goal of all special education resources is to provide a way for students to begin testing within standard educational ranges. When students show that kind of progress, they move from Tier 3 services to those that are less restrictive.

Boy testing on a computer

The benefits of collaborative teaching in MTSS and special education

Schools are a beacon of support for all students, regardless of whether they are classified as general or special education students. When educators and administrators utilize a consistent and effective approach, this benefits all students in the following ways:

  • Improved academic performance
  • Fewer behavior problems
  • Fewer erroneous special education referrals
  • Higher graduation rates

Additionally, collaborative teaching delivers improved outcomes both for students on IEPs and those who are not, as I explain in the next section.

What is collaborative teaching?

Collaborative teaching, which is also called co-teaching, is an effective model that uses the MTSS approach and collaboration, allowing multiple teachers (special and general educators) to work together to serve their students and meet their needs. When two or more teachers work well together to provide instruction to a group of students, all students benefit—not just those on IEPs.

When co-teaching is done well, those outside of the classroom may have difficulty distinguishing the special educator from the general educator. It is also often difficult to identify students who have IEPs and those who do not.

In a classroom with co-teachers, all students—those in general education and those with special education classification—receive specifically designed instruction and benefit from the experience and partnership of the co-teachers.

Co-teachers can seamlessly incorporate IEP skill instruction along with Tier 1 standards-based teaching to create an integrated educational experience for all the students in the classroom.

Why Tier 3 support is not synonymous with special education

Just because a student is receiving Tier 3 support doesn’t mean the student has a learning disability or requires special education services. Some students with disabilities may not need Tier 3 support at all, while other students without disabilities may benefit from intensive Tier 3 services.

MTSS works best for all students when a committed, creative, and consistent multi-disciplinary team is overseeing it, making sure that it is implemented appropriately, but also that it is used flexibly enough to address the varied strengths and needs of the students within the school.

Boy with special needs on tablet

How Renaissance helps educators sustain an MTSS that promotes progress for all students

Renaissance combines assessment, MTSS collaboration and management, and other digital resources to give educators what they need to tailor their instruction to meet the needs of their students in all three MTSS tiers.

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What does progress really look like in K–12 literacy? https://www.renaissance.com/2022/07/22/blog-what-does-progress-really-look-like-in-k12-literacy/ Fri, 22 Jul 2022 13:03:11 +0000 https://renlearnstg.wpengine.com/?p=56821 For me, as for so many others, the last couple of years have brought a lot of unanticipated work. When I say that, I’m referring more to the nature of the work I’ve been doing than to the quantity—although I’ve had plenty to do. As the COVID-19 pandemic dragged on, we all found that some […]

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For me, as for so many others, the last couple of years have brought a lot of unanticipated work. When I say that, I’m referring more to the nature of the work I’ve been doing than to the quantity—although I’ve had plenty to do. As the COVID-19 pandemic dragged on, we all found that some of our projects were far less relevant than we’d initially thought. Others, perhaps considered secondary at first, became essential.

My work has revolved around three major Renaissance projects—Focus Skills, Trip Steps, and How Kids Are Performing, our ongoing analysis of how students’ performance and growth have been impacted by the disruptions. Perhaps surprisingly, working on these projects has given me new insight into what sustained progress in literacy looks like for K–12 students. It’s like climbing a sheer rock face—and then climbing a mountain.

In this blog, I’ll explain how I reached this conclusion. I’ll also explain why an understanding of these two feats will be so important this school year, given the pandemic’s ongoing effects on many students’ learning journeys.

1. Foundational literacy skills: Climbing the rock face

In the summer of 2020, Renaissance made the decision to provide all educators with free access to our Focus Skills for reading and math. Focus Skills are the most essential skills at each grade level—the skills that students must master in order to progress. Focus Skills are tailored to the learning standards of each state, and they provide powerful guidance for prioritizing our work with students.

Despite some minor differences in standards across the states, Focus Skills tell a remarkably similar story, that of a sheer rock face that students must climb in relation to literacy right as their schooling begins. The following figure shows this rock face:

focus skills by grade level

I’ve chosen to use Delaware as an example, but in every instance—across all 50 states and Washington DC—kindergarten and grade 1 have the highest number of reading Focus Skills. This makes sense because, at these grade levels, students are building the foundational skills that are critical for literacy development. These skills are, in other words, essential to students’ progress, which is the definition of a Focus Skill.

This rock face awaits students right as they begin their schooling. It’s as if the literacy content says to them, “Welcome to school. I hope you ate a hearty breakfast because we have a lot of work to do!” This also helps to contextualize the finding in How Kids Are Performing that students in the early grades have been disproportionately impacted by the disruptions. Missing out on even one essential skill in phonemic awareness, phonics, word recognition, and other foundational literacy domains can greatly impede students’ progress.

2. Ongoing literacy growth: Climbing the mountain

Focus Skills told us about the sheer rock face, but we learned about the second element—the mountain—from our work with Trip Steps for Reading.

Trips Steps are those Focus Skills that are also very challenging for students to learn. Our teams identified Trip Steps during the empirical validation process for our state-specific learning progressions. When we presented students with Star assessment items linked to the various skills represented in their state’s standards, we found that some skills are significantly more difficult than others. To put this another way: If learning is a staircase, then not all steps are of equal height. Some require a bit more of a climb—and these are the Trip Steps.

It may be easiest to illustrate this concept with an example from mathematics. The most challenging math Trip Step is in grade 3: Find the area of a rectangle by multiplying side lengths. If you’re familiar with the grade 3 math curriculum, you’ll understand why this is so challenging. Grade 3 students have just learned multiplication. And while they may have encountered the concept of area before, it would have been mostly through using tiles, not a formula of length times width. Then, the product of the calculation results in something else new, square units.

This is a lot of new content: a new operation (multiplication) coupled with an expanding concept (area computed via a formula) and resulting in a new unit (e.g., square inches/centimeters). To borrow a phrase from an earlier blog: new skill + new process = potential for some students to “trip.”

When we look at Trip Steps for Reading, we see that they add to the story of the sheer rock face while also telling us about “the mountain.” How so? The most challenging reading Trip Step is in kindergarten: Distinguish between similarly spelled words by identifying the sounds of the vowels that differ (e.g., pick the word that has the /a/ sound: cat, cot, cut). Phonemic awareness—which can be extraordinarily difficult for young children—is part of the rock face I mentioned earlier, meaning the large number of essential literacy skills that students encounter at the beginning of their schooling.

But when we look at the distribution of reading Trip Steps across the grades, the mountain emerges. In fact, students don’t reach the “peak” until grade 7, where the largest number of Trip Steps awaits them:

 tri steps for reading

Armed with the knowledge of where the most disproportionately difficult content is found—in grade 7 and around it—we began to explore the Trip Steps in these grades looking for common elements. And we found two aspects of “the mountain.”

First, even a cursory review of the reading Trip Steps at this level reveals the rigor associated with them. They begin with verbs like “Analyze” or “Interpret” or “Explain.” As many of us will remember from our undergraduate days, these verbs are associated with the higher levels of Bloom’s Taxonomy or the deeper levels of Webb’s Depth of Knowledge (DOK).

The Trip Steps individually reveal this aspect of rigor, but when we look at reading Trip Steps collectively, another insight emerges with important instructional implications: They require extensive experience with text to be successful.

The most important reading standard of all

Why is this the case? Looking at the Trip Steps in and around grade 7, we see they’re generally found within the skill areas of Argumentation, Conventions and Range of Reading, and Author’s Word Choice and Figurative Language.

How can students ever be successful in the skills associated with Argumentation if they’ve read very few arguments? Similarly, being successful with the skills related to Conventions and Range of Reading requires that students have interacted with texts where they’ve seen manifestations of varying conventions, as well as applications of Author’s Word Choice and Figurative Language.

tri steps for reading

Students who have read widely are primed to learn the labels and terms for various genres (e.g., satire, parody) and those for Word Choice and Figurative Language (e.g., hyperbole, connotation, denotation). Without the text exposure and context provided through wide reading, our instruction targeting these concepts is difficult to follow. Students without wide print experience will find the ideas too abstract. They have no prior understanding or experience to which they can connect the new ideas we are presenting.

Consider a lesson where a teacher presents the concept of satire for the first time. Perhaps the teacher assigns Jonathan Swift’s A Modest Proposal where, writing to chastise the English aristocracy, Swift satirically proposes that the famine in Ireland could be solved and poor children prevented from “being a Burthen to Their Parents or Country” if the English simply ate the poor Irish children, “making them Beneficial to the Publick.”

The astute reader quickly realizes that Swift is using a clever literary technique to shame the English for their inaction and indifference. A student who has read widely and encountered several satirical works finds both the concept and the new term easy to take in. “I’ve read things like this before. I just didn’t know what it was called.” A student with limited text experience, however, struggles to even take in the concept. “What’s this guy saying? That they should really eat the kids?”

This makes me think of Mike Schmoker’s comment that “symbolism, figurative language, setting, mood, or structure have their place but are absurdly overemphasized” in most standards sets. He adds that many of our standards “do very little to clarify the amount of reading and writing students must do to become truly literate—which may be the most important ‘standard’ of all.” In other words: We unquestionably need to teach about literary devices and techniques, but if our teaching of skills takes up so much time that students are not reading widely, then we’re creating learning dynamics that are far from optimal for progress in literacy.

How Renaissance can help—this school year and beyond

Within our literacy offerings, Renaissance has a collection of tools ideally suited for climbing both the rock face and the mountain.

When helping students to ascend the rock face of foundational literacy skills, the critical consideration is that every student must master every essential skill to be successful. Our new Star Phonics assessment fits perfectly into this space by supporting teachers as they track students’ progress in acquiring 102 phonics skills clustered in 12 categories (shown below). Through the use of short screening and diagnostic measures, teachers are provided with detailed feedback as to which students are struggling with which specific phonics patterns. Then, our Lalilo and Freckle programs can be used to help provide the right foundational literacy practice.

Literacy image

Used together, Star Phonics, Lalilo, and Freckle provide powerful assistance in tracking and supporting students as they ascend the rock face. But once they’ve finished this ascent, they must then climb the mountain. This is where Accelerated Reader and the myON digital reading platform come in, to help ensure that students have easy access to text and that they’re reading with a high level of comprehension.

What we’ve learned about progress in literacy

You know the old adage: Hindsight is 20/20. If we’d known in early 2020 what we know now, we could have used Focus Skills and Trip Steps to predict where we’d see the most significant impacts on literacy development due to the pandemic. In fact, this analysis of Focus Skills and Trip Steps aligns nearly perfectly with our How Kid Are Performing studies, where we found that early grades readers and students in late middle school—the times when learners encounter either the rock face or the mountain—have been the most impacted in terms of literacy.

No mountain climber would ascend Mt. Everest without a skilled guide, and there are no better guides for that journey than the Sherpa, a Himalayan people who are renowned for their skill in mountaineering. If the journey to literacy involves ascending both a sheer rock face and a mountain, then teachers—if they fully understand the path and the possible pitfalls along it—can be students’ guides on this essential journey.

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3 essential components of math motivation https://www.renaissance.com/2022/07/08/blog-3-essential-components-of-math-motivation/ Fri, 08 Jul 2022 13:14:16 +0000 https://renlearnstg.wpengine.com/?p=56793 Last year, Renaissance released Trip Steps for Mathematics, which are essential math skills that are also disproportionately difficult for students to learn. The Trip Steps begin in pre-K, with the skill Count on with numbers 1 to 10, and continue through Algebra 1, with the skill Complete the square in a quadratic expression to find […]

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Last year, Renaissance released Trip Steps for Mathematics, which are essential math skills that are also disproportionately difficult for students to learn. The Trip Steps begin in pre-K, with the skill Count on with numbers 1 to 10, and continue through Algebra 1, with the skill Complete the square in a quadratic expression to find the maximum or minimum value of the function it defines. In between, students encounter challenging skills in multiple domains, from Whole Number Operations to Fraction Concepts to Geometry and Measurement. Identifying the challenges that students will face from counting to 10 to defining the function supports their learning journey, but more is required. The will, or motivation, to do the work and tackle the setbacks is essential.

In an earlier blog, a colleague and I describe Renaissance’s process for identifying Trip Steps for Mathematics. In this blog, I’ll continue the conversation by addressing a question I often receive from educators when I share Trip Steps: How can we motivate students to learn these challenging skills—especially students who already struggle with math?

It’s an important question. Perhaps math motivation can be thought of as the instructional counterpoint to a Trip Step. Just as a Trip Step is disproportionately difficult for students to learn, motivation can be a disproportionately difficult instructional practice for teachers to implement. In the same way that students dig deeper into a challenging Trip Step, teachers seek resources, advice, and proven strategies to motivate students. So, how do we build math confidence and stamina among all learners? In this blog, I’ll explore three key factors—executive, emotional, and environmental—at work in math motivation. I’ll also share strategies to inspire, motivate, and engage growing mathematicians in the new school year.

1. Executive function and mathematics

As Stanislas Dehaene (2011) explains, newborns are equipped with some degree of number sense. They’re able to distinguish two objects from three and three objects from four—although most show a preference for groups of three. At six months of age, children recognize groups of objects and even play by combining and separating them—a precursor to learning addition and subtraction (Dehaene, 2017). This is impressive, but they lack the ability to order numbers. In other words, three blocks intrigue them, but they have no concept of the number “3” or what this represents. Why not? Because ordinal competency (i.e., counting ability) depends on executive function—in particular, organizing, planning, and updating working memory. Between 6 and 15 months, however, children are continually updating their working memories to the point that ordinal competency—associating quantity with number—is well underway.

In fact, executive function rather than IQ supports counting ability, planning, organizing objects, and subitizing—which is the ability to immediately recognize the quantity of a group of objects without physically counting each one (Kroesbergen et al., 2009).

Motivation with executive function in mind

Why does this insight matter? Let’s return to the very first math Trip Step from pre-K: Count on with numbers 1 to 10. With our youngest learners, games focused on counting and subitizing build both math skill and executive function. Simply counting objects requires emerging mathematicians to keep track of the number of objects and the word(s) that describe numbers (e.g., three, four, five). Students who struggle with working memory—in this case, counting memory—benefit from simple counting games throughout the day and playing games with subitizing (Hutchison & Phillips, n.d.).

Intermediate students benefit when executive function is focused on organization, updating working memory, and flexibility. The well-known Principal’s Math Challenge offers a motivator focused on flexibility. Students work in pairs to create an expression for each number from 0–50, using only 1, 2, 3, and 4. All operations can be used, but each of the four numbers must be used—and used only once. Negative numbers are fair game, too. Here is one example: (4 × 3) ÷ (1+2) = 4. Try a few expressions to gauge your own executive level of flexibility in mathematical thinking.

2. Emotional sense of belonging and mathematics

In a previous blog, I explored two ways that students describe themselves as mathematicians. According to Kimball and Smith (2013), there is one key difference between students who achieve in math and those who don’t—entity orientation. Entity orientation is the belief that math ability is innate: you’re either born with the circuitry for math or you’re not, and nothing can change this. The opposite approach is known as incremental orientation. Students with incremental math orientations believe that math is difficult, but if they take it one skill at a time, they can learn it.

With this distinction in mind, let’s consider the most difficult math Trip Step. It’s found in grade 3: Find the area of a rectangle by multiplying side lengths. While this skill seems straightforward to adults, it’s extraordinarily difficult for many third graders to learn, given that multiplication is new, as is the idea of finding area by multiplying rather than by tiling. Yet we often forget this. With the best of intentions, we might begin a lesson on this skill by explaining that it’s easy: Just multiply! But as mathematician and author Jordan Ellenberg (2021) brilliantly explains, “When we say a lesson is ‘easy’ or ‘simple,’ and it manifestly isn’t, we are telling students that the difficulty isn’t with the mathematics, it’s with them. And they will believe us.”

Following Ellenberg’s advice, the stronger approach to teaching this Trip Step is to level with students. Here’s an example: “Today we’re going to find the area of a rectangle. This is a new skill, it is difficult, and you might get frustrated. But we will work as a team and support each other until everyone is successful. Then we can celebrate as a team.”

leveling students

Motivation with emotional responses to mathematics in mind

Why do emotions matter? Students’ emotional responses to math instruction and experiences influence their attainment of math skills and their motivation to work through challenging concepts. In this regard, one of the most effective resources a student has is another student. Consider this Algebra 1 Trip Step: Determine the slope of a line given a graph, two points on the line, or a table of values. Rather than delivering a lecture on slope, educator Angela Cooper (2017) encourages her students to discuss this concept with each other, using the language they already have. Some students will speak of “straight” and “slanted” lines; others will talk about the “slope” or “regression.”

As students work together as a team, Cooper notices that—with scaffolding and support where needed—their language becomes increasingly precise: “By creating direct connections between what they already know (slant) and what they need to know (slope), they find that the latter is a much more precise and specific way to get at the concept they’re trying to describe.”

quote

3. Environment and mathematics

The US Bureau of Labor Statistics describes mathematicians as people who analyze data to solve problems. For example, many neighborhood parks in the US either have installed, or are now installing, accessible ramps, swings, and play areas so that each child can feel included and share in the joy found outdoors. Can you imagine the problem-solving skills required to build a safe and accessible swing? Yet mathematicians solved this problem in order to meet a far bigger challenge: providing inclusive areas for all children to play. Their work, while difficult, led the way to accessible playgrounds.

In this case, solving problems of slope, area, circumference, velocity, and drag is essentially kind. Consider this grade 7 Trip Step that could be the foundation for eventually providing an inclusive experience for each child: Solve a problem involving the surface area or volume of a 3-dimensional object composed of cubes and/or right prisms.

Motivation with a kind math environment in mind

Why does a focus on kindness matter? As seventh graders and their teachers tackle this Trip Step, collaboration and encouragement can be motivating while also helping to build a kind math environment. Consider a story shared by Alan November (2018) about a sixth grader who was stumped by prime factorization. Her teacher encouraged peer tutoring, and—with support from her classmates—this student was finally on her way. Her teacher also encouraged students to create video tutorials, which were then posted on YouTube. Having learned prime factorization, our student decided to record a tutorial.

When November visited her classroom, he asked whether she’d seen the statistics. Her tutorial had been viewed more than 88,000 times by students all over the world. At this point, our formerly frustrated and struggling student said, “I have to go—I have to create more. I just found out the world needs me!”

These examples show us how the math environment can be focused on “math for good.” What students learn today can positively impact others in the future. The focus remains on math, but with a foundation that mathematicians solve problems that solve problems.

The power of real-world connections

Engaging in authentic math experiences requires mathematical flexibility rooted in executive function, a sense of purpose—or emotion—for the outcomes, and a healthy environment in which to work. However, as Craig Barton (2018) reminds us, engaging in authentic experiences is not the result of “taking the math outside; rather, it is the result of explicit, incremental, and monitored instruction that prepares students to solve problems that solve problems.”

For this reason, Renaissance’s Freckle for math program includes Inquiry Based Lessons that help students to deepen their conceptual understanding by applying math to real-world scenarios, such as planning a trip to the local library (which involves subtraction skills) or scuba diving in lakes and oceans (which focuses on decimals). The lessons include short videos, discussion questions, and group activities, with students then presenting their solution to the class and explaining their thinking.

Inquiry Based Lessons also involve cross-curricular connections. For example, the grade 3 lesson “Passing a Bill into Law” brings together mathematics and social studies content. The lesson is spread over several days, with students calculating how many votes a piece of legislation still needs in order to pass the US Congress. Over the course of the lesson, students encounter scenarios that require them to add and subtract four-digit numbers using multiple strategies, as shown in the screenshot below.

inquiry-based lesson

Summing it all up

In this blog, we’ve looked at math motivation through the lenses of executive function, emotional response, and the importance of a positive environment. We revisited Trip Steps for Mathematics, including the earliest Trip Step in pre-K, and found that executive function is critical in learning to count. We also identified the most difficult Trip Step (statistically speaking) in grade 3, and we examined an Algebra 1 Trip Step that can play a significant role in making public playgrounds more accessible.

As you prepare for the new school year, we invite you to explore the full list of Trip Steps—and to consider how focusing on executive function, emotional response, and math environment can be powerful motivators in your classroom this fall and beyond.

References

Barton, C. (2018). How I wish I’d taught maths. West Palm Beach: Learning Sciences International.
Cooper, A. (2017). How personalized learning starts with less teacher talk, more student voice. Retrieved from: https://www.edsurge.com/news/2017-01-25-how-personalized-learning-starts-with-less-teacher-talk-more-student-voice
Dehaene, S. (2011). The number sense: How the mind creates mathematics. Revised edition. New York: Oxford University Press.
Dehaene, S. (2017). A close look at the mathematician’s brain? Retrieved from: https://www.youtube.com/watch?v=EMAsQeLfr3o
Ellenberg, J. (2021). Want kids to learn math? Level with them that it’s hard. Retrieved from: https://www.washingtonpost.com/outlook/math-hard-easy-teaching-instruction/2021/06/25/4fbec7ac-d46b-11eb-ae54-515e2f63d37d_story.html
Hutchison, J., & Phillips, D. (n.d.). Supporting executive function during counting. Retrieved from: https://prek-math-te.stanford.edu/counting/supporting-executive-functioning-during-counting
Kroesbergen, E., Van Luit, J., Van Lieshout, E., Loosbroek, E., & Rijt, B. (2009). Individual differences in early numeracy: The role of executive functions and subitizing. Journal of Psychoeducational Assessment 27(3). http://dx.doi.org/10.1177/0734282908330586
Kimball, M., & Smith, N. (2013). There’s one key difference between kids who excel at math and those who don’t. Retrieved from: http://qz.com/139453/theres-one-key-difference-between-kids-who-excel-at-math-and-those-who-dont
November, A. (2018). Empowering teachers, engaging students. Education Week Webinar. Retrieved from: https://event.on24.com/wcc/r/1603764/20FBC8ECE6A4E7E1318B774D7167F7A4

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myON Awarded Research-Based Design Product Certification from Digital Promise https://www.renaissance.com/2022/07/01/myon-awarded-research-based-design-product-certification-from-digital-promise/ Fri, 01 Jul 2022 13:14:12 +0000 https://renlearnstg.wpengine.com/?p=56784 myON is the fifth Renaissance product to receive this prestigious certification Bloomington, MN (July 1, 2022) – Renaissance, a global leader in pre-K–12 education technology, recently announced that the myON digital reading platform has earned the Research-Based Design Product Certification from Digital Promise. This certification serves as a rigorous, reliable signal for district and school […]

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myON is the fifth Renaissance product to receive this prestigious certification

Bloomington, MN (July 1, 2022) Renaissance, a global leader in pre-K–12 education technology, recently announced that the myON digital reading platform has earned the Research-Based Design Product Certification from Digital Promise. This certification serves as a rigorous, reliable signal for district and school administrators, educators, and families looking for edtech products that are based in research about student learning.

myON provides pre-K–12 students with 24/7 access to engaging digital books and age-appropriate news articles. It features tools such as text-to-speech support and text annotation to help students at all levels to develop important reading skills and strategies. A new myON feature for Back to School 2022 will also enable students to record themselves reading aloud, to build oral reading fluency and promote greater engagement.

myON provides low-bandwidth and offline reading options to support access to reading material both in and out of the classroom. myON also qualifies for ESSER funding under the CARES, CRRSA, and ARP Acts, along with other federal funding sources.

myON is the fifth Renaissance product to receive the Research-Based Design Product Certification. Accelerated Reader, Freckle, Lalilo, and Nearpod have all previously received this honor.

“Research is central to how we design our products,” said Eric Stickney, Vice President of Educational Research at Renaissance. “We not only use published research on how students learn, but we also analyze our assessment and practice data to understand how to best engage and provide feedback to both educators and students to maximize opportunities for growth. This certification validates these efforts.”

The Research-Based Design Product Certification helps consumers to narrow their options as they select products based on research about learning. Digital Promise launched this certification in February 2020 and has certified over 60 products to date. The organization will recognize myON’s certification with an official announcement in August 2022.

“Educators and researchers continue to uncover important insights about how students learn,” said Christina Luke Luna, Chief Learning Officer, Pathways and Credentials at Digital Promise. “The Research-Based Design Product Certification recognizes the edtech products that incorporate research about learning into their design and development. Congratulations to myON for demonstrating that research informs product design!”

Educators can learn more about myON by visiting www.renaissance.com.

About Renaissance

As a global leader in assessment, reading, and math solutions for pre-K–12 schools and districts, Renaissance is committed to providing educators with insights and resources to accelerate growth and help all students build a strong foundation for success. Renaissance solutions reach more than 40 percent of US schools and more than half a million students in other regions across the world. Our portfolio includes solutions for assessment (Star Assessments, Star Phonics, and myIGDIs for Preschool); practice (Accelerated Reader, myON, Freckle, and Lalilo); data-driven insights (Schoolzilla); and teacher-facilitated instructional delivery (Nearpod). For more information, visit https://www.renaissance.com/.

About Digital Promise

Digital Promise is a nonprofit organization that builds powerful networks and takes on grand challenges by working at the intersection of researchers, entrepreneurs, and educators. Our vision is that all people, at every stage of their lives, have access to learning experiences that help them acquire the knowledge and skills they need to thrive and continuously learn in an ever-changing world. For more information, visit https://digitalpromise.org/.

Press contact:

Tracy Stewart
Director, Marketing Development
Renaissance
(832) 651-1189
pr@renaissance.com

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Phonics assessment built on the Science of Reading https://www.renaissance.com/2022/06/24/blog-phonics-assessment-built-on-the-science-of-reading/ Fri, 24 Jun 2022 12:45:18 +0000 https://renlearnstg.wpengine.com/?p=56693 What are assessments for phonics? Phonics assessments are diagnostic tools that are specifically designed to provide an informal evaluation of a student’s phonics and reading skills. These assessments allow educators to identify both the skills a student has mastered and the skills a student is missing, and they can be administered to readers of all […]

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What are assessments for phonics?

Phonics assessments are diagnostic tools that are specifically designed to provide an informal evaluation of a student’s phonics and reading skills. These assessments allow educators to identify both the skills a student has mastered and the skills a student is missing, and they can be administered to readers of all ages.

Why are phonics assessments important?

Phonics assessments allow students to demonstrate what they know about reading. Teachers can use the assessment tool in a variety of ways, choosing the areas of phonetic knowledge they will evaluate depending on the needs of their individual students.

By utilizing phonics assessment, teachers can pinpoint the strengths and deficits in their students’ phonics skills. With this clarity of phonetic knowledge, teachers can then use the data they’ve collected to:

  • Determine where to begin phonics instruction
  • Decide the type of intervention to implement for a specific class or an individual student

Phonics assessments are useful tools for various types of educators at all levels of education, including:

  • Classroom teachers
  • Reading specialists
  • Special education teachers
  • Speech-language pathologists
  • Interventionists; and
  • Instructional aides

This form of assessment is particularly valuable for struggling readers, including students with dyslexia.

What is the best phonics assessment?

When you’re seeking a phonics assessment tool, you want one that was created by educators and based on data collected through years of research.

The best phonics assessment is:

  • Focused: Assesses the most critical phonics categories and provides error-level analysis to ensure students have mastered the phonics patterns they will need the most.
  • Diagnostic: Allows teachers to see exactly where their students are struggling in their knowledge of phonics.
  • Efficient: Can be easily administered on any electronic device. Enables teachers to complete a thorough screening in two to five minutes per student and receive instant educational insights—with no manual data entry required.
  • Aligned: Tracks grade-level instruction and student learning throughout the school year with customized reports that align with the scope and sequence of the school’s phonics curriculum. Teachers can easily gauge their students’ needs and progress.
  • Instructional: Provides easy-to-read, immediate reports that highlight skill-level insights, instructional focuses, and patterns of error. These detailed, relevant reports allow teachers and specialists to personalize instructional approaches for their students.
  • Precise: Student, class, and grade-level reports give educators the tools they need to identify which skills to focus on with their individual students, small groups, whole class, or grade level.

Recently, we were thrilled to announce that Star Phonics—formerly known as KeyPhonics—has joined the Renaissance family. Created by Dr. Michelle Hosp, Star Phonics is the first and only web-based assessment to focus on the 12 most critical phonics categories and 102 phonics skills.

We recently had the opportunity to discuss Star Phonics, and the Science of Reading more generally, with Dr. Hosp, who now serves as Director of Foundational Literacy at Renaissance.

Here are the highlights from our conversation.

6 frequently asked questions about Star Phonics

#1: Why did you create Star Phonics? What sets it apart from other assessments?

Michelle Hosp: I first saw the need almost twenty-five years ago, when I was working as a school psychologist in Clark County, Nevada. Teachers would contact me about students who were struggling to read, and they’d ask, “What can I do to help this child?” I had a battery of tests that I administered, which usually confirmed what the teacher already suspected—the student was indeed struggling to decode words. Unfortunately, the tests didn’t identify the specific phonics patterns the student was struggling with, so I couldn’t provide clear guidance on how to assess phonics in the classroom.

These experiences made me realize that I wanted to be more helpful to teachers, so I decided to pursue a graduate degree focused on reading instruction and assessment. Once I received my Ph.D., I became a professor in Utah. As I worked with local teachers, I encountered the same frustration I’d seen in Clark County. They knew which students were struggling to decode words, but they didn’t have diagnostic information showing them where to focus instruction. I created the first version of Star Phonics as a pencil-and-paper assessment to help these teachers and their students.

This roughly coincided with the widespread adoption of curriculum-based measures and the Reading First initiative. There was suddenly a lot of research, especially in phonological awareness and early language skills, that identified best practices for supporting foundational literacy development. There was also a clear recognition that if we could identify struggling students early, and provide really good interventions and instruction, they could become successful readers, rather than waiting to remediate once they’d reached grade 3 or 4.

I developed Star Phonics based on this important body of research, which is now known as the Science of Reading.

Introducing Star Phonics

#2: How did this early version of Star Phonics evolve into the assessment that’s available today?

Michelle Hosp: Several years after I created Star Phonics, I presented my work at an educational conference. I was assigned the worst possible time slot—literally 8:00 am on the conference’s opening day—yet I had a standing-room only crowd. There were even people in the hallway, listening through the open door. After the presentation, teachers came up to me asking if they could use the assessment in their classrooms. This confirmed that the need existed, and that it made sense to invest in moving from pencil-and-paper to online administration in order to save teachers time and minimize the potential for error that comes with manual data entry.

I designed Star Phonics to be very similar to the single-word measures that are included in most CBMs, including Expressive Nonsense Words in Star CBM Reading. This means teachers do not need to learn a new process for administering and scoring Star Phonics.

Also, other phonics assessments present students with a printed sheet of up to 100 words, which can be overwhelming, especially if students are already struggling. With Star Phonics, words appear on the screen three at a time. The student reads the words aloud, and the teacher records correct and incorrect responses, along with any notes. For each word the student reads, the teacher sees a rhyming word to indicate the correct pronunciation, as shown in the example below. With the click of a button, teachers can play audio of the correct pronunciation—a feature that obviously isn’t available in pencil-and-paper format!

Streamlined administration graphic

Although the test as a whole isn’t timed, students are given three seconds to read each word. This means teachers can screen an entire class in just two-three minutes per student and reporting is available immediately.

I’m sometimes asked how we identified the 12 categories and 102 skills that Star Phonics assesses. Why not eight categories, or 13? As part of the design process, we reviewed popular reading curricula and looked at the phonics patterns covered at each grade level. We then shared this list with our external advisors and they helped us identify the essential patterns, meaning those used most frequently in the words students will encounter. Thinking of digraphs, for example, it’s clear that assessing “th,” “sh,” and “wh” makes a lot of sense, given their frequency in the words students are learning in the early grades.

Assess essential phonics categories

#3: How are educators using Star Phonics? How do they connect Star Phonics data to daily instruction?

Michelle Hosp: A couple of examples come to mind—the first at the classroom level and the second at the system level.

I remember delivering PD at a school that was implementing Star Phonics. One second-grade teacher clearly wasn’t convinced that she needed the assessment—she sat in the back of the room with her arms crossed, and she wasn’t engaged at all. I knew that she planned to administer Star Phonics the following morning at 9:00, so I visited her classroom around 9:30, not sure what I’d find. She was standing at the front of the room, teaching a lesson on silent /e/.

My first thought was that she hadn’t administered the assessment yet. It turned out that she’d tested all of her students at 9:00 as planned. She then reviewed the Class Matrix Report and saw that about half of the class hadn’t mastered silent /e/, which she’d taught several weeks before. She told me later that if it hadn’t been for Star Phonics, she wouldn’t have known that her students needed more work on this essential skill. She said that she hadn’t been a believer before, but she was now.

This is a pattern I’ve seen repeated over and over. Teachers aren’t necessarily excited when they hear about a new assessment, but their view changes completely when they have their students’ data in front of them and can clearly see where to focus instruction.

Know where to focus instruction

My second example is from a district-wide implementation. In this district, vowel teams were taught during the final weeks of grade 2. Unfortunately, the second-grade teachers often didn’t keep pace with the curriculum, and they rarely got to these lessons. Vowel teams weren’t part of the grade 3 curriculum, so often students never received instruction on this essential skill. Star Phonics identified this gap right away, and the district’s leaders realized they needed to create a pacing guide to ensure vowel teams would be covered.

This may sound like stating the obvious, but Star Phonics validates that when we teach phonics skills explicitly and systematically, and when we give kids opportunities to respond and practice, they learn the skills. The opposite is also true. When we don’t teach phonics skills such as vowel teams, students rarely pick them up on their own.

#4: How does Star Phonics align with a district’s curriculum?

Michelle Hosp: I mentioned earlier that we reviewed popular reading curricula when we were creating Star Phonics and found many similarities in terms of the phonics patterns they cover. The key differences involve the grade level at which specific patterns are taught. For example, r-controlled vowels are covered in grade 2 in some curricula and grade 3 in others.

We want to ensure that Star Phonics reports reflect these differences, as shown in the example below. Star Phonics currently aligns with widely used curricula such as:

  • Benchmark Education
  • Wonders
  • Journeys
  • Orton-Gillingham
  • Reading Street
  • And more

We also do custom alignments, including for curricula districts have created on their own.

Align reporting to your reading curriculum

I’m sometimes asked whether Star Phonics can be used in middle and high school, and the answer is: Absolutely!

In one of our first implementations, the principal made it clear that she expected the assessment to be administered to every student in the building. The teachers in grades 4 and 5 were surprised by this. They didn’t think of themselves as phonics teachers. In their minds, reading instruction involved comprehension and vocabulary, not sounds and letter patterns and sight words. But we know from the Science of Reading that phonics is half of the equation, and there can be no comprehension unless students can recognize and decode words.

The principal made it clear she expected teachers to serve all the students in their classrooms, including the struggling readers. This led to some successful collaboration, with the teachers in grades 4 and 5 partnering with colleagues in the earlier grades to plan phonics instruction.

#5: How might educators use Star Phonics alongside other Renaissance programs?

Michelle Hosp: Most schools use Star Phonics alongside a reading screener such as Star Reading or Star CBM Reading. The screener shows how students are performing on an array of reading skills and which skills students are struggling with. Star Phonics helps educators to then narrow the focus by identifying the specific patterns to teach next.

This is an important differentiator between Star Phonics and other phonics assessments. Both will show you, for example, that students are having trouble with short vowels. But only Star Phonics shows you which short vowels to reteach, which is a tremendous time-saver.

Joining Renaissance allows us to identify additional opportunities for saving teachers time. For example, we know teachers use their Star Phonics data to plan lessons, create worksheets, and choose decodables from the library—all of which take time. But by taking advantage of the instructional content in Renaissance programs, we can help to streamline this process. I’m thinking particularly of the foundational literacy lessons available in Lalilo and the many instructional resources embedded in Star Reading. There’s a lot that we can do, and I’m excited to get started.

#6: The COVID-19 pandemic greatly impacted foundational literacy development. How does Star Phonics help districts to address this?

Michelle Hosp: In a way, the pandemic disruptions validated what many of us have known all along: when it comes to learning how to read, teachers are indispensable. I recognize districts made tremendous efforts to ensure learning continued when buildings were closed, and I don’t want to discount this. But teaching children to read is a complex task that takes years, even under the best circumstances. When you add in the disruptions associated with the pandemic, along with the sudden shift to remote learning in less-than-ideal conditions, it’s understandable that many students missed out on essential skills.

As I mentioned earlier, middle schools and even high schools are using Star Phonics, which highlights the solution. We know what to do when students struggle to read, and this begins with explicit and systematic instruction on phonemic awareness and phonics. If teachers teach it, students will learn it. What we need to do is make this easier by giving teachers really good information about what to teach, along with as many instructional minutes in the school day as possible.

Star Phonics can help on both of these fronts, so teachers are empowered to do what they do best: Teach.

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Renaissance Receives SIIA CODiE Award for Excellence in Diversity, Equity, and Inclusion in EdTech https://www.renaissance.com/2022/06/14/news-renaissance-receives-siia-codie-award-for-excellence-in-diversity-equity-and-inclusion-in-edtech/ Tue, 14 Jun 2022 18:52:48 +0000 https://renlearnstg.wpengine.com/?p=56612 Renaissance is also honored with the CODiE Award for Best English Language Arts Instructional Solution, along with four 2022 Readers’ Choice Awards presented by SmartBrief Bloomington, MN (June 14, 2022) – Renaissance, a global leader in pre-K–12 education technology, has been honored with the first annual CODiE Award for Excellence in Diversity, Equity, and Inclusion […]

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Renaissance is also honored with the CODiE Award for Best English Language Arts Instructional Solution, along with four 2022 Readers’ Choice Awards presented by SmartBrief

Bloomington, MN (June 14, 2022) Renaissance, a global leader in pre-K–12 education technology, has been honored with the first annual CODiE Award for Excellence in Diversity, Equity, and Inclusion in EdTech. This prestigious award, bestowed by the Software & Information Industry Association (SIIA), recognizes the company that “best demonstrates clear, positive, and sustained impact in advancing Diversity, Equity, and Inclusion (DEI).”

The judges considered multiple criteria when reviewing finalists for the award, including each company’s implementation of DEI best practices, its commitment to eliminating barriers for students from underrepresented populations, and its success in advancing opportunities for women, people of color, members of the LGBTQ community, and/or individuals with disabilities. In announcing the award, the judges highlighted Renaissance’s partnership with others in the EdTech community to advance DEI, as well as its commitment to building a diverse leadership team and workforce.

“We are incredibly honored to receive this award, and we are proud of everything that we have accomplished to advance Diversity, Equity, and Inclusion,” said Chris Bauleke, Chief Executive Officer of Renaissance. “To achieve our mission of accelerating learning for all, we need to build a Renaissance for all, and DEI will continue to be central to the work that we do every day in support of educators and students.”

Renaissance received a second 2022 CODiE Award for Freckle for ELA, which was named Best English Language Arts Instructional Solution for Grades PK–8. This award recognizes solutions that provide deep and personalized learning experiences, accommodate diverse learning styles and abilities, align with educational standards, and are easy for educators and students to use. The judges specifically cited Freckle’s success in engaging students in learning, along with its powerful reporting features that help educators to easily align and adjust instruction.

“The 2022 CODiE Award winners exemplify the outstanding products, services, and overall innovation that enables learners of all types to connect with educators and educational materials,” said SIIA President Jeff Joseph. “We are so proud to recognize this year’s honorees—the best of the best—that provide solutions to many of the critical challenges facing learners today, from access and equity to personalized and tailored learning and beyond.”

In addition to receiving multiple CODiE Awards, Renaissance was also recently honored with four 2022 Readers’ Choice Awards presented by SmartBrief on EdTech:

  • Lalilo was named best Early Education solution. Lalilo is built on Science of Reading research and provides K–2 students with engaging lessons on phonemic awareness, phonics, fluency, comprehension, and more.
  • myON was named best Curriculum Development solution. myON is a digital reading platform that gives students 24/7 access to thousands of engaging books and age-appropriate news articles, with embedded reading supports and scaffolds.
  • Star Assessments were named best Classroom Assessment solution. Star includes both computer-adaptive assessments and curriculum-based measures in English and Spanish for screening, progress monitoring, measuring student growth, and more in early literacy, reading, and math.
  • Renaissance Professional Learning was named best Professional Development solution. Renaissance offers both face-to-face and remote professional learning opportunities to help educators connect student learning data to daily instruction.

The Readers’ Choice Awards recognize companies and products making a lasting impact on education through innovative solutions, the latest technology, and pioneering problem-solving, as chosen by the readers of SmartBrief on EdTech. For a full list of winners, click here.

About Renaissance

As a global leader in assessment, reading, and math solutions for pre-K–12 schools and districts, Renaissance is committed to providing educators with insights and resources to accelerate growth and help all students build a strong foundation for success. Renaissance solutions reach more than 40 percent of US schools and more than half a million students in other regions across the world. Our portfolio includes solutions for assessment (Star Assessments, Star Phonics, and myIGDIs for Preschool); practice (Accelerated Reader, myON, Freckle, and Lalilo); data-driven insights (Schoolzilla); and teacher-facilitated instructional delivery (Nearpod).

Press contact:

Tracy Stewart
Director, Marketing Development
Renaissance
(832) 651-1189
pr@renaissance.com

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Developing culturally relevant items for Star Assessments https://www.renaissance.com/2022/06/10/blog-developing-culturally-relevant-items-for-star-assessments/ Fri, 10 Jun 2022 11:15:05 +0000 https://renlearnstg.wpengine.com/?p=56560 At Renaissance, we’re committed to providing students with access to engaging content that is inclusive and representative of the students and diverse communities we serve. Our content developers aim to provide students with both a “mirror,” so they may see themselves uplifted in the material, and a “window,” so they may learn about others’ cultures, […]

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At Renaissance, we’re committed to providing students with access to engaging content that is inclusive and representative of the students and diverse communities we serve. Our content developers aim to provide students with both a “mirror,” so they may see themselves uplifted in the material, and a “window,” so they may learn about others’ cultures, customs, and perspectives.

For our ELA and math practice products, such as Freckle and Lalilo, working toward this goal of inclusion has been relatively straightforward. We seek to increase the representation of different groups of people, including significant cultural artifacts, customs, and traditions. Diversifying cultural representation can be a bit more challenging for our assessment products, however. How so? Because there is potential to introduce irrelevant content into the question that may distract, advantage, or disadvantage certain test-takers. In this blog, we’ll explore this point in detail and describe the important work the Star Assessments content team has done as they work to create unbiased and culturally representative assessments.

Understanding bias in assessment design

A high-quality assessment is one that is fair or, in other words, free from bias. Fairness in assessments suggests that the individual questions—known as items—are equally challenging to all students, regardless of their racial, social, or geographic background. Attempts to make assessments fair typically mean avoiding items that benefit some students not because of their knowledge of the construct being assessed, but because of extraneous factors, such as their socioeconomic status. Consider this hypothetical assessment item:

Figure 1

This item is intended to assess a student’s understanding of vocabulary in context, a core ELA learning standard in grade 3. The relative difficulty of the target word (“buoy”) is crucial to the standard being assessed, because it differentiates levels of vocabulary knowledge among test-takers. However, the item has some clear issues of potential cultural and socioeconomic bias. Sailing—and an understanding of concepts and terms related to boats, sailing, and navigation—is potentially more familiar to students who have economic advantage or who have cultural or regional familiarity with the subject. As a result, the item may unintentionally assess students’ knowledge of sailing, and a correct response may be due to reasons other than their understanding of vocabulary in context.

To reduce bias in contextual items like the one above, assessment developers have traditionally attempted to eliminate cultural references, as well as items biased in favor of people from certain socioeconomic groups or geographic regions. In these instances, contextual items would only cover general knowledge to ensure items assess the intended construct and not the students’ knowledge of information irrelevant to the construct (in this case, a knowledge of sailing).

The inherent problem with this practice is that “general knowledge,” by definition, excludes marginalized experiences and centers the largest or dominant social group. This unintentional yet non-inclusive practice can actually hinder other students’ performance and create a false achievement gap (Singer-Freeman, Hobbs, & Robinson 2019). Such is the dilemma of building culturally responsive, non-biased assessments: including cultural context has been said to disadvantage students from other cultures, yet research suggests that students perform best when material is made culturally relevant (Ladson-Billings, 2014). So, how do we create assessments that offer students windows and mirrors without introducing construct-irrelevant content that may distract students or offer an advantage to some students and not others? Our process involves three key principles.

Principle 1: Recognize the role of culture in assessment

We start by accepting that there is no such thing as a culture-free assessment. It can be argued that everything around us is an artifact of culture. Culture extends beyond language, food, and customs. The utensils we use or don’t use while eating, the interactions we have with elders, and even our preferences for solo or group leisure activities are all influenced by culture. Researchers have found that this can be extended to education as well (National Academies of Sciences, Engineering, and Medicine, 2018). Our preference for how we learn concepts and demonstrate mastery is influenced by our cultures, as are the methods we use to teach concepts and assess students’ understanding. Consider this hypothetical item, which may seem to be culture-free at first glance:

Figure 2

For students in the United States, what could be more familiar than pizza? That’s a more complicated question than it might seem. The intent of such an item is to make a math question more engaging by providing relevant contextual information. But while it’s easy to assume that all students are familiar with pizza—and know that it’s sometimes called “pizza pie”—this generalization obscures potential regional, ethnic, and socioeconomic biases. At Renaissance, we’re aware that students accessing our products come from diverse cultural backgrounds and that some students, such as those who recently migrated to the United States, may not consider pizza to be a typical dish (or a type of pie).

To be clear, this item is appropriate and does not provide an advantage to students familiar with pizza pies. But when developing culturally inclusive assessment items, we try to avoid limiting contextual content to only that with which most students are familiar. Such a practice may unintentionally perpetuate the marginalization of minority students, as this example shows.

Does this mean that we avoid writing about pizza, or about culturally specific material altogether? No. Rather than attempting to remove cultural context from items, we seize the opportunity to develop culturally competent students. To reiterate a key point from an earlier blog, cultural competence refers to helping students appreciate and celebrate their cultures while learning about at least one other culture. This has required a shift in our approach to content development to ensure we provide room for all cultures and do not center the “mainstream” or majority culture.

As the education community comes to accept that there is no such thing as culture-neutral, culture-blind, or culture-free assessments, student assessments should shift from focusing solely on removing culture-specific content to intentionally including culture-rich content that allows more students to see themselves uplifted. So, how do we create culturally relevant assessments for a diverse audience?

Principle 2: Ensure assessment items are bias-free

We ensure our contextual items that introduce students to various cultures do not require knowledge of those cultures to respond correctly. Our process begins with actively including a wide and diverse array of cultures and groups of people involved in a variety of cultural practices (some that stand out as distinct from “mainstream” cultural practices and some that do not, such as American football). Diversity across our Star Assessments item banks is carefully tracked and adjusted through new item development, and the editorial process includes multiple reviews to ensure that items are bias-free and fair measures of the construct being assessed.

Prior to new items being accepted into our item banks, they are statistically analyzed for indications of biases and any flagged items are rejected. The following is an example of an item recently developed to support our goals around culturally responsive assessment.

Figure 3

This item, like the previous pizza-party item, provides an example of how an assessment question can provide both a window to other cultures and a mirror for those belonging to that culture. It is important to note that the cultural content serves to provide additional context to the question, but knowledge of the culture is not required to respond correctly. This is the defining characteristic of a culturally relevant, bias-free item.

Principle 3: Strive for accuracy and respect

When we do feature different groups, we ensure our portrayals are respectful and accurate. As we develop culture-rich assessment items, we make intentional efforts to portray all groups in a positive and accurate light. Our content teams research and engage in conversations with people from varying ethnic and cultural groups to build an understanding of significant cultural artifacts (e.g., foods, holidays). Our content development guidelines are regularly updated to include our learnings and offer appropriate ways to address different groups and topics. We fact-check our sources and, when possible, share potential items with members of those communities to gauge appropriateness.

Valuing culturally relevant assessment

At Renaissance, we understand that students perform best when they can learn and demonstrate learning in a manner that is relevant to them. We have begun exploring how culturally responsive practices may look in assessments, starting with creating culture-rich assessment items that are still bias-free. This continues to be a work-in-progress, and we’re excited to track and share our learnings with the broader education community as we continue this important journey.

References

Ladson-Billings, G. (2014). Culturally relevant pedagogy 2.0: a.k.a. the remix. Harvard Educational Review, 84, 74–84.
National Academies of Sciences, Engineering, and Medicine (2018). How people learn II: Learners, contexts, and cultures. Washington, DC: The National Academies Press. https://doi.org/10.17226/24783
Singer-Freeman, K. E., Hobbs, H., & Robinson, C. (2019). Theoretical matrix of culturally relevant assessment. Assessment Update, 31(4), 1–2. https://doi.org/10.1002/au.30176

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Understanding Tier 1: Instructional strategies that support an engaged classroom  https://www.renaissance.com/2022/06/02/blog-understanding-tier-1-instructional-strategies-that-support-an-engaged-classroom/ Thu, 02 Jun 2022 20:56:00 +0000 https://renlearnstg.wpengine.com/?p=61871 One of the most common topics of conversation in schools is improving the quality of Tier 1 instruction. This is because the relationship between a teacher and a student and what’s happening at school is one of the most important components of an engaged classroom. So, what does it mean to provide high-quality Tier 1 […]

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One of the most common topics of conversation in schools is improving the quality of Tier 1 instruction. This is because the relationship between a teacher and a student and what’s happening at school is one of the most important components of an engaged classroom.

So, what does it mean to provide high-quality Tier 1 instruction? And how can you implement Tier 1 strategies to address, encourage, or improve your students’ behavior and learning?

First, we need to make sure that you fully understand Tier 1 and how you can best use it to your advantage in the classroom. We’ll also share nine effective Tier 1 instructional practices that can help you to engage students and build a more effective learning environment.

What is Tier 1? An explanation of the universal tier

The universal tier—or Tier 1—is the curriculum, instruction, and assessments that we provide to all students in a grade level. This is the instruction that’s guaranteed for everyone. Universal tier instruction typically focuses on grade-level standards for your state. Schools use universal screening data to identify the effectiveness of their universal tier.

There are two primary questions that schools should ask when evaluating the effectiveness of universal tier instruction:

  1. Are 80% of our students successful? Schools typically use the 80% criterion because they have resources to intervene with about 20% of students. If schools have more than 20% of students who need additional intervention in order to be successful, their resources may be strained, and they may be unable to provide help for all of those students.
  2. How much are our students growing? We want to ensure that students who begin the school year on track learn enough throughout the year to stay on track. When we look specifically at the progress of students who start the year on track, we’re (by definition) isolating the universal tier, because those students have likely only received universal tier instruction throughout the year and have not required intervention.

For the second question, we recommend using the 95% criterion—meaning that 95% of students who begin the year on track grow enough to stay on track at the end of the year.

The second indicator is the one that you may want to focus on initially. If we ask teachers what percentage of their students who start the year on track should grow enough to end the year on track, they usually say “100%.” So, when we focus on that indicator of effectiveness for the universal tier, it’s a good way to build consensus around this work.

When might universal tier improvements be needed?

When we identify that we have needs within the universal tier—most often because we have more students who need Tier 2 and Tier 3 intervention than we have resources to provide it—we’re tempted to find ways to try to fit more students into the intervention process. And sometimes, we do things with the very best of intentions but don’t necessarily get the results we need.

For example, if you have more students who need intervention than you have resources to provide it, you may do something like cutting a 40-minute session into two 20-minute sessions. This makes it possible to meet with two different groups of students during that time period.

While this allows you to serve more students, it also decreases the instructional time by such a rate that we tend to not see as much student growth. So, students may not be getting as many lessons during the week, or they’re not getting enough instruction and practice during the interventions to close the learning gap.

It helps us to focus on the universal tier in this scenario, because we can isolate and start working on the universal tier so we have fewer students who need Tier 2 and Tier 3 services.

students working in a group

How can we improve at the universal tier?

To improve at the universal tier, we recommend using a whole-group intervention. This allows us to provide intervention to all students in a grade level that is specifically targeted toward skills they should have already learned. When we do this, we provide students who have smaller learning gaps with extra practice and learning. This can prevent larger learning gaps from occurring and catch the students up if they were just a little bit behind.

It also saves valuable intervention resources for students who have more significant needs.

Maximize Tier 1 instruction

Discover assessment and practice tools from Renaissance to support more effective Tier 1 instruction.

9 Tier 1 strategies to implement in your classroom

What does it mean to have high-quality Tier 1 instruction? It starts with a valid and reliable curriculum that is consistent and standards-based. It’s of the quality that you need it to be, and it’s truly addressing students’ needs.

Let’s take a look at nine additional Tier 1 instructional best practices.

#1: Prioritize instructional support

There is no replacement for a strong curriculum, but it’s also essential for educators to maintain an engaging, fun, and interactive teaching style, regardless of the subject.

It’s easy to get stuck in a routine of lecture, practice, and assess. Not only does this not lead to student engagement, but it can also cause burnout for teachers. The key to combating that burnout is through:

  1. Engaging with the passion you had as an educator when you started in the field.
  2. Using technology and digital tools to deliver instruction in new and engaging ways for your students.

#2: Give academic praise and feedback

In any kind of learning situation, the adult is usually providing corrective feedback if something’s not quite right or the student needs additional support.

In this Tier 1 strategy, the adult—in this case, the educator—should also be noticing when a student is performing admirably. Educators should balance correction with praise for learning academic content at a ratio of 3:1.

When you think about learning a new skill, it’s rare that learning happens right away. Most of the time, a new skill develops in small stages. For example, think about when you see a child start to take their first steps. You likely celebrated each little milestone: The child pulling up onto a chair, standing alone, the first few wobbly steps, and, finally, walking over to you on their own.

That excitement and attention likely made them very excited, too, and encouraged them to keep moving forward.

Continue to embed this approach in your classroom, just as your students experienced when they first learned to add, subtract, or spell. It’s important to provide feedback at the level of the class using a shaping procedure.

And don’t forget to share the praise and feedback with parents and guardians. Taking the time to talk about a student’s successes with their caregiver may go a long way in motivating them to continue supporting the child and their academic needs.

#3: Implement academic response opportunities

Educators will naturally implement academic response opportunities whenever they can to get students to:

  • Apply the material they have learned in new situations
  • Extend what they already know
  • Demonstrate what they know in a new interaction or a new assignment

Academic response opportunities in classrooms often work well because a teacher has the whole class in front of them and can walk around and check, calling on students to participate.

But if students disengage, you may need to try another strategy. To combat this, educators can have the students lead the conversation and let them do the majority of the discussion. This can also be a helpful tool in assessing whether the class truly understands the concept that is being taught.

#4: Provide major concept summaries

If you look at student achievement, there can sometimes be a step back because students aren’t getting the repetition they need throughout the school year of practicing academic concepts.

To address this gap, educators should continuously summarize the concept, skills, or key points, making sure that whoever is the furthest behind with these concepts can follow. This helps students build a scaffold of important information that they can build upon.

Looking for gaps in completed work is a way for educators to do some formative assessment to see if there’s an area of the concept that needs remediation or more discussion.

Effective formative assessment practice is a huge part of improving Tier 1 instruction. If you had to define it very simply, formative assessment is a mechanism used to inform teachers about what their students need so that they can pivot their instruction to better meet these needs.

student working on computer

#5: Enforce structure, rules, and routines

It is impossible to shield students from the stress and anxiety that has been present in our world since the COVID-19 pandemic began. What can educators do to help children cope?

First and foremost, understand that students have been influenced by a couple of years of unpredictability. Educators can make daily routines more predictable by:

  • Having a clear structure
  • Providing well-defined routines
  • Giving explicit directions for how things are to be done

Rules should be positively phrased and tailored to the activity. In turn, students should experience reduced anxiety because they know what to expect and what is expected of them. For example:

  • Implement some standard procedures at the beginning and the end of every class or lesson so students can link the two together
  • Communicate the schedule for the upcoming school year

That routine becomes predictable for students and helps them to anticipate the typical school schedule.

#6: Remember the importance of effective vs. ineffective requests

Using effective requests to guide students and their behavior is essential. The clearer and more direct the phrasing that educators give to students, the better off the students are going to be. Effective requests are also very important in written instructions.

When making requests to students to correct behavior, some ineffective requests include commands:

  • Issued when it is unclear if the student is paying attention
  • Containing multiple or vague steps
  • Given as a question or containing unclear phrasing
  • Responding to behavior that is repeated without consequence

Instead, try these effective requests to redirect behavior:

  • Wait until attention is gained before issuing commands
  • Issue commands in specific, manageable steps with clear phrasing
  • Share consequences for both compliance and noncompliance following the command

#7: Engage in “planned ignoring”

When students exhibit minor misbehaviors, planned ignoring is a strategy to consider. Planned ignoring is a case where educators choose their battles.

You shouldn’t allow a student to exhibit disrespectful behavior to you, swear in the classroom, or be aggressive. But if a student is doing something like complaining or fidgeting, ignoring those smaller behaviors could be a useful strategy.

Continue to compliment, notice, and acknowledge the good things that students are doing.

To reiterate, planned ignoring could mean:

  • Deliberately ignoring minor, inappropriate behaviors—especially if the behaviors are attention-seeking
  • Attending to and returning to appropriate behavior

#8: Utilize Premack contingencies and transitional warnings

Using Premack contingencies means putting less preferable activities before more preferable activities, as seen from the students’ point of view. For example:

  • “First clean your room, and then you can go outside.”
  • “Once you eat your vegetables, you can have dessert.”

Premack contingencies can be useful when we think about lessons we’re teaching students across different grade levels. In a classroom setting, this might look more like:

  • “When we finish these math problems, we can do a group game.”
  • “After this lecture, you can have some time to talk to your classmates.”

These examples may help students stay on task because they know there’s something fun coming after the activity. Premack contingencies put activities in the right order—placing academic activities first—and help students know about and prepare for transitions or changes in routine.

teacher helping student

#9: Utilize professional learning communities

PLCs play a major role in improving Tier 1 instruction. Teachers get to share what’s working well with students, so it’s a great place to discover and exchange ideas. You can utilize the collective strategies from the group and implement them in your own classroom to make the entire Tier 1 instructional experience stronger for all students.

How often should you use these Tier 1 instructional strategies?

There will always be times when a teacher must give corrective feedback to students. But if other consequences—like visits to the principal’s office—are being used frequently, that’s often a sign the Tier 1 instructional strategies are not working as well as they should be.

If they were working well, there wouldn’t be a reason for students to misbehave and seek attention, since they should already be receiving that attention through positive Tier 1 strategies. To reiterate, if the…

  • Praise and encouragement;
  • Rewards and celebrations; and
  • Empathy, attention, listening, encouragement, and good teaching

…strategies are implemented correctly, there should be less of a need to use:

  • Logical consequences
  • Ignore, distract, redirect
  • Clear limits, class rules, and consistent follow-through

Strategies to use liberally

To summarize, examples of Tier 1 instructional strategies to use liberally include:

  • Prioritizing instructional support
  • Giving academic praise and feedback
  • Implementing academic response opportunities
  • Providing major concept summaries
  • Enforcing structure, rules, and routines
  • Offering attention and praise when appropriate

How Renaissance supports effective Tier 1 instruction

Renaissance provides comprehensive assessment tools and whole child data to support students in reading, math, and SEB at every tier of your MTSS—and to help you identify where Tier 1 adjustments may be needed.

Connect with an expert today to learn more.

The post Understanding Tier 1: Instructional strategies that support an engaged classroom  appeared first on Renaissance.

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Supporting oral reading fluency with myON https://www.renaissance.com/2022/05/27/blog-supporting-oral-reading-fluency-with-myon/ Fri, 27 May 2022 12:57:45 +0000 https://renlearnstg.wpengine.com/?p=56437 The myON digital reading platform provides students with 24/7 access to thousands of fiction and nonfiction books. Most myON texts include natural-voice audio narration to model fluent reading. With Back-to-School 2022, myON will also allow students to record themselves reading aloud—and to easily review the recording before they submit it to their teacher. We recently […]

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The myON digital reading platform provides students with 24/7 access to thousands of fiction and nonfiction books. Most myON texts include natural-voice audio narration to model fluent reading. With Back-to-School 2022, myON will also allow students to record themselves reading aloud—and to easily review the recording before they submit it to their teacher.

We recently had the opportunity to discuss this new feature with our colleagues Susannah Moran, Senior Project Manager; Kate Cowell, Product Manager; and Dr. Scott McConnell, Director of Assessment Innovation. Highlights from our conversation appear below.

Questions and answers

Why are we adding the new student read-aloud feature to myON? How will it support reading development and reading growth?

Susannah Moran: This is a longstanding request from educators. In the elementary grades, having students read aloud is standard practice in every classroom, and many teachers use running records to monitor oral reading fluency. While having this data is important, it’s not the same as having actual recordings. Recordings allow teachers to create reading portfolios, to compare how students read at the beginning of the school year to how they read at the end of the year. Recordings also allow students to listen to themselves, so they can hear both their miscues and their strengths as readers.

I’ve also received requests for this feature from instructional coaches in middle schools. They feel that—due to all of the demands on instructional time—students aren’t given enough opportunity to read aloud and to then self-assess their reading. Technology can really help here, by giving students the ability to both record themselves and self-assess outside of class time.

Kate Cowell: We interviewed a number of educators as we were designing this new feature. As Susannah mentioned, many said they didn’t have enough class time to give every student the opportunity to read aloud as often as they’d like. They also mentioned students who don’t want to read in front of their peers—perhaps because they’re struggling readers, or because they dislike being the center of attention.

This new feature addresses both of these points. It preserves instructional time by giving students the ability to record themselves in the evening or on weekends. It also gives students greater control over the environment, so they can read aloud without having an audience, if that’s their preference. Our goal here isn’t to create a formal assessment of oral reading fluency but rather to give students additional opportunities for reading practice, so we want to make this new feature as flexible as possible

Susannah Moran: I know I’m “dating” myself, but when I taught reading in middle school, I had a Sony tape recorder I used during read-alouds. I’d then have students listen to the recording, and I’d ask open-ended questions about the reading choices they’d made. All readers occasionally make substitutions when reading a text, or skip words, or add words that aren’t there. Sometimes these changes affect the text’s meaning, and sometimes they don’t. In either case, I noticed that students often had more confidence in themselves as readers after listening to the recording, and they were more willing to talk about their reading.

The new feature in myON takes this a step further, by giving students the ability to review the recording before they turn it in. If they’re not happy with it, they have the option to re-record it. The opportunity to self-assess in this way—to make students the decision-makers—is really powerful, and gives them greater ownership of their reading.

myON read aloud

What does the research say about oral reading practice and giving students opportunities to self-assess?

Scott McConnell: Most of the research on oral reading practice is “synchronous,” focusing on what happens when a teacher, librarian, or other adult reads aloud to students. The findings are quite consistent: reading aloud to students expands their vocabulary and knowledge, while also providing important models of expression and prosody. The research also shows that having students read aloud to other students and their teacher, followed by feedback and discussion, contributes to reading fluency and to a better understanding of the text being read. This new feature in myON provides additional ways of achieving these outcomes.

How so? First, myON’s natural-voice audio narration provides each student with a model of fluent, expressive reading of the text they have selected. Until now, this type of modeling usually occurred only when a teacher read to small groups or a whole class—a great resource, but one where student selection of content (and, as a result, perhaps their interest in it) is restricted. Second, students can now listen to their own reading of the same text, both in real time and after completing their read aloud. In each instance, students have opportunities to “check their work” by looking at the words being read or by determining whether the text makes sense in their read aloud. When necessary, they can back up and re-read a section to reflect their self-correction:

myON read aloud

This new feature also allows students and teachers to interact in new ways, at both the “micro” and “macro” levels. After listening to a student’s recording, the teacher can provide instruction or correction on decoding or mispronunciation, and can praise the student for improved expressive reading. Teachers can also engage students in what they’ve read, checking for understanding and asking questions that deepen a student’s analysis and comprehension of a text. In this way, myON adds breadth to a teacher’s reach, by providing opportunities for students to read aloud more frequently. At the same time, myON adds greater depth to a teacher’s reach through follow-up interactions with students about their reading selections.

How will this new feature work? What will students and teachers see?

Kate Cowell: We designed the student read-aloud feature to be as intuitive and user-friendly as possible. Students can start the recording at either the beginning of a myON book or from any page within a book. When they click the “Record” button, they’ll receive a pop-up message to allow myON to access their microphone. When they’re done recording, they’re given the option to listen to it immediately. They can then submit it to the teacher, record it again, or save it for later.

Students can access their recordings at any time by clicking myON’s Library tab and then navigating to the Recordings tab. Recordings are organized into two groups: those they’ve turned in and those that are still in progress. They simply open any of the myON books listed, and they’ll see icons indicating which pages have associated recordings. To listen, they just click the icon:

myON read aloud

Teachers will see a new tab on their Activity Dashboard for their students’ recordings. For each recording, they’ll see the student’s name, the book’s title, and the recording’s date, length, and status (either In Progress or Turned In). When teachers listen to a recording, they see a view nearly identical to the one shown above—so they can easily see the myON book, with icons to indicate which pages have the student’s recorded read-aloud.

Susannah Moran: To echo Kate’s point about ease-of-use, one of the schools I work with had volunteered to help us test this new feature, and the capability was added during a recent vacation. Without any prompting or instructions, several students noticed the new feature while they were reading on myON at home, and they recorded themselves reading aloud. The teachers were surprised to find that they had recordings waiting for them when they returned to the school building!

How might districts use the student read-aloud feature during the 2022–2023 school year? What guidance can we provide?

Susannah Moran: We’re gaining a lot of insight during the current user testing, which will inform our resources and best practices for educators. As I mentioned earlier, elementary reading teachers are already doing fluency instruction (such as guided oral reading) and formative assessment (such as running records), although they’re not necessarily using technology for this. As Scott noted, myON brings the added benefit of natural-voice audio narration, so students can hear the text read fluently and hear the pronunciation of unfamiliar words. In the early grades especially, students might listen to the audio narration first and then record themselves reading the same passage. This provides an opportunity to practice different elements of fluency—tone, pace, pronunciation—while also helping students to build confidence as readers.

I’d also ask high school teachers to give this feature a look. myON includes many titles taught in high school: The Great Gatsby, Frankenstein, Narrative of the Life of Frederick Douglass, Hamlet, and more. Asking students to read Shakespeare aloud certainly shows you whether they understand it, based on their tone, where they pause for breath, etc. It also emphasizes the importance—at every grade level—of regular reading practice. Fluent reading doesn’t just happen. It’s something that students have to practice in order to be good at.

Kate Cowell: That’s such an important point. We also know that myON is used by students who are learning English, both in the US and around the world. myON’s natural-voice audio is especially helpful for these learners, because it models English pronunciation and fluent reading while also helping them to build their listening vocabulary. The new read-aloud feature will take this a step further, by allowing English Learners to easily listen to themselves and to assess their pronunciation, pace, and tone. The recordings will also be valuable to teachers, to help them monitor students’ practice and progress.

There’s a lot more to say about this—I think we have a topic for a future blog!

Scott McConnell: In my experience, a district’s reading program has two complementary goals: first, to help students improve their reading skill, and second, to help them develop a passion for the discovery that comes from reading. For a long time, myON has served both of these goals, but with a “lean” towards tools that help students choose books that reflect and in turn fuel their interests. The new read-aloud feature maintains this “choose your own adventure” aspect of myON, while also adding more ways for students and teachers to interact about the text each student is reading and how that text relates to their growing knowledge of the world around them.

This new feature also makes it possible to accumulate portfolios of student oral reading over the course of an academic year, as Susannah noted earlier. I imagine this will be a helpful feature for teachers, students, and even students’ families. They can now have access to a “moving picture” of the student’s growing competence as the year progresses. This portfolio has formal value too, providing teachers with a pre-established library for monitoring and describing the progress each student makes in both the fundamentals of reading and its application to understanding and learning.

This step toward motivating more independent reading while providing new opportunities for teacher-student interaction will be an important resource for achieving both of these goals in the new school year.

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The educator’s guide to universal screening in education https://www.renaissance.com/2022/05/26/blog-the-educators-guide-to-universal-screening-in-education/ Thu, 26 May 2022 15:29:00 +0000 https://renlearnstg.wpengine.com/?p=61988 As educators, we know that many of our students are struggling. But waiting for a referral from teachers or parents before providing the needed support can be detrimental to both learning and social outcomes—and referrals aren’t able to predict learning gaps. Data is critical to helping our students succeed. Universal screening provides the data educators […]

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As educators, we know that many of our students are struggling. But waiting for a referral from teachers or parents before providing the needed support can be detrimental to both learning and social outcomes—and referrals aren’t able to predict learning gaps.

Data is critical to helping our students succeed.

Universal screening provides the data educators need to predict gaps in learning in individual students, classrooms, and grade levels. It also allows for early access to intervention services that can help students find success both inside and outside of the classroom.

In this blog, I’ll discuss universal screening, how it benefits both students and educators, and where to find the tools you need to streamline the universal screening process.

What is universal screening in education?

Universal screening, by definition, is the process of collecting valid and reliable data multiple times a year with all students. Schools utilize universal screening for two primary reasons:

First, universal screening helps us to identify students who may be at risk for poor learning outcomes. This is different from the more traditional approach of using a teacher or parental referral process for identifying these students. Universal screening data allow us to recognize students earlier and prevent large gaps in learning. We can provide extra practice and additional, intentional instruction right away, when the learning gaps are still small, to prevent larger learning gaps later.

Second, universal screening helps us to identify needs within universal tier (or Tier 1) instruction. With data for all students in a grade level, we can easily determine whether the number of students in need of intervention outweighs our available resources for providing it. We can then provide whole group intervention and save those more intensive intervention resources for students who most need them.

We are also able to meet the needs of all students in the grade who need some additional practice with a skill we had assumed they had previously learned. Whole group intervention is an effective way to provide immediate help for struggling students.

While we may be tackling larger Tier 1 needs through curriculum adoption, alignment, or other approaches, we don’t have to wait until those things are implemented to impact students and facilitate immediate growth and improvement.

teacher helping students

3 areas of universal screening in education

The data collected during universal screening helps to identify students who are struggling, allowing educators to intervene and create support in their instruction where necessary. Universal screening can be especially useful in three key areas:

  1. Reading
  2. Math
  3. Social-emotional behavior

Let’s explore each area in detail.

#1: Universal screening for reading

Utilizing universal screening for reading helps students to become strong readers. This form of screening allows educators to assess the progress of their students in three main areas:

  1. Reading fluency: This is often measured through a one-minute timed oral reading, commonly called R-CBM, that measures the number of words read per minute. By measuring reading fluency, educators are able to identify where they need to dig deeper in student instruction.
  2. Reading comprehension: Comprehension is often assessed via a cloze passage (also referred to as DAZE or MAZE), where a set of choices is provided for every seventh word. During this timed assessment, students are asked to select the word that makes the most sense in the passage. They work to complete as much as they can within the time limit, with the entire assessment generally lasting three minutes.
  3. Early literacy skills assessments: These focus on letter identification, letter sounds, blending, and decoding nonsense words.

#2: Universal screening for math

When it comes to universal screening, math tends to be a little trickier and more time intensive than reading. This is because there are so many discrete math skills to be assessed. While many of the skills a student needs to acquire for success in reading overlap and build upon each other, some of the necessary math skills are separate and unrelated.

Most universal screeners break math skills down into two broad categories:

  1. Computational fluency: A student’s ability to fluently add, subtract, multiply, and divide is the core of elementary-level math, so it is essential that students are able to proficiently perform these calculations.

    For lower-grade students, computational fluency assessments focus on the knowledge of basic skills and often use timed formats to assess adding and subtracting basic facts. Upper-grades add in the assessment of multiplication and division to determine whether students have developed automaticity with these core skills.

    Using a timed assessment of basic computational skills can be beneficial in discovering students who haven’t memorized core facts, leaving them with fewer mental resources to devote to higher-level math skills and problem-solving.
  1. Applied math skills: This is where the other areas of math come into play, with students bouncing around between topics to solve basic problems. For example, the first question might involve measurement and how to read a ruler, while the second has students using place value skills to break down numbers.

    Applied math skills assessments are timed but allow a greater amount of working time for students to complete each problem. It’s important to note that the assessment of applied math skills isn’t focused on solving word problems. Rather, it’s based on the ability to perform basic math skills through a variety of topics.

#3: Universal screening of social-emotional behavior

Many researchers have pointed out that students’ success involves more than academics. To achieve the highest levels of success in their education, students should also be competent in social-emotional behavior.

Social-emotional fluency means students are adept in the following skills:

  • Self-awareness
  • Social awareness
  • Self-management
  • Relationship skills
  • Responsible decision making
  • Motivation
  • Academic achievement

In contrast, students should not be:

  • Aggressive
  • Noncompliant
  • Disruptive
  • Worrisome or fearful
  • Withdrawn or avoidant

Universal screening for social-emotional behavior is done by the teacher and usually takes between one and three minutes per student. When it is completed three times a year, this form of screening allows educators to more easily identify the students in need of social-emotional intervention early on.

Supporting more effective screening

Discover Renaissance’s universal screening tools for reading, math, and social-emotional behavior.

What is the importance of universal screening for students?

Universal screening is used to identify the needs of all students and ensure they have the resources necessary to best help them learn, grow, and succeed in their education. With universal screening, educators can identify both academic and social-emotional behavior gaps in their students and get the data they need to begin early intervention.

For example, a student struggling academically might:

  • Be falling behind in classwork
  • Have low grades
  • Perform below expectations in reading, math, or writing

A student who struggles with social-emotional learning might:

  • Be impulsive
  • Have difficulty problem-solving
  • Struggle with managing their emotions
  • Have a hard time making friends

Using universal screening can help educators intervene as soon as possible, creating better success for both the student’s academic career and social-emotional skills.

Why is universal screening necessary for all students?

Often, parents and guardians are curious about why a school is collecting screening data for their child.

Teachers can make universal screening easily understandable by comparing it to a well-child checkup. Parents may take their child to a pediatrician to make sure their rate of physical growth is on track and that they’re hitting all the developmentally appropriate milestones.

Similarly, teachers universally screen students in reading, math, and social-emotional behavior to ensure that the child is making enough growth throughout the school year to achieve their learning goals and be ready to advance to the next grade or skill level.

Universal screening also provides critical data to allow teachers to make changes to instruction before smaller gaps in learning become larger and more difficult to correct. Additionally, screening helps educators to determine when high-achieving students may need additional acceleration to support their continued growth.

Finally, screening allows parents to see how their child compares to other students at the same grade level and provides information about whether their child is on track to meet grade-level goals.

What is the importance of universal screening for schools?

For educators, universal screening provides an equitable education to all students. It helps schools to:

  • Determine the grade levels in which less-than-needed growth has occurred
  • Identify students who are at risk of not meeting grade-level standards
  • Identify students who exceed standards and may need additional acceleration
  • Prioritize instructional coaching and intervention resources

When students and educators are living through difficult times for learning, such as the ongoing COVID-19 pandemic, the use of universal screening is even more critical. Screening allows districts to identify when instruction should be intensified for all students and when to allocate instructional coaches, interventionists, and other resources who can intensify instruction for all or specific students.

If universal screening identifies a gap in Tier 1 instruction, schools can implement group remediation and save small-group intervention for students with higher needs.

teacher helping students on tablet

3 critical times to utilize universal screening

Universal screening can be conducted between one and three times per school year, but many schools choose to conduct universal screening in the fall, winter, and spring.

#1: Fall

Fall is the beginning of the school year and is a great time to identify which students are performing at grade level and which students are struggling and may need intervention.

At the kindergarten level, fall screening supports educators by identifying those students who may need more intentional opportunities to learn and practice critical early learning skills to ensure they are on track to meet essential learning goals.

#2: Winter

Halfway through the school year, universal screening should be conducted again.

This time, the data will show you if the instruction and intervention provided thus far have had the expected impact. At this point in the year, schools examine fall-to-winter growth for students, grade levels, and schools to allow time to make changes to improve learning trajectories for the rest of the year.

#3: Spring

At the end of the school year, universal screening should be conducted one final time.

The spring screening identifies the level of student performance at the end of the year. But more importantly, this screening can identify the students who could benefit from summer instruction or early intervention at the start of the following school year.

It also allows schools to plan for Tier 1 improvement needs for the following fall by identifying the grade levels with the highest needs.

What can happen if universal screening is not in place?

What if a school chooses not to implement universal screening? Educators will likely have to work harder to ensure students have everything they need to be successful.

How so?

Without universal screening, the system becomes reactive instead of proactive. Rather than identifying struggling students early on, schools become dependent on teachers or family members to identify struggling students and refer them for additional support. This is a poor use of both time and resources.

Even more, the gaps in skills or achievement will continue to become larger, making them more difficult to remediate in the future.

Universal screening is beneficial to both the school and the students. Schools save time and resources while ensuring that no students are left behind, and instruction can be modified as needed.

How Renaissance provides the tools educators need to streamline the universal screening process

To sum up, universal screening has many benefits and is a critical component in helping students to become academically successful and socially and emotionally competent.

With universal screening in place, educators can more easily ensure that:

  • Tier 1 needs are identified
  • Struggling students get the help they need early on
  • Necessary instructional modifications are implemented

Renaissance’s valid and reliable assessments help educators identify their students’ academic and social-emotional behavior needs faster, align the right interventions at the right time, and measure whether those interventions are helping students to catch up—all in one easy-to-use platform.

We invite you to explore FastBridge and Star Assessments for reading and math, as well as SAEBRS for social-emotional behavior screening. You can also reach out to connect with an expert to discuss your district’s specific challenges and opportunities related to universal screening.

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Prevention: The key to managing student behavior https://www.renaissance.com/2022/05/12/blog-prevention-the-key-to-managing-student-behavior/ Thu, 12 May 2022 13:42:00 +0000 https://www.renaissance.com/?p=63772 Most teachers enter the field of education because they enjoy working with students and they love learning. But too often, student behavior—and addressing misbehavior—can seem to derail a teacher’s best efforts at doing the thing they love. What if we could turn the question, “How do you manage student behavior issues in the classroom?” to, […]

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Most teachers enter the field of education because they enjoy working with students and they love learning. But too often, student behavior—and addressing misbehavior—can seem to derail a teacher’s best efforts at doing the thing they love.

What if we could turn the question, “How do you manage student behavior issues in the classroom?” to, “Is it possible to prevent student behavior issues in the classroom?”

In this blog, I’ll answer both of those questions.

Why is prevention so important in classroom behavior management?

“An ounce of prevention is worth a pound of cure.”

When Benjamin Franklin coined this phrase in 1736, he wasn’t speaking about behavior tips for teachers. But the phrase still holds true in the 21st-century educational system when it comes to managing student behavior.

Just as eating right and exercising pay big health dividends in the long run, doing the hard work of prevention on the front end of classroom management can keep problems from occurring that later need to be fixed.

It’s true that preventing problems requires time and resources, but the alternative can be even more costly.

Responding to challenging student behavior with clear consequences—such as a trip to the principal’s office—may seem like an easy solution, but preventing those negative behaviors in the first place means students can remain in the classroom, learning and engaging with their peers.

Preventing issues related to behavior: 8 classroom management strategies

You may be convinced that prevention is preferable, but many teachers have tried different classroom management tactics without success. Rather than continuing with an approach that isn’t working, take a look at these strategies geared at preventing unfavorable behaviors before they start.

Knowing how to manage student behavior takes time, patience, and willingness to try different strategies.

#1: Know what to avoid

Sometimes, the best way to know how to approach an issue is to first identify actions to steer clear of. So take care to avoid the following:

  1. Power struggles. These rarely, if ever, produce the desired behavior from your students. Rather than resolving the problem, power struggles are likely to escalate them. When you feel the temptation to engage in a power struggle, take a step back, remain calm, and keep the conversation short and succinct.
  2. Requiring students to remain stationary for long periods. This is a sure way to invite unruly classroom behavior. According to a 2013 study of six California elementary schools, “Implementing classroom physical activity breaks can improve student physical activity during school and behavior in the classroom.”
  3. Public reprimands. These should also be avoided, especially in front of students’ peers. No doubt, there will be times when a student needs to be corrected. When those times come, pull the student aside or step outside of the room to privately address the inappropriate behavior.

#2: Establish a productive learning environment

The learning environment can be either a “make-it” or “break-it” scenario. Even as adults, we understand the difficulty of attempting to work or study in less-than-ideal surroundings. For children, the classroom environment can be key to their learning and behavior.

Teachers should pay careful attention to the following to create an environment ripe for learning and classroom behavior management:

  • Consider the seating arrangement: Is the student facing the teacher? Does the seating arrangement invite unnecessary interaction with other students?
  • Be sensitive to noise: Is the air conditioning unit making a distracting noise? Is the hubbub in the hallway making it difficult for a student to focus?
  • Keep the student close to the teacher. Students who struggle with behavior issues can benefit from staying in close proximity to you.
  • Finally, remove temptation by distancing students struggling with behavior issues from others who may be instigators.
teacher giving student hi-five

#3: Create opportunities for more frequent positive feedback

We all seem to have a natural tendency to focus on the negative. But making a small and decisive change in this area can result in favorable dividends when it comes to a peaceful and enjoyable classroom.

Make it a goal to provide more positive feedback to students than negative feedback. A good ratio to strive for is 4:1—four positive comments for every one correction. Not only will classroom behavior improve, but the student/teacher relationship will have more of a chance to thrive.

#4: Address problem behavior immediately

A classroom is a busy place. Teachers perform a variety of activities throughout the day, including:

  • Teaching lessons
  • Answering students’ questions
  • Keeping records; and
  • Managing behavior

With so many demands, it can be hard to prioritize correcting behavior. And though it may seem the best option at the moment to finish the lesson, addressing problem behavior right away is a major step teachers can take to prevent more troubling student behavior later on.

Talking to students one-on-one in a supportive manner:

  • Provides immediate feedback
  • Keeps the situation at the forefront; and
  • Helps the student to know how they can improve

In the end, it also helps to restore and improve the relationship between the student and teacher.

Supporting positive behavior

Discover resources from Renaissance to strengthen both academics and social-emotional behavior.

#5: Build positive relationships with your students

Often considered one of the most important steps for managing student behavior, building positive relationships will pay off in spades. Here are eight strategies for building relationships with your students:

  1. Learn every student’s name quickly and correctly at the start of the school year.
  2. Post students’ pictures and the work they produce.
  3. Allow show-and-tell to give an opportunity for students to share something important about themselves.
  4. Compliment your students on their academic achievements and positive character traits.
  5. Take the time to listen to your students when they want to share a part of their lives outside of school.
  6. Schedule regular one-on-one chats with students to check in on their emotional well-being.
  7. Make notes about each student’s likes and dislikes or personal information they’ve shared with you so that you can reference it when needed.
  8. Celebrate your students’ birthdays.

#6: Communicate with parents and caregivers

Beyond calling home when there’s an issue, teachers should make a point to share each student’s successes and milestones with caregivers. Every parent or guardian likes hearing positive feedback about their child and then sharing that feedback with their child.

Make a point to contact a different family every day to share some achievement, whether academic, social, or emotional. While it may seem like a lot of work at first, families who respect and support the teacher pass those feelings along to their child who, in turn, is more likely to behave for the teacher.

#7: Set clear expectations with a behavior management plan

Starting the school year with classroom rules and procedures is only effective if you take the time to explain specific expectations and why they matter. For example, if one of the rules is to “Always respect your classmates,” then you may need to give examples that clarify exactly what respect looks like to you.

Involve your students in creating a behavior plan that is realistic and that the students can all agree to follow. Giving your students some autonomy can help with addressing student behavior.

#8: Incorporate movement into the day

Sitting for hours on end is hard enough for adults—for kids, it can seem impossible. Plan a few different ways to get your students up and out of their seats throughout the day, such as:

  • Flexible seating options, including balance balls, bean bag chairs, or wobble stools
  • Brain breaks, such as playing trivia games or “Simon says”
  • Active learning activities
  • Take work outside when the weather is favorable
  • 5-minute stretch at students’ desks

Not only are you resetting students’ brains, but you’re letting them get their “wiggles” out, which can really help with managing student behavior before problems arise.

The importance of knowing what your students experience at school and at home

Most teachers and school administrators agree that preventing issues that lead to negative student behaviors is more desirable than the alternative. But many educators struggle to find a way to manage classroom behavior in a way that results in happy and fulfilled students and teachers.

Having a comprehensive assessment solution that helps to identify the underlying motivations behind challenging behavior can help. There is also a significant benefit in learning about your students’ school life and home life.

How so?

Without a doubt, teachers understand the importance of knowing their students. Knowing students well allows teachers to:

  • Accentuate students’ strengths
  • Understand students’ struggles and weaknesses; and
  • Adjust the learning style to fit students’ needs

But beyond academic success, knowing your students personally helps to foster a strong student/teacher relationship that is based on understanding, compassion, and respect.

Knowing what students experience both at school and home can also give a teacher valuable information regarding students’ behavior. It can not only help a teacher to understand why a student is behaving in a certain way, but it can also help a teacher know how to address it with care and sensitivity.

students sharing lunch together

What to identify about your students’ school life

A child’s school day is full of activity. With numerous students in a classroom, a teacher may not be able to witness every interaction.

For instance, perhaps a student has a falling out with her best friend during recess and returns to the classroom forlorn or angry. Without knowing about the recess interaction, a teacher may be at a loss to understand the sudden change in the student’s behavior.

As much as a teacher is able, paying careful attention to what students experience throughout their school day can give insightful clues to student behavior—and avenues to know how to address them.

When considering what a student’s school life involves, think about:

  • Friends
  • Interactions with other teachers and school staff
  • The lunchroom environment
  • Whether the school setting is supportive

What to identify about your students’ home life

Without knowing about a student’s home life, it can be very difficult to provide appropriate support.

As adults, teachers know how outside events and stressors can affect them, and the same is true with students—positive and negative influences and struggles in the home environment can clearly influence student behavior.

But unlike adults, students don’t have the experience and maturity to know how to adjust. That’s where knowledge of a student’s home life is extremely valuable.

What kind of information is helpful in increasing teacher awareness? Here are some suggestions:

  • What parental figures are in the home?
  • Is a student’s home life supportive or combative?
  • Is the student home alone for long periods of time?
  • Are there other children/siblings in the home? What are the sibling dynamics?
  • What is the student’s cultural and socio-economic background?

How you can learn more about your students’ home life

Getting to know students and their home life doesn’t have to be complicated or involve surveys that have a price tag attached to them. If teachers or administrators are currently surveying families, they are already one step ahead.

The following simple ideas can give teachers insight into a student’s home life that can then translate into creative intervention (and prevention) in the classroom:

  • Give a writing prompt like “What I did last night” or “My favorite activity to do with my family”
  • Ask students to list their top 5 (or 10) favorite things to do outside of school
  • Talk and listen to students in one-on-one conversations

Though it isn’t always possible or practical for all teachers, visiting a student’s home or family can provide helpful information to give a better understanding of a student’s challenges and needs.

Learn more about managing student behavior with tools from Renaissance

Renaissance offers resources to equip educators to know how to best manage student behavior and establish best practices through:

Renaissance equips educators with the best tools to measure student progress and determine the most effective instructional or intervention strategies.

Perhaps you searched out this article because you’re wondering how to manage student behavior through prevention. Renaissance can help. Our data-driven solutions for educators support the whole child.

Connect with an expert today to learn more.

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Product Highlights: Prioritizing learning recovery this year https://www.renaissance.com/2022/05/06/blog-product-highlights-prioritizing-learning-recovery-this-year/ Fri, 06 May 2022 13:07:59 +0000 https://renlearnstg.wpengine.com/?p=56312 Our recent How Kids Are Performing report shows that students at most grade levels are making gains in both reading and math this school year. However, the COVID-19 pandemic continues to impact student learning, especially in the early grades. This makes it essential for educators to have clear insight into each learner’s needs—along with the […]

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Our recent How Kids Are Performing report shows that students at most grade levels are making gains in both reading and math this school year. However, the COVID-19 pandemic continues to impact student learning, especially in the early grades. This makes it essential for educators to have clear insight into each learner’s needs—along with the right tools and resources to effectively differentiate instruction.

Below, you’ll find a summary of new features in your Renaissance products that support learning recovery this year. You can read more details on our Product Updates Blog, which we invite you to visit regularly for the latest news and information.

Introducing KeyPhonics, built on Science of Reading research

We’re thrilled to announce that KeyPhonics—which is now known as Star Phonics—has joined the Renaissance family! Designed for students in grades 1–6, Star Phonics is the first and only web-based assessment of 12 critical phonics categories and 102 essential phonics skills. You can administer Star Phonics to students either in-person or remotely, and you’ll receive immediate reporting aligned to your district’s reading curriculum.

Star Key Phonics phonics categories

Unlike other phonics assessments that only assess simple patterns, Star Phonics assesses digraphs, blends, vowel teams, contractions, and multi-syllable words. This gives you deep insight into which students are struggling, which phonics skills are secure, and which need more attention. With this information, you can more easily differentiate foundational literacy instruction and provide the right level of support to individual students, groups, classes, and entire grades.

Star Phonics Focus Instruction

Star Phonics can be used in tandem with other Star Assessments, which assess a wide array of reading skills, and with Lalilo, which provides students with fun and engaging practice on phonics, word recognition, fluency, and more. Learn more about what Star Phonics offers by reading our recent interview with Dr. Michelle Hosp, the assessment’s creator.

Accelerating foundational literacy development with Lalilo

Lalilo uses colorful animations, interactive activities, and engaging lessons to help K–2 students develop strong foundational literacy skills. To simplify the login process, you can now provide students with a QR code to access Lalilo either in the classroom or at home. This allows them to access the program quickly so they can continue their learning adventures.

Lalilo also now includes a short training lesson to help students make the most of the program. The training lesson appears after students complete the Lalilo placement test, and you can also assign the lesson to students manually if they need a quick refresher. The lesson shows students the mechanics of completing activities in Lalilo, including sorting, matching, completing sentences, and more.

Note: If you’re not currently using Lalilo, we invite you to learn more about the program and to create a free account to get started.

Providing literacy skills practice with Freckle

Freckle for ELA is an adaptive program that provides K–12 students with practice on grammar, word study, comprehension, and more. To better monitor students’ activity in Freckle, you now have access to detailed session-level reports for the Grammar Skills Practice and Word Study domains. You can see the specific content students worked on (standard or skill) and how they performed.

Freckle Grammar Session report

You can now also preview Word Study assignments and review individual questions, so you can best align practice and instruction. If you’re not familiar with Word Study in Freckle, you can learn more—and see a list of Word Study levels—by clicking here.

You’ll see several additional enhancements in the coming weeks as well. Freckle will soon include a Parts of Speech domain that provides students with practice in an interactive, engaging format. You’ll also find more detailed reporting that shows ELA standards alignment, so you can easily see where students are in their learning journey.

Note: If you’re not currently using Freckle, we invite you to discover how the program fits into your ELA classroom and to create a free account to get started.

Linking directly to myON digital books

You and your students will find a variety of new English and Spanish titles in myON, from Animals of the Amazon Rain Forest to Marie Curie y la radioactividad. Also, Harper Collins has joined the list of add-on publishers’ collections, with titles for early elementary phonics and upper elementary fiction—including decodables.

You can also now link to a myON digital book—or to a specific page within a book—from Nearpod, Google Classroom, or other learning platforms. This allows you to easily incorporate myON books into your lessons to focus on specific skills, vocabulary, or content-area information. It also supports the use of myON across the curriculum, for lessons on science, social studies, history, mathematics, and more.

Motivating independent reading with Accelerated Reader

You and your students will see several new features in Accelerated Reader related to personalized reading goals. Students using the AR Friends K–2 goal model now see how each book they read contributes toward earning a badge. Older students using the traditional model see new guidance and next steps as they work toward their goals.

You’ll now see additional information and color-coded indicators in the Record Book that show whether your students are on track to achieve their goals. You can also see the percentage of the marking period that is complete, as well as the metrics used in the progress-to-goal calculations (e.g., that the student will read for 15 minutes per day).

Accelerated Reader progress monitoring

You now have greater control over managing quiz records as well. This includes the ability to deactivate quizzes and to allow students to retake quizzes, so you can best configure AR to meet local needs.

If you haven’t already, explore the 2022 edition of What Kids Are Reading, which uses data from AR and myON to show you the most popular print and digital books at every grade level. You can also use the online reporting tools to see the most popular books in your state—and to easily create summer reading lists for your students. You can create lists by state, grade level, reading level, fiction/nonfiction, English/Spanish, and more.

Understanding students’ performance and growth with Star Assessments

Star Early Literacy, Star Reading, and Star Math now feature a reimagined version of the Growth Proficiency Chart. A favorite of many teachers and administrators, this interactive report shows you student performance and growth in a single view. This allows you to quickly see which students, classes, and/or schools are performing on the higher and lower ends of the spectrum, so you can direct resources appropriately.

Star Assessments Growth Proficiency Chart

To determine performance, you indicate the specific proficiency benchmark you’d like to use (state, district, or school). Growth is expressed using Student Growth Percentile (SGP) scores. Data is then shown on an easy-to-read graph, helping you determine how students and schools are performing.

Promoting family engagement and communication

A strong home-school connection is a powerful support for student learning. Renaissance Home Connect allows parents and guardians to sign up for email notifications of students’ scores on Star tests and Accelerated Reader quizzes.

Parents and guardians now receive the enhanced Star Family Report with Star Reading and Star Math results. The report uses color-coding and an easy-to-read format to communicate a variety of scores, so families understand a student’s progress and growth. The Star Reading report also includes the student’s Zone of Proximal Development (ZPD) to help families guide students to books for independent and at-home reading.

A brief overview of the report is available in English and in Spanish to help families interpret the scores.

Coming soon: Star CBM Lectura

Star CBM Lectura for grades K–6 is the latest addition to the Star Assessments suite, and will be available for Back-to-School. Designed authentically in Spanish, Star CBM Lectura provides the following measures to help you assess and support emergent bilingual students’ literacy development:

Star CBM Lectura Measure

Like Star CBM Reading, Star CBM Lectura can be administered either on paper or electronically. It can also be used in tandem with the computer-adaptive Star Assessments to gain a detailed picture of students’ reading performance and instructional needs in both Spanish and English. Star CBM Lectura reflects our commitment to supporting biliteracy, and will be a powerful addition to the increasing number of bilingual and dual-language programs across the country.

Supporting learning recovery this summer and throughout the year

If you haven’t already, visit our Summer Learning page for a variety of new resources. You’ll find Student and Family Engagement Kits, Summer School Implementation Guides, Out-of-School Program Tip Sheets, summer funding information, and more. Renaissance’s Dr. Gene Kerns also shares strategies for accelerating learning this summer, whether through formal summer school, high-dosage tutoring, or summer enrichment activities.

Also explore these new resources:

  • Our Reading Challenge Guide, with theme ideas, helpful checklists, and suggested book titles for planning a successful challenge at any level
  • Trip Steps for Reading and Math, which are the most difficult skills for students to learn at each grade level—and a priority for learning recovery
  • How-to webinars, which offer free professional learning on each of your Renaissance products

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Beginning with the end in mind: How to use backward mapping to enhance learning https://www.renaissance.com/2022/04/14/blog-beginning-with-the-end-in-mind-how-to-use-backward-mapping-to-enhance-learning/ Thu, 14 Apr 2022 15:28:00 +0000 https://renlearnstg.wpengine.com/?p=63012 Assessment and instruction are intrinsically linked. As educators, we know that when we construct high-quality assessments and are strategic in their delivery, we have the right data at the right time to help make better decisions about instruction. But exactly how do we go about creating assessments that achieve our goals for student outcomes? The […]

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Assessment and instruction are intrinsically linked. As educators, we know that when we construct high-quality assessments and are strategic in their delivery, we have the right data at the right time to help make better decisions about instruction.

But exactly how do we go about creating assessments that achieve our goals for student outcomes?

The key to success is to begin with the end goal in mind and to then work backward to create the right assessment—a process known as backward mapping. In this blog, I’ll explain how to effectively implement backward mapping for consistency to improve student learning outcomes and create an engaging environment for all students.

Group of teachers working

What is backward mapping?

Backward mapping, also called backward planning or backward design, is a technique used by teachers that involves setting goals for a lesson, unit, or semester, and then creating assignments and lessons that align with these goals.

When using backward mapping for consistency in education, the teacher begins with the objectives of a unit or course by focusing on what they expect their students to learn and be able to do by the end of instruction. The teacher then proceeds backward to create lessons that achieve their desired goals, as noted above.

In most K–12 schools, the educational goals of a course or unit will be a given state’s learning standards—i.e., concise, written descriptions of what students are expected to know and be able to do at a specific stage of their education.

Teacher and student on computer

Example of backward mapping

Let’s say you’re teaching a unit about the American Civil War.

According to state standards, your students should understand the political, cultural, and economic causes of the war, as well as the significance of slavery, state vs. federal rights, the Dred Scott Decision, and the election of Abraham Lincoln in November 1860.

Students also need to understand the importance and impact of people like Lincoln, Frederick Douglass, Ulysses S. Grant, Robert E. Lee, and Harriet Tubman.

Backward mapping for consistency of the Civil War may look like this:

  1. Assessment: By the end of a unit on the tensions between the North and the South, students will write a letter for or against the war from the point of view of a key player in the conflict.
  2. Learning: Through direct instruction, group discussions, in- and out-of-class readings, and educational videos, students will become familiar with the issue of slavery, how it affected the lives of the enslaved, what the Underground Railroad was, and the series of events that led to the war.
  3. Progress: Students will demonstrate their growing understanding of the who, what, when, where, and why of the events of the Civil War through short quizzes, in-class activities, and take-home assignments.
  4. Outcome: For the final assessment, students will read their letters aloud to the class. If time allows, students may invite responses and engage in debates about their topics.
Teacher in classroom

What is the benefit of using backward mapping?

Backward mapping for consistency helps educators focus on the learning goals throughout the entire teaching process.

The basic rationale of backward mapping is that starting with the end goal of a unit or course—rather than viewing the lessons chronologically—helps teachers to more effectively design a sequence of lessons, problems, projects, presentations, assignments, outcomes, and assessments that result in students learning what they were expected to learn.

The process of backward mapping helps teachers create courses and units that are focused on the goal of learning, rather than the process of teaching.

Because “beginning with the end” is often a counterintuitive process, backward mapping gives educators a structure they can follow when creating a curriculum and planning their instructional process. Advocates of backward mapping believe that the instructional process must serve the goals, rather than the goals—and the results for students—being determined by the process.

4 teachers in a meeting

6 steps in the backward mapping process

By following these six steps, you can create high-quality assessments that help you to gain the insights needed to inform instruction, delivering the right information at the right time to improve teaching and learning.

#1: Determine the desired outcome(s)

If teams intend to use data to make better instructional decisions, they must ensure they’re choosing the right type of assessment to yield the data they need to achieve the goal of the assessment. This requires having a solid understanding of different assessment types, their purposes, and what they actually measure.

What are you looking to learn from the assessment? This might be to determine what students already know about a topic before you begin the instruction. In contrast, it might be the knowledge and skills students can demonstrate by the end of the unit.

Understanding the desired outcomes will help you to choose the assessment method that’s best suited to measuring these outcomes. Here’s a useful chart that can help you match the assessment type to your desired goals:

Illuminate chart
Assessment types and the purpose of each one

#2: Determine standards and learning targets

Knowing the goal or purpose of the assessment is the first step in backward mapping. The next step is to determine the standards and learning targets you want to assess.

Learning targets describe the specific evidence that you’re trying to measure. We know that some standards are written using fairly broad language. We have to unpack the standards so that we can meaningfully assess them. What knowledge, skills, or abilities do students need to demonstrate?

When you identify learning targets, it can be especially helpful to do this with your students in mind. Look at your priority and supporting standards, and rewrite them in language that your students will understand. This helps the learning targets become more accessible to and attainable by the students.

#3: Evaluate the rigor of standards and learning targets

The next step is to identify the level of rigor for the learning targets you’re looking to assess. Work as a team to unpack the complexity and difficulty of the learning target.

There are different models to describe cognitive rigor, such as Bloom’s Taxonomy and Webb’s Depth of Knowledge. You can use these models to help you determine the rigor of the learning targets.

#4: Match the assessment to the desired outcomes, learning targets, and level of rigor

Once you’ve determined the rigor of learning, it’s time to choose the assessment method that best matches your desired outcomes. Choose or create assessment item types (e.g., multiple choice, constructed response, EBSR, etc.) and questions that match the learning targets and level of rigor you’re aiming to measure.

#5: Create the assessment blueprint

Develop a map of your entire assessment, so you know exactly how to build it. This step connects the dots between learning targets, depth of knowledge (DOK), assessment methods, and items.

Decide which formative assessment strategies will be used to check for understanding and progress throughout the unit. You may decide to implement:

  • A pre-class open-ended question, asking students what they learned in the last class session
  • A live multiple-choice poll that asks students about what you’re currently teaching
  • A short, end-of-class survey to discover whether students found the information to be interesting, challenging, and/or enjoyable to learn
  • A quick Word Cloud where students provide a short or one-word answer to your question about learning content
Teacher working with girl

#6: Generate or select the test items and/or tasks

The final step in backward mapping is to use your blueprint to select or create the right items for your assessment.

DnA by Renaissance makes it easy to ensure success for all students by allowing teachers to create standardized assessments and actionable reports that accelerate learning.

With DnA, you’ll have…

  • Thousands of standards-aligned, high-quality items in core subject areas
  • Instant scoring
  • Formative feedback; and
  • Interactive reporting

…that will help you gain the clarity you need to understand where your students are in the learning process and guide instructional practice to improve learning outcomes.

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Providing authentic assessment with Star CBM Lectura https://www.renaissance.com/2022/04/08/blog-providing-authentic-assessment-with-star-cbm-lectura/ Fri, 08 Apr 2022 12:19:19 +0000 https://renlearnstg.wpengine.com/?p=55882 In 2020, Renaissance introduced Star CBM Reading, which assesses K–6 students’ literacy development in English. For Back-to-School 2022, we’re releasing the new Star CBM Lectura to assess K–6 students’ literacy development in Spanish as well. We recently had the opportunity to discuss Star CBM Lectura—including the research and best practices that informed its design—with four […]

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In 2020, Renaissance introduced Star CBM Reading, which assesses K–6 students’ literacy development in English. For Back-to-School 2022, we’re releasing the new Star CBM Lectura to assess K–6 students’ literacy development in Spanish as well.

We recently had the opportunity to discuss Star CBM Lectura—including the research and best practices that informed its design—with four of our Renaissance colleagues: Doris Chávez-Linville, Director of Linguistic and Culturally Diverse Innovation; Dr. Scott McConnell, Director of Assessment Innovation; Heidi Lund, Senior Product Manager; and Amy Patnoe, Project Manager.

Highlights from our conversation appear below.

Why did Renaissance create Star CBM Lectura? How does it differ from other Spanish assessments?

Heidi Lund: After we released Star CBM Reading, our school and district partners began asking us for a Spanish CBM as well. These requests aligned perfectly with our commitment to biliteracy development, so we were eager to respond.

Unfortunately, this was in the early days of the COVID-19 pandemic, when no one knew where students would be learning or what the typical school day would look like. We wanted to “do this right” with careful design of the new Spanish measures and robust field testing, but the uncertainties of the 2020–2021 school year made planning difficult.

By spring 2021, however, we’d reached a critical mass in the number of districts volunteering to participate in the field testing. At that point, it made sense to bring together our internal teams and external advisors to begin the design process. Input from educators played a key role here, with teachers telling us how existing Spanish CBMs were failing to meet their needs. They wanted a measure that deeply reflected students’ language and literacy development in Spanish.

Over the last few years, we’ve invested heavily in our computer-adaptive Star Assessments in Spanish, and Star CBM Lectura builds on this commitment. We want to provide educators with a Spanish assessment that they can administer to students one-on-one, along with the flexibility and differentiated data that’s provided by curriculum-based measurement. Educators understand that CATs and CBMs have unique strengths. Together, they provide detailed information about what to do next in the classroom.

Doris Chávez-Linville: Our mission at Renaissance is to accelerate learning for all. We recognize that this is a big mission—and something that is an ongoing process that we are always working toward. We also recognize that equity does not mean “the same.” Too often, testing companies have said something like, “We have a CBM in English, so let’s translate it into Spanish!” This is clearly not the way to achieve equity in education.

From the beginning, we knew that we needed to fully understand the research on bilingualism and biliteracy and to work with experts in the field. We also asked educators, When you’re assessing students who are learning to read in both languages, what does that look like? And we used this input to design authentic Spanish measures, rather than translating or transadapting existing English measures. As Heidi said, our focus remained firmly on the teachers and the students.

Star CBM Lectura Available Measures

What design best practices did we follow when creating Star CBM Lectura? What makes the measures authentic?

Scott McConnell: When we created Star CBM Reading, one of our guiding principles was simplicity. Rather than developing every measure under the sun, we followed the research and focused on foundations of literacy that are most predictive of learning to read in English: Letter Sounds, Phoneme Segmentation, Nonsense Word Reading, and Passage Oral Reading. Simplicity meant sticking to the major pillars to provide great measures of progress—and empowering teachers to intervene for those students needing supplemental instruction.

We took the same approach with Star CBM Lectura, while also acknowledging that learning to read in Spanish has differences from learning to read in English. This is why, for example, Star CBM Lectura doesn’t include measures for Letter Naming, even though other CBMs in Spanish do. So why don’t we? Because our goal is to create an authentic assessment, as Doris explained. Reviewing the research and consulting with experts led us to focus on very young students reading simple and then more complex syllables, which is typically the first instructional and developmental component of Spanish literacy.

To put this another way, “parity” with our English CBM doesn’t depend on what the measures look like. Instead, it’s rooted in our commitment to empowering teachers and strengthening the connection between assessment and classroom instruction.

Doris Chávez-Linville: When I first came to the US from Mexico, I was always surprised when people would ask how to spell my name. In Spanish, there’s only one way to spell “Doris.” This is because Spanish is a transparent language, with a one-to-one correspondence between letters and sounds. Unlike English, Spanish does not have short and long vowels or hard and soft consonants. In Spanish, children begin not by learning the letter names but by learning sounds and then syllables. For example, a child learning to spell the word murciélago would break it down into syllables rather than individual letters: mur-cié-la-go.

Dr. Jose Medina jokingly uses the phrase “Spanish á la anglais” to refer to programs that have obviously been translated from English. When teachers who work in bilingual education see a Letter Naming measure in Spanish, their immediate reaction is: It’s been translated. In Spanish, letter names and the order of the alphabet are typically taught in grade 2—as part of dictionary skills or sorting skills, not literacy skills.

Amy Patnoe: Before I joined Renaissance, I managed bilingual programming in a public school district. When we implemented a CBM in Spanish, we were expected to implement the same measures that our English CBM provided. Bilingual educators immediately contacted me with concerns. As Doris and Scott have explained, foundational literacy development differs between Spanish and English. There was immense frustration that the CBM our district implemented in Spanish did not honor these differences and—therefore—did not honor our students’ needs.

Teachers quickly noticed that the Letter Naming measure in Spanish was not indicative of the reading progress students were making, particularly in the early grades. Teachers saw that their CBM data was not triangulating with other assessments they were using in the classroom, and they had a challenging time narrating the rationale behind these differences.

I began working with the district’s Accountability, Reliability, and Evaluation department to adjust the measure. This created further psychometric challenges because we were then straying from the way the assessment was supposed to be implemented. If we’d had a CBM that was authentically designed in Spanish, these issues would not have arisen, and we would have been able to invest our advocacy efforts for Emergent Bilingual students in other ways.

student and teacher

What does the Star CBM Lectura field test involve? What feedback have we received from educators and students?

Heidi Lund: Thousands of students are participating in the field testing, which we designed to be as efficient as possible, knowing that educators have more demands than ever on their time this year. For maximum flexibility, all three Star CBM Lectura administration modes are available: paper-only, online-only, and mixed, with the student using paper and the educator recording responses online.

Doris, Amy, and team have been tireless in supporting educators and students during this process. They’ve visited schools, provided professional development in Spanish, hosted Q&A sessions, and more. Educators’ feedback has been very positive, and we’ve made updates to the testing instructions and training materials based on what we’re learning. The field-testing data will also allow our psychometrics team to set the grade-level benchmarks and other norms that educators will see in the commercial version of the product.

Doris Chávez-Linville: Observing the field testing in person allows us to really connect with teachers and students as they’re using the assessment. I’m especially interested in observing the administration of the Passage Oral Reading measures (as modeled in this video). In the past, educators often relied on Spanish passages that had been translated from English—and usually not very well. As part of the design process for Star CBM Lectura, our internal team—whose members are former bilingual educators who also have assessment design experience—wrote passages in Spanish. We also sourced passages from Spain, Mexico, and Chile.

Like all of the content in Star, these passages have gone through a rigorous editorial process and content review to ensure they’re accessible and free of bias. There is another consideration, however. Spanish is the official language in 21 countries, which leads to a lot of variety. There are 11 different Spanish words for a drinking straw, for example. So we worked to balance this rich diversity in vocabulary with the need to ensure passages are accessible to all learners.

The response has been very positive. In one classroom, a student looked at the passage before her teacher had even asked her to read it. She immediately had a smile on her face and said, “This is real Spanish!” Students aren’t always excited about testing, but this was a genuine moment of joy in the classroom. When the language is authentic, students can feel it, because it’s part of their identity and their culture.

Star CBM Lectura sample measures

How might educators use Star CBM Lectura during the 2022–2023 school year?

Amy Patnoe: We intend to include 20 parallel forms of each measure. Because measures can be administered between screening windows, Star CBM Lectura not only screens but also provides real-time data on foundational literacy components in Spanish—data that many teachers have never had before. They can use this data to inform instructional design and Multi-Tiered Systems of Support. The data will also support conversations with colleagues (such as Related Service Professionals) and with students’ families and caregivers.

In my previous role, I was often invited to join Child Study meetings to help explain the nuances of literacy and language development in Spanish. I saw that the teachers of bilingual or multilingual students were being held to a standard and measure that was not designed for them, because they did not have access to authentic assessment tools. Watching these teachers as they tried to explain that their students were making progress—and that the assessment data did not paint an accurate picture—was heartbreaking.

Someone I admire once said, “Changing our beliefs begins with changing our language, with the words we use.” Star CBM Lectura provides educators with the understandings and concept knowledge of foundational literacy components in Spanish, and also with the data necessary to accurately understand the metacognition and literacy development of bilingual students. This is an assessment that schools and districts have needed for a long time.

Scott McConnell: Educators will also see continuity between Star CBM Lectura and our other Star Assessments, given the common design principles we’ve followed. This includes using authentic language, providing data that’s instructionally meaningful, making the assessment engaging for students, and ensuring that it’s both easy to use and psychometrically strong.

As Doris and Amy have explained, Star CBM Lectura helps us to deliver on our mission of accelerating learning for all children—not just some children. Respecting the language and culture that children bring to the classroom is an essential part of this work. Our approach at Renaissance is to keep the teacher and the student at the center, and to make sure that technology is there to help move learning forward. With Star CBM Lectura, we have a sensitive measure that shows how students are progressing toward becoming proficient readers in Spanish. This creates a really solid foundation for supporting biliteracy, whether we’re talking about Spanish-speaking students who are learning English, or English-speaking students who are learning Spanish in a bilingual program.

Doris Chávez-Linville: I always remind people that there is no such thing as a bilingual assessment. So instead educators use two monolingual assessments. The goal is for each one to be authentic to the language, and to truly assess the skills that are critical for reading proficiently. In English, this means Letter Names, as we’ve discussed. It also means onset and rime, which are often used as an indicator of kindergarten readiness.

Tools for assessing these skills have existed in English for many years. But teachers in the US have not had comparable tools in Spanish—where onset and rime do not exist, for example. So the ability to access an authentic, psychometrically solid tool in Spanish that can be used across schools and provides reliable data for decision-making is a game-changer, helping educators to more fully support literacy development in both languages. That has been our goal from the beginning, and I cannot wait for educators to start using this assessment.

 

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Evaluation, measurement, and assessment in teaching and learning https://www.renaissance.com/2022/04/07/blog-evaluation-measurement-and-assessment-in-teaching-and-learning/ Thu, 07 Apr 2022 12:45:00 +0000 https://www.renaissance.com/?p=63420 Sorting through studies regarding the importance of evaluation, measurement, and assessment in education can feel overwhelming. For many educators, administering tests can be a logistical challenge if they don’t have the right tools and a comprehensive assessment system in place. For others, the connection between daily teaching and higher student test scores feels distant—if even […]

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Sorting through studies regarding the importance of evaluation, measurement, and assessment in education can feel overwhelming.

For many educators, administering tests can be a logistical challenge if they don’t have the right tools and a comprehensive assessment system in place. For others, the connection between daily teaching and higher student test scores feels distant—if even at all related. 

In this blog, I’ll take a close look at the measurement of learning and discuss tools that can help you to best understand your students’ progress and needs. I’ll look at:

Group of teens tablets

Defining the terms: Measurement and assessment

The terms “measurement” and “assessment” are often used interchangeably in education. However, while they are related, they have different meanings and purposes. Let’s explore each of these terms and their applications in more depth.

Measurement defined

When we think about measurement, we often assume it means quantifying concrete objects. For example, you may imagine a ruler or a measuring cup. In these cases, there is a physical object naming the value, the amount, or the length of something.

But this definition fails to fully define measurement in:

  • Teaching
  • The learning process; or
  • Education

When it comes to testing students, measurement is the standard or process students are compared against. Measurement is, in other words, the “yardstick” of education.

Measurement is the quantifiable part of the testing process, and it is required to gauge the efficacy of our programs and the growth of our students. Without measurement, we do not know what to assess.

An example of measurement in education

So, how do you measure student learning? Assessments are one of the primary tools for measurement in education. We can use the results of assessments, such as standardized test scores, to measure student progress.

Other examples of measurement in education are:

All of the data we can collect through assessment and evaluation allows us to measure student progress and determine student achievement levels.

Teachers working together

Assessment defined

Assessment is a process that utilizes a variety of tools that can have both formative and summative qualities. When we assess a student, we are clearly gathering information about the student, such as the student’s knowledge or skills.

An assessment is a tool that allows us to look at the data and the student together and determine what is working and/or not working. In this way, assessments can give us a broader picture of the overall system and any areas of potential weakness.

Successful assessment systems commonly include:

It is important to note that while testing helps to assess a student, it is not the only way students can or should be assessed. Testing is an invaluable part of a larger assessment strategy.

An example of assessment in education

Assessments can take many forms. While we may commonly think of formal, high-stakes tests when we imagine assessments, they are far from the only way to assess a student.

Some examples of assessment in education include:

  • Screeners
  • Classroom observations
  • Interviews
  • Diagnostic tests
  • Concept maps
  • Prompted journaling

Learning is not linear, and multi-dimensional growth is only measurable if appropriate assessments are taking place.

Insights to move learning forward

Discover assessment and instructional tools from Renaissance for pre-K–12 learners.

Teacher and girl on laptop

Understanding standards and skills: What are the types of measurement in assessment?

Comprehensive assessment systems provide structure to education. A complete system will have different types of assessments that are administered at various times to give an overall view of student progress.

Once we know what to measure, our next question becomes, what are the right assessment tools to measure learning? These tools fall under two general categories: standards assessment and skills assessment.

#1: Standards assessment

Standards are the specific, hierarchical learning goals expected of students in a particular grade, grade range, or area of study.

We can imagine standards as the road students are driving along during their academic journey. The student starts at Point A and will eventually reach Point B. Regardless of the pace or the path they take, our goal is that they arrive at the destination. And if we want to know whether a student is meeting the learning objectives, we can offer a standards assessment.

The benefits of standards assessments

Not every student learns the same way or at the same pace. A standards assessment doesn’t judge a student based on how they got to the destination, just that they arrived.

Within test measurements and evaluations, standards assessments can give an objective overview of classroom success.

Teacher and boy

Examples of standards assessments

Most basic measurements of learning include a type of standards assessment. For example, state testing is a type of standards assessment that reveals how much of what the student learned was retained. Students take the test in the spring on everything they should have learned over the course of the school year.

Standards assessments include:

  • Just-in-time/short-cycle assessments (formative)
  • Interim assessments
  • Summative assessments
Just-in-time/short-cycle assessments

Short-cycle assessments are common in the classroom. Students across all grades and subjects are familiar with this type of assessment, even if they are unfamiliar with the name.

These formative assessments confirm that specific learning has taken place and provide data to inform future instruction. Examples of short-cycle assessments include:

  • Pop quizzes
  • End-of-chapter tests
  • Class discussion
  • Comprehension checks
Interim assessments

Interim assessments measure students’ proficiency in the standards. These tests are given periodically and can help to determine the efficacy of instruction.

Examples of interim assessments include:

  • Standards-aligned common assessments
  • Curriculum vendor-provided interims
  • District-created interims
Summative assessments

At the end of a unit, course, or school year, grades need to be assigned to each student. Summative assessments are useful for evaluating and certifying learning. Students can demonstrate their mastery of the material and have their knowledge measured and graded.

Examples of summative assessments include:

  • Standards-aligned common assessments
  • State standards assessments
  • Curriculum vendor-provided summative assessments
  • District-created summative assessments
  • Classroom summative assessments
Teen girl on laptop cheering

#2: Skills assessment

Skills are the abilities students need in order to use their knowledge effectively and readily.

Let’s return to the road analogy. If standards are the road, then skills are the foundation under the road. If there are too many missing or rough pieces, navigating the road can be treacherous. In order to determine what type of foundation the student is driving on, we need to conduct a skills assessment.

The benefits of skills assessments

Assessing the methods and skills students use to reach the destination can reveal a lot. Some students may have a smooth road and an easy journey. Others may face potholes and rough terrain. If a student is facing too many obstacles, learning will clearly suffer.

A skills assessment can give insight into the student’s journey and help you to develop strategies to improve the learning process and meet the needs of each student.

Teacher with girl on laptop

Examples of skills assessments

Skills assessments can look like ordinary teaching tools, such as spelling tests or pop quizzes. Most, if not all, classrooms included some type of skills assessment activity long before regular testing was a part of the school year.

Skills assessments include:

  • Universal screening/benchmarking
  • Skills analysis/diagnostic
  • Progress monitoring
Universal screening/benchmarking

We often need a starting point to determine how best to guide a student. Universal screening or benchmarking helps identify which students may need additional services or assistance or are at risk of falling behind.

Examples of universal screening/benchmarking include:

  • FastBridge’s combined suite of reading, math, and social-emotional behavior assessments
  • Star Assessments for early literacy, reading, and math, available in both English and Spanish
Skills analysis/diagnostic

A skills analysis can be used as a reporting component of the universal screening or as a follow-up for students who are flagged during the benchmark test. Skills analysis and diagnostic testing can help you to pinpoint specific learning needs or deficits.

Examples of skills analysis and diagnostic assessments include the unique Star Phonics assessment from Renaissance, which is administered to students in addition to the FastBridge or Star universal screener for reading.

Progress monitoring

For students receiving Tier 2 or Tier 3 interventions, progress monitoring is needed to measure the effectiveness of the intervention.

Progress monitoring allows you to evaluate progress toward learning goals based on the student’s rate of improvement. You can determine if the student benefits from intervention by measuring their advancement in specific skills.

Examples of progress monitoring include FastBridge’s FAST Projection line and the Progress Monitoring Report in Star Assessments.

Boy with hand up in class

The importance of assessment, measurement, evaluation, and testing

Measurement and assessment are keys to making sure we are serving students well. Without them, we have no way of knowing what we are doing or why. Using assessments and measurements to gauge the success of students, instruction, and school and district initiatives can also help us to continue to improve the learning process.

Standards exist to measure a student’s proficiency in their grade level. We can use assessments to determine whether a student meets the standards for their grade or subject. A skills assessment helps identify skills the student might be missing and gives us a closer look at their educational needs.

We can use these tools as part of a comprehensive assessment system to provide students with a stronger foundation. Assessments give us answers to questions like:

  • What do students know?
  • Where are students struggling?
  • Why are they struggling?
  • What should I teach next?
  • What adjustments can I make to future lessons?
  • Which students need academic intervention?
  • Which interventions best match the student’s needs?
  • Does the student’s retained learning meet district and state standards?
  • Are there gaps in the curriculum between expectations and assessment?

When we complete the assessments and measure the outcomes, we can create an effective and efficient plan to improve the rate of success among our students.

Are we testing too much?

Not all tests are created equal. As noted earlier, each test is going to have a different purpose and give us specific information. And remember, while all tests are assessments, not all assessments are formal tests.

We hear the terms over and over: measurement, assessment, and evaluation. It can be overwhelming, and it feels that we must ask: Are we testing too much?

The short answer is “no.” We want to enable students to learn and ensure they meet state standards. To do that, we need assessments to show us where we are succeeding and where we can evaluate and improve. It is not feasible to know if a student can learn and retain information without assessing their skills and abilities.

Assessments also help us to identify problems before they become insurmountable. It is in the best interest of the student to be assessed so we can recognize how to give them the support they need.

Teacher in classroom

Renaissance: Turning measurement and assessment data into actionable insights

You can’t create the best learning plan for your students with only a couple of pieces of data, just like you can’t see the whole picture if you’re only holding one piece of the puzzle. If you already have a system, Renaissance can help you to strengthen your assessment plan and give you the rest of the pieces to the puzzle.

We provide comprehensive assessment, MTSS collaboration and management, and real-time dashboard tools for data-driven decision making. With our tools, you can:

  • Visualize each student’s progress
  • Determine the right instructional or intervention strategy; and
  • Take the best next action, moment-by-moment

No more guessing or doing what you’ve always done. We give you a road map to success.

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Renaissance Expands Its Early Literacy Portfolio with the Acquisition of KeyPhonics https://www.renaissance.com/2022/03/28/renaissance-expands-its-early-literacy-portfolio-with-the-acquisition-of-keyphonics/ Mon, 28 Mar 2022 14:23:12 +0000 https://renlearnstg.wpengine.com/?p=55661 By adding the first commercially available phonics assessment developed to both screen and diagnose phonics patterns to Renaissance literacy solutions, educators will have all the resources they need to support foundational literacy grounded in the Science of Reading Bloomington, MN (March 28, 2022) – Renaissance, a global leader in student-centered, pre-K–12 personalized practice and assessment, […]

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By adding the first commercially available phonics assessment developed to both screen and diagnose phonics patterns to Renaissance literacy solutions, educators will have all the resources they need to support foundational literacy grounded in the Science of Reading

Bloomington, MN (March 28, 2022) Renaissance, a global leader in student-centered, pre-K–12 personalized practice and assessment, has acquired KeyPhonics, to deliver early literacy assessment data that can be linked directly to phonics-based reading instruction.

KeyPhonics, the first commercially available web-based phonics assessment, was developed after years of research with the goal to quickly and efficiently screen and diagnose the twelve most critical phonics categories and 102 specific target patterns. It was created by Dr. Michelle Hosp after realizing as a school psychologist that phonics assessments didn’t answer one crucial question: which phonics patterns the student needed help with. Universal screening assessments confirm which students are struggling to read, but they are not designed to identify which phonics patterns students need instruction on, therefore limiting their utility to plan instruction.

“Detailed awareness of a child’s mastery of phonics skills is one of the most important indicators of early literacy, and we know it is a top priority for teachers and reading specialists to have actionable data they can use to inform their instruction,” said Todd Brekhus, chief product officer at Renaissance. “We look forward to adding KeyPhonics to the Renaissance family, and together providing teachers and administrators with the insights they need to prepare students for reading proficiency.”

KeyPhonics is designed for grades 1 through 6 and for older students who need help learning phonics. It provides valuable information about phonics skills essential for instruction through a fast and easy assessment, while providing data at the student, class, grade, and district levels. In addition to diagnosing and monitoring progress, educators can also screen all students to enable teachers and administrators to see how students are performing. This helps teachers to provide more effective instruction, and administrators to determine the resources needed to support students and staff.

“We’re thrilled to join Renaissance and create this critical partnership to support teachers and school leaders as they are guiding their students to become proficient, life-long readers,” said Dr. Hosp, founder and scientific advisor at KeyPhonics. “Teaching reading is our most important job as educators, as it has life-long implications for our students. Joining Renaissance allows us to expand the reach of the KeyPhonics assessment and provide educators with the tools and information they need to support instruction and help all students become proficient readers.”

KeyPhonics is Renaissance’s second recent acquisition to support foundational literacy. In 2021, the company acquired Lalilo, which provides K–2 students with engaging practice and instruction across all components of literacy. Lalilo also aligns with Science of Reading research and supports Renaissance’s commitment to reading development.

KeyPhonics customers will continue to receive the support and service they have come to expect and love from the company. Existing Renaissance customers can look forward to learning more about KeyPhonics in the weeks ahead.

About Renaissance

As a global leader in assessment, reading, and math solutions for pre-K–12 schools and districts, Renaissance is committed to providing educators with insights and resources to accelerate growth and help all students build a strong foundation for success. The Renaissance portfolio includes Star Assessments, for reliable, accurate insights into K–12 student learning; myIGDIs, for accurate assessment of early learning; myON, to increase students’ access to high-quality reading materials; Accelerated Reader, to support independent reading practice; Freckle, for teacher-led differentiated instruction; Schoolzilla, to give educators actionable insights into trends in student attendance and achievement; Lalilo, to develop critical foundational skills; and Nearpod, for teacher-facilitated instructional delivery. For more information, visit Renaissance.com.

Contact for Media Inquiries Only:
Tracy Stewart
Director, Marketing Development
(832) 651-1189
tracy.stewart@renaissance.com

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What is functional behavior assessment and how can it be used to support the whole child? https://www.renaissance.com/2022/03/24/blog-what-is-functional-behavior-assessment-and-how-can-it-be-used-to-support-the-whole-child/ Thu, 24 Mar 2022 19:33:00 +0000 https://renlearnstg.wpengine.com/?p=62695 Student misbehavior in the classroom can be difficult to address. As an educator, you need to determine the cause of the behavior in order to help change it so that all students can be successful. A functional behavior assessment may be necessary if a student’s challenging behavior interferes with learning, be it for the student […]

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Student misbehavior in the classroom can be difficult to address. As an educator, you need to determine the cause of the behavior in order to help change it so that all students can be successful.

A functional behavior assessment may be necessary if a student’s challenging behavior interferes with learning, be it for the student exhibiting the behavior or for other students in the learning environment.

Continue reading to determine if a functional behavior assessment is needed for students who display disruptive or problematic behaviors. In this blog, I’ll discuss:

  • What a functional behavior assessment is
  • The six steps of a functional behavior assessment
  • When a functional behavior assessment might be used for an IEP
  • And more
Smiling teen boy in class

What is functional behavior assessment?

A functional behavior assessment (FBA) identifies problem behaviors, and the environmental functions of those behaviors, that interfere with learning in children and provides recommendations to reduce or replace them.

A functional behavior assessment is needed for any challenging behavior, and it is recommended that FBAs be implemented before placing a child into an intervention. An FBA should (a) identify both positive and negative behaviors, and (b) provide a more complete picture of the child. This will allow intervention to be tailored to the student’s unique needs.

During an FBA, you collect granular data when a behavior occurs, such as:

  • The time the behavior occurred
  • The learning environment involved
  • Those who were with the child
  • The subject being taught
  • The antecedent(s) that led to the behavior
  • The function the behavior served (e.g., avoiding group work, etc.)

The data collected from an FBA is what drives the next steps in providing support to the student.

Little girl with a book

Functional behavior assessment starts with understanding the ABCs

Functional behavior assessments are used to determine the function or purpose of an interfering behavior. During this assessment, the “ABCs” will be examined:

  • A (antecedent): What happens directly before the behavior occurs (events, actions, circumstances).
  • B (behavior): The behavior that occurs. This should be an observable and measurable act, and the observer should not make a guess about the internal state of the student exhibiting the behavior.
  • C (consequence): What happens directly after the behavior (response, action, or event). This may include verbal interactions with peers or staff, physical interactions with peers or staff, and prompting of any type.

Observers may need to collect data over several sessions before they have enough information to see a clear ABC pattern. In addition to taking notes about the events, the observer should also record the setting of the behavior, time of day in which it took place, and the people involved.

Here are three brief examples of ABC data recording:

Example 1:

  • Antecedent—The teacher asks Sarah to stop her work on the computer.
  • Behavior—Sarah screams “No!” and continues what she is doing.
  • Consequence—The teacher repeats her direction for Sarah to leave the computer.

Example 2:

  • Antecedent—The teacher calls on Juan to answer a question during a social studies lesson.
  • Behavior—Juan sings his answer.
  • Consequence—The teacher ignores Juan’s behavior.

Example 3:

  • Antecedent—The teacher puts Robert’s book on the desk in front of him.
  • Behavior—Robert throws the book on the floor.
  • Consequence—The classroom assistant moves Robert to the time-out table, and Robert avoids having to do his reading assignment.

It’s important to examine what happens before and during the behavior, but it’s perhaps even more crucial to look at the consequence part of the data recording. Do the responses lead to an increase or a decrease in problem behavior?

For example, if a child is exhibiting a behavior to get out of completing their work, then isolating them from the rest of the class with nothing to do only reinforces their behavior, and other consequences should be applied instead.

If a student shows a lot of attention-seeking behavior, they should be ignored in certain circumstances and directed on how to get attention in a more positive manner at a different time.

Looking at the patterns of the ABC data collection can help us make better choices when correcting behaviors. Responses should focus on:

  • Strengthening the desired behavior
  • Suggesting a replacement behavior
  • Decreasing the amount of problem behavior
Boy on school bus

What is included in a functional behavior assessment? The 6-step process

To help determine the function or purpose of an interfering behavior, functional behavior assessments involve six key steps. Let’s examine each step in detail.

Step 1: Collect the data

The first step in a functional behavior assessment is collecting as much data as possible to determine the interfering behavior.

Collecting this information under various conditions can help determine the context of specific behaviors. This information allows educators to get ahead of problem behaviors by predicting when the behavior may occur.

There are two methods that can be used to collect data:

Direct observation

Data collected during a direct observation is done by observing the student in settings or situations in which the challenging behavior typically occurs.

Indirect observation

Indirect observations involve gathering information via interviews with people who know the students well and interact with them regularly.

Information obtained during these interviews should include:

  • How often the problem behavior occurs
  • How intense the behavior is
  • What events might be influencing the behavior
  • What events occur immediately before and immediately after the behavior
  • The assumed function of the behavior (e.g., Is it attention-seeking behavior?)

Step 2: Analyze the data

Once the data has been collected, an analysis of the indirect data should be done to identify any consistent patterns, common responses, or similar observations.

Next, review all of the direct data as well to identify patterns in:

  • How the student responds to antecedents
  • How any adults or peers respond to the behavior
  • What happens after the behavior
  • Consequences of the behavior

Finally, compare the direct data with the indirect data. If the data is in agreement, it may suggest a strong explanation for why the behaviors are happening.

If the observations are not in agreement, both types of observations should continue to be conducted.

Two boys bumping fists

Step 3: Develop a hypothesis

To create an effective plan, forming a hypothesis about why a student misbehaves is essential. Developing a hypothesis can be broken down into three parts:

  1. Function: What is the desired response or activity the student hopes to receive? Is it to get attention?
  2. Skill deficit: Is the student struggling to perform at the behavioral or academic level expected of them?
  3. Performance deficit: Does the student know the academic or behavioral skill but chooses not to perform it?

The hypothesis should:

  • Identify why the displayed behavior might be occurring
  • Define the student’s purpose for displaying said behaviors
  • Be used as a guide for creating a behavior support plan

Step 4: Form a behavior support plan

Observers should create a plan that addresses any behaviors identified in the functional behavior assessment process. The plan should include strategies that will:

  • Address antecedents of the behavior
  • Teach replacement behaviors
  • Provide consequences to maintaining the problem behavior

Step 5: Implement a behavioral intervention plan

Implementing an effective behavioral intervention plan involves providing educators and family members with clear information on:

  • The one or two target behaviors being addressed
  • Strategies that will be used to change the behavior
  • When the strategies will be implemented—and who will implement them
  • How educators and family members will know if the support plan is working
  • A schedule to follow up and evaluate the progress and success of the support plan

Step 6: Evaluate

When evaluating a functional behavior assessment, the evaluator should monitor whether the plan is being followed appropriately and how well it is changing the student’s negative behaviors. Making periodic progress checks is necessary in order to see whether the support plan is making a positive impact.

If the problem behavior is persistent, moving back to the assessment phase may be necessary.

Understanding functional behavior assessment

Discover solutions from Renaissance to support a more effective FBA process.

Teens on bikes

When is functional behavior assessment necessary?

When a student exhibits behavior that limits or inhibits their ability to learn within the parameters of the classroom or school environment, the assessment is a helpful tool.

As noted earlier, functional behavior assessments should identify both positive and negative behaviors to get a clear picture of the whole child. This can help inform instruction and intervention for the student.

Typically, functional behavior assessments are conducted in response to student behaviors that cause concern among:

  • Parents or guardians
  • Teachers
  • School staff
  • Community members

The concern is often that the student may have emotional or behavioral problems—these are behaviors that may interfere with their ability to learn and grow personally.

Functional behavior assessments can be coordinated with other efforts to better understand a student’s situation, including the confirmation of a disability or the development of an Individualized Learning Plan.

When a functional behavior assessment might be used for an IEP

A functional behavior assessment is often conducted as a first step for teachers or practitioners to understand why a learner, including students with autism spectrum disorder (ASD), may be engaging in interfering behaviors. Upon becoming aware of the behavior’s purpose, teachers and practitioners can then develop interventions to reduce its occurrence.

To address these behaviors in learners, teachers and practitioners commonly use:

  • Functional communication training: Oftentimes, verbal language can be confusing for students, and this is especially true of learners with ASD. To help communicate, consider using pictures and icons, communication scripts that include visuals, or social stories.
  • Differential reinforcement: It is important to be aware when behavior is reinforced and acknowledged. Be strategic when behavior is recognized. For example, positively reinforce only the desired behavior when exhibited by the student and ignore undesired behaviors when exhibited.
  • Response interruption/redirection: Students form patterns of behavior. This happens for positive behavior as well as negative behavior. Therefore, when an undesired behavior begins, immediately introduce a prompt or distractor (i.e., redirect the student). This diverts the student’s attention from the negative behavior and limits the “pattern of behavior” for the student. Interrupting the pattern of behavior when undesired behavior is exhibited helps the student form new patterns of positive behavior.
  • Extinction: The ultimate goal is to have the negative behavior end and, in turn, have the desired behavior remain. Therefore, take away current reinforcement/consequences (which are typically provided unintentionally) to decrease or eliminate the negative behaviors.
  • Stimulus control/environmental modification: Often, environmental stimuli can lead to a pattern of behavior. Assess the learning environment and remove stimuli that lead to negative behavior and introduce stimuli that lead to positive behavior.

What is an example of a functional behavior assessment?

The table below provides a detailed example of how a functional behavior assessment works.

The antecedent: Mr. Smith announces it’s time for the students to clean up their art supplies, wash their hands, and go to lunch. As the school year continues, Mr. Smith notices a trend of behaviors from Marissa.

Behavior and Consequence table

The hypothesis: Marissa is seeking attention from the teacher.

The plan for Marissa is to help her understand that she can gain positive attention by:

  • Encouraging her to explain to Mr. Smith that she likes to finish what she is working on without feeling rushed
  • Using a stool to promote independence at the hand-washing sink
  • Following directions on the first prompt

Mr. Smith can further support Marissa by:

  • Allowing her to be the line leader the next time she finishes her task accordingly
  • Positively acknowledging her when she follows directions on the first prompt (and continuing this pattern in the future)
  • Ringing a bell for a two-minute warning so she has time to complete her task without feeling rushed
Teacher and girl on laptop

How Renaissance helps educators support the whole child through functional behavior assessment

A data-driven approach to serving the whole child is at the heart of what Renaissance does.

Our solution combines…

  • Social-emotional behavior (SEB) screening to identify any SEB skill deficits
  • Methods for direct and indirect observations which can be viewed alongside other whole-child data
  • Methods to complete FBAs directly within the system
  • Methods for educators to generate and monitor interventions that are created from an FBA
  • Actionable plans in which progress can be assessed and the next best step can be taken
  • Management and collaboration of your multi-tiered system of support (MTSS)

… and places them in educators’ hands.

As a result, educators can:

  • Continually monitor learning and growth
  • Identify the academic and social-emotional needs of the student; and
  • Optimize learning for each student by aligning targeted support.

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National Report Reveals Pandemic Has Had Profound Effect On K–12 Student Outcomes https://www.renaissance.com/2022/03/22/news-national-report-reveals-pandemic-has-had-profound-effect-on-k12-student-outcomes/ Tue, 22 Mar 2022 20:34:47 +0000 https://renlearnstg.wpengine.com/?p=55545 How Kids Are Performing analysis shows lower student performance this school year compared to last year, but there are encouraging signs that growth is improving Bloomington, MN (March 23, 2022) – Renaissance , a global leader in pre-K–12 education technology, today released the latest How Kids Are Performing, a report detailing the academic impacts associated […]

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How Kids Are Performing analysis shows lower student performance this school year compared to last year, but there are encouraging signs that growth is improving

Bloomington, MN (March 23, 2022) Renaissance , a global leader in pre-K–12 education technology, today released the latest How Kids Are Performing, a report detailing the academic impacts associated with COVID-19 school disruptions.

The report compares performance and growth data for the first half of the 2021–2022 school year with data from the same period last year. This “snapshot” is a useful tool to document the extent to which the disruptions caused by the COVID-19 pandemic continue to affect student achievement in grades K–12 in reading and 1–12 in math.

The new report’s findings confirm that the pandemic has had a profoundly disruptive effect on education that continues to be felt today. While student performance in the second year of the pandemic is lower than during the first year, there are encouraging signs in many grades that fall-to-winter student growth rates in 2021–2022 are stronger compared to the same period in 2020–2021.

Key findings include:

  • Performance: Overall, students are performing lower in 2021–2022 compared to 2020–2021, suggesting that the pandemic continues to have a compounding effect on student achievement.
  • Growth: Fall-to-winter growth in 2021–2022 was stronger than growth during the same period last year, although it remains below typical growth in most grade levels.
  • Results by Group: Although performance and growth vary between student and school groups, most follow this same overall pattern of lower performance but stronger growth compared to the prior year.
  • Pre-readers: Concerning results were observed for pre-readers in grade 1, where school disruptions may have interrupted the development of foundational literacy skills.

“All signs suggest that this is going to be a multiyear recovery,” said Dr. Gene Kerns, vice president and chief academic officer at Renaissance. “We can reset instruction back to where it was pre-pandemic, but that isn’t going to instantly move students up to where they would have been had the pandemic not occurred. For example, if you worked out every day and then stopped for two years, you aren’t going to be in the same shape as before the break when you return to the gym. We know what to do—and educators are rising to meet this great challenge—but it’s going to take time.”

The Monroe County School District in Florida has consistently monitored student progress before and during the pandemic, and district leaders are encouraged by the data they see this school year. “For me, the growth score has the most meaning,” said Superintendent Theresa Axford. “What we are seeing is that our teachers are being effective and supporting the kids in the exact ways they need to be supported, and that is reflected in the student growth data.”

To ensure a fair comparison, the report restricts its analysis to schools using the same computer-adaptive Star Assessments for early literacy, reading, or math during both the 2020–2021 and 2021–2022 academic years. The analysis includes 4.4 million early literacy or reading assessments at 19,046 schools and 2.9 million math assessments at 12,754 schools. The sample covers K–12 students from schools from all 50 states plus the District of Columbia.

Renaissance is providing additional resources to support educators, schools, and families this spring and summer:

  • Summer Learning Toolkit, which includes a variety of free resources: Student and Family Engagement Kits, summer funding information, and guidance on designing an effective summer learning program;
  • Focus Skills in English and Spanish, so educators can target the most important learning at each grade level;
  • Trip Steps for Reading, showing the most difficult reading skills for students to master across grades K–12;
  • Trip Steps for Mathematics, showing the most difficult math skills for students to master from pre-K through Algebra 1.

The full How Kid Are Performing report is available at ​​renaissance.com/performing.

About Renaissance

As a global leader in assessment, reading, and math solutions for pre-K–12 schools and districts, Renaissance is committed to providing educators with insights and resources to accelerate growth and help all students build a strong foundation for success. Renaissance solutions reach more than 40% of US schools and more than a half million students in other regions across the world. The Renaissance portfolio includes Star Assessments, for reliable, accurate insights into K–12 student learning; myIGDIs, for accurate assessment of early learning; myON, to increase students’ access to high-quality reading materials; Accelerated Reader, to support independent reading practice; Freckle, for teacher-led differentiated instruction; Schoolzilla, to give educators actionable insights into trends in student attendance and achievement; Lalilo, to develop critical foundational skills; and Nearpod, for teacher-facilitated instructional delivery.

Media Contact
Tracy Stewart
Director, Marketing Development
(832) 651-1189
tracy.stewart@renaissance.com

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How to successfully utilize MTSS problem-solving models in education  https://www.renaissance.com/2022/03/18/blog-how-to-successfully-utilize-mtss-problem-solving-models-in-education/ Fri, 18 Mar 2022 16:24:00 +0000 https://renlearnstg.wpengine.com/?p=61850 Utilizing MTSS problem-solving models in education is the best way to help students who are struggling in school. So, what does the problem-solving process look like? In this blog, we’ll explain how to approach MTSS problem-solving models in education with Renaissance’s five-step problem-solving method. How to approach MTSS problem-solving models in education When a school […]

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Utilizing MTSS problem-solving models in education is the best way to help students who are struggling in school. So, what does the problem-solving process look like?

In this blog, we’ll explain how to approach MTSS problem-solving models in education with Renaissance’s five-step problem-solving method.

How to approach MTSS problem-solving models in education

When a school implements an MTSS model, how can educators figure out what type of support each student needs and whether a student should receive intensive, one-on-one interventions? One approach that schools can take is to have a problem-solving team.

Such teams can help teachers plan and implement tiered interventions and collect data to identify which students need more intensive academic or behavioral support. Usually, a referral is made to the problem-solving team when a student is not improving despite receiving Tier 1 (e.g., core) plus Tier 2 (e.g., small group) intervention.

What does a problem-solving team look like?

The members of a problem-solving team (PST) act as consultants to teachers and other staff who have worked with a student. Because many of the referrals could reflect various academic and behavioral problems, it is important to make sure that the team is made up of people from different educational positions who can offer different perspectives about students’ needs.

Ideally, a PST should include at least one classroom teacher, a special educator, a school psychologist, a counselor or social worker, and the building principal. All PST members should be encouraged to think about students’ school difficulties in relation to the expectations of students in the same grade level. The primary function of the PST is to reduce any differences between those expectations and the student’s current school performance.

Responsibilities of the PST

The PST is the engine that drives the MTSS system. By reviewing school-wide data, the PST can proactively address system needs and support individual student growth.

The team members should meet regularly throughout each month with a structured agenda that varies to:

  • Review universal screening data
  • Provide expertise related to MTSS professional development
  • Review school-wide data and make data-based decisions
  • Collaborate with general education teachers to support grade levels/departments serving students during interventions
  • Provide expertise regarding school site enrichment/intervention schedule, course offerings, and curriculum
  • Communicate MTSS-relevant issues to the site administrator
  • Hold problem-solving meetings with parents for individual students
  • Collaborate and consult with teachers, counselors, administrators, and parents about the MTSS problem-solving model
  • Review data and refer students for comprehensive special education evaluations when warranted

Communication and collaboration is critical to the functioning of an effective PST.

What is an MTSS problem-solving model?

The MTSS problem-solving model is a data-driven decision-making process that helps educators utilize and analyze interventions based on students’ needs on a continual basis.

Traditionally, the MTSS problem-solving model only involves four steps:

  1. Identifying the student’s strengths and needs, based on data.
  2. Analyzing data and formulating appropriate interventions.
  3. Implementing these interventions.
  4. Reflecting on and evaluating intervention outcomes.

Let’s consider how this compares to Renaissance’s five-step MTSS problem-solving model.

Renaissance’s five-step MTSS problem-solving model

While similar to the traditional four-step MTSS problem-solving model, the Renaissance problem-solving method adds an extra step to fully flesh out the process. Renaissance endorses a five-step problem-solving method that includes:

  1. Problem Identification
  2. Problem Analysis
  3. Plan Development
  4. Plan Implementation
  5. Plan Evaluation

When used at any time of the school year, MTSS problem-solving models in education help school teams engage in data-based decision-making for the benefit of all students.

Let’s consider each of the components in detail.

#1: Problem identification

Every educator knows that a student can develop school-related problems at any time of the school year. Problem identification is the point in time when a possible problem first shows up on the “radar” among school staff.

For example, in the spring, especially before the final screening period, problems that may arise include issues like:

  • Students who have not (yet) responded to intervention
  • Students who were doing well earlier in the year but are now struggling with more challenging material
  • Efforts to have 80% or more of students meet the winter learning benchmarks were not achieved

In each of these cases, the next step is to analyze the problem based on available evidence.

#2: Problem analysis

Problem analysis involves using collected data to identify the size and effects of the problem. Some problems might be small enough that they do not justify additional resources to address.

For example, if a student’s progress data indicated somewhat lower scores after a school break, but quickly returned to higher levels, giving attention to this probably does not make sense because the student’s performance improved once school resumed.

A bigger problem could be if many students in a class or grade did not meet a benchmark screening goal. It is expected that all students will make growth throughout the school year.

To recognize this growth, benchmark goals are adjusted upwards for each screening period during the school year. If there are students who met the benchmark in the fall but not the winter, more information to analyze the source of the problem is needed.

Examples include:

  • What percentages of students did and did not meet the goal?
  • Were they all from the same class or different classes?
  • Did they have similar scores in the fall?
  • How close to the goal are they now?
  • Exactly what instruction has been provided to these students?

To address the above questions and complete a thorough analysis, additional data about student performance and instructional practices might be needed. The most recent (e.g., winter) screening scores answer the first four questions. An interview with teachers and/or classroom observations could answer the final question.

The goal is to develop a hypothesis about exactly why an unexpectedly large number of students did not meet the winter benchmark.

Implementing MTSS strategies

Discover tools from Renaissance that help you to identify and meet every learner’s needs.

#3: Plan development

With a hypothesis in hand, the school team then turns to consider possible plans that can address the problem. The planning process needs to cover what steps will be taken to improve the scores of the underachieving students.

One approach could be to add those students to existing intervention groups so that they can participate in additional instruction. This might work if the number of students is small, but if many students need intervention, there might not be enough groups or interventionists to teach them.

Another approach would be to revise the Tier 1 core instruction to include the specific skills that these students lack. This approach has the benefit of meeting the needs of more students at one time, but it will work only if the students have relatively similar learning needs.

The team might need to explore both of these options and then compare the costs and benefits of each to make a decision.

In addition to developing a short-term solution to the students’ learning gaps, the team should think about and work on plans to develop a way to prevent the same thing from happening next year. Collecting and using continuous data to set longer-term goals is an important part of system-level data-based decision-making.

If the team checks and reviews the effects of the selected plan to support the struggling students throughout the rest of the school year, the information gained can help in a decision about whether additional new plans are needed.

Specifically, in the course of observing the effects of either small-group interventions or whole-class instructional changes, the team will likely have more information about whether the original Tier 1 core instruction that appeared to work in the fall needs to be changed in the future.

Such changes could include additional training for teachers, a new pacing guide that narrows the focus of what to teach, or an entirely new set of materials and methods.

Using group-level data from the current school year is an essential and effective way to plan for the future needs of all students.

#4: Plan implementation

Once a specific plan for addressing the student’s needs is developed, the next step is to implement it. For any plan, additional resources will likely be needed.

For example, if the students are added to existing intervention groups, who will gather and prepare the necessary materials? If the Tier 1 core instruction is changed, how will teachers learn about the changes and become ready to teach the revised lessons?

To support those charged with plan implementation, it’s very helpful for a member of the school’s problem-solving team to conduct regular “check-ins” with those implementing the plan. These checks can be weekly and will help the staff know that they are supported in their efforts to meet individual students’ needs.

Another component of implementation is to verify intervention or teaching accuracy. This is also called teaching integrity, or fidelity. It is important because it provides data about whether the planned change was done correctly. Checking on teaching integrity can involve interviewing the teachers or observing lessons.

The method used should match the…

  • Type;
  • Location; and
  • Nature

…of the instruction.

Having teaching integrity is important because unless the data collected as part of the instructional change can be trusted, there is no point in evaluating the plan.

#5: Plan evaluation

The final step of the problem-solving model is to assess the data collected during and after the changes to see whether they worked.

In the case of instructional changes made between the winter and spring benchmark periods, one way to evaluate the plan would be to see if the students’ spring screening scores reflect a significant improvement over the winter scores.

The downside of relying entirely on the spring screening scores is that they might not be collected for weeks or months. Instead, it could be better to gather additional data on student performance before the spring screening.

If the team opted to have the students join existing intervention groups, the newly added students should complete regular progress measures alongside all the other students in the groups.

Given the time of the year and the urgency of the learning needs, weekly progress monitoring would be recommended. If the team opted to change the Tier 1 core instruction, alternate assessments might be better, depending on whether there are brief and easy-to-administer options that all students could complete.

Renaissance offers two solutions—FastBridge and Star Assessments— that can be used for regular progress monitoring and whole-class interim assessments.

FastBridge assessments for reading that would work for both small and large groups include AUTOreading and COMPefficiency. For math, FastBridge offers CBMmath-Automaticity and CBMmath-Concepts and Applications (CAP).

These are all computer-administered and scored assessments that provide immediate feedback on student performance. For younger students, selected measures from FastBridge earlyReading and earlyMath can also be used for progress monitoring as they are used at least monthly.

Similarly, the Star suite includes both computer-adaptive assessments (CATs) and curriculum-based measures (CBMs) for reading and math. Star CATs and CBMs support progress monitoring and whole-class interim assessment in both English and Spanish, from preschool through grade 12.

Utilizing MTSS problem-solving models with Renaissance

Both FastBridge and Star Assessments are aligned with a problem-solving approach to assisting students.

The five problem-solving steps can be used continuously throughout the school year to identify, define, and address individual and group learning needs. Educators do not need to wait until the new school year before addressing such learning needs.

Instead, they can continue to use the problem-solving steps with new issues as they arise. Using the problem-solving approach throughout each school year has benefits for both individual students and groups:

  • At the individual student level, the benefit is improvement in skills and a more satisfactory school experience.
  • At the group (e.g., grade or school) level, the benefit is planning for improved system-level practices and will make both students’ and teachers’ school experiences better in the future.

To learn more about FastBridge or Star Assessments and how they support the MTSS problem-solving model, connect with an expert today.

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Using Trip Steps to guide instructional reading time https://www.renaissance.com/2022/03/11/blog-using-trip-steps-to-guide-instructional-reading-time/ Fri, 11 Mar 2022 14:43:48 +0000 https://renlearnstg.wpengine.com/?p=55449 Last summer, Renaissance released Trip Steps for Mathematics, which are essential math skills that are also disproportionately difficult for students to learn at grade level. You’ll find detailed information about math Trip Steps, including how we identified them and how you might use them when planning instruction, in this blog from last fall. At the […]

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Last summer, Renaissance released Trip Steps for Mathematics, which are essential math skills that are also disproportionately difficult for students to learn at grade level. You’ll find detailed information about math Trip Steps, including how we identified them and how you might use them when planning instruction, in this blog from last fall.

At the request of our school and district partners, we’re now releasing Trip Steps for Reading, which span kindergarten through grade 12. We recently had the opportunity to discuss reading Trip Steps with three of our Renaissance colleagues: Dr. Gene Kerns, Vice President and Chief Academic Officer; Julianne Robar, Director, Metadata and Product Interoperability; and Dr. Jan Bryan, Vice President and National Education Officer.

Highlights from our conversation appear below.

Why does Renaissance use the name “Trip Steps” to describe these disproportionately difficult reading and math skills?

Gene Kerns: One of my more memorable experiences as an educator was chaperoning a high school trip to Europe. We visited several medieval castles, and we learned that the staircases deliberately had steps of different heights. People living in the castle would obviously be familiar with this, and would know that the fifth step or the eighth step was taller than the others. Invaders, however, wouldn’t know about these “trip steps,” and would be more likely to trip and fall when trying to storm the castle.

In education, we often describe learning as a staircase, with each skill being slightly more difficult than the one that comes before it. This is generally accurate, but as students progress within and across grade levels, they occasionally encounter a skill that is significantly more difficult than the prior skill, and which may cause a stumble in learning. The concept of “trip steps” immediately came to mind here, to provide a visual representation of this.

trip steps

Why did Renaissance decide to release lists of Trip Steps now?

Gene Kerns: When the COVID-19 pandemic forced schools to switch from in-person to online learning, educators needed a quick and reliable way to prioritize essential skills, so they could make the best use of limited instructional time. To help, Renaissance made our Focus Skills freely available to every school and district. Focus Skills are the essential reading and math skills at each grade level, based on each state’s standards of learning. They are also important prerequisites for future learning—the skills that students must master in order to progress.

Now that we’ve lived through two years of the pandemic, educators are, in a sense, ready to take the next step. While all Focus Skills are essential, some of them are demonstrably more difficult for students to learn than others. These are the Trip Steps. Knowing which reading and math skills are most difficult for students to learn at grade level is valuable information to have as you’re planning instruction. Trip Steps also support the important work of learning recovery, by helping educators to identify essential yet challenging skills from prior grades that students may have missed out on due to the disruptions.

What major differences do you see between reading and math Trip Steps?

Julianne Robar: With Trip Steps for Mathematics, we generally see a fairly tight grade range for each domain. For example, in grades 1–4, we see multiple Trip Steps in Whole Number Concepts and Whole Number Operations. As students move into middle and high school, they’re then applying these skills to new domains—particularly Geometry and Algebra, where they need these skills to find area or solve multi-step problems.

With Trip Steps for Reading, we tend to see a larger grade span within each skill area. For example, the Trip Steps for Character and Plot span grades K–8, the Trip Steps for Main Idea and Details span grades 2–10, etc. In the document’s introduction, we highlight Author’s Purpose and Perspective, which has Trip Steps spread across grades 2, 7, and 10. Looking at the list, it’s clear how these skills build on one another and trip steps author purpose

Gene Kerns: The writer Stephen Pinker describes math as “ruthlessly cumulative”—a phrase we’ve quoted often when speaking about math Trip Steps and how these skills build on each other. This description also applies to reading Trip Steps, but in a somewhat different way. What sets reading apart is how students must operationalize the skills they’ve learned through all the different genres they encounter. Reading a novel is different from reading a poem, an essay, a persuasive piece, or a newspaper article.

I’m reminded of the saying, “Nobody cares for figurative language in a technical manual.” The Trip Steps in the Conventions and Range of Reading skill area highlight this important difference between reading literary texts and informational texts. This begins in grade 1 with the Trip Step, Understand the general differences among various print and digital materials (e.g., storybooks, fairy tales, informational books, newspapers, websites).

What strikes you in looking at the Trip Steps for Reading in grades K–3? Any surprises?

Jan Bryan: In most states, grade 1 has the highest number of reading Focus Skills, so I’m not surprised to see the large number of reading Trip Steps in kindergarten and grade 1. We know that students are building important foundational skills at these grade levels, particularly for decoding. The skill areas we see here—Phonemes, Vowel Sounds, and Consonants, Blends, Digraphs—will align with educators’ expectations.

What does strike me is the difficulty of some of these Trip Steps. For example, consider the kindergarten Trip Step for Vowel Sounds: Distinguish between similarly spelled words by identifying the sounds of the vowels that differ (e.g., pick the word that has the /a/ sound: cat, cot, cut.) Using the empirical difficulty data from our Star Assessments, we can see that this skill is roughly two grade levels ahead of kindergarten. This may lead someone to ask, “Then why isn’t this skill taught in second grade instead?” The answer is that it’s a prerequisite for the skills that come next. Even though it’s a difficult skill for kindergarteners to learn, it’s essential to their progression—which is the very definition of a Trip Step.

trip steps, vowel sounds

Gene Kerns: This example reminds me of the importance of beginning with phonemic awareness. Without training, the human mind perceives words as wholes, not as phonemes: “cat” rather than /k/ /æ/ /t/. As adults, we often forget how difficult phonemic awareness is for young children, in the sense that we’re asking them to slow language down and isolate individual sounds—hardly a natural act. We do this because once children learn the parts, they can put them back together again in order to get meaning from the written word, which is absolutely essential for literacy development.

To return to the question of surprises, some people may be surprised to only see one reading Trip Step for grade 3. Given the many state policies around grade 3 reading, this may be puzzling at first. It’s important to remember, though, that states’ high-stakes grade 3 tests are meant to assess students’ reading development through grade 3, not just in grade 3. This includes all of the critical decoding skills in kindergarten and grade 1 that Jan just mentioned.

What strikes you in looking at the Trip Steps for Reading in grades 4–12? Were you surprised to see that grade 7 has more reading Trip Steps than any other grade?

Jan Bryan: We jokingly said that if you see a seventh grader, wish them well, and if you see a seventh grade teacher, take them out to dinner!

On a more serious note, when you look at the grade 7 Trip Steps, you’ll see that we’re almost asking students to be mind readers. The skill areas deal with author’s purpose, author’s word choice, connotation, cause and effect, etc., and the skills begin with words like “Interpret,” “Analyze,” “Explain,” and “Draw conclusions.” This is not something that comes naturally to many 12- and 13-year-olds. I can imagine a seventh grade teacher asking, “What does the author mean here?”, and a student replying, “I don’t know, let me call him and ask him…”

Gene Kerns: When I was a district administrator, we used the phrase “reading the lines” to describe literacy skills in the early grades. In other words, students can generally answer the teacher’s questions by pointing to specific words or sentences in a text. You can see multiple examples of this in the list of Trip Steps, such as identifying short and long vowels in grade 1, locating key details in an informational text in grade 2, and providing the sequence of events in a text in grade 3. In all of these cases, students can literally put their fingers on the answer in the text.

When students move into middle and high school, they’re suddenly asked to read between the lines, as Jan points out. They’re making inferences, analyzing figurative language, evaluating arguments and evidence, and drawing conclusions. This is a massive shift in complexity and in how students interact with texts. We see the beginnings of this in late elementary and middle school, but it increases exponentially in grades 7 and 8.

Julianne Robar: In this sense, Trip Steps align with Webb’s Depth of Knowledge. In the lower grades, we see a lot of “Identify…” and “Distinguish…” In the later grades, the emphasis shifts to “Explain…,” “Compare…,” and “Analyze…,” which have a greater cognitive demand.

Jan Bryan: It’s often said that in grades K–3, students are learning to read, while in grades 4–12, they’re then reading to learn. This is a useful shorthand, and it’s true that once students have learned the mechanics of reading, daily independent reading is essential for building background knowledge and vocabulary, and for developing the stamina to read the long and complex informational texts they’ll encounter in college and career. However, the Trip Steps for middle and high school highlight the equally important role of teacher-led instructional reading practice in helping students to learn these challenging and more abstract skills.

How might teachers and administrators use Trip Steps for Reading this spring and beyond?

Jan Bryan: The guidance in our earlier blog on math Trip Steps is equally relevant to reading. We suggest that grade-level teams plan instruction and share resources. A focus on prerequisite skills and student motivation, along with frequent checks for understanding, are also part of our recommendations.

how to use trip steps

Gene Kerns: If I were an administrator right now, I’d devote my data team meetings to discussing Focus Skills. Yes, I realize that teachers must also cover non-Focus Skills this year, but—given the limited time and the amount of ground that needs to be made up—I’d put the emphasis on the essentials. Trip Steps then provide another tool for prioritization, a way to “zoom in” on the Focus Skills that will likely require the most instructional time, the most support, and the most student practice.

I’d also share the list of Trip Steps with my master teachers and instructional specialists. I’d ask them to find quality resources, lesson plans, manipulatives, activities—in short, any instructional tools that would give my teachers the best shot at teaching these skills that are both absolutely necessary and really challenging for kids to learn.

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Renaissance Shares Findings of World’s Largest Annual K–12 Reading Survey https://www.renaissance.com/2022/03/01/news-renaissance-shares-findings-of-worlds-largest-annual-k12-reading-survey/ Tue, 01 Mar 2022 14:09:47 +0000 https://renlearnstg.wpengine.com/?p=55179 The new 2022 What Kids Are Reading report provides insight into the reading habits of millions of students Bloomington, MN (March 1, 2022) – Renaissance , a global leader in pre-K–12 education technology, today released the latest What Kids Are Reading (WKAR) report, the world’s largest annual survey of K–12 reading habits. Each year, the […]

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The new 2022 What Kids Are Reading report provides insight into the reading habits of millions of students

Bloomington, MN (March 1, 2022) Renaissance , a global leader in pre-K–12 education technology, today released the latest What Kids Are Reading (WKAR) report, the world’s largest annual survey of K–12 reading habits.

Each year, the WKAR report lists the most popular books at every grade level, and also provides new understanding of K–12 students’ reading practice. The report is uniquely illuminating because it draws from two Renaissance programs: Accelerated Reader, which records the books students are actually reading, not just buying or checking out from libraries, and myON, which provides students with instant access to thousands of digital titles for online or offline reading.

The 2022 report uses the data of 4.5 million students in 22,749 US schools who read 128 million books, revealing insights into students’ reading comprehension and the characteristics of what they choose to read, such as word count and text difficulty.

“Beyond sharing data on student reading, the report’s goal has always been to celebrate books and to encourage students to read for pleasure, both in and out of school,” said Dr. Gene Kerns, the chief academic officer at Renaissance. “We know from prior research that the amount of reading that students do is a strong predictor of how much they’ll grow and achieve, and the likelihood they’ll be able to understand more complex texts later in school and in their careers.”

This year’s report includes author essays about topics such as the value of reading, the process of writing, and the power of storytelling to engage students and support vocabulary and knowledge development, all of which lead to greater reading comprehension. Essay authors include:

  • Jacqueline Woodson, author of The Day You Begin;
  • Yangsook Choi, author of The Name Jar;
  • Francisco X. Stork, author of Marcelo in the Real World; and
  • Dr. Padma Venkatraman, author of A Time to Dance.

Dr. Kymyona Burk, a senior policy fellow for early literacy at the Foundation for Excellence in Education, writes in the introduction to the report, “As children grow as readers and as individuals, it is important for them to find engaging books that they can connect with and that motivate them to read. Sometimes, it only takes one character, one book, or one shared experience to change the trajectory of a child’s life.”

The report also features helpful book lists designed to help educators provide choices for students who may be struggling to find books they are interested in, and to help all students discover new titles they might otherwise miss. Grade-Range Lists highlight how different literacy education looks as students move between ages, grades, and abilities, and focus on the specific skill sets literacy experts believe will support literacy growth and comprehension at each grade band. This includes Highly Decodable books for grades K–2, Vocabulary Practice for grades 3–5, Background Knowledge Builders for grades 6–8, and High Interest and Accessible books for struggling readers in grades 9–12.

In addition to the always popular Signature Books list—which highlights the most popular book in each state—the report includes the following lists for each grade level:

  • New and Now Reads, which are titles just being discovered by students;
  • Top Print Titles and Popular Digital Reads;
  • Authentic Spanish Titles, written for native speakers to help students make real-life connections, develop deeper vocabulary and linguistic understanding, and foster cultural appreciation;
  • Diversity, Equity, and Inclusion Themes, designed to help educators and students begin conversations about our diverse makeup and how inclusion can help us thrive; and
  • Social and Emotional Learning Topics, which features two books that address a SEL-related topic.

Visit https://www.renaissance.com/wkar/ to download a free copy of the report, explore data by state, and create personalized book lists.

About Renaissance

As a global leader in assessment, reading, and math solutions for pre-K–12 schools and districts, Renaissance is committed to providing educators with insights and resources to accelerate growth and help all students build a strong foundation for success. Renaissance solutions reach more than 40 percent of US schools and more than half a million students in other regions across the world. The Renaissance portfolio includes Star Assessments, for reliable, accurate insights into K–12 student learning; myIGDIs, for accurate assessment of early learning; myON, to increase students’ access to high-quality reading materials; Accelerated Reader, to support independent reading practice; Freckle, for teacher-led differentiated instruction; Schoolzilla, to give educators actionable insights into trends in student attendance and achievement; Lalilo, to develop critical foundational skills; and Nearpod, for teacher-facilitated instructional delivery. For more information, visit renaissance.com.

Press contact:
Tracy Stewart
Director, Marketing Development
Renaissance
(832) 651-1189
pr@renaissance.com

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How to accelerate learning during summer 2022 https://www.renaissance.com/2022/02/25/blog-how-to-accelerate-learning-during-summer-2022/ Fri, 25 Feb 2022 14:45:04 +0000 https://renlearnstg.wpengine.com/?p=55134 This summer will be different than most—not only because of the ongoing disruptions to learning but because districts have plentiful funding to support their summer programs. Summer learning experiences are encompassed in ESSER funding uses. Administrators are not accustomed to easily saying, “We’ve got money for that,” but ESSER funding is around well into 2024. […]

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This summer will be different than most—not only because of the ongoing disruptions to learning but because districts have plentiful funding to support their summer programs. Summer learning experiences are encompassed in ESSER funding uses. Administrators are not accustomed to easily saying, “We’ve got money for that,” but ESSER funding is around well into 2024. When it comes to summer learning this year and for the next two years, ESSER funds are available.

As districts consider how to best use this funding, they may find opportunities to adopt resources that not only support learning this summer, but also during summers well into the future. Before we explore this point and how Renaissance can help, let’s consider what we really know about summer learning—and, more specifically, about summer learning loss.

The research on summer learning

Time away from school during the summer definitively impacts student performance, particularly for those who are otherwise disadvantaged. Right? Many of us have heard that it’s summer, not the regular school year, that contributes the most to gaps in performance.

Many of our beliefs about the “summer slide” are based on the findings of the Beginning School Study, which began in the fall of 1982 and tracked 838 first graders in Baltimore City Public Schools for the next 20 years. The results, published in 2003, are the basis of many strongly held beliefs about summer learning loss. The data have been discussed in Time magazine and The Economist, and featured in well-known books like Malcolm Gladwell’s Outliers.

That study, however, is now nearly 20 years old, involved a relatively small sample size, and measured students’ progress using assessment tools that are outdated by today’s standards. So, are the results truly valid?

Recently, Paul von Hippel of the University of Texas, as well as researchers at the Early Childhood Longitudinal Studies (ECLS) Program, independently tried to replicate the Beginning School Study’s results, and their collective findings do not agree. In fact, the three analyses show very different levels of impact. The Beginning School Study found that summer learning loss had major impacts on students, while von Hippel found that students experienced two to three months of “slide” and the ECLS researchers found only minimal impact.

Von Hippel’s summary of the conflicting results is clarifying. “So, what do we know about summer learning loss?,” he asks. “Less than we think.” Despite the variance as to the scale of the impact, however, some findings are consistent across the three analyses. Most notably that, as von Hippel states, “Nearly all children, no matter how advantaged, learn much more slowly during summer vacations than they do during the school year.” This finding allows us to see the summer as a unique opportunity.

How so? If all students are either learning more slowly or regressing when they are away from school, then summer is an occasion to offer programs and support for students who are on the lower ends of performance and help them to catch up. If educators can help them grow faster while other students are slowing down, achievement gaps can be lessened.

While we’re just past the mid-point of the academic year, it’s not too early to begin to plan for students’ summer 2022 learning experiences by thinking about initiatives ranging from required and highly structured to optional and less structured. While some programs may take the form of mandatory summer school, all of these reflect important forms of learning during the summer months.

Let’s explore three options.

1. Formal summer school (including High-Dosage Tutoring and Acceleration Academies)

At this most intense level of summer programming, participation may be highly encouraged or even required, because the students served are typically performing significantly off grade-level expectations. There’s been a recent and important shift in the thinking about how to best address the instructional needs of such students. This is captured in the mantra, “Accelerate, don’t remediate,” and is based on instructional approaches gathered under the umbrella term Accelerated Learning. This approach features prominently in recent guidance from the US Department of Education and appears in many states’ COVID-19 recovery plans as well.

As I noted in an earlier blog, the primary emphasis of accelerated learning is maximizing the time students spend with grade-level content. This is achieved through a purposeful consideration of essential grade-level skills and targeted, “just-in-time” instruction and support for any necessary prerequisites, rather than more indiscriminate “just-in-case” review or remediation.

The challenge is that this approach requires detailed knowledge of both essential grade-level skills and necessary prerequisites. Renaissance’s free Focus Skills Resource Center provides detailed information on both fronts, and these resources have recently been expanded to include Focus Skills for Spanish reading as well.

Implementing accelerated learning also requires up-to-date student assessment data. An understanding of where students are academically and how they’re progressing is critical. Users of Renaissance Star Assessments who close out the core academic year with spring screening will begin summer school with data on student performance—as well as up-to-date instructional planning information—already available. Time is of the essence with summer learning, and new Star users trying out the assessment for the first time will find it to be not only highly reliable and valid, but also capable of providing information in the shortest amount of time of any leading interim assessment.

Star Instructional planning report

Also, unlike some assessments, Star provides answers to the critical “what’s next?” question with essential Focus Skills highlighted on all reports and dashboards, along with immediate access to thousands of aligned educational resources. Administering Star at the end of a summer program is also advisable. This allows educators to gauge student growth over the summer months and offers a “fresh crop” of placement information for back-to-school.

Of course, it’s also critical to provide the right instruction and practice to help students meet grade-level expectations. The following Renaissance practice products can be a valuable addition to summer school programs:

  • The myON digital reading platform, which provides both online and offline access to thousands of enhanced digital books and news articles.
  • Lalilo, which helps K–2 students to develop foundational literacy skills in phonics, word recognition, vocabulary, comprehension, and more.
  • Freckle for math and ELA, which supports both teacher-assigned practice and differentiated, adaptive practice in and out of the classroom.

Freckle is particularly well suited to an accelerated learning approach, as shown in the screenshot below. Here, the teacher sees student performance on an “exit ticket” for Base 10—Rounding. At a glance, she can identify who needs re-teaching of prerequisite skills (in this case, Tony), who needs a bit more practice with the current skills (Rafferty), and who’s ready for a deeper challenge that probes their Depth of Knowledge (Abraham and Carry). She can even assign appropriate practice activities to each student by clicking the links at the bottom of the screen.

Identifying next steps for instruction

2. Summer enrichment programs

For many students, summer learning doesn’t mean a required “summer school” experience. Their needs may not be as great, and it’s possible that your capacity to accommodate learners in summer school is limited.

Less intense but still very meaningful programs can take a variety of forms and can even be provided by community partners. For example, daily attendance at a Boys and Girls Club or similar programming is a reality for some students. When informed and supported, community partners can provide and facilitate dedicated daily time for reading and/or math practice using Renaissance products like myON, Freckle, Lalilo, and Accelerated Reader.

Other students might not attend school-based or community partner programming daily, but even weekly check-ins with teachers or others can be of tremendous help in sustaining motivation and providing feedback. For example, a district might offer “Math Mornings” once per week where students could come in to school buildings to review their independent practice in Freckle and participate in power lessons and math games focused on essential skills—the Focus Skills I mentioned earlier.

Similarly, the public library might facilitate a reading club each Monday and Friday where students can take Accelerated Reader quizzes and experience read-alouds. Many districts build myON Projects—a collection of digital texts on a common topic or theme, with embedded reading and writing activities—which could be the focus of group discussions and activities when students meet with others

Sample myON project

From math camps and reading clubs to summer initiatives organized in partnership with community organizations, the goal of enrichment programs is to keep students engaged in learning, ensuring that summer is a season of continued growth, rather than one of any possible “slide.”

3. Independent summer learning

Schedules, priorities, or even geography might prevent some students from participating in more formal programs, but with a few supports, an independent summer learning experience can be an useful option as well.

From at-home reading and math activities to DIY challenges, independent learning—which includes targeted reading and math practice—can help maintain and even grow students’ skills over the summer months, particularly essential Focus Skills. Using technology to support this learning offers several key benefits. For example, many digital products like Freckle are adaptive, meaning that they respond and adjust to students’ needs in real time, a capability well beyond static, paper-based activities. These programs’ interactive and visual nature is also more engaging than paper and pencil. Finally, digital resources typically provide teachers, families, and even students with ongoing feedback about how much students are engaging and how well they are performing when they do.

Although I’m calling this category “independent” learning, it’s ideal if some form of adult monitoring and feedback can be incorporated. For example, you might use family letters to help parents and guardians understand how to access information on their child’s summer engagement. Perhaps with ESSER funding, some teachers might be willing to work a set number of hours per week over the summer, so they can review student activity online and remotely “check in” with students to offer feedback, support, and encouragement.

Making the most of your ESSER funding

While we face many challenges from the COVID-related disruptions, there is also unprecedented federal funding that we can tap. This means that we have more money than usual for summer initiatives, and this money can also support advanced and deeper summer planning. Consider lightening the time commitment on teachers who might be willing to assist with summer school or math and reading camps by beginning to plan now—and take full advantage of your available technology.

For example, myON Projects are ideal for summer learning. If teacher teams begin developing even a handful of projects each month between now and the end of the school year, they will be well positioned for summer. These projects can even live on into future years, providing consistency in summer learning and minimizing your planning tasks for future summers.

As I stated earlier, summer learning reflects a unique opportunity to close achievement gaps. Such gaps existed prior to the pandemic, but the disruptions have clearly exacerbated them. While we cannot change these realities, we can change how we respond to them. In an era when so many things are out of educators’ control, a well-planned and thoughtful summer learning program is something we can build to help get students back on track.

Paul von Hippel notes that “every summer offers children who are behind a chance to catch up.” He adds that even if the scale of the summer slide is smaller than we think, and if “gaps don’t grow much during summer vacations, summer vacations still offer a chance to shrink them.” This summer, let’s make the most of the opportunity before us.

 

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Renaissance and MetaMetrics extend partnership to accelerate student learning https://www.renaissance.com/2022/02/25/news-renaissance-and-metametrics-extend-partnership-to-accelerate-student-learning/ Fri, 25 Feb 2022 14:44:08 +0000 https://renlearnstg.wpengine.com/?p=55142 Renaissance’s family of assessment and practice products will grow reporting of Lexile and Quantile measures Bloomington, MN & Durham, NC (February 24, 2022) – Renaissance , the global leader in pre-K–12 educational technology, and MetaMetrics®, developer of the Lexile® and Quantile® Frameworks, today announced the extension of their partnership via an enterprise-level agreement. This means […]

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Renaissance’s family of assessment and practice products will grow reporting of Lexile and Quantile measures

Bloomington, MN & Durham, NC (February 24, 2022) Renaissance , the global leader in pre-K–12 educational technology, and MetaMetrics®, developer of the Lexile® and Quantile® Frameworks, today announced the extension of their partnership via an enterprise-level agreement. This means that educators and students using Renaissance’s assessment and practice products will continue to receive Lexile measures for reading and Quantile measures for mathematics.

The companies’ partnership began in 2011, with the addition of Lexile measures to Renaissance’s myON digital reading platform. In 2014, Lexile measures were made available in the company’s Star Assessments and Accelerated Reader programs and, in 2018, Quantile measures were added. El Sistema Lexile para Leer, MetaMetrics’ framework for Spanish reading, is now available in Star Assessments in Spanish as well.

The Lexile and Quantile Frameworks place both the student and instructional material on the same scale to match the learner with reading and math resources at their ability level. When students receive Lexile and Quantile measures from an assessment, their test scores become more actionable, allowing teachers and parents to use assessment results to improve instruction.

Moving forward, Renaissance will explore opportunities for reporting Lexile and Quantile measures from additional products within its portfolio. This includes Freckle, which provides students with differentiated practice in both math and ELA; Nearpod, an instructional platform that merges interactive lessons, rich media, and real-time formative assessment; and Lalilo, a foundational literacy practice program for grades K–2.

“Lexile measures have played an important role in myON’s success, and we are pleased to continue our partnership with MetaMetrics,” said Todd Brekhus, chief product officer at Renaissance. “We’re committed to providing educators and students with insights to accelerate learning and growth, and our partnership with MetaMetrics builds on this commitment.”

“We are excited to extend and expand our long-term partnership with Renaissance, a true global leader in creating education technology solutions that improve learning,” said Malbert Smith, CEO and co-founder, MetaMetrics. “By growing the number of products in the Renaissance family that report Lexile and Quantile measures and expanding into new skill areas, together we’ll ensure that students, educators, and parents worldwide have access to the tools and information necessary to help learners navigate a path to success.”

About Renaissance

As a global leader in assessment, reading, and math solutions for pre-K–12 schools and districts, Renaissance is committed to providing educators with insights and resources to accelerate growth and help all students build a strong foundation for success. Renaissance solutions reach more than 40 percent of US schools and more than a half million students in other regions across the world. The Renaissance portfolio includes Star Assessments, for reliable, accurate insights into K–12 student learning; myIGDIs, for accurate assessment of early learning; myON, to increase students’ access to high-quality reading materials; Accelerated Reader, to support independent reading practice; Freckle, for teacher-led differentiated instruction; Schoolzilla, to give educators actionable insights into trends in student attendance and achievement; Lalilo, to develop critical foundational skills; and Nearpod, for teacher-facilitated instructional delivery. For more information, visit renaissance.com.

About MetaMetrics

MetaMetrics is an award-winning education technology organization that offers the only scientifically valid, universal scales for measuring silent and oral reading and listening (Lexile) and math (Quantile) with plans to develop measures for writing. The Lexile and Quantile Frameworks measure student ability and the complexity of the content they encounter. Lexile and Quantile measures and related technologies link assessment to instruction and provide next steps for students of all ages and abilities. The measures also provide valuable insights about students’ potential for growth. MetaMetrics’ measures, products and services are licensed to dozens of education product companies to help achieve that growth. For 35 years, MetaMetrics’ work is increasingly recognized for its research-based approach to improving learning. For more information, visit metametricsinc.com.

Press contact:
Tracy Stewart
Renaissance
(832) 651-1189
tracy.stewart@renaissance.com

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Renaissance and Hillsborough County Celebrate 10 Years of Equitable Access to Thousands of Books https://www.renaissance.com/2022/02/10/news-renaissance-and-hillsborough-county-celebrate-10-years-of-equitable-access-to-thousands-of-books/ Thu, 10 Feb 2022 14:37:02 +0000 https://renlearnstg.wpengine.com/?p=54941 The decade-long community reading program has provided access to thousands of digital books for more than 250,000 students every year since 2012. Bloomington, Minn. (Feb. 9, 2022) – Renaissance , the global leader in pre-K–12 educational technology, is honored to celebrate the 10th anniversary of the community reading initiative Read on myON, a first-of-its-kind partnership […]

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The decade-long community reading program has provided access to thousands of digital books for more than 250,000 students every year since 2012.

Bloomington, Minn. (Feb. 9, 2022) Renaissance , the global leader in pre-K–12 educational technology, is honored to celebrate the 10th anniversary of the community reading initiative Read on myON, a first-of-its-kind partnership between Renaissance and Hillsborough County Public Schools. A community open house commemorating the milestone, and honoring the partnership, will be held from 3–6 PM on Thursday, February 10, at the Kaminis Platt Regional Public Library, located at 3910 S. Manhattan Ave. in Tampa, FL.

Designed to promote equity and eliminate accessibility gaps in access to high quality books regardless of a student’s socioeconomic status or attendance in a particular school, Read on myON was made possible by an entire community of partners, including Hillsborough County Public Schools, The Children’s Board of Hillsborough County, Early Learning Coalition of Hillsborough County, Head Start of Hillsborough County, Hillsborough County Public Library Cooperative, Tampa Housing Authority, Tampa Metropolitan Area YMCA, and United Way Suncoast.

Over the 10 years of the Read on myON collaboration, hundreds of thousands of children from birth through 8th grade have had free access to the myON platform. Thirty-nine percent of the books children access through the program are opened for the first time outside of school hours, and books have been accessed over 71,718,216 times since the inception of the program in 2012, equating to over 336 million minutes spent reading.

“Read on myON continues to cultivate a love of literacy for thousands of students in Hillsborough County Public Schools. This incredible program is a testament to what our community partners can achieve when we come together collectively for our children. We are deeply appreciative of the lasting support from Renaissance as we continue the quest to close achievement gaps while providing innovative experiences for all learners,” said Superintendent Addison Davis.  

Ten years into the partnership, Read on myON is still playing a central part in Hillsborough’s literacy initiatives in the 2021–2022 school year. In addition to supporting teachers and curriculum staff, myON serves as a historical resource offering students a variety of books to encourage and build the love of reading. Throughout the ten years, this community-wide partnership has:

  • Supported all major sports teams through community reading challenges
  • Supported the annual Black History Month Digital Read-In
  • Increased engagement with early childhood initiatives by supplementing core curriculum, creating specific reading challenges, and collaborating with Hillsborough board member Dr. Stacy Hahn on early childhood literacy fairs
  • Developed projects to support “STEMtober”
  • Offered parent support by partnering with community agencies and neighborhood schools

“It’s been an honor to work with Hillsborough County and their many dedicated partners for the last decade,” said Todd Brekhus, chief product officer at Renaissance and myON founder. “Together, they have built a literacy ecosystem that serves as a flagship to districts across the country, demonstrating what a community can achieve when it comes together for a common purpose. We look forward to continuing to support them for many years to come.”

About Renaissance

As a global leader in assessment, reading, and math solutions for pre-K–12 schools and districts, Renaissance is committed to providing educators with insights and resources to accelerate growth and help all students build a strong foundation for success. Renaissance solutions reach more than 40% of US schools and more than a half million students in other regions across the world. The Renaissance portfolio includes Star Assessments, for reliable, accurate insights into K–12 student learning; myIGDIs, for accurate assessment of early learning; myON, to increase students’ access to high-quality reading materials; Accelerated Reader, to support independent reading practice; Freckle, for teacher-led differentiated instruction; Schoolzilla, to give educators actionable insights into trends in student attendance and achievement; Lalilo, to develop critical foundational skills; and Nearpod, for teacher-facilitated instructional delivery. For more information, visit renaissance.com.

About Hillsborough Schools

Hillsborough County Public Schools is America’s seventh largest school district and the largest in central Florida. We have more than 230 public schools, 24,000+ employees and 217,000+ students. Hillsborough Schools is proudly celebrating the highest graduation rate in our district’s history: 89.2% in the 2020–2021 school year. All twenty-seven of our high schools were recently listed in the US News and World Report Best High Schools ranking report. Hillsborough Schools boasts the 2020 #1 Elementary Magnet School of the Year—MacFarlane Park Elementary, the Florida Teacher of the Year, Dr. Dakeyan Graham of King High, and the Presidential Award of Excellence in Mathematics and Science Teaching Winner, Tiffany Oliver of Robinson High. See our website at hillsboroughschools.org for more information.

Press contact:
Tracy Stewart
Renaissance
(832) 651-1189
tracy.stewart@renaissance.com

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Data and equity in education: 7 steps for leading conversations about equity https://www.renaissance.com/2022/02/08/blog-data-and-equity-in-education-7-steps-for-leading-conversations-about-equity/ Tue, 08 Feb 2022 16:34:00 +0000 https://www.renaissance.com/?p=63815 When it comes to ensuring equitable outcomes for all students, holding equity-based data conversations is one of the most powerful tools an educator can use. Data can provide the foundation and impetus for the right conversations to take place around a district’s systems, policies, and practices. It can also help educators to understand why certain […]

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When it comes to ensuring equitable outcomes for all students, holding equity-based data conversations is one of the most powerful tools an educator can use. Data can provide the foundation and impetus for the right conversations to take place around a district’s systems, policies, and practices. It can also help educators to understand why certain patterns are emerging and where change is needed.

Analyzing data through an equity lens can be eye-opening, as various student group achievement gaps become apparent. This isn’t news to anyone. In fact, many districts have always analyzed data in this way. At times, the data is easy to analyze. At other times, the data is very hard to view. However, it’s only through looking at the data that change can happen.

In this blog, we’ll discuss data and equity in K–12 education and explain how to prepare for and lead effective data conversations with teachers to make a change.

What is equity in education?

When it comes to creating equity in education, districts and educators are pursuing an educational system that caters to all kinds of learners and develops their education experience accordingly. What does this mean? That no matter a student’s race, language, economic profile, gender, disability, family background, learning capability, etc., all students have the opportunity to get the necessary support and resources to achieve their educational goals.

Some students struggle with not feeling safe or cared about at school. Others have disabilities that leave them feeling alone, nervous, or anxious as learners. Some simply struggle with feeling less than their peers or are left out by others.

What does creating equity look like in the classroom? Educators should adapt their teaching style to match their student’s learning capabilities. For example:

  • Auditory learners process information out loud by asking questions and talking through problems
  • Visual learners utilize pictures, illustrations, or graphics to absorb information
  • Tactile learners utilize models, charts, or diagrams and act things out to get the most out of their learning

Educators should also incorporate history lessons that cover different races, ethnic groups, and communities. To achieve this, educators should focus on interventions, resources, and conversations around inclusion and fairness in education.

The importance of having data and equity conversations in education

Conversations around equity can be delicate and complex situations to navigate. If a group isn’t yet accustomed to looking at data regularly—and looking for areas of equity or inequity—these conversations can be uncomfortable. This makes it no less important to have these data-based conversations, but it does mean that some preparation can go a long way in terms of how impactful the discussion can be.

The way these conversations happen is very important. To be successful, they need to be data-driven. If they aren’t, they can feel like unfocused and fearful data conversations or unjustified blaming sessions, neither of which will drive change.

Renaissance offers a powerful platform—eduCLIMBER—to help educators gather, review, and discuss data and equity in education. eduCLIMBER offers key features to make this process both efficient and productive.

7 steps for leading conversations about equity in education

Leading data conversations with teachers about equity can be difficult. You want educators to feel safe and supported, and you want your conversations and meetings to be productive and positive.

If you are working to lead your team in data-driven conversations around equitable practices, here are seven steps you should follow to keep conversations constructive, targeted, and focused on true areas of need.

Group of students using tablets

#1: Reflect

Start by considering what you are currently doing in the classroom. Does it promote positive student outcomes for all students? Think about instructional strategies, responses to behavior, and communication with families. But, most importantly, consider what your relationship is like with each student. Do they trust you? Do they feel comfortable in the classroom? Are they comfortable taking risks, trying new strategies, etc.?

#2: Look at the data

Look at all of the data for specific cohorts and groups of students. This can be based on gender, ethnicity, disability, English Learner status, meal status, and more. Then, with each group, consider the following:

  • Academic trends (both positive and negative)
  • The number of students in various courses (remedial, advanced, STEM-related)
  • The number of major/Office Discipline Referrals (ODRs)
  • The specific incidents in which students receive a major/ODR
  • Responses to specific incidents or behaviors
  • Academic and behavior trends compared to other student groups

Take all of the data that you have access to and analyze it thoroughly through an equity lens. What does it look like for each student cohort? Where are the achievement gaps? What are the trends? Most importantly, why are the trends continuing and what can be done to improve them?

#3: Make a plan of action

While we often want to “think big,” we have to remember that conversations around equity are often delicate. They need to be managed and communicated in a way that educators don’t feel threatened.

Your plan of action should start with bringing awareness around inequities. Encourage others in the district to contribute to the discussion and offer ideas about why inequities might exist and what can be done about them.

Consider creating an Equity Team in the district, where topics can be discussed in a safe place and decisions can be made to help promote positive outcomes for all students, regardless of their gender, disability, ethnicity, English Learner status, or any other differences.

You should also plan and identify the meeting logistics—the who, what, and where of your meeting, which involves the following steps:

Identify an appropriate facilitator

To ensure an open and honest conversation, select a neutral facilitator for the meeting. This should be someone who is trusted and respected by their peers and is seen as a safe ally. They should not be connected to teacher evaluations, pay, or promotions.

The facilitator should also be skilled and comfortable in analyzing data and navigating uncomfortable conversations with care. This person should not be an administrator but could be a math or literacy coach, for example.

Pick a new physical location

Try to schedule the meeting in a location that is different from where other staff meetings are held, especially if those meetings tend to be of the “sit and get” type.

Onsite locations are ideal for these conversations, but if your meeting takes place virtually, be sure to establish the appropriate norms and standards. For example, should participants have their cameras turned on? Should they be muted? What does active participation look like?

Set an appropriate time frame

Ultimately, questions about equity should become part of all data conversations—and learning how teams can start to weave those questions into their regular data conversations is very important.

However, if your team is new to equity-based conversations—or data conversations in general—try to schedule a dedicated meeting around this work instead of merging it into an existing meeting. This allows your team to take its time and be thoughtful without rushing into the next task of the day.

Ideally, try to allow two to three hours for your first meeting.

Use your data management platform

This work depends on your team’s ability to quickly analyze data from multiple sources through multiple lenses. If your team is distracted by how long it takes to find or access different data, the meeting will be frustrating and unfocused.

Ensure that the right data is loaded into your platform before you begin and that the right people have access to appropriate data for the conversations. This makes it easily accessible and easy to reference during your meeting.

Create small groups

These conversations should not be held as assemblies. Because of their nature, these conversations are best had in smaller groups of people. Plan on breaking participants into groups of six or seven people for the training.

Consider providing snacks and a break

Providing refreshments can make staff feel more at ease and more comfortable in their environment. When basic needs are met—like food and drink—it’s easier for educators to engage in mentally rigorous conversations.

Incorporating a planned break gives the group an expected opportunity to clear their heads and catch up on anything that might be a distraction during the meeting.

Promoting educational equity

Discover tools from Renaissance to support more effective data analysis.

#4: Set up for success

Complete some pre-work around the content of the meeting. This helps the meeting to run smoothly and have some direction. Your pre-work should include the following:

Have a pre-meeting about the data

Before holding the meeting, assemble a group to review the data. This team can be anyone—instructional coaches, literacy or math coaches, PBIS leaders, administrators, or special education directors—but, most importantly, include the facilitator.

The goal of the pre-meeting is not to craft a narrative to present during the meeting. If you approach the meeting this way, other educators might feel like their input isn’t valued or their colleagues are colluding against them.

Instead, the goal is to bring a number of perspectives to the table to unpack the data and identify possible pathways on which the facilitator can guide the conversation, especially if key findings exist a few layers down within the data. It also ensures that the facilitator is familiar with and has time to process the data, as opposed to reacting to surprises during the meeting.

Finally, this pre-meeting helps establish cohesion across data conversations, as opposed to different groups looking at different data sets.

Create questions and prompts

After the team has looked at the data, create a list of questions and/or prompts for the facilitator to reference throughout the meeting. While it’s important that the team members are actively digging into the data and identifying findings, the facilitator can use a reference sheet for guiding the conversation.

This helps the facilitator to remember to draw attention to important data points throughout the meeting and can be a grounding reference if difficult moments arise.

Brainstorm strategies and next steps

It’s also during the pre-meeting that you should work together to create a menu of strategies and resources that can be available to help educators take action on areas of need. This avoids the event of identifying alarming or troubling issues without having clear next steps to take.

This list should correlate with the findings from the pre-meeting. It should include resources and actions that are available immediately—not something that the participants have to wait to receive more information about.

Depending on the situation, possible next steps might include:

  • Reviewing additional data
  • Creating a dashboard to monitor data
  • Sharing findings with stakeholders
  • Forming a committee or workgroup
  • Creating an action plan
  • Implementing specific classroom strategies

Consider administering student and staff surveys

Surveys can be a powerful tool for better understanding how students and staff perceive themselves, their environment, and one another. This data set can help disprove or validate assumptions about system-level causes and must be anonymous.

Work as a team to prepare the facilitator for uncomfortable situations

Even with deliberate messaging to keep the meeting growth-oriented and student-centered, there will likely be moments when the meeting stalls, emotions become high, or discomfort sets in. Knowing that this is possible and having a plan of action for navigating these situations makes it easier for the facilitator to unpack and work through them, without appearing to gloss over them or allowing them to derail any progress.

#5: Facilitating

During this step, everyone involved in the pre-meeting should review the tips for facilitating the meeting itself to ensure that it runs smoothly. This involves the following steps:

Create a safe space and establish norms

Before jumping into the data, set the stage for the meeting around growth and student success. The staff must know they are not under attack or at risk of being blamed or shamed. The goal is to work as a team to ensure all students have equitable access, opportunities, and outcomes. Data can help us both celebrate areas of success and explore and change areas of need.

The book Courageous Conversations About Race: A Field Guide for Achieving Equity in Schools provides a great example. Author Glenn Singleton proposes Four Agreements for Courageous Conversations:

  1. Stay engaged.
  2. Experience discomfort.
  3. Speak your truth.
  4. Expect and accept non-closure.

Utilize data

The significance of using data is that it creates an inarguable starting point for conversations to happen and ensures that conversations are focused on the right areas for your district. If the meeting starts to drift away from data, pull it back.

The intention is not to dismiss the importance of daily observations, gut feelings, and teachers’ experiences with students, all of which have their place in supporting learners. Rather, data provides a starting point for these conversations to happen. Data points are only as useful as the ways that they’re used, and these types of conversations are part of why the data is collected. Use the facilitator reference sheet your team created in the pre-meeting as a guide.

Begin with the data that is easiest to digest. For instance, starting with attendance data might be more approachable than starting with behavior or assessment data. Disaggregating by gender first might feel more approachable than starting with race/ethnicity.

We also suggest starting with data at the district or school level, even if teachers are eager to look at data for their own classrooms. Then, gauge how the group is doing and determine whether to move into grade- or teacher-level data. Teacher-level data may not be appropriate for an initial data conversation around equity.

Let the staff do the exploring, questioning, and discovering

The facilitator’s role is to:

  • Guide the conversation
  • Establish a safe space for learning and growth
  • Help participants ask questions about what they are seeing

It is very important that this is not a “sit and get” meeting, which can cause participants to shut down immediately, feel attacked, and eliminate the potential for positive outcomes.

Ensure that participants are actively reviewing the data and asking the questions. The facilitator can ask general questions and highlight important data points as they arise, but the staff should actively explore the data on their own.

Start with areas of success

Deliberately celebrating areas of success can help keep morale and momentum high while also pinpointing successful practices and strategies that can be applied to areas of need. It’s easier to replicate a successful process in a new context than to continually start from scratch in every scenario.

Starting with areas of success puts the participants in a positive mindset that makes it easier to process and unpack data that is concerning.

Use a common format

If you have multiple groups reviewing data in various meetings, use consistent documentation and processes for examining data and action planning. This way, possible next steps can be more easily aggregated across the various meetings.

#6: Measure success

Determine how you will measure success. What data will tell you if the action plan you made was successful? Change is a process, not an event. How long do you need to measure success, and what indicators will be needed to do so?

Young girl with tablet raising hand

#7: Consider next steps & follow up

Here, you will connect the findings from your meeting to decide the appropriate next steps. This is a often a three-part process:

End the meeting with specific action steps

At the end of the meeting, outline specific action steps with your team. These could be:

  • Reviewing additional data
  • Creating a dashboard to monitor data
  • Sharing findings with other stakeholders
  • Forming a committee or workgroup to address a specific issue
  • Creating an action plan

Outline who is responsible for each task and determine its due date.

Specify when the next meeting will occur

Meetings should be ongoing. Create a calendar and schedule meetings ahead of time to help establish a regular cadence.

Ensure district and school leaders prioritize follow-up

In order to follow through on the planned next steps and further meetings, teams will need support from administrators. Leaders have the ability and responsibility to provide the time, space, prioritization, and tools that this work requires.

If team members are constantly getting pulled out of data meetings or can only work on follow-up steps during evenings and weekends, it is unlikely that continued data conversations and follow-up steps will happen. Leaders can help ensure this work occurs by valuing and protecting the time and resources that the next steps require.

Use resources from Renaissance to analyze equity data and to begin conversations on equity in education

As educators, it is our responsibility to ensure all students are successful in school, feel safe and accepted for who they are, and have access to everything the district has to offer. We will never know if what we are doing is working unless we look at data on multiple levels for a variety of purposes. Creating a simple data protocol can help with analyzing data at the next level to improve outcomes.

To ensure all students have equitable access to a great education, we need to change our thinking as we look at data. It is our responsibility to look at data to ensure our systems are supporting students at all levels so students have equal opportunities.

As mentioned earlier, Renaissance offers a great resource, eduCLIMBER, to analyze equity and disproportionalities as your team analyzes various data. Connect with an expert today to learn more.

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What many people don’t understand about student reading practice https://www.renaissance.com/2022/01/21/blog-what-many-people-dont-understand-about-student-reading-practice/ Fri, 21 Jan 2022 14:10:18 +0000 https://renlearnstg.wpengine.com/?p=54589 Reading is an activity that takes many forms. It’s someone lounging in a window seat, lost in a good book. It’s also someone poring over an academic paper, looking for deeper understanding. It’s even someone skimming the latest news headlines while having a bite to eat. It’s an activity that can be mindful or nearly […]

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Reading is an activity that takes many forms. It’s someone lounging in a window seat, lost in a good book. It’s also someone poring over an academic paper, looking for deeper understanding. It’s even someone skimming the latest news headlines while having a bite to eat. It’s an activity that can be mindful or nearly mindless. It can be 100 percent pleasure or 100 percent work.

Given reading’s many forms, is it any wonder that students need a variety of educational experiences to become skilled readers? While much of the work of schools is intently focused on standards-based reading instruction with grade-level texts, often paired with writing activities to demonstrate students’ depth of knowledge, isn’t there more to reading than this? When adults describe themselves as “avid readers,” is this what they have in mind? Do they really feel they’ve missed out if there isn’t a required writing activity at the end of every book?

I strongly contend that discussions about reading should recognize three distinct categories: (1) reading to students; (2) reading with students (instructional reading); and (3) Having students read independently. Each type of reading makes an important contribution to students’ literacy development, and—perhaps more importantly—different rules govern what constitutes “success” in each. For these reasons, failure to distinguish between categories can have a negative impact on what we do in the classroom. Let’s explore this point.

Reading to students

Research shows that reading aloud to students is of significant benefit to them. In Becoming a Nation of Readers, Anderson et al. (1985) note that “the single most important activity for building the knowledge required for eventual success in reading is reading aloud to children.” This statement has been echoed and extended by later commentators, including those highlighted below.

the importance of reading aloud

Given the propensity of human beings to learn language by hearing it spoken, is there any question that we should read aloud to students regularly? Yet some do question why, once students can read independently, teachers still need to read to them. As Linda Gambrell pointed out, a key reason is that “the everyday language that students hear does not prepare them to enter into the world of books, because both narrative and informational books represent ‘book language’ that is very different from spoken language” (quoted in Layne 2015).

Why do authors use drastically different language in written work? They need to do so because “speech usually takes place in a communicative context, meaning that some cues that are present in speech (e.g., gesture, tone of voice, facial expression) are absent in writing. To compensate, written language draws on a much larger vocabulary and more complex grammar: Noun phrases and clauses are longer and more embedded, and the passive, more formal voice is much more common” (Castles et al., 2018).

So, teachers will either (a) take the time to expose students to the advanced language of texts by reading aloud to them, or (b) fail to take this step and hope that students will somehow be successful when they encounter this unfamiliar world of advanced language on their own—clearly an unlikely occurrence.

When reading to students, text complexity is obviously a consideration. For students to optimally benefit, we should not read texts to them that they could reasonably access on their own. Layne (2015) positions reading aloud as helping students to “listen up.” This is because “the listening level of a child (the level at which he hears and comprehends text) is significantly higher than his silent reading level” until the two converge around grade 8. This makes reading aloud “the medium for exposing students to more mature vocabulary, more complex literary devices, and more sophisticated sentence structures than they would be finding in the grade-level texts they could navigate on their own.”

Layne’s general guidance is that teachers “consider selecting the majority of read-alouds from texts written one to two grade levels above the grade level [they] are teaching.” I’ve encountered other recommendations that suggest going a bit higher, two grade levels or more. In either case, it’s clear that reading to students has unique dynamics, as do the other two categories of reading.

Reading with students

I choose to refer to instructional reading as “reading with students” because instructional reading is not typically an activity that students undertake on their own. Instead, teachers call attention to specific words and details, pose questions, provide background information, facilitate conversations, and conduct “think-alouds” to scaffold the experience and to model close, thoughtful reading. In contrast to the uninterrupted flow that occurs when reading to students, reading with students is often punctuated by all sorts of activities. In other words, instructional reading is a mediated experience.

This type of reading rightfully consumes the majority of class time. It’s during this activity that reading “grade-level texts” is paramount. Also, the focus isn’t solely on what we read with students; there are also considerations around what we ask students to do in response. During instructional reading, whole-class or small-group discussions and written responses to open-ended questions are not only useful but mandatory for fostering close reading and deeper thinking about the text.

Guidance from the Common Core State Standards (CCSS), for example, expressly notes that “students need opportunities to stretch their reading abilities”—opportunities that instructional reading provides. But many educators miss the fact that these standards also note that students should “experience the satisfaction and pleasure of easy, fluent reading.” In other words, the CCSS expressly recommends both types of reading experiences—instructional and independent (pleasure) reading.

This brings us to the third and final category.

Reading independently

Although independent reading is overlooked in many schools, there are many references to and calls for extensive independent reading within different standards sets. As noted above, the CCSS calls for students to “experience the satisfaction and pleasure of easy, fluent reading.” Similarly, the Texas Essential Knowledge and Skills (TEKS) state that “the student is expected to self-select text and read independently for a sustained period of time” across all grade levels. The connection between wide reading and higher levels of literacy performance is well documented, and one analysis found that students who read independently for anything less than 15 minutes per day simply cannot keep up with rising expectations.

Wide independent reading holds significant and undervalued potential. This essential activity fosters the self-teaching necessary to become highly literate (Share, 1995; Share, 1999). Early on, it helps elementary students learn the letter combinations of English and immediately recognize more words by sight. In the middle and upper grades, it transitions into an activity that helps readers develop vocabulary, background knowledge, and other critical elements of literacy.

Not only are there clear academic benefits of independent reading, but motivational benefits as well. Daniel Willingham (2015) points out that “one source—probably the primary source—of positive reading attitudes is positive reading experiences.” But when “reading” is always a challenging and arduous activity—think of close instructional reading of complex texts, followed by a writing assignment—students are unlikely to see it as pleasurable. For this reason, Willingham recommends that schools set aside at least 15 minutes a day for students’ pleasure reading. He remarks that this “is the best solution [he] can see for a student who has no interest in reading,” because “it offers the gentlest pressure that is still likely to work.”

For some students, daily independent reading time may actually be their first experience of taking pleasure in reading—but only if we understand and recognize the difference between this and the two other categories.

Different categories, different rules

I noted earlier that different rules govern what counts as “success” within each category of reading. Let’s explore this point through the lens of text complexity.

The CCSS, for example, has specific recommendations for instructional reading through the “text complexity grade bands,” as shown in the table below. While other standards sets might not quantify text complexity in this level of detail, there is always some consideration of or guidance about texts that represent “on grade level” for instructional reading.

3 types of reading

Also, think about how student activities vary across the categories. With instructional reading, we want students to think deeply and analytically about the text, and to respond—most likely in writing—to open-ended, text-based questions. In contrast, when students are reading independently for pleasure, we can afford to be a bit less concerned about text complexity.

The “satisfaction and pleasure of easy, fluent reading” are not afforded when we use the text-complexity recommendations for instructional reading as guidance for what students are to read during their independent (pleasure) reading. For this reason, most structured programs around independent reading suggest reading ranges for texts that are lower than those used for instructional purposes.

As Willingham (2015) notes, “Academic reading feels like work because it is work. But pleasure ought to be the litmus test for reading for pleasure.” He adds that the opposite is also true: while some educators might “like to think that academic reading is pleasurable…‘pleasure’ is not a litmus test” for the activities we associate with instructional reading. This is to say that students should find independent reading pleasurable—which is unlikely to occur if we’re always requiring them to read at the edge of their abilities.

Let’s see how this discussion of text complexity might look for a hypothetical grade 6 student named Maya. Assume Maya takes the Star Reading assessment and receives a scaled score of 1068. This translates to a Grade Equivalent (GE) of 6.0, and a recommended reading range—or Zone of Proximal Development (ZPD)—of 4.0–6.1 for independent reading. If Maya lives in a CCSS state, the text complexity recommendation for instructional reading for grades 6–8 is text written at 7.0–9.98. Finally, if most students in Maya’s class are performing at a similar level, her teacher would be looking for texts written at 8.0 or higher for read-aloud.

3 types of reading

In other words, three types of reading, three different sets of rules.

On misunderstanding the power of reading

On the surface, delineating the three types of reading seems simple and straightforward. Yet I find that they are often misunderstood. For example, one administrator recently pushed back on allowing students to use the myON digital platform for independent reading, because students might find and read books that are below their grade level. In his mind, all student reading must be “at grade level.” Clearly, this is pitting the text complexity concerns of instructional reading against the desire for the pleasure of “easy and fluent” independent reading. There is a time and a need for both.

This lack of understanding is also demonstrated by people I’ve encountered over the years who suggest that the comprehension questions in Accelerated Reader are not “deep” enough, and that students must be given open-ended discussion questions and writing prompts for every text they encounter. Again, this is to bring the pedagogical considerations of instructional reading into the world of independent, pleasure reading. If we overload pleasure reading with requirements and assignments, we’ll quickly sap the pleasure—and students’ motivation—from the activity.

Whether you draw on the Book of Ecclesiastes or the classic song by The Byrds, it’s clear that “To every thing there is a season, and a time to every purpose under the heaven.” In this spirit, I’ll once again contend that in every classroom and at every level, students must be read to, they must be read with, and they must read independently. It’s only by acknowledging the critical role of each type of reading—and by respecting the differences among them—that we have any hope of creating “a nation of readers.”

References

Anderson, R., Hiebert, E., Scott, J., & Wilkinson, I. (1985). Becoming a nation of readers: The report of the Commission on Reading. Washington, DC: National Academy of Education.

Castles, A., Rastle, K., & Nation, K. (2018). Ending the reading wars: Reading acquisition from novice to expert. Psychological Science in the Public Interest, 19(1), 5–51.

Layne, S. (2015). In defense of read-aloud: Sustaining best practice. Portland, ME: Stenhouse.

Lemov, D., Driggs, C., & Woolway, E. (2016). Reading reconsidered: A practical guide to rigorous literacy instruction. San Francisco: Jossey-Bass.

Routman, R. (1991). Invitations: Changing as teachers and learners K–12. Portsmouth, NH: Heinemann.
Share, D. (1995). Phonological recoding and self-teaching: Sine qua non of reading acquisition. Cognition, 55(2), 151–218.

Share, D. (1999). Phonological recoding and orthographic learning: A direct test of the self-teaching hypothesis. Journal of Experimental Child Psychology, 72(2), 95–129.

Willingham, D. (2015). Raising kids who read: What parents and teachers can do. San Francisco: Jossey-Bass.

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A teacher’s guide to building relationships with students https://www.renaissance.com/2022/01/20/blog-a-teachers-guide-to-building-relationships-with-students/ Thu, 20 Jan 2022 18:47:00 +0000 https://renlearnstg.wpengine.com/?p=61906 Educators know that positive student-teacher relationships are crucial to classroom success. But building relationships with students is sometimes easier said than done. Research shows that even a few minutes of dedicated effort each day can help you to develop relationships with your students that will help drive student success. This blog breaks down the benefits […]

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Educators know that positive student-teacher relationships are crucial to classroom success. But building relationships with students is sometimes easier said than done.

Research shows that even a few minutes of dedicated effort each day can help you to develop relationships with your students that will help drive student success. This blog breaks down the benefits of good relationships with students and provides strategies for building these relationships. Read on to find out more.

Why is it important to build relationships with students?

Having positive relationships with teachers is fundamental to students’ success. When students feel supported in the classroom, they are more engaged in learning and more likely to achieve better academic outcomes. They are also less likely to have behavioral problems.

Studies have shown that there are many positive results when students feel safe and understood. Some of the benefits of positive student-teacher relationships are that they:

  • Build motivation
  • Create safe spaces for learning
  • Build new pathways for learning
  • Improve student behavior

So, how do you build positive relationships with your students? The best way teachers can build relationships in the classroom is simply by talking with learners. This not only helps you to get a sense of their home life and any struggles you may need to be aware of, but it also helps you to build the foundation for a strong relationship.

In fact, a strong student-teacher relationship is the number one strategy for promoting positive student behavior and can go a long way in building resilience in students from challenging backgrounds.

Teacher outdoors with student

4 benefits of building strong relationships with students

We know it’s important to develop relationships with students in the classroom. But what are the top benefits of doing so? Let’s explore the top four.

#1: Building connections with students is the number one strategy in promoting positive student behavior

Research demonstrates that interactions with teachers, especially in early childhood, plays an important role in shaping the behavior and social skills of students. Your students are likely mirroring your behavior—so the more positive interactions, the better!

We can look to neuroscience to find out why this happens. Here, we’re interested in a structure called the mirror-neuron system. When people observe an action, the neural pathways that would be active if they actually performed it themselves light up. This means the brain is practicing the action it sees, which allows people to act more quickly than if they hadn’t seen it.

How does this apply to the classroom?

As you talk to your students, think about what behaviors and social skills you want to impart—and model those. Because children are more likely than adults to imitate behaviors they see, these positive behaviors in the classroom will benefit your students and the environment as a whole.

#2: Positive feedback fosters positive relationships in the classroom

When you have a positive interaction with students or give them praise, their brains release dopamine. This creates a cycle of positivity. It works like this:

  1. You give positive feedback.
  2. The student’s brain releases dopamine.
  3. The student feels good and wants to repeat that sensation.
  4. The student has more motivation to perform in such a way that will earn more praise.
  5. You give more praise…and the cycle repeats.

Taking the extra effort to ensure each student receives positive feedback throughout the day helps to make your classroom environment more positive, safe, and conducive to learning.

#3: Positive relationships create safe spaces for learning

If students are continually criticized for their failures, especially without also receiving more positive feedback, they’ll learn to be afraid to take risks in their learning. But risk-taking can:

  • Empower students
  • Increase self-esteem
  • Build resilience to failure

So it’s important to build psychological safety for students. You can do this by praising the effort they made, as well as unpacking the outcome they achieved. Let them know that some things are hard and it’s okay to answer incorrectly or fail sometimes.

You can also model this by letting them see how you respond to your own failures.

#4: Good relationships offer new opportunities for learning

Let’s get back to the neuroscience we were discussing earlier. When unfamiliar material is taught, new neural pathways are formed to connect things the students already know with the new information. If they don’t understand the context or can’t link the new material with something they know, they won’t understand the lesson as well.

So how can having a better relationship with your students help with this?

You can use the deep knowledge you have of your students to connect learning material to their interests, hobbies, and backgrounds. But without investing dedicated time in getting to know the students in your class, you won’t have access to this valuable tool.

Whole child data to support student learning

Discover Renaissance solutions that provide a more complete picture of each student’s needs.

Teacher working with boy

How to build relationships with students

A productive relationship between teachers and students requires that they have more positive interactions than negative ones. Researchers recommend that you follow the “Magic Ratio,” meaning that you have five positive interactions for every negative interaction.

Some examples of positive interactions with students could be:

  • Asking about a sibling or a pet
  • Commenting on a student’s success in sports, dance, or other extracurricular activity
  • Complimenting a student’s haircut

Many students who learn and think differently tend to have more negative interactions than positive ones. Think about a student who has ADHD and needs constant reminders to stay on task. This kind of situation presents a challenge when it comes to the Magic Ratio.

But that doesn’t mean you should never correct students or give reminders. You just need to make sure the positive outweighs the negative. When you get to know your students well, you’ll understand when they need encouragement or praise and when they are open to constructive feedback.

Connect 1-on-1

Every student can benefit from one-on-one time with a teacher, especially students who demonstrate behavioral issues. When students can interact with just the teacher, they won’t feel the need to show off for others and will often be more open and honest.

A fantastic way to connect with students is to employ the 2 x 10 Strategy. This is when a teacher spends two minutes a day for ten days in a row talking to a student who needs support about anything positive. This strategy helps teachers intentionally build relationships with students whom they may not have connected with before.

Show interest in students’ lives outside of school

Getting to know the student as a whole instead of just by their classroom performance will go a long way to helping build relationships. For instance, you can show that you want to know about the things they like to do or what interests them.

For example, have you ever met a student who was into Minecraft and didn’t want to spend hours talking about it? Take advantage of that as a time to connect with the student.

Teachers can also consider attending student events. A teacher’s time is precious, but investing moments here and there in going to student …

  • Competitions;
  • Productions; and
  • Sporting events

…helps create a bond with your learners and shows them that they are important to you. The time you dedicate here has a positive effect in the classroom

Get creative with seat assignments

We know that seat assignments are an important part of a good classroom management plan. But they can also be a good way for you to get to know your students better—and for them to get to know each other.

For instance, if you have students sitting in table groups, you can use an online random seating chart generator to reassign them once a week, once a month, or at whatever interval you decide.

Each time students move to their new seats, have them all answer a question for each other, such as “What food could you eat every day for the rest of your life and never get tired of?” Circulate throughout the room and participate in the discussions to learn more and build connections with students.

Pay attention to the small details

Even something as simple as learning a student’s name quickly and correctly can be part of the foundation of building relationships with students. This shows each student that you value their identity.

Look for something to comment on, like a t-shirt or a fun pair of shoes. This affirms to your students that you notice them as people, not as numbers or grades. Finding small ways to connect can add up in big ways.

Teacher smiling at a girl

How can teachers improve student relationships?

Students demonstrating challenging behavior may not be as open to the techniques we’ve discussed. Because these students tend to have a higher percentage of negative interactions with adults at school, they may not be as open to your initial attempts to communicate with them.

Here are some ways you can make an extra effort to build relationships with students demonstrating behavior issues:

  • Find a time or place—sometimes away from the classroom is best—where you can have a positive discussion.
  • Remind yourself to take notice of any good behaviors they exhibit—no matter how small—and mention them to the student.
  • Don’t lose heart if they don’t seem to respond right away. Your message is being heard and will likely make a difference in the long run, even if you don’t see the immediate effects.

Teachers share 7 tips for building relationships with students

Positive student relationships are fundamental to academic success. Knowing this, we invited educators in our Renaissance Royals community to share how they build positive relationships in the classroom. Here are seven ideas:

#1: Welcome letters

“I send a welcome letter home at the beginning of the year, introducing myself to my students and welcoming them and their parents to my class. I make it personable, so they see me as a person, not just as a teacher.” —Dawn H.

#2: Student-interest surveys

“On the first day of school, I have students complete an interest survey. This gives me an idea of the things they are interested in, such as movies, TV shows, books, and hobbies. I try to incorporate the things they enjoy into lessons as much as possible. If it is something I do not know much about, I try to learn about it, so we have something to discuss. If they have certain career goals, I try to incorporate them. The survey has definitely helped to build relationships with my students, and it shows that I really pay attention to what they care about as well.” —Angela L.

#3: Student input

“I ask my students for their input in class decisions that affect them. For example, each quarter, they decide the order they will use to line up. Also, I let them choose their partners in activities to reduce conflicts.” —Monica B.

#4: Teacher involvement

“Go the extra mile with your students whenever possible. If you have a student who plays a sport, attend a game. If they have an event, make an appearance. They notice your dedication and that you support them in multiple aspects of their lives.” —Jacob B.

#5: Personalized interactions

“I give each of my students a hug, call them by name, and acknowledge them EVERY MORNING…BEFORE THEY ENTER MY CLASSROOM!” —Emily C.

#6: Reward systems

“I use stickers to encourage my students and reward them for good behavior and hard work. If they get an ‘apple of my eye,’ ‘superstar,’ or ‘paw-sitively awesome’ sticker, they leave their name on my board. At the end of the week, I write a card to their parents, telling them positive things about their child, and mail the cards. This builds relationships with the students and parents.” —Meredith S.

 #7: Pay attention

“Listen when students need someone to hear them out. Show you care, because you never know what type of affection they are getting at home. Most importantly, act as if they are the most important person in the world!” —Fatima P.

Renaissance Royals

Join Renaissance Royals for more ideas on how to build relationships with your students

Building relationships takes time and patience. From chatting with students while supervising recess to attending a sporting event or music recital, there are plenty of ways to make connections with your students.

If you’re looking for more ideas, join Renaissance Royals. It’s a free online community for Renaissance educators where you can engage in discussions and get even more ideas on building relationships with students.

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Product Highlights: Shared insights for educators, students, and families https://www.renaissance.com/2022/01/14/blog-product-highlights-shared-insights-for-educators-students-and-families/ Fri, 14 Jan 2022 14:48:05 +0000 https://renlearnstg.wpengine.com/?p=54440 The last two years have brought many changes to K–12 education, especially around how educators interact and communicate with students and their families. You’ll find a number of new features in your Renaissance products to support greater student and family engagement—along with new reports to provide greater insight into students’ progress and instructional needs. A […]

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The last two years have brought many changes to K–12 education, especially around how educators interact and communicate with students and their families. You’ll find a number of new features in your Renaissance products to support greater student and family engagement—along with new reports to provide greater insight into students’ progress and instructional needs.

A summary of these recent enhancements appears below. To read the full details, visit our Product Updates Blog. We also invite you to bookmark the Product Updates Blog and visit throughout the year for the latest information and resources.

Enhanced Family Report in Star Assessments

A strong home-school connection plays an important role in students’ success. The enhanced Star Family Report helps you to strengthen this connection by easily sharing students’ Star Reading and Star Math scores with families. As shown below, the report shows students’ overall performance in relation to school, district, or state benchmarks, as well as performance by domain:

Star Family report

Families can scan the report’s QR code to access additional information about Star scores, along with guidance for interpreting the student’s results. For Star Reading, the report also identifies the student’s Zone of Proximal Development (ZPD), which is the “just-right” range for daily reading practice.

Learn more: Read the post on the Product Updates Blog. See the guidance that’s provided to families when they scan the report’s QR code. Learn more about ZPD in Star Assessments and Accelerated Reader.

Helpful new features in the Star Record Book

Star’s Record Book enables you to review students’ performance on both the computer-adaptive assessments and curriculum-based measures. You’ll find several new features in the Record Book to help you act on your students’ Star data.

For example, alerts now appear for extremely short testing times, indicating that students may have rushed through the assessment. You can also create dynamic instructional groups of students who are ready to work on the same skills. And you now have greater control over how skills are displayed. For example, you can choose to view all skills or only Focus Skills. If you’re using Star Assessments in Spanish, you can also easily toggle between skills in Spanish and English, and you can choose to flag English/Spanish transferable skills as well.

Learn more: Read the post on the Product Updates Blog. Discover transferable skills in Star. Explore Focus Skills in English and in Spanish.

Expanded Spanish support in Freckle

Freckle for math provides students with engaging, differentiated practice from kindergarten through Algebra 2. To better support students whose dominant language is Spanish, Freckle now integrates with Star Math in Spanish. This means students’ Star scores are used to place them at the appropriate level in Freckle, without the need for an additional assessment.

Also, students whose language is set to Spanish in Freckle can now toggle between Spanish and English while practicing math. Teachers can also preview Freckle math practice in Spanish (as shown below), and Freckle reports now reflect the student’s language setting as well. If a student completes a math activity in Spanish, the Spanish version of the activity is accessible from the report.

Freckle Spanish

Learn more: Read the post on the Product Updates Blog. Explore the integration between Freckle and Star Assessments. See how Freckle helps you to monitor students’ progress toward important math milestones.

New features and titles in myON

Over the past two years, the number of students and families reading digital books on myON has grown significantly. Educators who are using myON for the first time have a new onboarding experience to introduce them to the program. Plus, all educators can now easily “demo” the student experience in myON, so they can quickly show students and families how to browse and search for digital books, how to review reading recommendations, and much more.

Students and families will also find more than 100 new titles in the myON Core Collection, along with 65 titles that are also now available in Spanish. These additions include both fiction and nonfiction books at a range of reading levels and interest levels—to provide students with even greater choice for daily reading practice.

Learn more: Read the post about the new myON demo experience. Explore the new titles in the myON Core Collection. Get tips for implementing myON across your curriculum.

New insights on foundational literacy development in Lalilo

Lalilo is an innovative program that helps K–2 students master foundational skills in phonics, word recognition, comprehension, and more. Districts using the premium version of Lalilo now have access to administrator reports and dashboards that show student engagement and usage by classroom, by school, and across the district.

Lalilo admin dashboard

With this data, administrators can more easily understand students’ foundational literacy practice and identify schools and classrooms that may be underutilizing the program. They can also better implement a blended approach that includes both face-to-face instruction and independent practice on important early literacy skills.

Learn more: Read the post on the Product Updates blog. Explore key Lalilo features in our new Literacy Minutes videos. See the 5 ways the Science of Reading should guide early literacy instruction in every district.

New skill set reporting in Star Early Literacy in Spanish

Star Early Literacy assesses the developing literacy skills of K–3 students. The Spanish version of Star Early Literacy now provides subdomain and skill set scores, so you can easily identify areas to focus on as you guide students toward reading proficiently in Spanish. This data is also useful in states where educators are required to screen all students for early indicators of dyslexia.

Learn more: Read the post on the Product Updates Blog. Explore Star Assessments in Spanish. Discover a new instructional resource in Star for English and Spanish literacy development.

Connecting assessment to instruction in Star CBM

Star’s curriculum-based measures are available for reading (K–6) and math (K–3). In the Star Record Book, you can now quickly see skills students are ready to learn, based on their performance on a Star CBM measure. You can view all skills or only critical Focus Skills. You can also easily create instructional groups for students with similar needs, as shown below.

Star CBM instructional planning

In addition, Star CBM’s Data Insights Dashboard has new filtering options, to give you a more granular view of student proficiency and growth. You can choose to view data from grade-level screening measures, all measures given, all normed measures, or any individual measure to get the just-right data picture to meet your needs.

Learn more: Read the post on the Product Updates Blog. Explore the Star CBM Data Insights Dashboard. See which measures are available for reading and for math in Star CBM.

A strong start to the new year

You’ll see additional product enhancements in the weeks and months ahead. You’ll also continue to find new content in your Renaissance programs—including new Accelerated Reader book quizzes that reflect our commitment to Diversity, Equity, and Inclusion. If you’re using our Nearpod platform, you’ll also soon have access to activities from Freckle, myON, and Lalilo in the Nearpod library, offering further opportunities to engage students in just-right practice both in and out of the classroom.

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SEL competencies: The importance of social-emotional learning and the CASEL framework https://www.renaissance.com/2021/12/12/blog-sel-competencies-the-importance-of-social-emotional-learning-and-the-casel-framework/ Sun, 12 Dec 2021 18:12:00 +0000 https://renlearnstg.wpengine.com/?p=61575 For many years, the focus within classrooms has been centered on high-stakes assessments. How students were performing on state exams was supposed to tell the story of student achievement—or, at least, most of the story. However, the number of research studies has increased on this topic and the evidence for why social-emotional learning is important—indeed, […]

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For many years, the focus within classrooms has been centered on high-stakes assessments. How students were performing on state exams was supposed to tell the story of student achievement—or, at least, most of the story.

However, the number of research studies has increased on this topic and the evidence for why social-emotional learning is important—indeed, essential—for student success is overwhelming. Let’s explore this point.

What is social-emotional learning (SEL)?

A common social-emotional learning definition states that SEL is the process of developing the…

  • Self-awareness;
  • Self-control; and
  • Interpersonal skills

…that are vital for school, work, and life success. This social and emotional learning definition encompasses skills like:

  • Developing healthy identities
  • Managing emotions
  • Achieving personal and collective goals
  • Feeling and showing empathy for others
  • Establishing and maintaining supportive relationships
  • Making responsible and caring decisions
Smiling, hugging girls

Why is social-emotional learning so important?

Studies have shown that many risky behaviors—including drug use, bullying, and absenteeism—are often linked to poor social and emotional skills. What’s more, SEL has been linked to actual performance within the classroom and on assessments, solidifying why it is so important.

According to Roger P. Weissberg, the editor of the Handbook of Social and Emotional Learning: Research and Practice, citing Durlak et al.: “SEL not only improves achievement by an average of 11 percentile points, but it also increases prosocial behaviors and reduces depression and stress among students.”

With new insights and ongoing research, many schools are now strengthening their efforts to properly develop and assess a teaching methodology that will account for social-emotional learning concepts and skill sets.

How does social-emotional learning impact education overall?

This approach towards the overall health of children and their mindset to embrace learning is critical. When educators approach SEL from a perspective of equity and wanting to ensure that the conditions of a school are appropriate for healthy learning, students will be given the best chance to succeed in their education and in life.

When did SEL become a priority?

In 2001, Congress passed the No Child Left Behind Act (NCLB) to establish greater accountability for student achievement. Its plan was to measure academic performance through state standards and assessments, with a special focus on boosting the performance of certain groups of students such as Emerging Bilinguals (EBs) and socio-economically disadvantaged students.

Schools were required to meet Adequate Yearly Progress (AYP), which would result in rewarding schools that did well and providing sanctions for schools that didn’t. Sanctions included possible student transfers and potential loss of federal Title I money.

What happened over the next decade and a half was a gradual realization of the limitations surrounding NCLB. Complaints soon surfaced about its narrow focus on testing, and that it failed to compensate for other social factors like behavior and attendance.

In 2013, several California districts received waivers from penalties under NCLB. This freed districts from key sanctions and provided additional funding for school improvement. The California Office to Reform Education (CORE) also proposed reducing the number of students within a subgroup from 100 or more to 20 or more, which would account for another 150,000 students who were left unrepresented in the CORE districts under NCLB.

Under CORE, students would be measured not only by state assessments but also by a more holistic view of SEL and engagement:

  • 60%: Scores on state exams and high school graduation rates
  • 20%: Parent and teacher surveys (perception data)
  • 20%: SEL factors like chronic absenteeism, suspensions, and expulsions

These changes have resulted in at least two critical outcomes:

  1. There is greater insight into the academics of specific student groups, which has sparked conversations around issues of disproportionality (especially among Black and Latinx students).
  2. New initiatives are being introduced to teach soft skills as part of educating the whole child.

What is the goal of SEL?

The goal of social-emotional learning in education is to promote and improve students’ attitudes and beliefs about themselves, their relationships with others, and their education.

The Collaborative for Academic, Social, and Emotional Learning (CASEL) has identified five areas of social-emotional learning (SEL) competence that support students’ development and well-being—known as the CASEL framework. These five SEL competencies are intended to cultivate skills that advance students’ learning and development:

SEL Blog diagram
Five areas of social-emotional competence

These sets of competencies are related to one another in various degrees and involve multiple cognitive and behavioral skills. All of these skills can and must be developed within the school and home environments.

What are the CASEL 5 core competencies of social-emotional learning?

The SEL core competencies are:

Self-management: Managing one’s emotions, thoughts, and behaviors effectively in different situations and achieving goals and aspirations. This includes the capacity to manage stress and maintain motivation and agency to accomplish personal and collective goals.

Examples: Identifying and using stress management strategies, keeping materials organized, and being on time.

Responsible decision making: Making caring and constructive choices about personal behavior and social interactions across situations. This includes the capacity to consider ethical standards and safety concerns and to evaluate the benefits and consequences of various actions for personal and collective well-being.

Examples: Completing homework on time, studying, and anticipating and evaluating the consequences of one’s actions.

Relationship skills: Establishing and maintaining healthy and supportive relationships and effectively navigating settings with diverse individuals and groups. This includes the capacities to communicate clearly, listen actively, work collaboratively to problem solve and negotiate conflict constructively, navigate settings with differing social and cultural demands and opportunities, provide leadership, and seek or offer help when needed.

Examples: Cooperating with peers, developing positive relationships, demonstrating cultural competency, practicing teamwork, and collaborative problem-solving.

Social awareness: Understanding the perspectives of and empathizing with others, including those from diverse backgrounds, cultures, and contexts. This includes the capacity to feel compassion for others, understand broader historical and social norms for behavior in different settings, and recognize family, school, and community resources and support.

Examples: Being polite to others, demonstrating empathy and compassion, identifying diverse social norms, and understanding and expressing gratitude.

Self-awareness: Understanding one’s own emotions, thoughts, and values and how they influence behavior across contexts. This includes capacities to recognize one’s strengths and limitations with a well-grounded sense of confidence and purpose.

Examples: Identifying one’s emotions, demonstrating honesty and integrity, linking feelings, values, and thoughts, examining prejudices and biases, and having a growth mindset.

Social-emotional learning (SEL) is directly linked to student achievement, equity, and long-term well-being. One study found that students who participate in SEL programs have, on average, an 11-point gain in academic achievement, as noted earlier. SEL has also been linked to the development of important study skills, such as homework completion and engagement.

Mother and child reading

Supporting SEL in schools

Explore SAEBRS, Renaissance’s social-emotional behavior (SEB) assessment suite.

The importance of supporting the 5 SEL competencies: research on the pandemic’s effect on students’ social, emotional, and mental well-being

Although providing resources to support students’ well-being was already a top priority for many districts, the COVID-19 pandemic has exacerbated the need. Research conducted by the Center on Reinventing Public Education (CRPE) summarizes what is currently known about the pandemic’s impact on students’ social-emotional well-being:

  • A significant portion of young people have experienced negative impacts on their mental or social-emotional health during the pandemic.
  • Students who learned remotely for long periods of time and historically marginalized students were more likely to experience negative effects.
  • Rates of anxiety and attempted suicides, already on the rise pre-pandemic, appear to have increased among all students, especially among girls.
  • While some students fared well initially—or even fared better—when learning remotely than they did in person, these positive effects did not last. Negative effects for students increased over time.
  • Schools and districts, especially in rural areas without a strong social-service infrastructure, lacked systems to track student well-being or strategies to address and improve it.
  • A report from the Centers for Disease Control reinforces the need for mental health resources. In 2020, there was a 24 percent increase in emergency room visits related to mental health for children ages 5 through 11, and a more than 30 percent increase in visits for those between 12 and 17 years old.

In addition to these impacts, the pandemic is also affecting some students’ growth in core subject areas, including math and reading. The latest iteration of the Nation’s Report Card also revealed a growing gap between high- and low-performing students—a “matter for national concern.”

So, how can schools help to mitigate these impacts and effectively bolster student success? Let’s return to our discussion of the five SEL competencies.

How should we approach the SEL 5 competencies?

Understanding the various elements and standards that constitute SEL is just the first step in the process. The next step is to determine how to build an effective implementation of a system-wide SEL program. This requires a three-pronged approach: professional learning, curriculum, and measurement.

#1: Professional learning

Critical to the success of any new initiative is ongoing, job-embedded professional learning for teachers and staff. SEL programs are no different. Educator teams need support to understand what SEL is and to implement evidence-based SEL practices and programs.

They also need training on how to validly administer SEB assessments, how to interpret the results of screening, and how to take action on the data.

High-quality professional learning increases team buy-in and accelerates the effective system-wide implementation of SEL curriculum and screening tools. But most importantly, it amplifies the impact of your programs, ensuring that the benefits of integrated SEL programs are fully realized.

#2: Curriculum

Social-emotional skills can be taught, and there are many SEL curricula and programs available to support the development of social-emotional competencies. As with math and reading, students need explicit social-emotional instruction using an evidence-based program.

Various SEL programs take different approaches. Some focus on teaching core competencies such as self-awareness and responsible decision making, while others focus on the development of specific SEL skills such as setting and achieving goals and developing positive relationships.

When selecting a curriculum or program, it’s important to identify your SEL goals so you can determine whether the curricula you’re evaluating have the content and support to help you meet those goals.

Context is also an important factor to consider. Curricula that take into account different cultural backgrounds, beliefs, and social settings when designing their lesson plans will be more effective with a broader range of students.

While an SEL curriculum plays an important role in a school-wide program, SEL should not be relegated to a specific time, class, or stand-alone lesson. Rather, incorporate SEL into the fabric of the school day, from a morning check-in on how students are feeling to pointing out a character’s social-emotional skills when reading a book.

Integrating SEL into every part of students’ educational experience provides opportunities for them to practice and build their skills.

#3: Measurement

While curriculum is a key component of an effective SEL program, too often districts choose a curriculum before identifying which SEL skills their students are strong in and which they may need instruction and practice to develop.

Prior to selecting and implementing an SEL curriculum, educators should first select a social-emotional behavior screener and measure their students’ social-emotional skills. With this data, educators will have insight into where to focus instructional efforts in order to best address the specific needs of their students.

Similar to how we monitor students’ academic progress to gauge the effectiveness of core curricular programs and teacher professional learning, social-emotional screeners provide insight into the effectiveness of school-wide SEL efforts.

Smiling boy outside

Other considerations when approaching SEL competency data for student success

What other key points should we consider?

First, we need to understand that every student comes into the classroom with various outside factors that could affect their learning ability. If students are dealing with issues like family dysfunction or peer pressure, they won’t be as prepared or focused on learning. For this reason, it’s essential to come up with ways to identify those problems and address them early on.

Second, we need to apply our efforts in figuring out a student’s beliefs towards education. How willing are they to learn? What are their motivations for school? What things actually support, enhance, or reinforce their beliefs about education?

Addressing their purpose within the classroom and helping to define their “why” is crucial in getting students to participate as much as they can in their own education.

When we consider these two points, we’ll be more equipped to educate the whole child. A resource that could be helpful in this process is an MTSS collaboration and management solution. Having a system that will measure, track, and analyze data in regard to student behavior and performance will allow educators to keep a pulse on student progress and identify any red flags along the way.

Facilitate early intervention and prevention efforts using the five SEL competencies with SAEBRS

Today, districts are launching robust initiatives to help students build solid SEL foundations necessary to prevent long-term mental health problems. To find success in these efforts, districts should leverage evidence-based SEL resources and supports to help students succeed socially, emotionally, and academically.

Universal screening is an efficient, research-proven way to address social-emotional behavior (SEB) concerns and support early intervention efforts and SEL programming. Screening can inform educators where to target universal and prevention efforts including:

  • Selecting an SEL curriculum that matches students’ specific and unique needs
  • Pinpointing social-emotional needs in the classroom
  • Identifying students in need of more intensive support

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Rethinking math milestones https://www.renaissance.com/2021/12/10/blog-rethinking-math-milestones/ Fri, 10 Dec 2021 15:25:51 +0000 https://renlearnstg.wpengine.com/?p=54073 When we talk about literacy, we often discuss an initial phase of “learning to read,” which is then followed by a second phase, “reading to learn.” This transition often occurs in grade 3 or 4. To foster literacy acquisition, many states have enacted policies and funded initiatives to ensure that all students are “reading on […]

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When we talk about literacy, we often discuss an initial phase of “learning to read,” which is then followed by a second phase, “reading to learn.” This transition often occurs in grade 3 or 4. To foster literacy acquisition, many states have enacted policies and funded initiatives to ensure that all students are “reading on grade level” by the end of grade 3.

Furthermore, we use the term “emergent readers” when referring to pre-readers. Students are “emergent” until they can decode words with ease. Learning to read English requires students to master a finite set of phonemes (44 in all) and graphemes (around 250). From there, reading—as we well know—shifts to a focus on vocabulary and building knowledge. At this point, we start to refer to students as “readers.”

So, our approach suggests that when students have met the milestone of reading on grade level by the end of grade 3, we feel that they’re on somewhat solid ground. Successfully “learn to read” by the end of grade 3, and then continue to “read to learn” from that point on, and things should turn out fairly well. Reading on grade level by the end of grade 3 is, in other words, the primary benchmark to be met.

This raises some obvious questions. Does mathematics have an equivalent benchmark? When do students transition from being “emergent mathematicians” to being “mathematicians”? Is there some point along the journey where we can begin to feel that students are on a sure footing in math? Several studies have explored this question. Let’s take a look at their findings.

Milestone 1: Mastering elementary math topics

Siegler et al. (2012) explored the relationship between students’ mastery of five major topics in elementary mathematics—addition, subtraction, multiplication, division, and fractions—and their eventual success in high school math courses. Of these five areas, mastery of fractions and of whole-number division were found to be most predictive of eventual high school math success. In fact, knowledge of fractions and whole-number division have a stronger relation to students’ overall math achievement than family income level.

Math milestone

This is not to say that mastery of the other topics—addition, subtraction, and multiplication—is unimportant. In fact, when one considers these topic areas through the lens of learning progressions, it’s apparent that success with division and fractions is dependent on having already mastered addition, subtraction, and multiplication, because these are all prerequisites for division and fractions.

In essence, what Siegler et al. found was that mastering all five topic areas of elementary school mathematics places students in a position where success with high school math courses is far more likely. So, is this the key math milestone? Other studies suggest not.

Milestone 2: Passing grade 6 math

Balfanz, Herzog, and MacIver (2007) conducted a longitudinal study examining the graduation patterns of nearly 13,000 students in an urban district to discover how middle school factors related to high school graduation. They found that a shocking 81 percent of students who failed their grade 6 mathematics course did not graduate from high school. Another 6 percent did graduate, but late. This means that only 13 percent of students who failed their grade 6 math class were able to graduate high school on time—making the passing of grade 6 math extremely predictive of eventual high school graduation. The authors add that “failing a sixth-grade math course was a better predictor of failure to graduate than either a student’s race or status as an English Language Learner.”

Math milestone

Milestone 3: Passing grade 7 math

A study by Finkelstein et al. (2012) further complicates this picture. The authors conducted a longitudinal analysis that tracked more than 24,000 California students from 24 districts from grade 7 through high school graduation. The analysis “looked at the student’s performance in each [math] course, as demonstrated by the grade earned and student proficiency, using as a proxy the student’s score (e.g., Below Basic, Basic, Proficient) on the related California Standards Test for each course.” The authors also explored the results of different “course patterns,” primarily to compare students who took Algebra 1 in grade 8 to students who took Algebra 1 in grade 9.

What did the authors find? “Students who perform well in grade 7 math are likely to take more-advanced courses in high school compared to those who struggle with middle school math.” In fact, of their large sample (N=24,279), “not a single student who earned below a grade of D in seventh-grade math went on to take calculus in high school.”

Does this make grade 7 math the key milestone?

Milestone 4: Passing Algebra 1 on the first attempt

Additional findings by Finkelstein et al. suggest not. They note that while “many students repeat algebra…few repeaters achieve proficiency on their second attempt.” Roughly one-third of the students in their sample were required to repeat their algebra course. Among those who took Algebra 1 in grade 8 and repeated it in grade 9, the eventual proficiency rate on the state test was 21 percent. For those who initially took the course in grade 9 and repeated it in grade 10, the proficiency rate was just 9 percent.

The researchers concluded that “these low proficiency rates illustrate that Algebra 1 repeaters are often unsuccessful at demonstrating content mastery their second time around.” Based on this finding, a reporter highlighting this research began her coverage by stating, “California students who fail algebra and repeat the course are pretty much doomed to fail again” (Tucker 2012).

Are there really any math milestones?

So, where does this leave us? Is there any mathematics equivalent to reading on grade level by the end of grade 3? It appears not. Of the benchmarks outlined above, successfully passing Algebra 1 on the first attempt is probably the first time that we might consider students to be on some degree of solid ground. But Stephen Pinker (1997) said it best when he remarked that “math is ruthlessly cumulative.” And while the importance of mastering prerequisite skills is manifest in all subject areas, no subject area is as “ruthlessly cumulative” as mathematics—as the studies that I’ve described so clearly demonstrate.

What does this mean in terms of instructional practice? It speaks to the need for ongoing formative assessment and progress monitoring—student by student and skill by skill—so that we can ensure the mastery of each and every essential math skill. Otherwise, we risk having this “ruthlessly cumulative” subject area rise up and stifle the progress of the learner.

The power of regular practice—and feedback

Decades ago, when I was a high school student, my teacher for Algebra 1, Algebra 2, and Pre-Calculus would walk up and down the aisle and “spot check” a few key problems from our math homework of the night before. The information she noted in her gradebook was either a check, a check-plus, or a check-minus. This process was time consuming and somewhat flawed, because she was only able to capture limited information on a small portion of the work that we’d done. While our homework had a positive effect on us, with some key changes, it could have been far more effective.

In a classic study, Paschal, Weinstein, and Walberg (1984) conducted a meta-analysis of research on various homework approaches. They found that, overall, homework has a positive effect size of 0.36, but corrected homework has a much larger positive effect size of 0.80. To put this another way: If educators and students aren’t receiving as much information (feedback) as possible from the activities that students undertake, then the impact of those activities is far less than it could be.

This is where the features of digital math practice programs really shine. With today’s technology, capturing every response from every student to every math problem is easily accomplished. At Renaissance, we offer our Freckle for math program, which provides differentiated practice from kindergarten through Algebra 2. As shown in the screenshot below, teachers using Freckle can easily access a gradebook-like view to see performance student-by-student and skill-by-skill, which is so critical for monitoring students’ progress.

Math milestone

Freckle then makes suggestions for appropriate next steps based on students’ performance. For example, on the screen shown below, teachers can quickly review students’ performance on an “exit ticket” for Base 10—Rounding. Freckle also identifies students who might need some re-teaching of prerequisite skills (in this case, Tony), students who need a bit more practice with the current skills before moving on (Rafferty), and students who are ready for a deeper challenge that probes their Depth of Knowledge (DOK) on the current skill (Abraham and Carry).

Math milestone

Why monitoring progress is key in mathematics

When I was a teacher, I primarily taught one subject area. When I became the Supervisor of Academic Services in my school district, I worked with educators across all content areas—and this is also the case in my role as Chief Academic Officer at Renaissance. Anyone who has made this transition from teaching one subject area to supporting all subject areas knows that you quickly understand how very different the pedagogical concerns and considerations are across areas. What social studies teachers must consider and do is fundamentally different in many ways from what their ELA colleagues or math colleagues or science colleagues must do. Yes, there are common elements of well-crafted instruction, but each content area has its own feel and dynamics.

Given that mathematics is “ruthlessly cumulative”—due to the interdependency of so many discrete skills that must be applied with absolute precision—it simply is a content area in which the close monitoring of student progress, on a detailed level, is paramount. We cannot afford for students to achieve anything less than mastery of essential skills and concepts during the long journey through the various milestones of progress.

Decades ago, my math teachers did what they could to sample and spot-check the work that my classmates and I were doing. But today, a student-by-student and skill-by-skill feed of information can be easily provided by technology, regardless of whether students are practicing math in the school building, at home, or a combination of the two. Our goal should be to ensure that this level of detailed monitoring and feedback is the norm in every math classroom.

References

Balfanz, R., Herzog, L., & MacIver, D. (2007). Preventing student disengagement and keeping students on the graduation path in urban middle-grades schools: Early identification and effective interventions. Educational Psychologist, 42(4), 223–235.
Finkelstein, N., Fong, A., Tiffany-Morales, J., Shields, P., & Huang, M. (2012). College bound in middle school and high school? How math course sequences matter. Sacramento, CA: The Center for the Future of Teaching and Learning at WestEd.
Paschal, R., Weinstein, T., & Walberg, H. (1984). The effects of homework on learning: A quantitative synthesis. The Journal of Educational Research, 78(2), 97–104.
Pinker, S. (1997). How the mind works. New York: Norton.
Siegler, R., Duncan, G., Davis-Kean, P., Duckworth, K., Claessens, A., Engel, M., Susperreguy, M., & Chen, M. (2012). Early predictors of high school mathematics achievement. Psychological Science 23(7), 691–697.
Tucker, J. (2012). Students failing algebra rarely recover. Retrieved from: https://www.sfgate.com/education/article/Students-failing-algebra-rarely-recover-4082741.php

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Formative assessment: What is it and why use it? https://www.renaissance.com/2021/12/09/blog-formative-assessment-what-is-it-and-why-use-it/ Thu, 09 Dec 2021 17:29:00 +0000 https://renlearnstg.wpengine.com/?p=61380 Classroom formative assessment is widely used in schools. However, there are multiple definitions of this term. There can also be confusion around whether formative assessment is a process or a product. So, what is formative assessment in education? And why is it so important? Let’s dive in. What is formative assessment? One popular way of […]

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Classroom formative assessment is widely used in schools. However, there are multiple definitions of this term. There can also be confusion around whether formative assessment is a process or a product.

So, what is formative assessment in education? And why is it so important? Let’s dive in.

What is formative assessment?

One popular way of thinking about formative assessment is that it “in-forms” instruction. The National Council on Measurement in Education (NCME) uses the following formative assessment definition:

“Formative assessment practices are those that provide teachers and students with information about learning as it develops—not just at the end of a project, unit, or year. The information is formative because it enables adjustments that deepen learning. Teachers use formative assessments to make adjustments to instruction, and students use the feedback from formative assessments to make revisions to their work and their approaches to it.”

The NCME definition does not indicate if formative assessment is specifically a product or a process, but it points more toward it being a process when stating that it relates to “information about learning as it develops.”

The Council of Chief State School Officers (CCSSO) defines formative assessment as a process that involves both students and teachers in the classroom:

“Formative assessment is a planned, ongoing process used by all students and teachers during learning and teaching to elicit and use evidence of student learning to improve student understanding of intended disciplinary learning outcomes and support students to become self-directed learners. Effective use of the formative assessment process requires students and teachers to integrate and embed the following practices in a collaborative and respectful classroom environment:

  • Clarifying learning goals and success criteria within a broader progression of learning
  • Eliciting and analyzing evidence of student thinking
  • Engaging in self-assessment and peer feedback
  • Providing actionable feedback
  • Using evidence and feedback to move learning forward by adjusting learning strategies, goals, or next instructional steps.”

The CCSSO definition includes guidance concerning effective formative assessment practices, further emphasizing that it is a process and not a product.

Formative assessment vs. summative assessment

To some extent, all assessments are part of a larger process of learning. However, formative assessment is often contrasted with summative assessment in order to distinguish key features.

One of the primary differences between formative and summative assessments is that formative assessments are conducted at multiple time points during learning, whereas summative assessment happens only at the end of the learning. Thus, the repetition of formative assessments confirms that it is a process. That said, an assessment could be used for both formative and summative purposes.

Examples of formative vs. summative assessment purposes

There are many examples of classroom formative assessments, each designed to answer a specific question about student learning. The following table displays types of assessments commonly used in schools with examples of their formative and summative applications. Note that some of the assessments listed serve the same purpose, and not all of them are necessarily used in one school.

Examples of formative vs. summative assessment purposes

By definition, formative assessment is the action taken after the assessment to improve student learning. In this way, the data informs instruction. Formative assessments require a process in order to be helpful to students and teachers.

Summative assessments also provide important information about student performance, but the results are not used to modify individual student instruction. Instead, they are often used to review data from a group of students and identify patterns in performance by cohorts. In this regard, formative and summative assessments serve different purposes.

Use formative assessment for formative purposes and summative assessment for summative purposes

A formative assessment’s process depends on its function or purpose. An excellent way to define the purpose is by asking what question about student performance the assessment is designed to answer.

Here are common questions that teachers ask about student performance:

  1. What did my students learn during today’s lesson?
  2. Which of my students might need additional instruction to reach learning goals?
  3. What type of additional instruction or intervention do my students need?
  4. Which of my students have mastered the content in this chapter or unit and which ones need additional instruction?
  5. Is the core instruction we provide effective for 80% or more of students? If not, what needs to be changed?
  6. Is the intervention provided for a struggling student working? If not, what needs to change?
  7. Does my student display characteristics of a disability that requires specialized instruction?
  8. Did the students in my course master all of the content taught?
  9. How did this year’s second graders perform compared to second graders in prior years?

Some of these questions are best answered with formative assessments and others with summative ones. The following table shows each of the above questions with the type of assessment best suited and whether the assessment is formative or summative.

Formative and summative assessment questions

Neither formative nor summative assessments are “best.” Instead, each type should be matched to the assessment purpose and the question(s) the test is seeking to answer.

Remember, classroom formative assessment involves a process, and many steps and tools are typically used during this process.

Supporting formative assessment

Discover Renaissance solutions that help you to better understand students’ performance.

How to evaluate your own assessment system

A helpful activity that school leaders and teachers can do is to list all the assessments currently used in their school and then list the purpose of each assessment. Once all the assessments and their purposes are listed, it’s possible to see whether there are multiple tests used to answer the same questions.

Similarly, school leaders and teachers can list the questions they routinely ask about student performance and then match those questions to current assessments. If there are questions with no corresponding assessment, the team can discuss if it’s a question that must be answered. When it’s an essential question, an appropriate assessment should be selected to answer that question. Importantly, educators should strive to conduct as few assessments as possible to answer questions about student learning.

4 categories of formative assessment you can use in your classroom

Let’s break down some of the different ways you may use formative assessment with your students.

#1: Pre-assessment

Pre-assessment occurs before instruction of new content begins to find out what students know. It can also help teachers to identify any knowledge gaps or misconceptions surrounding the material. This pre-assessment can be used throughout the educational process to help students see what they have learned.

Some examples of pre-assessment include:

  • Conversation
  • Multiple-choice questions
  • Use of writing prompts
  • Creating a concept map

Pre-assessment is a powerful tool because it can—and should—be used to guide instruction. Pre-assessment results can also be used to help students set learning goals.

#2: Self-assessment

Self-assessment lets students reflect on their learning and the quality of their work thus far and then decide what their next steps should be. This isn’t about having students assign themselves grades or scores—it’s simply about feedback.

Self-assessment involves:

  • Awareness of goals
  • Checking progress
  • Making adjustments as needed

Self-assessment should always be followed by opportunities to relearn a concept or revise work. Knowing they have room for improvement keeps students honest in their assessments.

#3: Peer feedback

These techniques allow students to give constructive and useful feedback to each other about their work. They don’t grade each other, but they may recommend revisions or possible next steps.

Peer feedback is a collaborative learning activity. It allows students to practice recognizing what success looks like in the work of others, which may help them better understand their learning goals.

#4: Feedback breaks

Feedback breaks are exercises that can be sprinkled throughout your lessons. They give teachers information about what and how the students are learning while allowing them to change and develop their understanding of new content.

Feedback breaks are self-assessment exercises built into parts of the lesson where it would be natural to pause and examine one’s thinking—for instance, after a concept has been introduced and before moving on to the next piece of content.

Feedback breaks help students put their understanding into words and process the new information. This also helps teachers evaluate student progress as they go and strategically use questions at pause points to help give direction to the rest of the lesson.

Some people refer to these as hinge-point questions because the way the lesson evolves hinges on students’ answers. A good example of a hinge-point question is a multiple-choice inquiry where some of the choices are common misconceptions.

Support the classroom formative assessment process with Renaissance

Renaissance offers a number of assessment tools that educators can use to understand their students’ performance. Remember, formative assessment is a process that involves selecting and using assessments aligned to the question the teacher seeks to answer. The following list includes types of assessments, the questions they address, and which Renaissance tool best answers the questions.

Just-in-time/short cycle assessment:

  • Confirms that specific learning has taken place and provides data to inform instruction that follows
  • Example: DnA

Universal screening:

  • Informs Tier 1 instruction and intervention; informs which students may need interventions to succeed; informs system-level resourcing
  • Examples: FastBridge and Star Assessments

Diagnostic assessment:

  • Pinpoints specific skill areas of need; diagnostic assessment ensures instructional supports are aligned with learning needs
  • Example: Star Phonics

Progress monitoring:

Interim assessment:

  • Informs whether students are mastering grade-level content or if adjustments should be made to improve end-of-year outcomes
  • Examples: DnA; SchoolCity

Summative assessment:

  • Informs system-level adjustments to curriculum, instruction, assessment, and scope and sequence to improve learning outcomes for all students
  • Examples: DnA; SchoolCity

To learn more about these Renaissance assessments and how they support greater student growth, connect with an expert.

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How teachers can use item analysis to evaluate assessments https://www.renaissance.com/2021/11/18/blog-how-teachers-can-use-item-analysis-to-evaluate-assessments/ Thu, 18 Nov 2021 19:49:00 +0000 https://renlearnstg.wpengine.com/?p=62862 Assessments are one of the primary ways educators can gain insight into student learning. These assessments may take the form of quizzes, tests, midterms, or final exams. Assessments also provide a key way for teachers to address students’ needs, by showing education or performance gaps. Ideally, assessment data will help educators to figure out which […]

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Assessments are one of the primary ways educators can gain insight into student learning. These assessments may take the form of quizzes, tests, midterms, or final exams.

Assessments also provide a key way for teachers to address students’ needs, by showing education or performance gaps. Ideally, assessment data will help educators to figure out which topics students are struggling with and—more importantly—why.

Test item analysis is a way to help teachers gain more insight into their students’ learning. But first, you must start by understanding what item analysis involves.

Let’s delve into the specifics of item analysis for teachers and explore its components.

Teachers talking

What is test item analysis?

Item analysis is the act of analyzing responses to individual test questions, or items, to make sure that their difficulty level is appropriate. This means that the items discriminate well between students of different performance levels. Item analysis also involves looking deeper into other metrics of the test items, as I’ll explain below.

Item analysis is crucial to upholding both the fairness and effectiveness of tests. And while it’s often something teachers do unconsciously, formalizing the process and laying out the method to it provides a way to uphold academic integrity and improve assessments.

Why do we need item analysis?

Item analysis helps teachers examine assessments and figure out if they’re a good measure for testing their students. For example, if a test is too difficult or too easy for a group of students, then administering the assessment is a waste of time and doesn’t aid us in the measurement of student learning.

The frequent use of item analysis also allows teachers to measure assessments and figure out where any learning gaps may be present. Teachers can then provide the right instruction and support to target and bridge those gaps, as I mentioned earlier.

Group of teachers

The 4 components of item analysis

The four components of test item analysis are item difficulty, item discrimination, item distractors, and response frequency. Let’s look at each of these factors and how they help teachers to further understand test quality.

#1: Item difficulty

The first thing we can look at in terms of item analysis is item difficulty. Item difficulty is a percentage of students scoring correctly on any one test item. As a rule of thumb, we’re looking for at least 20% of students to score correctly. If we have fewer than 20% of students scoring correctly on the item, it is likely too difficult.

At the same time, if we have more than 80% of students scoring correctly on the item, that item might be too easy. However, in some situations this might be okay.

For example, on a mastery test, we can expect a lot of items to be easy because a majority of students will have mastered the material. This is opposed to a pretest, where we can expect most of the items to be difficult, because the students have not yet been taught the material.

If there’s a test item that no students answer correctly, the reliability factor decreases sharply. (In other words, we learn that the item is far too difficult for them, but we do not gain any insight into what the students do know.) In contrast, when students give the right answers, it helps teachers track how knowledgeable the students are in any given subject.

Insights to move learning forward

Discover Renaissance assessments that help you to pinpoint every student’s needs.

Teacher in classroom

 #2: Item discrimination

The second component we can examine is item discrimination. In other words, how well does the item discriminate between students who performed higher and lower on a particular test?

Here, we look at how well the students scored on the assessment as a whole and how well the students scored on any given item. Are the students who performed higher on the assessment generally answering the item correctly? Are students who performed lower on the assessment generally answering the item incorrectly?

With item discrimination, you’re comparing the number of correct answers to the total test score numbers. Discrimination examines one question at a time and compares high-scoring students’ answers to those of low-scoring students to see which group answered which items correctly.

The overall point of item discrimination is to confirm that individual exam questions differentiate between the students who understand the material and those who don’t.

#3: Item distractors

Within item analysis, we usually use item distractors for assessments with multiple-choice questions. We need to understand if the answer choices appropriately “distract” students taking the test from the correct answer.

For example, suppose there is a multiple-choice question with four possible answers—but two of the answers are clearly incorrect and are easy for students to eliminate from consideration. So, instead of having a 25% chance of getting the answer right by guessing, students now have a 50/50 chance, given that only two of the four answer choices are plausible.

Bad item distractors are those that are obviously not correct, so they are far less effective for assessing student knowledge than if they were more cleverly disguised.

Effective item distractors force students to focus on critical thinking to help them answer the question. For this reason, effective distractors will usually attract more students with a lower overall score than those who score higher on the test.

#4: Response frequency

Once we look at item difficulty, item discrimination, and item distractors and have cleared potential flags, it’s important for us to look at the final component: response frequency.

For items such as multiple choice, multiple select, or those that have Part A and Part B, it’s crucial to examine which responses students are choosing. If they’re not choosing the correct answer, what are some of the options they’re selecting and why?

Let’s say the correct answer to a particular item is option C, but most of the students are choosing a distractor, option B. We need to look at this specific distractor and try to figure out the common misconception. In other words, why are students choosing that particular response? What makes this response appear to be correct?

Looking at response frequency—as well as the other item analysis components listed above—and noting the pattern of student errors can give teachers feedback on how effective a test is and provide support for designing future assessments.

Group of students in classroom

How Renaissance provides high-quality test items for every classroom

Renaissance’s DnA platform includes a high-quality item bank and collection of pre-built assessments created by experts who ensure the content is accurately aligned to state standards and yields results that educators can use to drive instruction.

All of our item bank content undergoes a continuous evaluation process that uses psychometric item analysis to ensure test items are performing as expected. In other words, we’ve already done the work for you!

DnA offers more than 80,000 items in core subject areas, along with a wealth of reporting—including item distractor reports to help you identify learning disconnects and guide appropriate feedback.

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Freckle Awarded Research-Based Product Design Certification from Digital Promise https://www.renaissance.com/2021/11/12/news-freckle-awarded-research-based-product-design-certification-from-digital-promise/ Fri, 12 Nov 2021 14:45:59 +0000 https://renlearnstg.wpengine.com/?p=53876 Freckle is the fourth Renaissance product to receive this prestigious certification Bloomington, Minn. (November 12, 2021) – Renaissance , a global leader in pre-K–12 educational technology, recently announced that Freckle has earned the Research-Based Design Product Certification from Digital Promise. This certification serves as a rigorous, reliable signal for district and school administrators, educators, and […]

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Freckle is the fourth Renaissance product to receive this prestigious certification

Bloomington, Minn. (November 12, 2021) Renaissance , a global leader in pre-K–12 educational technology, recently announced that Freckle has earned the Research-Based Design Product Certification from Digital Promise. This certification serves as a rigorous, reliable signal for district and school administrators, educators, and families looking for edtech products that are based in research about learning.

Freckle provides K–12 students with differentiated practice in math, ELA, science, and social studies, both in and out of the classroom. Educators can use Freckle to support core instruction, as well as extended learning, summer learning, and tutoring. Freckle qualifies for ESSER funding under the CARES, CRRSA, and ARP Acts, along with other federal funding sources.

Freckle is the fourth Renaissance product to receive the Research-Based Design Product Certification. Accelerated Reader, Lalilo, and Nearpod have all previously received this honor.

“Research is central to how we design our products,” said Eric Stickney, senior director of educational research at Renaissance. “We not only use published research on how students learn, but we also analyze our assessment and practice data to understand how to best engage and provide feedback to both educators and students to maximize opportunities for growth. This certification validates these efforts.”

The Research-Based Design Product Certification helps consumers to narrow their options as they select products based on research about learning. Digital Promise launched this certification in February 2020 and has certified over 50 products to date. The organization will recognize Freckle’s certification with an official announcement in February 2022.

“Educators and researchers continue to uncover important insights about how students learn,” said Christina Luke Luna, senior director of lifelong learning pathways at Digital Promise. “The Research-Based Design Product Certification recognizes the edtech products that incorporate research about learning into their design and development. Congratulations to Freckle for demonstrating that research informs product design!”

Educators can learn more about Freckle by visiting www.renaissance.com.

About Renaissance

As a global leader in assessment, reading, and math solutions for pre-K–12 schools and districts, Renaissance is committed to providing educators with insights and resources to accelerate growth and help all students build a strong foundation for success. Renaissance solutions reach more than 40 percent of US schools and more than half a million students in other regions across the world.

The Renaissance portfolio includes Star Assessments, for reliable, accurate insights into K–12 student learning; myIGDIs, for accurate assessment of early learning; myON, to increase students’ access to high-quality reading materials; Accelerated Reader, to support independent reading practice; Freckle, for teacher-led differentiated instruction; Schoolzilla, to give educators actionable insights into trends in student attendance and achievement; Lalilo, to develop critical foundational skills; and Nearpod, for teacher-facilitated instructional delivery.

About Digital Promise

Digital Promise is a nonprofit organization that builds powerful networks and takes on grand challenges by working at the intersection of researchers, entrepreneurs, and educators. Our vision is that all people, at every stage of their lives, have access to learning experiences that help them acquire the knowledge and skills they need to thrive and continuously learn in an ever-changing world. For more information, visit https://digitalpromise.org/.

Press contact:
Tracy Stewart
Director, Marketing Development
Renaissance
(832) 651-1189
pr@renaissance.com

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Renaissance Announces Significant Growth Investment from Blackstone https://www.renaissance.com/2021/11/09/news-renaissance-announces-significant-growth-investment-from-blackstone/ Tue, 09 Nov 2021 16:03:48 +0000 https://renlearnstg.wpengine.com/?p=53841 Existing investor Francisco Partners remains major shareholder; investment supports global education technology leader’s mission of accelerating student growth and learning New York/San Francisco/Wisconsin Rapids, Wis. (November 9, 2021) – Renaissance (“Renaissance” or the “Company”), a global leader in pre-K–12 educational technology, today announced its entry into a definitive agreement for private equity funds managed by […]

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Existing investor Francisco Partners remains major shareholder; investment supports global education technology leader’s mission of accelerating student growth and learning

New York/San Francisco/Wisconsin Rapids, Wis. (November 9, 2021) Renaissance (“Renaissance” or the “Company”), a global leader in pre-K–12 educational technology, today announced its entry into a definitive agreement for private equity funds managed by Blackstone (NYSE: BX; “Blackstone”) to make a significant equity investment in the Company alongside existing investors including Francisco Partners and TPG’s The Rise Fund. Francisco Partners, a leading global investment firm that specializes in partnering with technology businesses, acquired the Company in 2018 and will remain a major shareholder. Blackstone’s investment will be made through its flagship private equity vehicle.

Founded in 1986, Renaissance combines decades of experience in assessments with personalized instruction and analytics solutions delivering teachers and administrators the tools to plan, lessons to teach, and the resources to motivate students to learn. Renaissance is one of the most recognized and trusted brands in K–12 education, serving more than 40 percent of US schools and more than 16 million students worldwide. The Company’s assessment-driven, integrated instructional ecosystem enables schools and districts to benchmark student progress; teach, plan, and respond to students’ needs in real time with personalized instruction; and offer supplemental student literacy and math learning software solutions.

The new investment from Blackstone will enable the Company to further accelerate organic growth initiatives and innovation across its product suite. Building on the platform’s growth under Francisco Partners, the investment will also enable the Company to continue executing on its targeted acquisition strategy following its recent acquisitions earlier this year of Lalilo, a research-based foundational literacy program, and Nearpod, a leader in teacher-facilitated instructional delivery.

Chris Bauleke, CEO of Renaissance, said: “As technology continues to change, and as teachers and students connect in new ways, our commitment to empower teachers, students, and administrators is unwavering. Now, together with Blackstone and Francisco Partners, we have even more opportunity to further our mission to accelerate learning for all worldwide.”

Eli Nagler, a Senior Managing Director at Blackstone, said: “Chris and the Renaissance team have done an exceptional job building a next generation technology platform to meet the rapidly evolving needs of today’s classroom and beyond—where digital tools play a critical role. We’re thrilled to join with Francisco Partners to support the continued expansion of the business as educators increasingly leverage technology to provide students with personalized learning solutions.”

Jason Brein, Partner at Francisco Partners, and Alan Ni, Principal at Francisco Partners, said: “As a leading K–12 edtech software platform, Renaissance is at the forefront of developing innovative solutions that offer new ways to teach and learn across remote, hybrid, and in-person classrooms. It has been our pleasure to partner with Chris and the Renaissance team over the last few years as they have scaled their integrated platform and product suite to best support the needs of students, teachers, administrators, and parents. We are excited to continue our partnership and look forward to working together with Blackstone to further support Renaissance’s mission.”

Blackstone’s investment is a continuation of the firm’s high-conviction thematic focus on the fast-growing education technology industry. It follows recent investments through its private equity business in Ellucian, a leading software provider to universities, and through its Blackstone Growth (BXG) business in Articulate, a SaaS training and development platform for companies.

Goldman Sachs & Co. LLC served as lead financial advisor to Renaissance, Macquarie Capital also served as a financial advisor, and Kirkland & Ellis served as legal advisor. SVB Technology Investment Banking served as financial advisor to Blackstone, and Simpson Thacher & Bartlett LLP served as legal advisor.

About Renaissance

As a global leader in assessment, reading, and math solutions for pre-K–12 schools and districts, Renaissance is committed to providing educators with insights and resources to accelerate growth and help all students build a strong foundation for success. Renaissance solutions reach more than 40 percent of US schools and more than a half million students in other regions across the world. The Renaissance portfolio includes Star Assessments, for reliable, accurate insights into K–12 student learning; myIGDIs, for accurate assessment of early learning; myON, to increase students’ access to high-quality reading materials; Accelerated Reader, to support independent reading practice; Freckle, for teacher-led differentiated instruction; Schoolzilla, to give educators actionable insights into trends in student attendance and achievement; Lalilo, to develop critical foundational skills; and Nearpod, for teacher-facilitated instructional delivery. For more information, visit www.renaissance.com.

About Blackstone

Blackstone is the world’s largest alternative asset manager. We seek to create positive economic impact and long-term value for our investors, the companies we invest in, and the communities in which we work. We do this by using extraordinary people and flexible capital to help companies solve problems. Our $731 billion in assets under management include investment vehicles focused on private equity, real estate, public debt and equity, life sciences, growth equity, opportunistic, non-investment grade credit, real assets and secondary funds, all on a global basis. Further information is available at www.blackstone.com. Follow Blackstone on Twitter @Blackstone.

About Francisco Partners

Francisco Partners is a leading global investment firm that specializes in partnering with technology and technology-enabled businesses. Since its launch over 20 years ago, Francisco Partners has invested in more than 300 technology companies, making it one of the most active and longstanding investors in the technology industry. With more than $25 billion in assets under management, the firm invests in opportunities where its deep sectoral knowledge and operational expertise can help companies realize their full potential. For more information on Francisco Partners, please visit www.franciscopartners.com.

About The Rise Funds

The Rise Funds are a core pillar of TPG Rise, TPG’s global impact investing platform. Founded in 2016 by TPG in partnership with Bono and Jeff Skoll, The Rise Funds invest behind impact entrepreneurs and growth-stage, high potential, mission-driven companies that are focused on achieving the United Nations’ Sustainable Development Goals. The Rise Funds deliver capabilities and expertise across a wide variety of sectors and countries at scale, focusing on opportunities in climate and conservation, education, food and agriculture, financial technology, healthcare, and technology.

With more than $12 billion in assets across The Rise Funds, TPG Rise Climate, and Evercare Health Fund, the TPG Rise platform is the world’s largest private markets impact investing platform committed to achieving measurable, positive social and environmental outcomes alongside competitive financial returns. For more information, visit www.therisefund.com or @therisefund on Instagram.

Press contacts

For Renaissance:
Linda Germain
linda.germain@renaissance.com
(917) 930-5389

For Blackstone:
Matt Anderson
matthew.anderson@blackstone.com
(518) 248-7310

OR

Mariel Seidman-Gati
mariel.seidmangati@blackstone.com
(917) 698-1674

For Francisco Partners:
Dan Zacchei
dzacchei@sloanepr.com
(212) 446-1882

OR

Kate Sylvester
ksylvester@sloanepr.com
(212) 446-1860

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How Accelerated Reader supports Diversity, Equity, and Inclusion https://www.renaissance.com/2021/11/05/blog-how-accelerated-reader-supports-diversity-equity-and-inclusion/ Fri, 05 Nov 2021 13:32:06 +0000 https://renlearnstg.wpengine.com/?p=53814 As we celebrate 35 years of Accelerated Reader, we recognize the importance of not only honoring the past but also looking ahead to the future. In this blog, we’ll answer some of the most common questions about how books are selected for new Accelerated Reader quizzes. We’ll also describe our initiatives to ensure that AR […]

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As we celebrate 35 years of Accelerated Reader, we recognize the importance of not only honoring the past but also looking ahead to the future. In this blog, we’ll answer some of the most common questions about how books are selected for new Accelerated Reader quizzes. We’ll also describe our initiatives to ensure that AR continues to provide every student with a wide range of options to support independent reading practice.

We’d like to thank the following members of the Renaissance Content Team for sharing their expertise with us: Lynnette Kopetsky (Content Curator), Carolyn Tarpey (Content Curator), Sara Cisar (Publisher Programs & Curation—Supervisor), Frank Delbovi (Content Designer), Kristi Holck (Manager, Content Design), and Dr. Chastity McFarlan (Content Quality Manager).

What does the team consider when selecting books for Accelerated Reader quizzes?

Our focus when choosing titles is always the students who will be taking the AR quizzes. We want to make sure that we’re selecting books that meet the needs of students and schools across the country, from kindergarten through high school.

We select and prioritize books based on a variety of factors. Popularity with students is obviously one consideration. For example, we know that when a new book is published in a popular series—such as Diary of a Wimpy Kid or I Survived—there will be an immediate demand for the AR quiz. We also receive thousands of online requests each year from our end-users: teachers, librarians, parents, and even from students themselves.

Another focus when choosing titles is Diversity, Equity, and Inclusion. Our goal is to select books that portray characters of differing cultures, races, ethnicities, sexual orientations, gender identities, abilities, and religions. To that end, we seek out books with diverse characters and settings. We want to ensure that students are able to choose books that reflect their lives and experiences—and help them to better understand other people’s lives and experiences, too.

How specifically do you seek out books with diverse characters and settings?

In some ways, the processes we follow for general book selection also apply to our Diversity, Equity, and Inclusion initiatives. For example, we read reviews of new children’s and young adult (YA) books; we form relationships with both trade and school library publishers so that we receive advance notice of upcoming releases; and we review the many suggestions we receive from educators, families, and students, as mentioned above.

Another major source of titles is awards lists that focus on Diversity, Equity, and Inclusion. Currently, our list contains 25 awards, including the Stonewall Book Awards, which recognize books that reflect LGBTQ+ experiences, and the Coretta Scott King Book Awards, which recognize children’s and YA books that reflect African-American experiences. Both of these awards are sponsored by the American Library Association.

Another award is the Walter Dean Myers Award for Outstanding Children’s Literature—also known as The Walter Awards. This award recognizes “diverse authors whose works feature diverse main characters and address diversity in a meaningful way.” We have Accelerated Reader quizzes for the 18 winning and honoree titles from 2019–2021, including When Stars Are Scattered by Victoria Jamieson.

Frank D., the Content Designer who created the AR quiz for When Stars Are Scattered, has this to say about the book:

“This is a graphic novel about a Somali boy and his brother, their life in a refugee camp, and his dreams of getting an education and becoming a social worker. The story, which is true, takes place in a refugee camp in Kenya. Eventually, the protagonist, Omar, and his brother make their way to the US. An afterword reveals that they are now US citizens, and that Omar is a social worker and is married to a fellow refugee who also found asylum in the US.

 The book is topical and deals with an underrepresented group—African asylum seekers, most of whom languish in refugee camps but some of whom make it to other parts of the world. Enough have come to the US that there are now communities in various US cities, particularly communities of Somali immigrants. There’s one in Minneapolis, for example. These folks are having children and raising them in the US. It’s good for those children to read about where their parents are from and how they arrived in the US, isn’t it?”

In addition to winning the Walter Award, When Stars Are Scattered was a National Book Award Finalist, a Jane Addams Children’s Book Award Finalist, a New York Times Book Review Notable Children’s Book, and a Time Best Book of the Year, among other honors.

 

Accelerated Reader Books

Do you work directly with publishers as part of the Diversity, Equity, and Inclusion initiative?

Yes. An important way of expanding our collection is by seeking books from publishers who specialize in multicultural and OwnVoices authors. For example, Lee & Low Books, one of the publishers we work with, is a family-run, minority-owned independent company specializing in diverse book publishing. They value diversity and even provide scholarship opportunities for students of color to enroll in a graduate program in children’s literature. In an effort to work with unpublished authors of color, Lee & Low established their New Voices Award. They are a solid source for books that emphasize cultural diversity and tolerance.

One of the recent books from Lee & Low that we have developed an AR quiz for is The Unstoppable Garrett Morgan: Inventor, Entrepreneur, Hero by Joan DiCicco. Garrett Morgan (1877–1963) grew up in Kentucky, the son of formerly enslaved people. He overcame racial barriers and became a successful businessperson and inventor. Not only did his inventions improve people’s lives, but one of his inventions saved men who were trapped in a collapsed tunnel, making him a hero as well!

Groundwood Books is another publisher specializing in books on diverse topics. Groundwood Books is based in Canada, but their authors are published all over the globe. They specialize in books by Indigenous Peoples in the Northern Hemisphere and, since 1998, they have published works by Latinx authors and illustrators in both English and Spanish. One of the best parts of our relationship with Groundwood Books is their willingness to recommend titles that are of interest to add to our Diversity, Equity and Inclusion collection.

Once you’ve identified a book, does it have to meet certain criteria in order for an AR quiz to be written?

Yes. There’s sometimes a misconception that the members of the Curation Team operate like book critics, and that we only select books that appeal to us personally or that we’d describe as our favorites. Our criteria are actually much less subjective.

First, the book must be quizzable, meaning that it has enough unique content for an AR quiz to accurately assess students’ reading comprehension (or their listening comprehension, in the case of books that are read aloud to them). Not every book meets this criterion. For example, think of a picture book that’s designed to teach colors to young children: the coat is yellow, the hat is red, the umbrella is blue, etc. A book like this doesn’t offer a lot of content, and potential quiz questions—What color was the coat? Which object was red? —would not be fair to students. Such questions wouldn’t assess children’s comprehension but rather their ability to remember the author’s arbitrary decisions about which color to assign to which object.

Reference books provide another example—including books that are otherwise promising from the perspective of Diversity, Equity, and Inclusion. For example, imagine a middle-grades book titled 40 Famous Hispanic Americans or 50 Pioneering Women in STEM, where each person receives a one-page write-up. Because the individual entries are so brief and high-level, it can be difficult to identify enough unique information to assess a student’s comprehension of the entire text.

The second criterion is that factual information must be accurate. Clearly, this criterion applies to nonfiction (which is presented as factual) much more than to fiction (which is presented as the work of the author’s imagination). Like the quizzability criterion, it also applies to all topics, from astronomy to dinosaurs to music. But when nonfiction books focus on historically underrepresented people and groups, accuracy is critical. There have been instances where titles are initially selected for AR quizzes but are then rejected when the Content Designer reads the book and identifies significant inaccuracies.

To give one recent example, a nonfiction book about the Hmong people of Southeast Asia stated that they are from a region that’s also called Hmong. This is simply not accurate. We notified the publisher of this issue, and we explained that we would not be able to move forward with an AR quiz for this title.

 

Accelerated Reader books

Does this initiative also involve reviewing existing AR quizzes through the lens of Diversity, Equity, and Inclusion?

Absolutely. Accelerated Reader offers quizzes on more than 200,000 titles, and several thousand new quizzes are added each year. In addition to writing these new quizzes, our Content Designers regularly review and refresh existing quizzes within the collection. In fact, our goal is to have them spend about 10 percent of their time on this.

An important part of the review process is confirming that all quiz questions and answer choices adhere to AR’s Content Appropriateness Guidelines, which require “treating individuals and topic areas with appropriate respect and not offending or otherwise impeding a student’s ability to respond to content due to personal characteristics, background, or other aspects that are not relevant to the content.” The guidelines also require quizzes to treat potentially controversial topics “with sensitivity and in a manner that is respectful to the reader.”

In some cases, the Content Designer identifies the need to revise a quiz question or an answer choice to better align with these guidelines. To give a few examples:

  • Treating controversial topics with sensitivity: It’s not unusual for a mystery or crime novel to involve a murder or other violent act. But rather than asking students how the murder was committed—and then listing various gruesome alternatives—we’d instead ask why the murder was committed (which is also likely more relevant to the novel’s plot than the “how”).
  • Using respectful, people-first language: Rather than using a condescending phrase such as “confined to a wheelchair,” we’d instead say that a character “uses a wheelchair.”
  • Avoiding negative stereotypes: Imagine a middle-grades book in which a male character apologizes to a female classmate. If we ask why he apologized, we’d need to provide a list of plausible options for students to choose from: For telling a lie, reading messages on her phone, losing the book she’d loaned to him, etc. These are the distractors—answers that are incorrect but appear plausible to students who have not read the book. Here, we’d avoid using distractors that perpetuate negative stereotypes—such as For saying that girls are no good at baseball.

We’re sometimes asked how we ensure consistency in the review and revision process. To promote consistency, we hold regular norming sessions where the Content Designers—as a team—review and comment on quiz questions and answer choices that have been marked for revision. This helps to ensure that team members are interpreting the content guidelines in the same way and take a similar approach to this process.

Earlier, you mentioned a list of 25 awards that you use to seek out diverse titles for AR quizzes. Can you share the full list?

Absolutely. When selecting books for AR quizzes, we give special consideration to:

We currently have 86 percent AR quiz coverage of these awards from 2019–2021, and we are working to reach 100 percent coverage by the end of the year. Also, we are always seeking awards that meet our criteria to add to this list, and we would love to hear from our customers about additional awards we should include.

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New insights on progress monitoring this school year https://www.renaissance.com/2021/10/22/blog-new-insights-on-progress-monitoring-this-school-year/ Fri, 22 Oct 2021 13:13:35 +0000 https://renlearnstg.wpengine.com/?p=53436 In K–12 education, we often use medical analogies to describe our assessment practices. For example, it’s common to hear the state summative test described as a “post-mortem” on the school year. In contrast, formative assessments are often compared to a physical exam or “check-up,” because they occur earlier in the year and provide information that […]

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In K–12 education, we often use medical analogies to describe our assessment practices. For example, it’s common to hear the state summative test described as a “post-mortem” on the school year. In contrast, formative assessments are often compared to a physical exam or “check-up,” because they occur earlier in the year and provide information that can be used to save the “patient.” Similarly, the levels of instructional service provided in an RTI or MTSS model have been compared to the medical triage model, directing support where it’s needed the most. Recent articles on the COVID-19 disruptions recommend that we use a form of “instructional triage” to address unfinished learning.

I propose that we add one more analogy to this list. I contend that the recent disruptions to schooling mean that many students have experienced an academic trauma. Data from Renaissance’s How Kids Are Performing report series, for example, show significant impacts in terms of math performance. Overall, students in grades 2–8 were 11 percentile points below pre-pandemic expectations at the end of the 2020–2021 school year. Students in some racial/ethnic groups were even more impacted, performing 18–19 percentile points below expectations. These impacts are clearly significant, and this represents trauma.

Math was not the only affected subject area. The How Kids Are Performing findings indicate that students in grades 1–8 were down 4 percentile points in reading performance at the end of last school year, with some racial/ethnic groups down 7–11 percentile points. Grade 1 students, who had been faring well in the first two rounds of the analysis (Fall 2020 and Winter 2020–2021), suddenly dropped to 7 percentile points behind in the spring.

The analysis even included an estimated number of weeks of instruction that would be necessary to catch students up to pre-pandemic levels of performance. (This is defined as one additional hour of reading or math instruction each weekday, or five additional hours per week.) The findings suggest that, at most grade levels, we might need to find 80–120 additional hours of instruction across both reading and math to reverse the pandemic’s impacts.

Progress monitoring

While some commentators claim that pandemic-related learning loss is a “myth” or that students are merely “rusty” and will rebound quickly, How Kids Are Performing and similar studies demonstrate that this is not the case. The recent disruptions have unquestionably impacted student performance, and slower rates of growth last school year mean that the situation has become even more dire. Again, this is academic trauma. And in the same way that a physician would closely monitor the vital signs of an individual who experienced a physical trauma, additional monitoring of students’ progress this school year is in order.

So, how might we go about this in a thoughtful and practical way? Let me suggest three options, using examples from Renaissance’s Star Assessments.

Progress Monitoring Report—for students in intervention

For students who are in formal interventions, this is already addressed. The RTI/MTSS process requires regular Progress Monitoring, which is accommodated through Star’s Progress Monitoring Report. Prior to using the report, teachers or interventionists work through a brief setup process, where a growth goal is established and a name and target end date for the intervention are entered to fully populate the report. (The example shown below is from Star CBM Reading, although the report functions the same way in our computer-adaptive Star Assessments.)

progress monitoring

Once students have taken 4 or more Star tests during the course of an intervention, interpreting the report is a relatively straightforward matter of comparing the desired growth rate (indicated by the green goal line) to the growth rate currently being achieved (indicated by the black trend line). In this case, the black trend line—reflecting actual growth—falls below the green goal line, meaning that the student is not responding adequately to the intervention and more intensive services are likely needed.

While this report offers detailed monitoring of progress, only a portion of students will qualify for intervention services. Yet the recent academic trauma has impacted nearly all students. For this reason, we need additional options.

Annual Progress Report—for students with a testing history

For students who are not in formal intervention settings but who have a testing history with Star, the Annual Progress Report is a useful option. While this report requires 4 or more Star tests in order for a black trend line to be generated, these tests can cross academic years. Gray lines indicate the 25th, 50th, and 75th percentile ranks (PR) of performance within the current academic year, providing reference points for the rate of growth suggested by the trend line.

progress monitoring

In this example report, we see that Moora has 6 tests (reflected by the colored dots) in her testing history. The black trend line depicts her estimated future performance, and the gray PR lines provide additional context. At the current rate, Moora will likely finish the academic year performing mid-way between the 50th and 75th percentile for her grade level.

Depending on which benchmark option your school or district chooses, you will see different names or categories for the dots reflecting each test. Moora’s school has chosen to use a benchmark tied to the state test categories: Advanced, Proficient, Basic, and Below Basic. Of Moora’s 6 tests, we see only one instance where she performed at a Basic level (yellow dot). She generally performs at a Proficient level (blue dots), and once she even achieved a score associated with the Advanced level (green dot) for that point in the school year.

As noted earlier, this report relies on information from prior academic years. If Moora’s current performance is substantially better or worse than in previous years, however, the most accurate read of her performance in relation to the expectations of the current grade level might be found in our final report.

State Performance Report—for focusing on the current year

Like the Annual Progress Report, Star’s State Performance Report involves a statistical linking to your state test, but this report focuses only on the current school year. It is read in a similar way to the Progress Monitoring Report, where the black trend line is compared to the green goal line. In this report, the goal line represents the level of performance necessary to receive a passing score on your state summative test in the spring.

progress monitoring

This report requires 3 or more Star tests within the current academic year for a trend line to be generated. As a result, if students only take Star during the traditional fall, winter, and spring screening windows, a trend line will not be generated until spring—which may be too late for progress-monitoring purposes this year.

To address this dynamic, some schools adopt an approach called “3+1,” where the standard screening windows are supplemented with an additional screening that occurs in late fall (e.g., November). This means that the proficiency projections of the State Standards Report’s trend line would be available in January, following winter screening. In addition, the “+1” screening window provides an additional school-wide opportunity to plot students’ performance against important benchmarks, as well as updated instructional planning information.

That said, our general guidance around assessing students with Star is, Do not give the assessment unless you’re planning to review and act on the results. Before adding an additional screening window, consider whether your data teams have the capacity to review the data. If so, then “3+1” is an option. If not, then this is probably not the right solution for you.

An abbreviated option would be a “+1” window for only targeted students, grade levels, or subjects. Given common accountability requirements around grade 3 reading proficiency, for example, and given the disproportionately high number of reading Focus Skills in the early grades, you might choose to add the “+1” screening only for students in grades K–3. You might also limit the “+1” screening to only those students who were below benchmark during fall screening and who were not placed in a formal intervention. The additional screening would help to ensure that these students are not slipping in terms of performance.

Or, given that math performance has been far more impacted than reading, you might choose to forgo an additional screening in reading but screen students in math. If you can’t or don’t feel a need to screen all students in both reading and math, which student groups, grade levels, or subject areas are the most at-risk? These could be prioritized areas for a limited additional screening.

Creating a “treatment plan” for the months ahead

To return to our medical analogies, we must remember that Star tests are like check-ups with your physician. They provide useful information to help gauge whether the “patient” is responding to the treatment, but they are not treatment plans unto themselves. Here are some ideas for what to do this fall (and beyond) to address unfinished learning:

  1. Consider all available options to catch students up. Options include high-dosage tutoring, which can be provided either in or outside of the classroom, and extended learning time, such as before- and after-school programs and summer programs. Excellent summaries of research on different approaches are available in an article titled “The Science of Catching Up” in The Hechinger Report, and in a recent report from the Education Commission of the States.
  2. Follow the dialogue on accelerated learning. A significant pedagogical shift is occurring in how we address students who are performing below grade-level expectations. Traditionally, we spoke about “remediation” or “meeting students where they are.” The newest thinking is that we should instead “accelerate learning.” This is an umbrella term, with several strategies related to it. But the emphasis is on maximizing the time students spend with grade-level content, which has significant implications for how we plan daily instruction and intervention experiences. A succinct overview is provided in a recent EdWeek article. EdWeek’s “Deciding What to Teach? Here’s How” infographic shows you how to embed accelerated learning approaches into daily instruction.
  3. Decide which standards and skills to prioritize. When working to accelerate learning, serious consideration must be given to the most essential ideas of the grade-level and to the most critical prerequisite skills from previous grades. Renaissance’s Focus Skills Resource Center provides insights in both areas. Lists of the most critical skills for progress in reading and math, tailored to the standards of each state, are available, along with helpful overview videos for getting started.
  4. Consider which supplementary practice programs might be of assistance. Digital practice programs can keep students engaged in and out of the classroom, and they can provide additional insights into students’ ongoing progress. They can also support extended learning initiatives, both during the school year and over the summer. At Renaissance, we offer multiple practice programs that students can use in tandem with Star Assessments, including our myON digital reading platform; Freckle for math and ELA; Accelerated Reader, for independent reading practice; and Lalilo, for foundational literacy skill development.

Adjusting to our “new normal”

In March 2020, who had any idea that the disruptions would continue for so long? Back then, we naively assumed that in-person learning would resume in the fall, only to experience a 2020–2021 school year that was—in most locations—profoundly disrupted. We now find ourselves several months into the 2021–2022 school year still holding our breath that “normalcy” will return.

Heads down, grinding away at our work, we may not realize how long we have been toiling under the disruptions. A recent social media meme brought this clearly into focus for me by noting that today’s high school seniors have not experienced a “normal” year of schooling since they were freshmen. Similarly, our current elementary students up to grade 2 have never experienced a non-disrupted school year.

Let us hold out hope that the current year can qualify as a relatively normal one, and that the steps we take and the work we do to support student learning will contribute to this much-needed return to normalcy.

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Understanding Depth of Knowledge https://www.renaissance.com/2021/10/21/blog-understanding-depth-of-knowledge/ Thu, 21 Oct 2021 16:48:00 +0000 https://renlearnstg.wpengine.com/?p=61365 Alignment between standards or unpacking learning targets during assessment creation and instructional planning is crucial for developing a year-long Curricular/Assessment Scope and Sequence. Depth of Knowledge (DOK) is the thread that ties everything together.  Consider the following scenario: educators identify priority standards, possibly unpack standards into learning targets, plan their instruction, and then give some […]

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Alignment between standards or unpacking learning targets during assessment creation and instructional planning is crucial for developing a year-long Curricular/Assessment Scope and Sequence. Depth of Knowledge (DOK) is the thread that ties everything together. 

Consider the following scenario: educators identify priority standards, possibly unpack standards into learning targets, plan their instruction, and then give some sort of assessment—whether it be a state test, district test, or a grade-level common assessment.

Most likely, the results from these assessments would be disappointing. This is because the instructional Depth of Knowledge almost certainly would not match the Depth of Knowledge on the assessment. 

Backward planning, where teams…

…provides much better student data that allows teams to improve teaching and learning. 

This blog explores the importance of Depth of Knowledge (DOK).

What is Depth of Knowledge?

Depth of Knowledge is a cognitive rigor model developed by Dr. Norman Webb in 1997. The DOK model involves four levels that describe different depths of student engagement required to complete a task.

It was originally developed to systematically analyze how well standardized tests aligned with the expectations of the content standards they sought to assess. However, the usage of the DOK model has since evolved to evaluate all educational materials including standards, assessment questions and tasks, curriculum, etc.

DOK levels provide educators with a common language to effectively communicate about the required level of thinking students must be able to demonstrate as articulated in the standards—and whether teaching, learning, and assessment are aligned with those expectations.

What are the 4 Depth of Knowledge levels?

The four levels of Depth of Knowledge are:

  1. Recall and reproduction
  2. Skills and concepts
  3. Short-term strategic thinking
  4. Extended thinking

Let’s explore examples of each of these levels.

Level 1 Depth of Knowledge examples

For Level 1 DOK, students must recall or reproduce knowledge or skills. The content at this level usually deals with facts, details, calculations, and simple procedures.

Examples of DOK Level 1 lessons and assessments may include:

  • Fill-in-the-blank tasks
  • Reciting math facts
  • Explaining or demonstrating something
  • Identifying parts of speech
  • Using a map key to locate information
  • Measuring and recording data

Level 2 Depth of Knowledge examples

For Level 2 DOK, students must demonstrate skills while applying multiple concepts. The content at this level involves making basic inferences, summarizing, estimating, and classifying.

Examples of DOK Level 2 lessons and assessments may include:

  • Diary entries
  • Graphic organizers
  • Spreadsheets
  • Timelines
  • Survey development
  • Mind maps

Level 3 Depth of Knowledge examples

For level 3 DOK, students must use higher-order short-term strategic thinking skills to explore questions with more than one possible outcome and solve real-world problems.

Examples of DOK Level 3 lessons and assessments may include:

  • Literary critiques
  • Complex graphs
  • Short stories
  • Videos or podcasts
  • Storyboards
  • Debates

Level 4 Depth of Knowledge examples

For level 4 DOK, students must use extended thinking as they integrate higher-order thinking processes, reflection, and adjustment of plans over time. This level often includes collaboration in a project-based setting.

Examples of DOK Level 4 lessons and assessments may include:

  • Research reports
  • Video games
  • Multimedia projects
  • Anthologies
  • Documentaries
  • Plays

How to determine Depth of Knowledge

A common misconception is that DOK can be easily identified from the verbs used in a given standard or learning expectation. A quick search for “Depth of Knowledge” on Google returns many image results showing a wheel of verbs categorized by the 4 levels. However, Dr. Norman Webb himself has disputed this resource.

Though the verb may provide a clue, to determine the DOK of a given standard or learning objective, the focus should be on what comes after the verb. Understanding the concepts described after the verb of the standard—in combination with the mental processing required to achieve that level of understanding—are the key components to identifying the DOK of a given learning objective.

What Depth of Knowledge measures

Depth of Knowledge measures how deeply students know, understand, and are aware of what they are learning to answer a question or solve a problem. It categorizes tasks by the complexity of thinking—not difficulty—used to complete them.

Low DOK does not necessarily mean low difficulty and vice versa.

For example, if I were to ask you to name the first President of the United States, you would simply need to recall the answer (DOK 1), and the likelihood of getting the correct answer is high (low difficulty).

Now imagine if I were to ask you to name all of the US presidents, in order, along with the years during which they served. Like before, you would need to recall the answer (DOK 1), but the likelihood of getting the correct answer has plummeted (high difficulty). The difficulty of the task could decrease over time as you study the presidents, but the complexity will never change.

Using DOK in the classroom

Discover Renaissance solutions that help you to assess students’ Depth of Knowledge.

Leveraging Depth of Knowledge to support learning

Knowing the DOK of standards is critical to ensuring that we are planning instruction and choosing standards-based materials that match the complexity in which students will be expected to show their understanding on end-of-year accountability assessments and, more importantly, in college and careers.

Students should be given ample opportunity to engage at the level(s) of complexity intended by the standards, including opportunities at the lower DOK levels at the beginning of the instructional progression. Hess’ Cognitive Rigor Matrices provide curricular examples by content area and are a valuable resource when planning instruction and designing assessments that match the depth of the expectations of the standards.

When designing assessments, questions and tasks should be chosen that align with the cognitive complexity expectations of the standards as well. By choosing assessment content that provides students with various opportunities to demonstrate their understanding across different DOK levels, educators can monitor and more deeply understand where students are in their learning and which standards may require additional intervention and resources to get them up to the depth expectations.

Depth of Knowledge summary

To sum up what we have learned about Depth of Knowledge, let’s break it down into what it IS and IS NOT.

What DOK is

  • Depth of Knowledge is a language system that can differentiate between levels of complexity regarding how students engage with their educational materials.
  • Depth of Knowledge can be used to interpret questions, prompts, tasks, standards, and learning objectives.
  • Depth of Knowledge fosters intentionality in the way educators teach. It helps ensure that the complexity of expectations is understood and that lessons include opportunities for students to engage at those levels.
  • Depth of Knowledge helps us to discern between complexity and difficulty.

What DOK is not

  • Depth of Knowledge is not used to evaluate the complexity of a topic or text.
  • Depth of Knowledge is not a rubric for measuring achievement.
  • Depth of Knowledge is not a measure of how students engage.
  • Depth of Knowledge doesn’t rate a learning progression from low to high complexity.
  • Depth of Knowledge doesn’t reflect importance or value—one level of DOK isn’t better than any other.

To learn more about how Renaissance products are aligned with DOK and can help provide deeper insights into student learning, contact our team.

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Striking the right balance: Why a balanced assessment system is key to student success  https://www.renaissance.com/2021/10/15/blog-striking-the-right-balance-why-a-balanced-assessment-system-is-key-to-student-success/ Fri, 15 Oct 2021 18:36:00 +0000 https://renlearnstg.wpengine.com/?p=63297 Assessments are an essential part of K–12 education. Without them, teachers, education leaders, and policymakers would be in the dark about critical pieces of the education puzzle—including what students are retaining and where resources can most effectively be allocated to make the greatest impact. But when district and classroom assessments are administered without focused consideration […]

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Assessments are an essential part of K–12 education. Without them, teachers, education leaders, and policymakers would be in the dark about critical pieces of the education puzzle—including what students are retaining and where resources can most effectively be allocated to make the greatest impact.

But when district and classroom assessments are administered without focused consideration for how they inform teaching, learning, and decision making, they often wind up constraining, rather than supporting, learning and performance.

That’s why balance in assessment is so vital.

In this blog, I’ll highlight the importance of balance in assessment, describe what a balanced assessment system looks like in practice, and introduce data-driven assessment tools that help you to identify every student’s needs.

What is a comprehensive and balanced assessment system?

A comprehensive and balanced assessment system:

  • Is a cohesive set of high-quality assessment practices and tools
  • Promotes an informed, intentional selection of assessments for the right purpose
  • Supplies all stakeholders with the right information to inform the next best steps

A system is comprehensive when it integrates a complete set of assessment types to appropriately and effectively support teaching and learning.

A system is balanced when those tools are combined with high-quality practices that support the knowledgeable use of each assessment for the right purpose and at the right time—both in isolation and as a holistic system.

In other words, comprehensive is the “what,” and balance is the “how.”

Why is balance in assessment important?

A comprehensive and balanced assessment system equips educators in every role across a district with the right…

  • Assessment tools
  • Practices; and
  • Resources

…to support all learners. Balanced assessment systems are important because they:

  • Allow teachers to link assessments to clearly defined learning targets
  • Provide multiple sources of data to support decision making
  • Document student progress and growth over time

In other words, rather than assessments being designed and implemented independently of one another, they must work together. Each assessment must be an appropriate tool for supporting its intended purpose, while also working with other assessments to meet the overall goal of the assessment system.

In order to make efficient and equitable decisions around instruction and intervention, educators must first understand the specific strengths and needs of the individual learner. Moreover, this information must be obtained with specificity, accuracy, and efficiency so that the right action can be taken at each turn throughout the school year.

It is through the effective application of tools in a balanced assessment system that we are able to understand, monitor, and promote student growth—in terms of both academics and social-emotional behavior (SEB)—and to respond with equitable supports.

Therefore, educators need a cohesive system that enables them to use the right assessment at the right time and for the right reason, as well as a strong culture of using data to take appropriate action. In order to help all students grow throughout the year, districts and schools must have a comprehensive system that is focused on balance in assessment.

young girl raising hand in class

6 tenets of balance in assessment

Although it’s important to have the right tools, simply having these tools isn’t enough—it comes down to how we use them throughout the year. In fact, the ways in which the assessments are used are what make the system not only comprehensive but also balanced.

Let’s take a look at six principles found in a balanced assessment system.

#1: Focuses on purpose

Most importantly, balance in an assessment system is rooted in purpose. A balanced assessment system is marked by the intentional usage of assessment tools for their intended purpose, thoughtfully and to a specific end.

As The Aspen Institute affirms, “Few assessments or assessment systems can serve more than two or three purposes well, and they tend to work best when the various purposes have been prioritized explicitly.” It goes on to warn educators that if an assessment is intended to “fulfill too many purposes—especially disparate purposes—it rarely fulfills any purpose well.”

Secondly, balance in assessment extends articulations of purpose to include how each assessment will be used, including asking the questions:

  • What data will they produce?
  • Which decisions will they inform?
  • Which actions will the results put into motion?

#2: Fosters alignment

Balance in assessment promotes alignment in a variety of forms, recalling the Center for Assessment’s balanced assessment tenants of:

  • Coherence
  • Continuity
  • Comprehensiveness

Assessments should be aligned with each other and complementary in terms of purpose and use, without duplicative assessments.

Designing a Comprehensive Assessment System, a brief from WestEd, affirms that the power of such a system is that it is structurally capable of providing the right information at the…

  • Student
  • Class
  • Grade
  • School; and
  • District

… levels, and is able to yield both granular and high-level insights for educators in every role.

A balanced assessment system also supports alignment between:

  • Instruction
  • Curriculum
  • Assessment

The Center for Assessment advises that in order to have balance, “assessment at all levels would be linked back to the same underlying model of student learning.” In other words, the right assessments are thoughtfully woven into instructional practices, paced according to the district’s scope and sequence, and assess students’ skills at the correct Depth of Knowledge (DOK) and level of rigor.

#3: Ensures quality

Balance in assessment requires that a system consists of high-quality assessment tools that are both valid and reliable:

  • Validity is the extent to which a test or item accurately measures the construct, skill, or domain it purports to measure.
  • Reliability means that the assessment’s results are statically stable and consistent across many administrations.

Balanced assessment systems require assessments composed of high-quality, culturally-responsive items. If either is missing, the assessment system’s quality is depreciated, leading to decisions being made based on untrustworthy data.

FutureEd affirms that high-quality assessments in support of student learning matter now more than ever. Using these tools to guide instruction helps ensure that decisions are not based on misconceptions, implicit biases, or faulty data.

#4: Promotes equity

To achieve true balance in assessment, a system must empower educators to monitor the growth of all students and identify when certain needs are not being addressed. The WestEd brief mentioned earlier notes that when done well, assessment systems yield necessary information for…

  • Educators
  • Families
  • The community; and
  • Students

…to measure progress and increase achievement.

This means that balance in assessment enables educators to carefully monitor groups of students—including those who are systematically disadvantaged—to ensure that they are receiving the support they need to succeed and make growth at expected rates.

A balanced assessment system should also help educators to avoid perpetuating unfair learning trajectories and making assumptions based on implicit biases. It is important that student needs are understood and not assumed, and balanced assessment systems provide the practices needed to do so.

teen studying

#5: Reinforces assessment literacy

A balanced assessment system supports and is supported by educators’ assessment literacy, which can be defined as an understanding of fundamental assessment concepts and procedures and the skills needed to create assessments and analyze data with fidelity.

The Center for Assessment suggests that developing the assessment literacy of educators and leaders is critical to the design and implementation of high-quality balanced systems. It adds that the onus for doing so should be with the district so that assessment literacy can be anchored in the district’s unique assessment system.

As educators rely on assessment data to make key instructional decisions, deep assessment literacy is essential.

#6: Provides clarity

In a balanced assessment system, assessment data are reported in a way that makes the next steps clear for all educators, even those with limited training.

Data are not inherently valuable—it’s what we do with the data that matters.

If we do not understand the data we receive or struggle to translate it into specific next steps, data essentially does nothing positive or productive. Balance in assessment requires a system that consists of assessment tools with targeted reporting for the specific task at hand.

Renaissance: Supporting comprehensive and balanced assessment

At Renaissance, we support schools and districts with:

Connect with an expert to learn more about Renaissance assessment and analytics tools to support a comprehensive and balanced system for pre-K–grade 12 learners.

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Renaissance Approved in Louisiana as a Professional Development Vendor https://www.renaissance.com/2021/10/15/renaissance-approved-in-louisiana-as-a-professional-development-vendor/ Fri, 15 Oct 2021 13:28:28 +0000 https://renlearnstg.wpengine.com/?p=53392 Bloomington, Minn. (October 15, 2021) – Renaissance, a global leader in pre-K–12 education technology, recently announced that the company has been approved by the Louisiana State Department of Education (LDOE) to provide ongoing professional development on the effective use of Renaissance solutions to accelerate student learning. The list of approved vendors appears in the state’s […]

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Bloomington, Minn. (October 15, 2021)Renaissance, a global leader in pre-K–12 education technology, recently announced that the company has been approved by the Louisiana State Department of Education (LDOE) to provide ongoing professional development on the effective use of Renaissance solutions to accelerate student learning.

The list of approved vendors appears in the state’s Supporting Early Learning and Literacy (SELL) Guide. The guide helps schools and parishes to implement the recommendations of the Early Literacy Commission, which include investing in early learning supports for literacy and math in grades K–2. Renaissance’s professional development offerings—which can be provided to educators both in-person and remotely—will help schools and parishes to increase the fidelity of use across their Renaissance solutions, making a positive impact on student growth.

The LDOE’s approval covers professional development for the following Renaissance solutions:

“This school year, it’s very important that educators are equipped with effective solutions to accelerate their students’ learning,” said Jonathan Pounds, Regional Vice President at Renaissance. “A solution that is used without fidelity falls short of its purpose. We are proud to be added to the Supporting Early Learning and Literacy for Professional Development approved list, to provide further support for Louisiana educators.”

Educators can learn more about Renaissance solutions by visiting www.renaissance.com.

About Renaissance

As a global leader in assessment, reading, and math solutions for pre-K–12 schools and districts, Renaissance is committed to providing educators with insights and resources to accelerate growth and help all students build a strong foundation for success. Renaissance solutions reach more than 40 percent of US schools and more than half a million students in other regions across the world.

The Renaissance portfolio includes Star Assessments, for reliable, accurate insights into K–12 student learning; myIGDIs, for accurate assessment of early learning; myON, to increase students’ access to high-quality reading materials; Accelerated Reader, to support independent reading practice; Freckle, for teacher-led differentiated instruction; Schoolzilla, to give educators actionable insights into trends in student attendance and achievement; Lalilo, to develop critical foundational skills; and Nearpod, for teacher-facilitated instructional delivery.

Press contact:
Tracy Stewart
Director, Marketing Development
Renaissance
(832) 651-1189
pr@renaissance.com

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Product Highlights: Supporting continuous student learning https://www.renaissance.com/2021/10/08/blog-product-highlights-supporting-continuous-student-learning/ Fri, 08 Oct 2021 13:45:20 +0000 https://renlearnstg.wpengine.com/?p=53317 The COVID-19 disruptions have accelerated a process that was already well underway. Teaching and learning are no longer confined to brick-and-mortar classrooms and face-to-face interactions. Instead, technology allows teachers and students to connect from anywhere—and helps teachers to provide personalized, engaging experiences for learners at all grade levels, both in and out of the classroom. […]

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The COVID-19 disruptions have accelerated a process that was already well underway. Teaching and learning are no longer confined to brick-and-mortar classrooms and face-to-face interactions. Instead, technology allows teachers and students to connect from anywhere—and helps teachers to provide personalized, engaging experiences for learners at all grade levels, both in and out of the classroom. This is continuous learning.

This school year, you’ll find new features and resources in your Renaissance products to support learning everywhere it happens. This blog provides a summary of the recent enhancements. You’ll find the full details on our Product Updates Blog, which we invite you to bookmark and revisit throughout the year for the latest news and updates.

Prioritizing instruction with Focus Skills

Focus Skills are the most critical literacy and math skills at each grade level, based on your state’s standards of learning. Focus Skills are embedded in our Star Assessments and are also freely available to all educators on our website, in both English and Spanish.

Focus Skills have been updated for the 2021–2022 school year to reflect any changes to state standards. This ensures that you’re seeing the most up-to-date information as you review these important skills, which span pre-K to grade 12. Because the COVID-19 disruptions have significantly impacted students’ math performance, we’ve also identified the math Focus Skills that are most difficult for students to learn. We refer to these challenging skills as Trip Steps. As you plan instruction this year, use the list of Trip Steps to identify skills that may require additional time and additional practice for student mastery.

Learn more: Explore the updates to Focus Skills in a short video. See how Focus Skills support accelerated learning. Discover how we identified Trip Steps and why they’re so critical to math recovery this school year.

Image 1 focus skills

Supporting high school math practice with Freckle

With all of the challenges impacting learning over the last year and a half, students at all grade levels will benefit from additional math practice at their just-right level. Now students in high school can benefit from using Freckle for math—the same engaging Freckle practice that teachers and students alike love, but with a more mature interface designed just for them.

Freckle for high school math includes practice for Algebra 1, Geometry, and Algebra 2, and allows students to work on the content they need, in the environment that’s right for them (in school, at home, or even on the go).

Freckle encourages independent math practice with real-time instructional supports and varied item types. You can assign targeted practice aligned with instruction and course-specific standards, and you can accelerate student growth by assigning prerequisite skills. Additionally, when Freckle is used with Star Math, students are automatically recommended K–8 Focus Skills to close learning gaps.

And Freckle’s in-depth reporting on high school skills progress helps you to gain greater insight into student proficiency and plan your next steps for instruction.

Learn more: See the features that are unique to Freckle for high school math. Create a free Freckle account—or learn about upgrading to Freckle Premium to unlock additional features and reports.

Image 2 Freckle

Boosting reading motivation with Accelerated Reader

Keeping students motivated to read both in and out of school, with plenty of access to books and clear reading goals, is key for literacy growth. Whether they’re at home during summer and holiday breaks, or they’re learning from home or hybrid environments, students can quiz at home with AR to stay motivated and on track.

The magic of Accelerated Reader happens when students achieve appropriate goals specifically set for them. They’re encouraged to keep reading and striving for the next benchmark. Their literacy skills continue to shine with increased authentic reading practice. This year, Accelerated Reader offers enhanced goal-setting features to make this even more straightforward for both educators and students.

Educators will find a streamlined process for setting reading goals, along with more intuitive navigation in the AR Record Book. Students will notice enhancements to the AR interface—particularly beginning readers, who will see a clearer, more visual representation of their reading goals and progress.

Learn more: Explore the new AR interface for beginning readers. See why AR is so relevant for today’s students. Get tips for using AR to engage reluctant readers in middle school.

Supporting Spanish and English instruction with Star

Every educator knows that some grade-level skills are more critical to students’ future success than others. As noted earlier, we call these Focus Skills, which are embedded in both the English and Spanish versions of Star Assessments.

If you’re teaching in an English Learner, dual-language, or immersion program, then it’s important for you to understand and build upon what your emergent bilingual students already know in both Spanish and English. That’s why Star includes a variety of helpful resources for educators. This school year, you have access to a new resource guide in both languages, which shares ideas related to vocabulary, conceptual knowledge, and Spanish language development to support your instructional planning in pre-K to grade 3. The guide also identifies transferable skills between the two languages.

In addition, for students in grades 1–8, Star Assessments in Spanish now provide score projections as well, as shown in the image below. These projections help you to understand whether students are on track for meeting benchmarks and how much growth they’re likely to achieve. Having this information early in the school year will help you to plan and adjust instruction, and to provide additional support where it’s needed most.

Learn more: Explore Star Assessments in Spanish for early literacy, reading, and math. See 6 common myths about emergent bilingual students. Take a closer look at transferable skills in Star.

 

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New goal options, ROI, and Spanish field test in Star CBM

Teachers and students alike have embraced the flexibility and versatility of Star CBM, which offers measures for both reading (K–6) and math (K–3). Whether you’re administering assessments remotely or in-person, the one-to-one experience provides an opportunity to spend valuable time with students while they demonstrate their skills.

Student assessment data from Star CBM measures is easier to review and interpret with recent enhancements. You can now set more than one goal for each student to track progress on multiple measures. Viewing the new rate of improvement (ROI) calculation provides a precise, clear indication of growth over time. Additionally, when a student takes an out-of-grade measure, you’ll now see a green checkmark displayed in the Record Book when their score meets expectations for the nearest benchmark available.

To support educational equity, we’re also developing Star CBM Reading Español, which is designed to support K–6 students receiving instruction in Spanish with the goal of biliteracy. Educators from across the US are participating in the field test of Star CBM Reading Español this school year. Field testing is a crucial part of the process of developing a psychometrically robust assessment tool that is valid and reliable.

Learn more: Watch a short video overview of Star CBM. Explore how to use Star CBM to support both in-person and remote assessment.

Enhanced progress monitoring with Schoolzilla

With students returning to school this fall after a very challenging year, there’s no doubt school leaders and teachers are trying to determine where their students are academically and what they need to do to help make up for lost instructional time. Gathering data to inform daily instruction is critical at this time of year so you can quickly identify which students are in need of support.

Earlier this year, we introduced a new feature in Schoolzilla that gives you an at-a-glance view of how students performed from one period to the next. Using new progress indicators in the Our Students dashboard, you can assess recent changes to individual student performance, as shown in the image below. For example, not only will you see what percentile a student scored on an assessment, but also how many points this percentile score increased, decreased, or stayed the same since the last assessment. This additional data point makes it easier to find areas of strength, as well as identify opportunities for growth.

Learn more: Get more details on how this new progress monitoring feature works. See how you can use data throughout the school year to ensure continuous learning for every student.

Image 4 Schoolzilla

Promoting anytime, anywhere learning

In addition to these enhancements, students have access to hundreds of new titles in myON this fall, so they can more easily discover their next great read.And educators continue to ask us great questions about the latest additions to the Renaissance family: Lalilo, for foundational literacy practice in school and at home, and Nearpod, an interactive instructional platform that merges formative assessment and dynamic media for live and self-paced learning experiences both in and out of the classroom.

There’s no doubt that schools and districts face a number of challenges this year, from making up lost instructional time to preparing to pivot from in-person to remote instruction and back, based on changes to local conditions. Rather than adding to these challenges, your educational programs should offer a solution, supporting a seamless transition between in-school and at-home instruction in order to support learning wherever it occurs.

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The critical role of Trip Steps in math recovery https://www.renaissance.com/2021/09/24/blog-the-critical-role-of-trip-steps-in-math-recovery/ Fri, 24 Sep 2021 11:09:21 +0000 https://renlearnstg.wpengine.com/?p=53105 If learning is a staircase, then all steps are not created equal. In math especially, some skills along the staircase are extraordinarily difficult for students to master. At Renaissance, we call these skills “Trip Steps” because they can cause a stumble in learning, just as an extraordinarily tall step in a staircase can cause an […]

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If learning is a staircase, then all steps are not created equal. In math especially, some skills along the staircase are extraordinarily difficult for students to master. At Renaissance, we call these skills “Trip Steps” because they can cause a stumble in learning, just as an extraordinarily tall step in a staircase can cause an awkward bit of climbing.

Trip Steps were identified during the empirical validation process that we use to develop our state-specific learning progressions. When the teachable order of skills is plotted against data on their relative difficulty, some skills are found to be disproportionately difficult for students to master. These are the Trip Steps.

Although Trips Steps exist in reading, we find far more of them in mathematics. This is because math is “ruthlessly cumulative,” to use Stephen Pinker’s phrase. For example, the Trip Step Find the area of a rectangle by multiplying side lengths is introduced in the latter half of third grade in most states. This is an important skill that lays the foundation for future success in geometry and problem solving. Yet it is extraordinarily difficult for most third graders to learn, because multiplication is generally introduced late in third grade, as is finding area by multiplying rather than by tiling. Essentially, new skill + new process = potential for some students to “trip.” Trip Steps have profound effects on future learning in math. Trip over one and you’re likely to trip over another. “Ruthlessly cumulative,” indeed.

This is not to say that Renaissance is dismissing Trip Steps for Reading. On the contrary, we continue our work with both reading and math Trip Steps. However, considering the COVID-19 pandemic’s impact on math learning and growth—as documented in the full-year edition of our How Kids Are Performing report—we began our work with an intense focus on mathematics. So let’s take a closer look at math Trip Steps, and consider why they will be so critical for math recovery this school year.

Trip Steps and accelerated learning

Not long after school buildings closed in March 2020, conversations began to shift from where students learn to what they must learn in order to build knowledge and continue growing. Much of the conversation and ensuing guidance focuses on accelerating learning. While acceleration naturally suggests hastening or hurrying, the concept of accelerated learning is intently focused on prioritizing instruction—meaning, identifying the standards and skills that are most important in each grade level or course.

In the summer of 2020, Renaissance launched the Focus Skills Resource Center, a free resource for all who are vested in learning. Focus Skills are found at every grade level and across all domains of reading and mathematics. Essentially, Focus Skills are the building blocks of student learning and are tied directly to each state’s learning standards. Each Focus Skill is:

  • Fundamental to student understanding
  • A prerequisite for future learning
  • Reflective of the state’s grade-level expectations

Because Focus Skills are critical to learning at grade level while also setting the stage for future grades, they—by definition—provide educators with a pathway to prioritization.

Some Focus Skills have also been identified as Trip Steps. This means that these skills are critical for learning at grade level and are especially challenging for students to acquire. Identifying these unique math skills—Focus Skills that are also Trip Steps—provides educators with a means to further prioritize instruction and plan for impactful learning experiences. This is especially important now, given the need to make up lost instructional ground due to the pandemic’s disruptions. And the How Kids Are Performing report shows the urgency of this challenge, with students across grades 2–8 ending the 2020–2021 school year 11 weeks behind expectations in math, on average.

How are Trip Steps identified?

Renaissance’s learning progressions describe the incremental way that students acquire knowledge—moving from lesser to more sophisticated understanding—within a subject area. This is the staircase we mentioned earlier. Each state’s academic standards define the goals that students must reach at each grade level. A Renaissance state-specific learning progression supports each student’s journey up the staircase to reach those goals, from pre-K through high school.

The order of the steps, or skills, in a learning progression is based on the foundation of pedagogy, skill difficulty data, and each state’s standards requirements. Of course, most educators have an intuitive sense of which steps or skills in a student’s learning journey are most challenging—for example, Divide mixed numbers or fractions for middle school students. After refining learning progression order for more than 10 years and analyzing millions of student assessments, Renaissance has identified the specific skills that are disproportionately difficult.

The graph below illustrates the difficulty data we use to identify Trip Steps. Skills are listed in learning progression order and are identified by grade level (x-axis) and difficulty (y-axis). Difficulty is based on student responses to items in our Star Math assessment. The majority of skills cluster near the yellow trend line. Skills significantly above the trend line are Trip Steps.

The higher above the trend line a skill is, the more difficult the skill is compared to other skills in that grade—and the more support a student may need to achieve that Trip Step.

Which skill area has the most Trip Steps?

Geometry & Measurement is the skill area with the most Trip Steps across grade levels. The graphic below shows a selection of these Trip Steps from grades 3–7 to illustrate the cumulative effect mentioned earlier.

Not all Trip Steps require extra instructional time and deep student mastery but—as noted earlier—Trip Steps that are also Focus Skills warrant close attention, because they’re important prerequisites for future learning. For a student to be prepared for the challenging Trip Step Solve a problem involving the surface area or volume of a 3-dimensional object at grade 7, the student will need to have already mastered the grade 4 Trip Step Solve a problem using the area or perimeter formulas for rectangles.

Grades 4 and 5 have the most math Trip Steps, reflecting the shift in the complexity of Geometry & Measurement processes listed above. These Trip Steps also reflect the transition in this grade range from Whole Numbers to Fractions. The table below shows the Trip Steps that exist in this critical transition.

The Focus Skills in the table above also provide further examples of important prerequisite relationships, like the grade 4 skill Compare fractions with unlike denominators and the grade 5 skill Solve problems involving addition or subtraction of fractions referring to the same whole.

It’s interesting to consider the prevalence of Trip Steps in grades 4 and 5 and student performance by grade level last school year, as documented in How Kids Are Performing. The table below summarizes expected versus actual student performance in Spring 2021. For students in grades 4 and 5, the scaled score difference was -21 and -18, respectively. This is a greater difference than in grades 6–8, for example, where the number of Trip Steps is lower.

You can find instructional support ideas for challenging middle school math skills here.

Trip Steps and math recovery

Dr. Amit Sood, a noted authority on resiliency and former professor of medicine at the Mayo Clinic, writes that our brains, by default, are attuned to everything happening around us—often creating a noisy “dialogue” in our heads. When focus and prioritization are required, first we must mute this dialogue to activate the brain’s “task-positive network.” State standards and curricula documents may include such “noise.” In a pandemic-free school year, the noise is manageable; not so in school years focused on recovery and growth. Focus Skills and Trip Steps help you to mute some of the standards/skills dialogue, activate your and your students’ task-positive networks, and accelerate learning. We suggest that teachers:

  • Review math Trip Steps for your grade level or course
  • Identify the prerequisite skills associated with each Trip Step
  • Plan with math colleagues and share resources, techniques, and expertise related to Trip Steps
  • Nurture positive mindsets by explaining to students that the skill may seem difficult, but, step-by-step, they can master it
  • Share strategic feedback with students (more on this below)
  • Assess student readiness for each Trip Step with an activity, observation, or brief quiz
  • Engage in just-in-time support as needed
  • Monitor developing mastery

Your feedback is critical to students’ perceptions of themselves as “math persons,” and teaching is as much about care and compassion as it is about instruction and motivation. When we see students’ frustration, it’s natural to comfort them—natural and necessary. Simply temper that comfort with a quick focus on finding out where the problem-solving went astray and implement just-in-time support to get students back on track (e.g., “It’s OK that you feel frustrated. Let’s fix this.”) You’ll find more information on the power of math identity and feedback here.

Why our work with Trip Steps continues

At Renaissance, we continue to look for relationships among Trip Steps, Focus Skills, how students are performing, and how they are really learning. There is always something more to learn, and there are always remarkable findings to share. To learn more about Focus Skills, and to see the most critical math and reading skills in your state, visit our Focus Skills Resource Center. To see a list of math Trip Steps that are also Focus Skills, click here. And to see the most urgent instructional needs this school year, download the new edition of How Kids Are Performing.

References

Pinker, S. (1997). How the mind works. New York: Norton.
Sood, A. (2013). The Mayo Clinic guide to stress-free living. New York: DaCapo.

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Star Math and Star CBM Math Approved in South Carolina as K–2 Numeracy Screeners https://www.renaissance.com/2021/09/24/news-star-math-and-star-cbm-math-approved-in-south-carolina-as-k2-numeracy-screeners/ Fri, 24 Sep 2021 11:07:47 +0000 https://renlearnstg.wpengine.com/?p=53149 Bloomington, Minn. (Sept 24, 2021) – Renaissance, a global leader in pre-K–12 education technology, recently announced that Star Math and Star CBM Math have been approved by the South Carolina Department of Education (SCDE) as numeracy screening tools for grades K–2. Star Math and Star CBM Math meet the SCDE’s criteria for numeracy screeners that […]

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Bloomington, Minn. (Sept 24, 2021)Renaissance, a global leader in pre-K–12 education technology, recently announced that Star Math and Star CBM Math have been approved by the South Carolina Department of Education (SCDE) as numeracy screening tools for grades K–2.

Star Math and Star CBM Math meet the SCDE’s criteria for numeracy screeners that districts can incorporate into their Multi-Tiered System of Supports (MTSS) process for early learners. These criteria include the length of time to administer the screening tool, the use of normative data for the cut points, and screening in specific grade-level numeracy areas, including number sense, algebraic thinking and operations, measurement and data analysis, and geometry.

Star Math and Star CBM Math provide educators with actionable insights to differentiate instruction and increase math skills mastery for every learner. Each assessment is quick and easy for teachers to administer, provides in-depth information on students’ performance and instructional needs, and can be used in any learning environment.

“We appreciate the opportunity to continue supporting South Carolina educators, students, and parents in numeracy and math,” said Laurie Borkon, Vice President of Government Affairs at Renaissance. “Screening is a core component of MTSS, and we commend SCDE for increasing its focus on math. With valid, reliable, and easy-to-use tools for assessment and practice, we’ll work together with educators across the state to pinpoint skill areas, target instruction, and accelerate student learning.”

Educators can learn more about Star Math and Star CBM Math by visiting www.renaissance.com.

About Renaissance

As a global leader in assessment, reading, and math solutions for pre-K–12 schools and districts, Renaissance is committed to providing educators with insights and resources to accelerate growth and help all students build a strong foundation for success. Renaissance solutions reach more than 40 percent of US schools and more than half a million students in other regions across the world.

The Renaissance portfolio includes Star Assessments, for reliable, accurate insights into K–12 student learning; myIGDIs, for accurate assessment of early learning; myON, to increase students’ access to high-quality reading materials; Accelerated Reader, to support independent reading practice; Freckle, for teacher-led differentiated instruction; Schoolzilla, to give educators actionable insights into trends in student attendance and achievement; Lalilo, to develop critical foundational skills; and Nearpod, for teacher-facilitated instructional delivery.

Press contact:
Tracy Stewart
Director, Marketing Development
Renaissance
(832) 651-1189
pr@renaissance.com

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Supporting marginalized students through culturally relevant pedagogy https://www.renaissance.com/2021/09/10/blog-supporting-marginalized-students-through-culturally-relevant-pedagogy/ Fri, 10 Sep 2021 13:49:39 +0000 https://renlearnstg.wpengine.com/?p=52959 The disproportionate effect of the pandemic As a Latina and African American woman from the New York City area, I knew the COVID-19 pandemic would have a disproportionate effect on people from my community even before the media outlets announced it. Higher rates of comorbidities, limited access to high quality healthcare, and densely populated neighborhoods […]

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The disproportionate effect of the pandemic

As a Latina and African American woman from the New York City area, I knew the COVID-19 pandemic would have a disproportionate effect on people from my community even before the media outlets announced it. Higher rates of comorbidities, limited access to high quality healthcare, and densely populated neighborhoods almost guaranteed this would be the outcome. Likewise, when education experts warned that the pandemic would negatively impact student academic performance, I knew the magnitude of this impact would be greatest for students from my community. The results from Renaissance’s latest How Kids Are Performing report confirm this.

The new, full-year edition of How Kids Are Performing, which analyzes Star Assessments data for over 3.3 million students across the US, demonstrates the pandemic’s impacts on student learning. An analysis of students’ actual Spring 2021 performance compared to expectations reveals that, overall, students were at the equivalent of 4 percentile ranks (PR) below pre-pandemic expectations in reading, and 11 PR lower than expected in math. While these numbers are alarming in themselves, a closer look at the disaggregated data tells an even more troubling story.

Black students were the most impacted by the pandemic, performing 11 PR below pre-pandemic expectations in reading and 19 PR below expectations in math. Hispanic students also experienced disproportionate impacts, performing 7 PR below expectations in reading and 16 PR below expectations in math. Similarly, Native American students performed 7 PR below pre-pandemic expectations in reading and 18 PR below expectations in math. The pandemic has clearly exacerbated an already existing and pervasive academic performance gap.

Reading analysis
Math Analysis

The How Kids Are Performing report highlights the urgency to accelerate learning for all students in a way that is both equitable and responsive. The disproportionate impact experienced by marginalized communities calls for an equally intensified focus on these students when developing strategies to improve academic performance. When considering how to approach this, one thing is evident: more of the same will not suffice. Because these performance gaps existed prior to the pandemic, simply assigning more classwork to students will clearly not yield the desired results.

Instead, successful solutions will likely require teachers to find creative methods of increasing engagement and making the connections between classroom material and students’ personal lives more salient. Such is the basis for culturally relevant pedagogy, an educational approach coined by Gloria Ladson-Billings in 1995 and researched by scholars in the decades that followed.

So, what does culturally relevant pedagogy involve—and why will it be so important this school year?

Understanding culturally relevant pedagogy

Culturally relevant pedagogy (CRP) is grounded in the belief that students perform at higher levels when the content builds on the cultural assets they bring to the classroom. For this reason, it calls for educators to de-center mainstream (i.e., White, middle class, American) culture and to instead center students from typically marginalized communities. Relevant and personally meaningful content increases student effort, engagement, motivation, and performance (Howard, 2001; Renninger, Ewen, & Lasher, 2002). CRP has also been linked with improved graduation rates, GPAs, and college acceptance rates for high school students (Howard & Terry, 2011; Whiting, 2009). 

Culturally relevant pedagogy rests on three criteria, as shown in the graphic below. Let’s explore these criteria and initial steps educators can take to implement CRP in their practice this year.

3 criteria

Prerequisites to culturally relevant pedagogy

To practice culturally relevant pedagogy, educators must first understand their own culture and the role it plays in their lives. CRP entails developing students’ cultural competence, or the knowledge of and appreciation for their own culture to understand and appreciate the cultures of others (Ladson-Billings, 2014). However, educators cannot develop students’ cultural competence without understanding their own cultural systems, social norms, and ways of learning. Here are a few steps educators can take to prepare:

  1. Understand your culture and its impacts on your life. Engage in reflective practices that allow you to explore your own culture and the role it has played in shaping your views, beliefs, and interactions with others. Educators can practice self-reflection using Weigl’s (2009) protocol. I also recommend the Washington State Professional Educator Standards Board’s comprehensive set of cultural competency standards that span pre-service and beyond.
  2. Understand your students’ cultural backgrounds. Take some time to get to know your students personally and to learn about their lives outside of school. Do not assume students of the same race share similar traditions. The American Speech-Language-Hearing Association (ASHA) recommends attending local events, joining social groups, and engaging parents and families in the classroom as ways to develop a deeper understanding of students’ personal lives.

Now, let’s look in detail at the three criteria for CRP.

1. Expect academic success

The success of CRP relies on the expectations and standards for learning set by the educator. No amount of “relevance” will promote academic success if the curriculum is not rigorous enough for students to meet or exceed grade-level expectations. Here are some things to keep in mind for this first criterion:

  1. Establish high expectations for all students. Teachers must have confidence in their students’ academic potential, believing that all students can reach high standards. Unfortunately, high expectations for all students regardless of race is not always the case (Tenenbaum & Ruck, 1997). When practicing CRP, it is essential that teachers become aware of any conscious or unconscious biases they may possess and how these biases impact their grading, discipline, and academic expectations for students. The Graide Network offers insight into how bias may manifest itself in the classroom, and the Yale Poorvu Center for Teaching and Learning offers recommendations and resources for teachers seeking to eliminate bias from their practice.
  2. Show students you believe in their competence and value their input. Show students you value the assets they bring to the classroom by incorporating their feedback into the lesson. This contributes to a feeling of “being known,” or mattering, which describes students’ perceptions of whether their input is considered during instruction, whether they are taken seriously, and whether teachers are genuinely interested and invested in their success (Tucker, Dixon, & Griddine, 2010; Chhuon & Wallace, 2014).

2. Center students in the lesson

Perhaps the most recognizable aspect of culturally relevant pedagogy is the centering of marginalized students in daily lessons. CRP recognizes the unique experiences each student brings to the classroom and acknowledges them as assets to be valued and built upon rather than overlooked. Such teaching enables students to draw meaningful connections between class material and personal experiences. Further, these pedagogical practices have the potential to contribute to an education system that is truly representative of its diverse learners.

How can you center students in a lesson?

  1. Review curricular materials to determine whose culture is centered and affirmed. Conduct an audit of books on the syllabus. Are the “literary classics” written by mostly White men? Are works written by Latino authors reserved for Hispanic Heritage Month? Do the contributions of African Americans focus mostly on civil rights? Educators should include culturally relevant curricular materials throughout the academic year and across content areas. Continual affirmation encourages students to develop a sense of integrity in their culture that allows them to “be themselves” during the learning process (Howard & Terry, 2011). Additionally, leverage the relationships with students’ families, engaging them in the lesson as frequently as possible. Acknowledging students’ parents and community members as holders of knowledge helps students to further value their own culture.
  2. Ensure cultural relevance extends beyond the diversity of the characters in books. Over the years, scholars have warned against oversimplifying CRP to “books about people of color, having a classroom Kwanzaa celebration, or posting ‘diverse’ images” (Ladson-Billings, 2014). While these initiatives transform curricular content into mirrors that allow students to see themselves celebrated in the materials, CRP goes beyond this and incorporates the cultural tools and learning styles of students in all aspects of the lesson. Consider how your students prefer to learn and the methods in which they prefer to demonstrate their mastery. For example, given research suggesting African American students prefer communal learning techniques (Dill and Boykin, 2000), teachers may find Hammond’s suggestions to gamify and storify new content helpful. Understanding how your students navigate their social world enables educators to adapt their lessons to make them sticky and more engaging.

3. Encourage sociopolitical engagement

Culturally relevant pedagogy engages students in critical analyses of social systems and structures affecting marginalized communities and groups of people (Ladson-Billings, 1992). Educators practicing CRP view education as a form of social justice and instill this in their students, empowering them to make change in their communities through their education. The development of this sociopolitical consciousness is a critical aspect of CRP, though it is frequently diluted or omitted from practice. Here are some ways teachers can develop this sociopolitical consciousness in their students:

  1. Allow students to identify concerns affecting their community. Give students the agency to critically examine the world around them. Rather than mandate a particular topic, encourage students to analyze their communities and identify systems that impact them. Some examples may include an examination of the availability of AP course offerings in their high school compared to more affluent schools, the school’s uniform policy, or the proximity to a fresh food market if the school is located in a food desert. Teaching for Change offers a variety of suggestions for students seeking to learn about social justice.
  2. Empower students to advocate for change. Students should not stop at critiquing social systems; they must also feel empowered to make positive change. Educators should find developmentally appropriate ways of encouraging students to advocate for their communities, whether through face-to-face interactions or online initiatives. Students can write letters to congressional leaders, create a community newsletter, put on plays and art exhibits, and more. Learning for Justice is a great source for educators seeking to embed social justice across the curriculum.

Culturally relevant pedagogy in the year ahead

Culturally relevant pedagogy has been researched, implemented, and revisited for decades. Its popularity has surged once again as we consider the most effective ways to improve the performance of those most impacted by the pandemic. Decades of research on culturally relevant pedagogy demonstrate its benefits on student engagement, interest, and performance. It must be noted, though, that CRP is not a quick fix. Teachers cannot simply add books with Black characters or analyze a hip hop song’s literary devices and expect success. CRP requires high academic standards, the development of cultural competence in both teachers and students, and a firm belief in the power of education to bring social justice. Furthermore, it requires a long-term commitment and application across all content areas. Still, when implemented with fidelity, CRP has the potential to transform students into high performing, civically engaged scholars with high cultural competence—which will be key to making up lost ground due to the pandemic.

Chhuon, V., & Wallace, T. (2014). Creating connectedness through being known: Fulfilling the need to belong in US high schools. Youth & Society, 46(3), 379–401.
Dill, E., & Boykin, A. (2000). The comparative influence of individual, peer tutoring, and communal learning contexts on the text recall of African American children. Journal of Black Psychology, 26(1), 65–78.
Howard, T. (2001). Telling their side of the story: African American students’ perceptions of culturally relevant teaching. The Urban Review, 33(2), 131–149.
Howard, T. & Terry, C. (2011). Culturally responsive pedagogy for African American students. Teaching Education, 22(4), 345–364.
Ladson-Billings, G. (1992). Reading between the lines and beyond the pages: A culturally relevant approach to literacy teaching. Theory into Practice, 31(4), 312–320.
Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465–491.
Ladson-Billings, G. (2014). Culturally relevant pedagogy 2.0: a.k.a. the remix. Harvard Educational Review, 84, 74–84.
Renninger, K., Ewen, L., & Lasher, A. (2002). Individual interest as context in expository text and mathematical word problems. Learning and Instruction, 12, 467–491.
Tenenbaum, H., & Ruck, M. (2007). Are teachers’ expectations different for racial minority than for European American students? A meta-analysis. Journal of Educational Psychology, 99(2), 253–273.
Tucker, C., Dixon, A., & Griddine, K. (2010). Academically successful African American male urban high school students’ experiences of mattering to others at School. Professional School Counseling, 14(2), 135-145.
Weigl, R. (2009). Intercultural competence through cultural self-study: A strategy for adult learners. International Journal of Intercultural Relations, 33, 346–360.
Whiting, G. (2009). Gifted Black males: Understanding and decreasing barriers to achievement and identity. Roeper Review, 31(4), 224–233.

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Renaissance Named Best Global Edtech Company for Second Year in a Row https://www.renaissance.com/2021/09/03/news-renaissance-named-best-global-edtech-company-for-second-year-in-a-row/ Fri, 03 Sep 2021 13:17:14 +0000 https://renlearnstg.wpengine.com/?p=52928 Renaissance products also receive recognition for excellence by The Edvocate and Tech & Learning Bloomington, Minn. (Sept 3, 2021) – Renaissance, a global leader in pre-K–12 education technology, has received multiple awards from The Edvocate and Tech & Learning, two of the leading publications in the field of education technology. In the 2021 Tech Edvocate […]

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Renaissance products also receive recognition for excellence by The Edvocate and Tech & Learning

Bloomington, Minn. (Sept 3, 2021)Renaissance, a global leader in pre-K–12 education technology, has received multiple awards from The Edvocate and Tech & Learning, two of the leading publications in the field of education technology.

In the 2021 Tech Edvocate Awards, Renaissance was named Best Global Edtech Company for the second year in a row. In addition, Star Assessments were named Best Assessment App or Tool, Accelerated Reader was named Best Literacy App or Tool, and Schoolzilla was named Best Learning Analytics/Data Mining App or Tool.

The Tech Edvocate Awards were established in 2017 to recognize “the year’s top edtech companies, products, people, and more.” This is the third year in a row that Accelerated Reader has been named Best Literacy App or Tool, and the second time that Star Assessments have been named Best Assessment App or Tool.

“We’re honored to receive this recognition, as we continue our commitment to provide ongoing value for our customers and to accelerate learning for all students,” said Todd Brekhus, Chief Product Officer at Renaissance. “In 2021, we’re also celebrating 35 years of Accelerated Reader, and this makes AR’s third consecutive win for Best Literacy App especially gratifying.”

Separately, Accelerated Reader, Freckle, Star Assessments, Nearpod, and Flocabulary were all named 2021 Best Tools for Back to School by Tech & Learning. The Best Tools listing, which is part of the publication’s Awards of Excellence program, recognizes products that “offer schools versatility, value, and solutions to specific problems to support innovative, effective teaching and learning” in any environment.

Accelerated Reader was recognized in the Primary (K–6) category, while Freckle, Star Assessments, Nearpod, and Flocabulary were recognized in both the Primary and Secondary (6–12) categories.

“As we head into another uncertain year in education, technology will continue to be one of the key drivers for innovation,” said Tech & Learning Group Publisher Christine Weiser. “Our judges chose the winning products for their versatility, compatibility, value, and ability to help schools solve challenges and support continuous instruction. Congratulations to all of our winners.”

Educators can learn more about Renaissance products by visiting www.renaissance.com.


About Renaissance

As a global leader in assessment, reading, and math solutions for pre-K–12 schools and districts, Renaissance is committed to providing educators with insights and resources to accelerate growth and help all students build a strong foundation for success. Renaissance solutions reach more than 40 percent of US schools and more than half a million students in other regions across the world.

The Renaissance portfolio includes Star Assessments, for reliable, accurate insights into K–12 student learning; myIGDIs, for accurate assessment of early learning; myON, to increase students’ access to high-quality reading materials; Accelerated Reader, to support independent reading practice; Freckle, for teacher-led differentiated instruction; Schoolzilla, to give educators actionable insights into trends in student attendance and achievement; Lalilo, to develop critical foundational skills; and Nearpod, for teacher-facilitated instructional delivery.

Press contact:
Tracy Stewart
Director, Marketing Development
Renaissance
(832) 651-1189
pr@renaissance.com

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Star CBM Reading Approved in Oregon as a Universal Screener for Risk Factors of Dyslexia https://www.renaissance.com/2021/08/27/news-star-cbm-reading-approved-in-oregon-as-a-universal-screener-for-risk-factors-of-dyslexia/ Fri, 27 Aug 2021 13:21:05 +0000 https://renlearnstg.wpengine.com/?p=52881 Bloomington, Minn. (August 27, 2021) – Renaissance, a global leader in pre-K–12 education technology, recently announced that the Oregon Department of Education (ODE) has approved Star CBM Reading as a universal screening tool for risk factors of dyslexia in grades K–1 for the 2021–2022 school year. Star CBM Reading fully meets the ODE’s stringent requirements […]

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Bloomington, Minn. (August 27, 2021)Renaissance, a global leader in pre-K–12 education technology, recently announced that the Oregon Department of Education (ODE) has approved Star CBM Reading as a universal screening tool for risk factors of dyslexia in grades K–1 for the 2021–2022 school year.

Star CBM Reading fully meets the ODE’s stringent requirements for a universal screener, including strong predictive validity and classification accuracy, norm-referenced scoring, and providing multiple equivalent forms. The ODE also confirmed that Star CBM Reading accurately assesses discrete skills related to phonological awareness, letter-sound correspondence, rapid naming, and oral reading fluency.

Star CBM Reading measures are brief, easy to administer and score, and suitable for both screening and progress monitoring—additional key factors in the ODE’s decision.

“Universal screening in kindergarten and first grade is critical for ensuring that students are on the pathway to reading proficiently,” said Dr. Luann Bowen, Vice President of Government Affairs at Renaissance. “We’re proud to support Oregon educators in the important work of developing students’ foundational literacy skills and identifying students who need additional support and intervention.”  

Oregon districts are required to universally screen students for risk factors of dyslexia in kindergarten, using an assessment approved by the ODE. If a student first enrolls in public school in grade 1, districts must screen the student in grade 1 using an ODE-approved assessment.

Oregon educators can learn more about using Star CBM Reading to screen for risk factors of dyslexia by watching our new on-demand webinar.

Educators can also learn more about Star CBM Reading by visiting www.renaissance.com.


About Renaissance

As a global leader in assessment, reading, and math solutions for pre-K–12 schools and districts, Renaissance is committed to providing educators with insights and resources to accelerate growth and help all students build a strong foundation for success. Renaissance solutions reach more than 40 percent of US schools and more than half a million students in other regions across the world.

The Renaissance portfolio includes Star Assessments, for reliable, accurate insights into K–12 student learning; myIGDIs, for accurate assessment of early learning; myON, to increase students’ access to high-quality reading materials; Accelerated Reader, to support independent reading practice; Freckle, for teacher-led differentiated instruction; Schoolzilla, to give educators actionable insights into trends in student attendance and achievement; Lalilo, to develop critical foundational skills; and Nearpod, for teacher-facilitated instructional delivery.

Press contact:

Tracy Stewart
Director, Marketing Development
Renaissance
(832) 651-1189
pr@renaissance.com  

The post Star CBM Reading Approved in Oregon as a Universal Screener for Risk Factors of Dyslexia appeared first on Renaissance.

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5 observations on the new school year from a researcher and parent https://www.renaissance.com/2021/08/27/blog-5-observations-on-the-new-school-year-from-a-researcher-and-parent/ Fri, 27 Aug 2021 13:19:29 +0000 https://renlearnstg.wpengine.com/?p=52885 As I sent my kids back to school last week, I felt a mix of emotions. I was excited that they were going back to in-person learning, with new teachers and new courses. I was nervous about the impact of the Delta variant, given that COVID-19 vaccines are not widely available for young children. However, […]

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As I sent my kids back to school last week, I felt a mix of emotions. I was excited that they were going back to in-person learning, with new teachers and new courses. I was nervous about the impact of the Delta variant, given that COVID-19 vaccines are not widely available for young children. However, I was hopeful that the new school year would be far more “normal” than the previous one.

As a mom and a researcher, I realize how difficult the 2020–2021 school year was for students, parents, and educators. As Renaissance’s new, full-year edition of the How Kids Are Performing report shows, fifth graders like my daughter ended the year 4–7 weeks behind where we would have expected in reading, and more than 12 weeks behind where we would have expected in math. On top of that, state summative assessment results from our home state of Texas showed that only 3 in 10 students met expectations in fifth grade science.

Moving forward and starting middle school is already a challenging endeavor, even without the cumulative impact of the pandemic. So, what can we learn from this past year, and what things should we keep in mind as the 2021–2022 school year gets underway? I’d like to share five key observations from both research and my own experience.

#1. This is not just a physical health crisis

Yes, COVID-19 has taken more American lives than the Civil War (which has the highest American death toll of any war in history). But the impacts are not limited to physical illness—the pandemic has also affected students’ mental health. A recent review of research found that quarantining for children and adolescents was associated with a higher likelihood of developing acute stress disorder, adjustment disorder, symptoms of grief, and even PTSD. Nearly 40 percent of students were estimated to have symptoms of psychological distress, with 35–44 percent experiencing depression and 19–37 percent experiencing anxiety. The pandemic has also worsened symptoms for students with ADHD.

The research suggests that media entertainment, reading, and physical activity—along with a better understanding of COVID-19—may protect children from negative mental health impacts.

#2. We can do a lot—but we can’t do everything

I’m a working mom, so this idea isn’t new to me. I’ve passed up chaperoning field trips, dropped off store-bought cookies for school bake sales, and driven my kids to sports practice while taking conference calls. But I have also left a conference early to be home for the first day of school, and I led a weekly elementary-school book club so my daughter could spend more time with her classmates after we moved to a new school. The question is often one of prioritization. The same was true during the pandemic.

With the introduction of virtual learning for many students, parents acquired additional roles as teachers, instrument and vocal coaches, mid-day chefs, and even tech support. While hopefully we are able to turn many of these roles back to the professionals this school year, students are still starting the year several months behind where they typically would, and we must again acknowledge that we can’t do everything. We need to prioritize learning objectives for students in the same ways that we have prioritized other aspects of our lives.

Clearly, some things are essential (e.g., food to eat), while others are nice to have (e.g., brand new clothes in the latest style). Renaissance has identified the essential reading and math skills for every state, which we call Focus Skills and which are freely available on our website. I see that for Texas sixth graders in English Language Arts, my daughter should focus on citing details from text to support and understand how text structure is linked to author’s purpose and is used to develop ideas.

Focus Skills for reading

Also in the Texas grade 6 ELA standards is for students to infer themes within and across texts. However, this is not identified as a Focus Skill, and I would expect it to be deprioritized given other needs this school year. Not every skill or standard can receive the same level of emphasis as we work to catch students up, and I hope that educators will have the flexibility to prioritize those standards that are most critical to students’ success at the current grade level and in preparation for the next one.

#3. A year’s growth may not be the right expectation

We frequently like to see that a student makes a year’s worth of growth in a year of time. However, during the pandemic, students did not grow at typical rates. In fact, compared to a typical year where students generally attain a Student Growth Percentile (SGP) of 50, students only achieved an SGP of 45 in both reading and math during the 2020–2021 school year.

Student Growth Percentile

With all of the disruptions and changes in learning environments, it’s not surprising that, on average, students grew more slowly than in typical years. Now that a new year has started, there are a few different types of expectations that could be set. First, given that we are still experiencing the pandemic, and students may be in changing learning environments once again, it might be reasonable to expect growth rates this year to be somewhat similar to last year—around the 45th percentile. Compound seasons of lower- than-average growth will result in students falling further behind pre-pandemic expectations, but the pandemic has clearly created extraordinary circumstances. As long as we are battling threats to both physical and mental health, perhaps having students achieve 45th percentile growth is something to applaud.

A second option might suggest that because we are now into our second full year of schooling during the pandemic, we may have implemented better strategies. More schools are opening for in-person learning, and we might be able to resume something like a typical school year, where 50th percentile growth could be expected. However, even in this scenario, students would not have caught up to pre-pandemic expectations. In fact, if students are to complete their unfinished learning from last school year in addition to the new learning expectations of this year, growth rates will need to be well above the 50th percentile. Could we reasonably expect 55th percentile growth this year, due to the influx of additional education funding and potential strategies such as increased instructional time and tutoring?

These are challenging questions, and parents and guardians should speak with their children’s teachers about determining the most appropriate goals for their children this school year.

#4. Access to educational materials is critical

When school buildings and public libraries closed in March 2020 due to COVID-19, we had to get creative about how to get books for our children to read. Online library collections through applications such as Cloud Library and Renaissance’s myON platform were crucial for my children. Even though my youngest prefers hard copy books, she was able to adjust to online reading fairly quickly. (Incidentally, our data show that the more time students spent reading on myON last year, the greater their reading growth—a finding that holds across all racial and ethnic groups.)

Reading during the pandemic

We also investigated several online math applications—including Renaissance’s Freckle program—where my kids could practice their math skills at an adaptive pace that was appropriate for each of them. It may not be realistic to think that the school will make up for the approximately 20 weeks of additional learning that incoming sixth grade students will need across both reading and math. Having my children read books and practice skills outside the classroom while we’re driving to activities or taking a road trip to see their grandparents can provide additional learning opportunities without requiring direct instructional time from their teacher (or me).

meeting pre-pandemic expectations

#5. Everyone’s situation is unique

It’s clear that the pandemic has not impacted everyone in the same way. Some of us were fortunate enough to have jobs where we could work remotely and choose a remote learning option for our children. Others spent little time with their children because they were working in hospitals treating the sick, while still trying to keep their families safe. We’ve seen higher COVID-19 fatality rates among Indigenous, Black, Pacific Islander, and Latino Americans—a rate almost twice as high as for whites or Asian Americans. Increased mental health risk has been associated with parental distress, financial strain, living in a high-risk COVID-19 area, and living in a rural area.

Our How Kids Are Performing report shows that the academic impacts of COVID are most significant for Black, Hispanic, American Indian, and Alaska Native students, English learners, students with disabilities, and students attending urban and Title I schools. There have been disproportionate impacts of COVID-19 in a variety of spheres, and we must have an equally disproportionate response. As students come back to school this fall—whether in-person or in remote or hybrid learning environments—administrators and teachers need to review their data and determine which schools, which content areas, and which students are most in need, and then develop plans accordingly.

Supporting teaching and learning this year

Just as I know that my daughters are unique—with different strengths and weaknesses, and in need of different supports to be successful both in school and out—our classrooms and schools are full of unique students with unique circumstances. It is our job as a community to come together around these students and schools and help support them in ways that are most conducive to students’ success— whether that be academic achievement or physical and mental health. I was really excited to be able to send my girls into a school building this year to make new friends, engage with a variety of caring teachers, and have the opportunity to participate in activities such as arts, sports, and music. However, I know this is going to be a challenging school year, and students and schools will continue to need our help and encouragement as they navigate both new and lingering COVID-19 impacts.

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4 steps for accelerating learning this school year https://www.renaissance.com/2021/08/13/blog-4-steps-for-accelerating-learning-this-school-year/ Fri, 13 Aug 2021 13:30:25 +0000 https://renlearnstg.wpengine.com/?p=52654 Albert Einstein famously remarked that “compound interest is the eighth wonder of the world.” What does this mean? An investment is made, time passes, and interest is earned, which increases the principal amount each year. This results in even more interest generated, because of the ever-increasing principal. Over time, this sustained cycle drives ever-greater wealth. […]

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Albert Einstein famously remarked that “compound interest is the eighth wonder of the world.” What does this mean? An investment is made, time passes, and interest is earned, which increases the principal amount each year. This results in even more interest generated, because of the ever-increasing principal. Over time, this sustained cycle drives ever-greater wealth.

Financial advisors have not, however, named an opposite to compound interest. What happens when, over periods of time, yields are in a negative range and the principal actually decreases? And what does this have to do with K–12 education? Well, the new, full-year edition of Renaissance’s How Kids Are Performing report is now available, and the findings reveal how consecutive seasons of below-typical growth have impacted students’ reading and math performance.

Before reviewing the new report’s findings, I want to acknowledge that we all may be suffering from a bit of pandemic fatigue. We may have even grown numb to news of the pandemic’s impact on education. Our initial How Kids Are Performing report, released last fall, received wide media coverage. The winter edition of the report received somewhat less coverage. The new, full-year edition—much like recent reports from other assessment providers—has received hardly any.

In allowing ourselves to become numb to the ongoing academic impacts of the COVID-19 pandemic, we are running a tremendous risk. We risk losing our sense of urgency—a driving need to take immediate action. In his book Leading Change, leadership expert John Kotter notes how difficult “it is to drive people out of their comfort zones,” and that “without a sense of urgency, people won’t give that extra effort which is often essential” for substantive change to occur. And in the How Kids Are Performing report, there are several findings that point to necessary challenges and changes as we begin the new school year.

Multiple seasons of below-typical growth

The new report examines Star Assessments data from 3.3 million students nationwide—the largest longitudinal data set among the recent reports. At the highest level, our analysis found one more “season” of slightly below-typical growth. Our key metric related to growth is Student Growth Percentile (SGP), which depicts growth on a scale from 1–99, where 50 reflects an average rate of growth. Scores above 50 represent above-typical growth and scores below 50 represent below-typical growth.

In a typical year, mean SGPs for large groups of students hover right around 50. In Fall 2019, for example, the mean SGP for mathematics for the 3.3 million students included in the How Kids Are Performing analysis was 50. When we disaggregated the data by grade level, we found slight variances. Some grades had an SGP of 51 or 52, while others had an SGP of 49 or 48—some slightly above and others slightly below the mean.

In contrast, the mean SGP for mathematics across grades 2–8 in Spring 2021 was 45. Every grade had an SGP below 50, with some as low as 41. For reading, the mean SGP was also 45 across grades 1–8, with most grades ranging from 44–46. It’s important to note that an SGP of 45—during a year when schools faced so many disruptions and challenges—is understandable, and even commendable. However, consecutive seasons of below-typical growth have caused reading and math performance to fall progressively further behind pre-pandemic expectations.

How far behind? As students began the 2020–2021 school year, we estimated they were about 1 percentile rank (PR) point behind where they typically performed in reading. By winter, they had fallen to 2 points behind and now, with the school year complete, we estimate them to be 4 points behind. In mathematics, things are more dire. Students began the 2020–2021 school year about 7 percentile rank points behind. By the winter, they had advanced slightly to 6 points behind but, as the year wrapped up, they finished, on average, 11 points behind.

Covid impacts on learning

We then converted the Spring 2021 numbers to an estimate of how many weeks of instruction (meaning, a daily class in math or reading for 5 days) would be needed to catch students up to pre-pandemic levels of performance. We found that, in the most impacted grades (grades 4, 6, 7, and 8), as many as 12 or more weeks might be necessary in each subject area, creating the need for a total of 20–24 additional weeks of instruction to catch up in both reading and math.

reach pre-pandemic expectations

Different realities for different student groups

The new report’s starkest findings were revealed when the overall changes in performance were disaggregated for different student groups, as shown in the two graphs below (which show impacts in terms of percentile rank points). When we analyzed the growth data by racial/ethnic group we found that—while all groups demonstrated rates of growth that were below pre-pandemic baselines—growth among Black, Hispanic, and American Indian or Alaska Native students was further below the overall median than all other racial/ethnic groups in both reading and math. In reading, growth was 6–8 points below pre-pandemic baselines for Black, Hispanic, and American Indian or Alaska Native students. In math, growth was 11–14 points below pre-pandemic baselines for these students.

Similarly, growth for students with disabilities and English Language Learners was below the overall median, as was growth for schools categorized as Title I Schoolwide, and for students testing outside of school. When the data are considered by school locale, urban schools exhibited the lowest growth rate, while rural schools exhibited the highest.

Analysis reading
Analysis math

Identifying instructional implications and next steps

While we could drill into additional analyses from the report, the danger is that we’d spend so much time framing the problem that we wouldn’t leave enough to address students’ needs. For this reason, I’ll spend the remainder of this blog considering how we might best address the harsh realities of decreased levels of performance and disproportionate impact on some student groups. In terms of next steps and instructional implications, I’ll suggest the following:

  1. Disaggregate your data. If you can’t see equity gaps, you can’t address them.
  2. Implement strategies for “accelerated learning,” rather than taking a remediation approach.
  3. When addressing drops in mathematics performance, be sure to consider the Trip Steps—those skills that are unusually difficult for students to learn.
  4. Implement strategies and practices shown to be effective for marginalized students.

#1. Disaggregate your data by student group

The disparity in performance among demographic groups is a vivid illustration of how disaggregation by multiple metrics is critical for revealing equity issues. Having assessment data is one thing, but finding equity issues requires the ability to associate this data with other critical information and student demographics in order to get a more complete picture.

Working on the How Kids Are Performing series has revealed that some schools face obstacles in bringing together information from a variety of sources (e.g., interim assessment tools, student information system [SIS], etc.) Within our data sample, only about half of the schools have demographic data fields populated in Star Assessments. Said another way, only one-half of the schools we work with could break their interim assessment data down in any significant way.

Too often, interim assessment systems like Star operate separately from instructional and practice programs, and they are rarely connected with the school’s SIS, which houses essential demographic details. Data warehousing and visualization platforms—including Schoolzilla by Renaissance—can be particularly useful in helping you to more fully explore all available metrics.

Focus on equity

#2. Implement “accelerated learning” strategies

Once equity issues and areas in need of attention are identified, the focus can turn to planning instruction. A significant shift is occurring around approaches to take when students are performing below grade-level expectations. Historically, our approach has often been remediation, but many experts and groups are now advocating for a collection of approaches referred to as “accelerated learning.” This umbrella term, with several specific approaches related to it, is included in back-to-school guidance from the US Department of Education and appears in many states’ guidance documents as well.

A primary emphasis of accelerated learning is maximizing the time students spend with grade-level content through a purposeful consideration of essential prerequisite skills and targeted “just-in-time” instruction and support. Within this approach, knowledge of essential grade-level skills and necessary prerequisite skills is crucial. Renaissance’s free Focus Skills Resource Center provides detailed information on both essential grade-level skills and the necessary prerequisites, and these resources have recently been expanded to include Focus Skills for Spanish reading as well.

#3. Understand Trip Steps in Mathematics

The content area where performance has been most impacted by COVID-related disruptions is math. While working to accelerate learning in this area, knowledge of the most difficult skills for students to master at each grade level is especially helpful. Through the empirical validation process that we use to craft our learning progressions, we identified a subset of particularly difficult math skills from pre-K through Algebra 1. We refer to these skills as Trip Steps, which you can see by clicking here.

Why did we choose this name? If learning is a staircase, then all steps are not created equal. In mathematics particularly, some skills are extraordinarily difficult to master. We call these Trip Steps because they can cause a stumble in learning, just as an extraordinarily tall step in a staircase can cause an awkward or strained bit of climbing.

Educators who better understand the challenge reflected by Trip Steps—which are generally not visible in standards documents or curricula—can be better prepared to ready learners for meaningful engagement with and smoother ascent toward mastery of these difficult skills.

#4. Use effective practices to support marginalized students

As mentioned earlier, our results show that the pandemic has disproportionately impacted educational outcomes for certain student groups, with the largest impacts for Black or African American students, and for American Indian or Alaska Native students. For this reason, our instructional interventions should be disproportionately targeted to those in greatest need. We strongly encourage schools to explore instructional and pedagogical approaches that are research-based as effective practices for marginalized groups.

Two helpful resources for getting started are The New Teacher Project’s COVID-19 School Response Toolkit and the work of educator and author Horacio Sanchez. You’ll also find information and resources online about culturally responsive teaching (CRT) practices, which reflect and build upon the work of Gloria Ladson-Billings and others. A recent report from New America Foundation describes the 8 competencies of culturally responsive educators

Understanding important lessons from history

While it’s been more than a century since we dealt with the last global pandemic, the period we’re in now is not the first with major disruptions to schooling. During World War II, fully one-third of the educators in US schools left to enter military service or perform other war-related work. Across Europe, as many as 75 percent of school buildings were damaged, destroyed, or put to some other use. And during polio outbreaks in the 1940s and 1950s, radio-based instruction was the only “remote learning” option available.

Snapshots

When we take this historical perspective, we find that, though we’ve faced many challenges over the past 18 months, we’ve had it better than some of our predecessors. Our school buildings are intact. When we’ve been able to be in them, we weren’t taking shelter in the basement. And though we may have struggled with Zoom or other remote teaching tools, they’re far more interactive and dynamic than the one-way, audio-only communication provided by radio.

Things have not been easy for us, but neither were they easy for our parents, grandparents, or great-grandparents. Educators of earlier generations were asked to shepherd children through other major disruptions, and the current challenges are simply the ones that befall us. It’s noble work that we do in striving to best address these challenges. Our predecessors in the 1940s earned the mantle of “The Greatest Generation.” I pray that history will judge us at least half as favorably.

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Tennessee State Board of Education Approves Renaissance Assessments as K–3 Universal Reading Screeners https://www.renaissance.com/2021/08/13/news-tennessee-state-board-of-education-approves-renaissance-assessments-as-k-3-universal-reading-screeners/ Fri, 13 Aug 2021 13:30:02 +0000 https://renlearnstg.wpengine.com/?p=52675 Bloomington, Minn. (August 13, 2021) – Renaissance, a global leader in pre-K–12 education technology, recently announced that the Tennessee State Board of Education has approved Renaissance assessments as K–3 universal reading screeners for implementing the Tennessee Literacy Success Act. The state’s LEAs and public charter schools can now utilize Star Early Literacy, Star CBM, and Star […]

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Bloomington, Minn. (August 13, 2021)Renaissance, a global leader in pre-K–12 education technology, recently announced that the Tennessee State Board of Education has approved Renaissance assessments as K–3 universal reading screeners for implementing the Tennessee Literacy Success Act.

The state’s LEAs and public charter schools can now utilize Star Early Literacy, Star CBM, and Star Reading to screen K–3 students during the three annual administration windows. Additionally, the results of the universal reading screener may be used to identify at-risk students for implementation of the Tennessee Learning Loss Remediation and Student Acceleration Act.

“We’re pleased to offer LEAs and public charter schools valid and reliable assessments for measuring and monitoring literacy skills proficiency,” said Alysse Daniels, Regional Vice President at Renaissance. “Many Tennessee schools are already using Renaissance assessment and practice solutions to support student learning. Star Assessments will provide further insights into K–3 readers’ grade-level proficiency and identify students in need of intervention.”

Star Assessments are quick and easy for teachers to administer, and they provide actionable information to support strong foundational literacy development:

  • Star Early Literacy is an online assessment of phonological awareness, phonics, print concepts, fluency, and comprehension for beginning and emergent readers.
  • Star CBM provides curriculum-based measures to assess students’ understanding of letters and their sounds, phonological awareness, decoding, and oral passage reading. Teachers administer the measures 1:1, either online or on paper.
  • Star Reading is an online assessment for independent readers in the key domains of vocabulary and comprehension.

About Renaissance

As a global leader in assessment, reading, and math solutions for pre-K–12 schools and districts, Renaissance is committed to providing educators with insights and resources to accelerate growth and help all students build a strong foundation for success. Renaissance solutions reach more than 40 percent of US schools and more than half a million students in other regions across the world.

The Renaissance portfolio includes Star Assessments, for reliable, accurate insights into K–12 student learning; myIGDIs, for accurate assessment of early learning; myON, to increase students’ access to high-quality reading materials; Accelerated Reader, to support independent reading practice; Freckle, for teacher-led differentiated instruction; Schoolzilla, to give educators actionable insights into trends in student attendance and achievement; Lalilo, to develop critical foundational skills; and Nearpod, for teacher-facilitated instructional delivery.

Press contact:
Tracy Stewart
Director, Marketing Development
Renaissance
(832) 651-1189
pr@renaissance.com

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Louisiana State Department of Education Approves Renaissance Solutions to Support Family Literacy Engagement https://www.renaissance.com/2021/08/06/news-louisiana-state-department-of-education-approves-renaissance-solutions-to-support-family-literacy-engagement/ Fri, 06 Aug 2021 13:21:23 +0000 https://renlearnstg.wpengine.com/?p=52601 Bloomington, Minn. (August 6, 2021) – Renaissance, a global leader in pre-K–12 education technology, recently announced that the Louisiana State Department of Education (LDOE) has approved Renaissance literacy solutions to support the Family Literacy Engagement Strategic Plan. Schools and school systems can now utilize myON, Accelerated Reader, Freckle ELA, and Lalilo from Renaissance to support […]

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Bloomington, Minn. (August 6, 2021)Renaissance, a global leader in pre-K–12 education technology, recently announced that the Louisiana State Department of Education (LDOE) has approved Renaissance literacy solutions to support the Family Literacy Engagement Strategic Plan. Schools and school systems can now utilize myON, Accelerated Reader, Freckle ELA, and Lalilo from Renaissance to support family engagement with a focus on literacy and reading instruction, based on the Science of Reading.

The LDOE believes that families play an essential role in the literacy development of children at all ages and stages. This new initiative supports the department’s vision of providing accessible opportunities to support families in engaging with their children’s literacy education.

“We’re pleased to offer Louisiana schools and school systems literacy solutions that guide student growth while also supporting year-round opportunities for families to be engaged in children’s literacy development,” said Jonathan Pounds, Regional Vice President at Renaissance. “Many schools are already using Renaissance assessment and practice solutions to support student learning. The state-approved Renaissance literacy solutions will provide further opportunities for students to access engaging reading resources and skills practice that also enable families to actively participate in literacy development.”   

myON is a digital reading platform that provides anytime, anywhere access to engaging digital books and news articles. Students can read with myON both in school and at home, making it easy to read, share, and discuss books with family members. myON’s offline and low-bandwidth reading options promote accessibility, while natural-voice audio narration encourages family read-alouds and read-alongs.

Accelerated Reader is a practice program that helps students track their progress toward personalized reading goals—and share their accomplishments with their families. Accelerated Reader supports a wide range of fiction and nonfiction titles, encouraging students to discover new interests and read across the curriculum. Students and families can explore all of the supported titles by visiting the free Accelerated Reader Bookfinder website.

Freckle is a digital practice platform that adapts to meet each student at the just-right level. In English Language Arts (ELA), Freckle provides reading and literacy skills practice for both fiction and nonfiction, which students can access in school or at home. Freckle helps early learners build phonics and sight-word fluency, while activities for older students develop comprehension, grammar, and writing skills—and promote discussion and collaboration.

Lalilo is a foundational literacy program that students can use in school and at home. Lalilo supports learning and instruction across all components of literacy, including phonological and phonemic awareness, letter and word recognition, comprehension, fluency, vocabulary, and grammar. Lalilo provides students with a fun and engaging environment for anytime, anywhere learning—along with the opportunity to practice sight words and to discuss interactive stories with their families.

To learn more, visit: https://www.renaissance.com


About Renaissance

As a global leader in assessment, reading, and math solutions for pre-K–12 schools and districts, Renaissance is committed to providing educators with insights and resources to accelerate growth and help all students build a strong foundation for success. Renaissance solutions reach more than 40 percent of US schools and more than half a million students in other regions across the world.

The Renaissance portfolio includes Star Assessments, for reliable, accurate insights into K–12 student learning; myIGDIs, for accurate assessment of early learning; myON, to increase students’ access to high-quality reading materials; Accelerated Reader, to support independent reading practice; Freckle, for teacher-led differentiated instruction; Schoolzilla, to give educators actionable insights into trends in student attendance and achievement; Lalilo, to develop critical foundational skills; and Nearpod, for teacher-facilitated instructional delivery.

Press contact:
Tracy Stewart
Director, Marketing Development
Renaissance
(832) 651-1189
pr@renaissance.com

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Foundational literacy reading skills and the Science of Reading https://www.renaissance.com/2021/08/06/blog-foundational-literacy-and-the-science-of-reading-in-2021/ Fri, 06 Aug 2021 13:21:09 +0000 https://renlearnstg.wpengine.com/?p=52589 For years, educators have known the importance of strong foundational literacy reading skills for lifelong learning, but they have sometimes differed on the best ways to help students acquire these skills. However, the Science of Reading has settled this argument with a large and continuously growing body of empirical studies and some elegant summaries of […]

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For years, educators have known the importance of strong foundational literacy reading skills for lifelong learning, but they have sometimes differed on the best ways to help students acquire these skills. However, the Science of Reading has settled this argument with a large and continuously growing body of empirical studies and some elegant summaries of this research.

We now understand the importance of helping students “learn the code” for reading the English language. We often hear that systematic and explicit phonics instruction in the primary grades is the best way to assure this outcome. 

In this blog, I’ll:

  • Dig a bit deeper to define foundational literacy reading skills
  • Introduce you to Lalilo and its important role at Renaissance
  • Outline some practical approaches you can use right away to provide great instruction to all students

Foundational literacy reading skills: Making the Science of Reading practical

Let’s consider three summaries that have had a major impact on reading instruction:

The Simple View of Reading

In the 1980s, Phillip Gough and his colleagues demonstrated that reading can be described conceptually as a “mathematical” equation:

Reading = Decoding x Linguistic Comprehension

Here, two separate factors contribute to anyone’s reading skill. First, skillful reading requires linguistic comprehension, or students’ ability to understand the content they encounter. This includes the vocabulary, background knowledge, and logical inferences that are required to understand the information being presented and act on that information in ways that are meaningful to them and others.

While linguistic comprehension is necessary, it does not occur without first accessing the “raw text” or decoding—that is, matching letters and letter combinations to specific sounds and then telescoping those sounds into understandable units (Gough & Tunmer, 1986; Hoover & Gough, 1990).

This second factor, decoding, is the primary focus of foundational literacy. Of course, we must continue to provide ongoing support to improve students’ linguistic comprehension while teaching phonics, but, during the early elementary grades, a greater degree of emphasis is often given to decoding.

Scarborough’s Rope

Hollis Scarborough (2001) proposed a complementary and somewhat more detailed analysis. Her “reading rope,” shown below, parallels and adds detail to the two major components of the Simple View.

In her model, language comprehension (like “linguistic comprehension” in the Simple View) can be further defined as the student’s accumulated background knowledge, vocabulary, knowledge of language structures, verbal reasoning skills, and more general literacy knowledge.

Similarly, word recognition (like “decoding”) includes a student’s phonological awareness skills (hearing and manipulating the sounds of language), basic decoding skills (from simple letter-sound correspondence to more complex phonics rules like “silent e”), and more fluent sight recognition of both frequently encountered and phonetically irregular words.

Like the Simple View, Scarborough’s analysis makes clear that skillful reading requires competence in both of these strands of development. One strand—decoding or word recognition—is an excellent candidate for direct and systematic instruction that efficiently equips the child with perhaps the more difficult skill set for success.

The Science of Reading

In recent years, much of the content above has been captured by a new summary term: the Science of Reading. The Science of Reading draws on both basic cognitive science (e.g., Seidenberg, 2017) and applications in educational practice (e.g., Shanahan, 2020) and has been broadly discussed in the popular press (Glatter, 2016; Hanford, 2018, 2019, 2020).

Mark Seidenberg (2017) has offered a comprehensive and well-regarded survey of this science. Most relevant here, Seidenberg describes reading as a “phonological process”—that is, a pathway where readers convert the shapes that we call letters into the sounds they represent and, in turn, into the words they produce.

This allows them to “understand” these words and the passages that contain them. As he says, “The phonological pathway requires knowing how print relates to sound, the focus of ‘phonics’ instruction…. For reading scientists, the evidence that the phonological pathway is used in reading and especially important in beginning reading is about as close to conclusive as research on complex human behavior can get.”

Despite the differences in terminology, all three of these models reach a similar conclusion: Reading is a complex and demanding skill that rests necessarily on decoding;the task of turning letters on a page or a screen into words and language we can understand and act on.

As a result, decoding is foundational, and we do best when we help our students to build this solid foundation.

The Science of Reading in the classroom

Parents, educators, and policymakers have heard the message: Both research findings and the evaluation of existing educational practices point to more closely and carefully focusing on foundational literacy instruction and early reading proficiency in the early grades.

For this reason, educational standards explicitly mandate foundational literacy instruction. For example, the Common Core State Standards require “fostering students’ understanding and working knowledge of concepts of print, the alphabetic principle, and other basic conventions of the English writing system.”

At the same time, some commentators are concerned that educators have inadequate resources to ensure great foundational literacy instruction for all students (Hanford, 2018, 2019, 2020; Shanahan, 2020). This has led to a groundswell of efforts to provide teachers with both core foundational knowledge of the Science of Reading (Goldenberg et al., 2020; Moats, 2020) and access to core and supplemental instructional programs to directly support foundational literacy skill development.

Renaissance’s efforts to accelerate learning for all students have always held reading proficiency and opportunity at their core. These efforts also had at least an implicit emphasis on reading to learn—great resources and developmental experiences for emergent and proficient readers.

In recent years, growing attention to the Science of Reading has led to fuller attention to younger learners, including those not yet skillful or independent readers. Our newest product, Lalilo, builds on this expanded focus, providing systematic and explicit phonics supplemental instruction that closely reflects what we know from the Science of Reading.

Lalilo: The free online foundational literacy reading skills program

Recently, Renaissance added an important resource for teachers’ instructional toolkits. Lalilo, a free, online foundational literacy reading skills program designed to help K–2 students master phonics skills, will help teachers to:

  • Expand their reach to individual students
  • Deepen their instruction where those students need it most
  • Accomplish more instructionally than might otherwise be possible

Lalilo’s arrival in US schools is particularly timely, given two recent events that impact how we think about early-grades students returning to the classroom this fall.

First, schools have been intensifying their focus on learning to read—and on systematic and explicit phonics instruction and a “foundational literacy reading skills” approach. This prepares all students to become independent scholars so they can read to learn as they reach the upper elementary grades and beyond.

Foundational literacy represents the bedrock skills, experiences, and instructional practices that prepare students for reading proficiency and—as a result—for later academic and life success.

Second, we know we’ll face deep and varied instructional needs this fall, and likely for some time thereafter. Evidence suggests that the COVID-19 disruptions affected learning trajectories for all students, particularly for those who were already struggling or had other risk factors when the building closures began.

Further, we know that the idea no longer holds that all 5-year-olds will be enrolled in kindergarten, all 6-year-olds will be enrolled in first grade, and so on. Especially in the early grades, there are some children whose parents delayed their school start and other children who were nominally enrolled but barely engaged, perhaps doubly challenging these children’s preparation for the typical content of their assigned grade this year.

When we put these two factors together, we realize that now is the time for vigorous, creative, and differentiated instruction that meets the needs of each student we serve. We want to face these challenges and plan for success.

Introducing Lalilo for foundational literacy skills practice

So, what is Lalilo? In the simplest terms, Lalilo is a standards-aligned, developmental program that helps teachers to build essential foundational literacy skills for their students, especially in K–2.

Lalilo accomplishes this by providing high quality, differentiated instruction. Lalilo covers eight important domains of learning:

  1. Phonemic awareness
  2. Letter recognition
  3. Letter-sound correspondence
  4. Blending
  5. Segmenting
  6. Decoding whole words
  7. Fluency in word recognition
  8. Comprehension

Lalilo provides students with engaging exercises, activities, and lessons and marks each student’s progress by providing access to both more challenging content and engaging, enjoyable stories and activities. It also provides tools for integrating with other instructional resources, giving teachers data they need to monitor students’ progress and develop plans for ongoing assessment and instruction.

They can reassign Lalilo lessons, embed related content into large- and small-group teacher-directed lessons, and share information on individual students’ progress with other educators.

Lalilo uses the power of technology to support students’ foundational literacy reading skills development. The instructional sequence is adaptive, changing to repeat lessons and strengthen skills the child has not yet mastered.

The program also employs the latest in speech recognition resources to provide speedy and precise feedback to students as they move through progressively more difficult activities.

Through its…

  • Solid basis in sound pedagogical design and implementation for early reading
  • Engaging design
  • Individualized and adaptive activities, and
  • Instructionally relevant reporting

… Lalilo provides a supplemental foundational literacy reading skills instructional program that will fit any K–2 classroom and will help you to ensure that students gain the necessary skills to become independent, proficient readers.

Accelerating foundational literacy reading skills development this fall—and beyond

While it would be a welcome resource any year, Lalilo really shines given the demands teachers face right now: the need to provide high-quality, intensive, and differentiated instruction to make up lost ground due to the COVID-19 pandemic.

Lalilo does this by providing each student with an easy-to-access, easy-to-use account that:

  • First asks them to complete a simple set of tasks to both introduce them to the Lalilo worlds, and
  • To gather information that determines each student’s best starting place in the program’s scope and sequence

Lalilo provides resources that can be used by all students in a classroom, or by those requiring supplemental intervention. Further, while we hope the upcoming school year will be safe and stable, with teachers and students together in the classroom, Lalilo can be used in at-home or hybrid learning models to provide instruction for continuous learning and achievement.

Lalilo is also a perfect companion to our Star Assessments, helping teachers to answer “What’s next?” for students with lower seasonal screening scores.

As a result, we have assessment and analysis resources that help us produce a promising and easy-to-implement three-step plan by pairing Lalilo with Star:

  1. Seasonal screening and benchmark evaluation. Star CBM Reading and Star Early Literacy provide efficient ways to assess reading skills for all students in a class and to do so seasonally in fall, winter, and spring. These measures also provide scientifically based benchmarks of proficiency that allow teachers to quickly identify students who are struggling—so they can see where Lalilo is particularly needed.
  2. Resources to set individual goals. Teachers can use Star CBM Reading or Star Early Literacy to set goals for students scoring below established benchmarks, using their professional expertise to establish an ambitious yet reasonable goal for each student’s future achievement.
  3. Progress monitoring. Once students have started using Lalilo, teachers can monitor their progress with the program’s helpful reports and dashboards. Teachers can check whether students are using Lalilo as much as intended and whether they are completing activities and lessons at a desired pace. Teachers can also get an external check on the impact of Lalilo’s instruction by completing additional Star CBM or Star Early Literacy assessments and comparing those results to grade-level norms and goals set for that student. This ongoing picture of growth in foundational literacy reading skills helps teachers to adjust and provide the “just right” instruction for each student.

It’s easy to imagine two scenarios in a classroom this year. First, a teacher uses Lalilo to supplement the core reading program and then uses seasonal Star assessments to describe the growth that students are making.

Alternatively, a teacher completes an initial Star CBM or Star Early Literacy screening for all students soon after the school year begins, and then uses the results to help identify students who are particularly strong candidates to use Lalilo.

The teacher completes Star progress monitoring every 2–4 weeks, tracks each student’s use of and performance in Lalilo, and then uses this information to keep instructional planning up to date. Dynamic, effective, rigorous, and fun—a great combination for kindergarten and early elementary students.

A strong start to the new school year

This school year, like last year, will probably be unlike any we’ve seen before. We’ll be called to extend our reach and to accelerate learning for all students, regardless of where they’re at when they enter our classrooms.

Students’ needs will vary greatly and, over time, we’ll work to help all of them achieve proficiency.

How will we do it?

With new tools that allow us to do more with the time and resources available to us, and to make the best instructional use of that time for each student. Resources like Lalilo will be essential to this effort.

Learn more about Lalilo by creating a free account. Building and district administrators can learn more about the premium version of Lalilo, which includes additional content and reporting.

References

Glatter, H. The ignored science that could help close the achievement gap. Retrieved from: https://www.theatlantic.com/education/archive/2016/11/the-ignored-science-that-could-help-close-the-achievement-gap/506498/

Goldenberg, C., et al. (2020). The four pillars to reading success: An action guide for the states. Retrieved from: https://www.nctq.org/dmsView/the_four_pillars_to_reading_success

Gough, P., & Tunmer, W. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7(1), 6–10.

Hanford, E. (2018). Why aren’t kids being taught to read? Retrieved from: https://www.apmreports.org/story/2018/09/10/hard-words-why-american-kids-arent-being-taught-to-read

Hanford, E. (2019). At a loss for words: How a flawed idea is teaching millions of kids to be poor readers. Retrieved from: https://www.apmreports.org/episode/2019/08/22/whats-wrong-how-schools-teach-reading

Hanford, E. (2020). What words say: Many kids struggle with reading—and children of color are far less likely to get the help they need. Retrieved from: https://www.apmreports.org/episode/2020/08/06/what-the-words-say

Hoover, W., & Gough, P. (1990). The simple view of reading. Reading and Writing, 2(2), 127–160.
Moats, L. (2020). Teaching reading is rocket science: What expert teachers of reading should know and be able to do. Retrieved from: https://www.aft.org/ae/summer2020/moats

Scarborough, H. (2001). Connecting early language and literacy to later reading (dis)abilities: Evidence, theory, and practice. In S. B. Neuman & D. K. Dickinson (Eds.), Handbook of Early Literacy. New York: Guilford Press.

Seidenberg, M. (2017). Language at the Speed of Sight. New York: Basic Books.
Shanahan, T. (2020). What constitutes a Science of Reading instruction? Reading Research Quarterly, 55(S1), S235–S247.

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National Report Reveals Students Are Behind in Reading and Math https://www.renaissance.com/2021/08/02/news-national-report-reveals-students-are-behind-in-reading-and-math/ Mon, 02 Aug 2021 11:41:10 +0000 https://renlearnstg.wpengine.com/?p=52515 How Kids Are Performing report shows that achievement gaps widened between fall and spring—and offers vital resources to help accelerate learning Bloomington, Minn. (August 2, 2021) – Renaissance, a global leader in pre-K–12 education technology, today released the full-year edition of How Kids Are Performing, a new report detailing the academic impacts associated with COVID-19 […]

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How Kids Are Performing report shows that achievement gaps widened between fall and spring—and offers vital resources to help accelerate learning

Bloomington, Minn. (August 2, 2021)Renaissance, a global leader in pre-K–12 education technology, today released the full-year edition of How Kids Are Performing, a new report detailing the academic impacts associated with COVID-19 school disruptions.

The new report summarizes performance and growth data across the entire 2020–2021 school year to document the extent to which the disruptions caused by the COVID-19 pandemic have impacted students’ achievement in 1st- through 8th-grade reading and mathematics. The authors tracked the progress of more than 3.3 million US students who completed adaptive Star Assessments in the 2019–2020 school year (prior to school shutdowns) and throughout the 2020–2021 school year.

To estimate the effect of the pandemic on academic performance, Renaissance used historical data to establish reasonable estimates for how each student would have been expected to perform during the 2020–2021 school year had COVID-19 not disrupted teaching and learning.

A key finding of the report is that, over the course of the year, reading and math performance have fallen farther behind pre-pandemic expectations.

  • In reading, the report’s authors estimated that students ended the 2020–2021 school year, on average, 7 weeks behind expected progress.
  • These estimates vary by grade, ranging from 3 weeks behind in grades 1–3 to 14 weeks behind in grade 8.
  • In math, students ended the school year an average of about 11 weeks behind expected progress.
  • Estimates ranged from 5 weeks behind in grade 2 to 15 weeks behind in grade 6.

The report also found that the negative impacts of the pandemic have varied widely by student group, widening equity gaps.

  • On average, Black students finished the 2020–2021 school year 19 and 11 Percentile Rank points behind where they would have been in math and reading, respectively.
  • Students attending urban or Title I schools experienced more severe impacts than the overall averages, as did Latinx students, American Indian or Alaska Native students, students with disabilities, and English Language Learners.

“The pandemic had a disproportionate impact on students from different groups and communities,” said Dr. Katie McClarty, vice president of research and design at Renaissance, “and the results shown in How Kids Are Performing reflect that. As an education community, we need to have a disproportionate response and target students most in need. Our findings aim to give educators context at the national, state, and student group levels, and to offer them resources and support to interpret and act on their own data as we work toward accelerating learning.”

To help empower teachers this fall, Renaissance is providing the following resources:

  • Focus Skills in English and Spanish, so educators can target the most important learning at each grade level;
  • Trip Steps for Mathematics, showing the most difficult skills for students to master from grade 1 through Algebra 1;
  • A national webinar highlighting three key strategies for accelerating learning in the new school year; and
  • Helpful alignments between Renaissance products and ESSER funding under the CARES, CRRSA, and ARP Acts.

“Schools around the country will soon welcome students back this fall, and we should be prepared to accelerate learning with every tool at our disposal,” said Dr. Gene Kerns, vice president and chief academic officer at Renaissance. “How Kids Are Performing not only raises urgency for action by showing educators where their students are, but also provides guidance and tools that empower teachers to focus on where they’re going and how best to get there.”

The full How Kid Are Performing report is available at ​​Renaissance.com/How-Kids-Are-Performing.


About Renaissance

As a global leader in assessment, reading, and math solutions for pre-K–12 schools and districts, Renaissance is committed to providing educators with insights and resources to accelerate growth and help all students build a strong foundation for success. Renaissance solutions reach more than 40 percent of US schools and more than half a million students in other regions across the world. The Renaissance portfolio includes Star Assessments, for reliable, accurate insights into K–12 student learning; myIGDIs, for accurate assessment of early learning; myON, to increase students’ access to high-quality reading materials; Accelerated Reader, to support independent reading practice; Freckle, for teacher-led differentiated instruction; Schoolzilla, to give educators actionable insights into trends in student attendance and achievement; Lalilo, to develop critical foundational skills; and Nearpod, for teacher-facilitated instructional delivery. For more information, visit Renaissance.com.

Press contact:
Tracy Stewart
Director, Marketing Development
Renaissance
(832) 651-1189
pr@renaissance.com

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Mississippi Department of Education Approves Renaissance Assessments to Measure Early Childhood Outcomes https://www.renaissance.com/2021/07/29/news-mississippi-department-of-education-approves-renaissance-assessments-to-measure-early-childhood-outcomes/ Thu, 29 Jul 2021 20:45:11 +0000 https://renlearnstg.wpengine.com/?p=52489 Bloomington, Minn. (July 29, 2021) – Renaissance, a global leader in pre-K–12 education technology, recently announced that the Mississippi Department of Education (MDE) has approved myIGDIs Early Literacy and ProLADR assessments to measure early childhood outcomes for children aged 3–5. Local Education Agencies can now utilize these assessments to collect data for Indicator 7 of the […]

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Bloomington, Minn. (July 29, 2021)Renaissance, a global leader in pre-K–12 education technology, recently announced that the Mississippi Department of Education (MDE) has approved myIGDIs Early Literacy and ProLADR assessments to measure early childhood outcomes for children aged 3–5. Local Education Agencies can now utilize these assessments to collect data for Indicator 7 of the IDEA Annual Performance Report.

The MDE noted that the ability to efficiently and accurately measure the development of early literacy and social-emotional skills in traditional, hybrid, or virtual school environments is essential to inform instruction and improve outcomes for the state’s early learners.

“We’re pleased to offer Mississippi districts a valid and reliable assessment for monitoring early childhood outcomes,” said Jonathan Pounds, Regional Vice President at Renaissance. “Many districts are already using Renaissance assessment and practice solutions to support student learning. myIGDIs and ProLADR will provide further insights into foundational skills development for children aged 3–5.”

myIGDIs Early Literacy enables educators to screen and progress monitor in only 10 minutes per child, using either iPad or paper administration. ProLADR enables educators to easily gather data on children’s social-emotional development based on prompts and behavioral observations.

Together, the assessments provide actionable information in the key developmental areas identified by the MDE: (1) Positive social-emotional skills, including social relationships; (2) Acquisition and use of knowledge and skills, including early language/communication and early literacy; and (3) Use of appropriate behaviors to meet children’s needs.

To learn more about myIGDIs and ProLADR, visit: https://www.renaissance.com/products/myigdis-for-preschool/


About Renaissance

As a global leader in assessment, reading, and math solutions for pre-K–12 schools and districts, Renaissance is committed to providing educators with insights and resources to accelerate growth and help all students build a strong foundation for success. Renaissance solutions are used in over one-third of US schools and in more than 100 countries worldwide.

The Renaissance portfolio includes Star Assessments, for reliable, accurate insights into K–12 student learning; myIGDIs, for accurate assessment of early learning; myON, to increase students’ access to high-quality reading materials; Accelerated Reader, to support independent reading practice; Freckle, for teacher-led differentiated instruction; Schoolzilla, to give educators actionable insights into trends in student attendance and achievement; Lalilo, to develop critical foundational skills; and Nearpod, for teacher-facilitated instructional delivery.

For media inquiries only:
Tracy Stewart
Renaissance
(832) 651-1189
pr@renaissance.com

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Renaissance Celebrates Coming Together for Back-to-School https://www.renaissance.com/2021/07/28/news-renaissance-celebrates-coming-together-for-back-to-school/ Wed, 28 Jul 2021 15:36:00 +0000 https://renlearnstg.wpengine.com/?p=52492 With weekly $500 gift card educator giveaways, fun and exciting classroom resources, and compelling student engagement kits, Renaissance is providing the most comprehensive resources to accelerate learning to date  Bloomington, Minn. (July 28, 2021) – Renaissance, a global leader in pre-K–12 education technology, has released a curated collection of resources to provide educators across all […]

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With weekly $500 gift card educator giveaways, fun and exciting classroom resources, and compelling student engagement kits, Renaissance is providing the most comprehensive resources to accelerate learning to date 

Bloomington, Minn. (July 28, 2021)Renaissance, a global leader in pre-K–12 education technology, has released a curated collection of resources to provide educators across all grade levels with valuable content and tools to accelerate student learning this fall. The company has also launched a back-to-school social media contest with the theme “Together Is a Wonderful Place” to celebrate learning in the classroom or wherever learning takes place.

“Back to school is always an exciting time of year, full of potential and promise, and never more so than this year, as many teachers and students come together in person for the first time in over a year,” said Renaissance Chief Marketing Officer Sarah DiFrancesco. “We know teachers are searching for ways to celebrate being together, and we want to help teachers all over the country prepare for the school year with essential tools for the classroom, for their students, and for parents and caregivers.”

The new Back to School with Renaissance resources include themed templates with engaging tools for both teachers and students; Student Engagement Kits tailored to Accelerated Reader, myON, Lalilo, and Freckle; and parent and caregiver checklists for getting ready for back-to-school. This is in addition to the traditional product-specific to-do lists for administrators and teachers, helpful tips on rostering options, information on key updates, new professional learning opportunities, and best practices for engaging families this school year.

The existing Focus Skills in English and Spanish and the What Kids Are Reading report are also included on the Back to School with Renaissance landing page.

Along with the new resources, Renaissance has launched the Together Is a Wonderful Place contest, which will award a $500 Visa gift card to one winner each week through August 13. To enter the contest, educators must visit Renaissance’s Facebook page, follow it, and share how they will celebrate being together for learning this fall, using the hashtag #TogetherIsaWonderfulPlace.

Educators can access the Back to School with Renaissance resources and learn more about the contest at Renaissance.com/back-to-school-2021.


About Renaissance

As a global leader in assessment, reading, and math solutions for pre-K–12 schools and districts, Renaissance is committed to providing educators with insights and resources to accelerate growth and help all students build a strong foundation for success. Renaissance solutions are used in over one-third of US schools and in more than 100 countries worldwide. The Renaissance portfolio includes Star Assessments, for reliable, accurate insights into K–12 student learning; myIGDIs, for accurate assessment of early learning; myON, to increase students’ access to high-quality reading materials; Accelerated Reader, to support independent reading practice; Freckle, for teacher-led differentiated instruction; Schoolzilla, to give educators actionable insights into trends in student attendance and achievement; Lalilo, to develop critical foundational skills; and Nearpod, for teacher-facilitated instructional delivery. For more information, visit Renaissance.com.

Press contact:
Tracy Stewart
Director, Marketing Development
Renaissance
(832) 651-1189
pr@renaissance.com

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8 new books to inspire your students this year https://www.renaissance.com/2021/07/23/blog-8-new-books-to-inspire-your-students-this-year/ Fri, 23 Jul 2021 13:53:04 +0000 https://renlearnstg.wpengine.com/?p=52288 Since 1986, Accelerated Reader has helped millions of students in the US and around the world to discover a love of reading. As we celebrate 35 years of AR, we want to highlight the wide diversity of fiction and nonfiction titles supported by the program. And who better to help us with this than the […]

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Since 1986, Accelerated Reader has helped millions of students in the US and around the world to discover a love of reading. As we celebrate 35 years of AR, we want to highlight the wide diversity of fiction and nonfiction titles supported by the program. And who better to help us with this than the members of the AR Quiz Design Team, who read hundreds of new children’s and young adult books each year?

Below, you’ll find details on eight engaging titles to explore with your students, courtesy of our AR quiz designers. Remember that you can visit AR Bookfinder to explore all of the titles (more than 200,000 and counting!) supported by Accelerated Reader. You can also download the latest What Kids Are Reading report to see the most popular print and digital titles at every grade level, along with new insights on K–12 students’ reading habits.

Books to inspire students in grades K–3 (interest level)

Bartali's Bicycle

Bartali’s Bicycle: The True Story of Gino Bartali, Italy’s Secret Hero
By Megan Hoyt (Nonfiction)

Of all the books I’ve read in my experience as an AR quiz designer, none has affected me quite like Bartali’s Bicycle. The words “True Story” in the subtitle are a necessary addition, because Gino Bartali’s accomplishments would be hard to believe otherwise!

Bartali won the Tour de France in 1938, then worked for the Italian Resistance during World War II, saving the lives of over eight hundred Jewish people by delivering fake identity papers to them on his bicycle. After being drafted into the Italian Militia, he then rescued forty-nine English POWs without getting caught. Three years after the end of the war and a decade after his first Tour victory, he won the Tour de France for a second time. To top it all off, he never spoke publicly about his role in the Resistance or the hundreds of lives he saved, arguing that “good is something you do, not something you talk about.”

I think teachers and students alike will enjoy Bartali’s Bicycle. It’s a book that emphasizes goodness as its own reward, even in the face of monumental cruelty and injustice. Bartali used his skills as a cyclist and his fame as a Tour de France winner to help vulnerable people when they needed it most. More than that, however, he was one person among many who did the same, each using their own talents to help others as best they could. The man himself may have balked at the recognition, but Bartali’s story will doubtless serve as a source of inspiration to many readers. —John H.

Books to inspire students in grades 4–8 (interest level)

All Thirteen

All Thirteen: The Incredible Cave Rescue of the Thai Boys’ Soccer Team
By Christina Soontornvat (Nonfiction)

All Thirteen is one of the best books I’ve written an AR quiz for. It’s a thrilling account of how the Wild Boars soccer team was rescued in 2018, after rising floodwaters trapped them in a cave in northern Thailand. Readers learn about karst caves, stateless people, Buddhism, and diving techniques. They will be inspired by examples of courage, resourcefulness, sacrifice, and international cooperation. The book has many photos and diagrams as well.

One person you get to know in the book is Thanet Natisri, a water expert who worked tirelessly to keep the cave from flooding even more than it already had. He is an American citizen who owns a Thai restaurant in Marion, Illinois. When I read this, I thought: “I know where that is!” My husband and I drive to Tennessee every year, and we spend the night in Marion. The THAI D restaurant is near our hotel. I resolved to buy this book before our next trip and ask Mr. Natisri to autograph it for me.

This past June, almost three years since the Wild Boars were rescued, we arrived in Marion. Would Mr. Natisri be at his restaurant? Well, no…but his lovely and gracious wife was. She told us that Thanet was in New York, working on a documentary about the rescue. She showed us to a table, and we enjoyed a delicious meal.

So, my book remains un-autographed, but that’s okay. It’s a beautiful book, with a great story to tell. —Ellen C.

A Place at the Table

A Place at the Table
By Saadia Faruqi  and Laura Shovan (Fiction)

I chose to write the AR quiz for this book based on my interest in cooking, knowing that books with cooking themes often contain interesting recipes to try. There is a recipe at the end, but I got so much more than that!

The story centers on two middle-school students and their families. Sara is a Muslim girl whose parents came to the US from Pakistan. Elizabeth is Jewish, and her mother came to the US from England. At first, the girls don’t think they have much in common, but they begin to form a hesitant friendship after being partnered in a cooking class. They learn more about each other, including the fact that both their mothers are studying for their US citizenship tests. Hijinks ensue (as the saying goes), and the girls eventually become true friends.

I love the idea that cultural differences can become a unifying force rather than a divisive one. A Place at the Table illustrates how sharing the food of one’s culture is a great first step to building a bridge of understanding and friendship.

With that in mind, I thought it would be fun to hear from the authors in person (or what passes for “in person” in the Age of Zoom!) I suggested the idea and was given a green light to invite Ms. Faruqi and Ms. Shovan to speak to the AR Quiz Design Team. Both women graciously accepted. It was exciting to meet the authors of a book I had just read, and we had a wonderful discussion of the experience of growing up in the US as a first-generation American, and the unique challenges of raising first-generation children. (Ms. Shovan’s mother, like Elizabeth’s, was born in England. Ms. Faruqi came to the US from Pakistan, and her children were born here.)

The conversation wasn’t about the book’s plot specifically. Instead, the story served as a springboard into a deeper exploration of diversity and inclusion. Sparking thoughtful discussion, awareness, and empathy is, after all, a book’s purpose, and A Place at the Table is an engaging read that will instill a sense of empathy in young readers. —Ann H.

Auggie y yo

Auggie y yo: tres cuentos de la lección de August
de R.J. Palacio (Ficción)

Somos dos hermanas escritoras de la Ciudad de México que hemos tenido la fortuna de colaborar por más de 20 años en Renaissance. Les compartimos esta aportación conjunta sobre la saga de Auggie, que logró cautivarnos por la trascendencia del tema y por su lectura ágil.

El primer libro, La lección de August, te lleva a recordar el cuento clásico del escritor danés Hans Christian Andersen, El patito feo, porque también trata el tema del rechazo a alguien por su aspecto físico. Auggie es un niño víctima de bullying o acoso, quien sufre el rechazo de niños y adultos debido a malformaciones de nacimiento, causadas por una rara enfermedad.

Otro libro de esta saga es Auggie y yo: tres cuentos de la lección de August. Podría esperarse que fuera la continuación de la historia del protagonista, sin embargo, no es así. La obra consiste en tres relatos contados por tres chicos relacionados con Auggie: Julien, quien lo acosa; Christopher, su amigo de siempre y Charlotte, la niña que es amable con él. Cada uno percibe y actúa de manera distinta ante su encuentro con este niño de rostro singular.

Ambos libros nos hicieron estremecer porque son relatos cargados de sentimientos y reflexiones que te permiten valorar la amistad, la lealtad, la compasión y la forma de relacionarnos con los demás. El tema principal es el acoso por el rechazo a lo diferente, que te ayuda a entender mejor un mundo real lleno de contrastes. Además, son de los libros que te atrapan desde un inicio y no puedes dejar de leer hasta llegar al final, disfrutando de su lectura.

Recomendamos ampliamente ambos libros para inculcar valores en los chicos, pero también para que los adultos, madres, padres y maestros reflexionemos sobre este tema del rechazo a las personas que por cualquier circunstancia son distintas a nosotros. —Maru G. y Ada G.

[We’re sisters and writers in Mexico City, and we’ve been lucky to collaborate for over 20 years at Renaissance. We’d like to share this joint contribution about the Auggie saga, which captivated us because of the importance of the topic and its clear, engaging style.

The first book, Wonder, will remind you of the classic tale “The Ugly Duckling” by Hans Christian Andersen, because it addresses the issue of rejection due to someone’s appearance. Auggie is a child who experiences bullying, as well as rejection by his peers and by adults, due to birth defects caused by a rare disease.

Auggie & Me: Three Wonder Stories continues the saga, collecting stories told by three children who know Auggie: Julien, who bullies him; Christopher, his best friend; and Charlotte, a girl who is kind to him. Each one perceives and acts in a different way when they meet this child with a unique face.

Both books made us feel strong emotions because the stories are full of feelings and reflections that help you value friendship, loyalty, compassion, and the way we relate to others. Because the main topic is harassment and rejection of what is different, the books help you to better understand a world full of contrasts. In addition, the books engage you right away, and you can’t stop reading until you reach the end.

We highly recommend both books to instill values in children. They are also great for adults—mothers, fathers, and teachers—to reflect on this issue of rejection of people who, for any reason, are different from us.]

Fish Out of Water

Fish Out of Water
By Joanne Levy (Fiction)

My kids have used Accelerated Reader for years, so I’m fortunate to get to see the product in action from beginning to end. When my daughter was in third grade, she challenged herself to beat the school’s reading goal for her grade level…and she did (with the help of the Harry Potter series)! Her name is posted on a huge sign in the cafeteria. She was so proud, and she advanced her reading skills tremendously that year. I love that the work I do helps to motivate my children to read.

One of my recent finds is Fish Out of Water. This book is about a twelve-year-old boy named Fishel who likes knitting and doing Zumba—activities that are stereotyped as feminine. He wants to pursue his passions and can’t understand why his peers and the adults in his life ridicule him. Eventually, he finds a teacher and a rabbi who encourage him and are proud of him. They teach him that treating “girly” or feminine things as inferior is an insult. Fish Out of Water is an inspiring story with a sweet ending. It has a wonderful message and brings to mind some tough questions.

When I read this book, I envisioned children seeing themselves in the story and feeling a sense of belonging and acceptance. They’ll understand that it’s okay to be passionate about something that isn’t considered “typical.” I recommended the book to the wonderful librarian at my children’s school, because I thought everyone should know about it. If you pick up a copy of Fish Out of Water, I challenge you to read it without shedding a heartfelt tear. —Jennifer B.

Books to inspire students in grades 9–12 (interest level)

Dragon Hoops

Dragon Hoops
By Gene Luen Yang (Nonfiction)

Years ago, my dad came home with a book called American Born Chinese by Gene Luen Yang. It was a cheery-seeming graphic novel, full of bright colors and an easy, readable style. It was also an engrossing exploration of what identity and assimilation mean in America. Now, fifteen years later, if I spot Yang’s name on a list of titles, I jump at the chance to write the AR quiz.

Dragon Hoops—a memoir in graphic novel format—tells the story of the varsity boys’ basketball team at Bishop O’Dowd High School and their quest to finally win the state championship. The premise is a springboard, though, as Yang blends the students’ stories with cultural evolutions in basketball and world history. AR content designers will confess that we encounter scores of forgettable sports books every year. But Dragon Hoops takes a teen sports drama and artfully weaves in topics like racial integration, respectability politics in women’s sports, the history of NBA broadcast rights in China, and the experience of Sikh Americans. If this sounds like a textbook, it shouldn’t: Yang’s charm and drawings keep everything afloat, and the book remains focused on the lives of Coach Lou and his team.

Dragon Hoops also has crossover appeal. Readers unaccustomed to graphic novels will find the art accessible. For readers uninterested in sports, Yang himself serves as an avatar—a sports agnostic who learns to love the game by embracing the human sagas and anxieties of sports fandom. He also walks us through his decision to leave teaching in order to write graphic novels full-time. His hopes and dilemmas echo the athletes’, and the book offers something that’s not often explored in YA: a portrait of how adults continue to make life-changing decisions just as teenagers do—by taking a brave step forward. —Dana G.

King of Crows

The King of Crows
By Libba Bray (Fiction)

I write a lot of AR quizzes for fantasy novels, and The King of Crows is one of my favorites. It’s the fourth book in the Diviners series, and the first three volumes are great as well. The book’s heroes are a diverse group of characters who have special powers. I’ve rarely seen so many groups represented in a single book—different genders, races, ethnicities, sexual orientations, and abilities.

The story is set in the 1920s, and the author paints a vivid and accurate picture of that historical period. Readers will be transported to a different era—but with supernatural elements added to make things even more interesting. I even learned a few things about American history. For example, I had never heard of “Sundown Towns” before, but they really existed.

This book has everything: action, adversity, romance, and humor. The characters are complex and well developed, which for me is the key to a good book. They face challenges they must overcome, including discrimination and prejudice, which were the norm at the time, as well as ghosts, ghouls, and floods. The heroes must also overcome their differences to work together, and each character brings different strengths to the group.

For me, the most rewarding part of writing the AR quiz for this book is that it’s not just an entertaining and enjoyable read, but will also engage kids in learning more about history. It helps them to either view history from the point of view of someone who is different from them, or to see themselves represented by a character they can identify with. —Jennifer Y.

Sprawlball

Sprawlball: A Visual Tour of the New Era of the NBA
By Kirk Goldsberry (Nonfiction)

During my childhood and adolescence, I had a keen interest in sports. When I became a young adult, I began to develop other interests too, such as literature, history, and music—while still loving sports. As an adult, I’ve been fortunate to explore these interests, mostly through reading. Reading is a skill that enriches my life. All of my other interests depend on it.

In college, I majored in English. After teaching for a while, my love of learning and reading led me to Renaissance. In my nearly twenty years of designing AR quizzes, I’ve read many great books: novels, biographies, histories, and, of course, books about sports. It’s hard to pick one that stands out above all others. However, one recent book does come to mind.

Sprawlball is authored by a sabermetrician and fellow sports fan named Kirk Goldsberry. In it, he details—using charts, graphics, visuals, and excellent prose—the profound change in the game of professional basketball set in motion by the NBA’s decision to put a three-point arc at each end of the court. Since then, the game has moved from the paint to the perimeter, not unlike how people have migrated from cities to the suburbs. The three-point arc has profoundly affected the game in ways unforeseen in the 1970s.

It was a fascinating read for the sports geek who still is very much a part of me. So fascinating, in fact, that I recommended it to an old friend, who is a high-school teacher, coach, and basketball junkie. In doing so, I mentioned how cool it is that I get to read sports books (as well as other interesting books) for a living. And it’s all thanks to Accelerated Reader. —Frank D.

The post 8 new books to inspire your students this year appeared first on Renaissance.

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Star CBM Reading Approved in Oklahoma as a Dyslexia Screening Assessment https://www.renaissance.com/2021/07/09/news-star-cbm-reading-approved-in-oklahoma-as-a-dyslexia-screening-assessment/ Fri, 09 Jul 2021 17:00:48 +0000 https://renlearnstg.wpengine.com/?p=52123 Bloomington, Minn. (July 9, 2021) – Renaissance, the global leader in pre-K–12 education technology, recently announced that the Oklahoma State Board of Education has approved Star CBM Reading as a screening assessment for characteristics of dyslexia. The Board concluded that Star CBM Reading meets the requirements for a Dyslexia Screening Assessment under state statute. The […]

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Bloomington, Minn. (July 9, 2021)Renaissance, the global leader in pre-K–12 education technology, recently announced that the Oklahoma State Board of Education has approved Star CBM Reading as a screening assessment for characteristics of dyslexia.

The Board concluded that Star CBM Reading meets the requirements for a Dyslexia Screening Assessment under state statute. The statute requires such screening assessments to include eight components: phonological awareness, advanced phonemic awareness, sound-symbol recognition, alphabet knowledge, decoding skills, encoding skills, rapid naming, and developmental language.

Beginning in the 2022–2023 school year, K–3 students in Oklahoma who do not meet the grade-level target on a universal screening assessment at the beginning of the year must also be screened for characteristics of dyslexia.

“We’re pleased to offer Oklahoma districts a valid and reliable screening assessment for characteristics of dyslexia,” said Dr. Luann Bowen, Vice President of Government Affairs at Renaissance. “Many districts are already using Star Assessments for universal screening, and Star CBM Reading will provide further insights into Oklahoma students’ instructional needs.”

In a related action, the Oklahoma State Board of Education reapproved Star Early Learning as a Universal Screening Assessment for K–3 students under the state’s Reading Sufficiency Act. Star Early Learning—which is comprised of the Star Early Literacy and Star Reading assessments—was originally approved by the Board in 2018.

Oklahoma educators can learn more about using Star CBM Reading and Star Early Learning to meet state screening requirements by watching this on-demand webinar.


About Renaissance

As a global leader in assessment, reading, and math solutions for pre-K–12 schools and districts, Renaissance is committed to providing educators with insights and resources to accelerate growth and help all students build a strong foundation for success. Renaissance solutions are used in over one-third of US schools and in more than 100 countries worldwide.

The Renaissance portfolio includes Star Assessments, for reliable, accurate insights into K–12 student learning; myIGDIs, for accurate assessment of early learning; myON, to increase students’ access to high-quality reading materials; Accelerated Reader, to support independent reading practice; Freckle, for teacher-led differentiated instruction; Schoolzilla, to give educators actionable insights into trends in student attendance and achievement; Lalilo, to develop critical foundational skills; and Nearpod, for teacher-facilitated instructional delivery.

For media inquiries only:

Tracy Stewart
Renaissance
(832) 651-1189
pr@renaissance.com

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Finding the right instructional resources this school year https://www.renaissance.com/2021/07/09/blog-finding-the-right-instructional-resources-this-school-year/ Fri, 09 Jul 2021 13:42:03 +0000 https://renlearnstg.wpengine.com/?p=52110 Unless you’ve lived through the highly scheduled and regimented days of teaching, you cannot understand how nonstop the work is. It’s like walking on a treadmill with no “Stop” button. Because of this, teachers know that the term “planning period” is a misnomer. The name implies that instructional planning will be done at this time, […]

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Unless you’ve lived through the highly scheduled and regimented days of teaching, you cannot understand how nonstop the work is. It’s like walking on a treadmill with no “Stop” button. Because of this, teachers know that the term “planning period” is a misnomer. The name implies that instructional planning will be done at this time, but my planning periods were spent making photocopies, answering email, and returning phone calls. Like most teachers, my planning occurred before and after school, at night, and on the weekends.

Yet, in stolen moments, I was constantly searching for new and better resources to support my lessons.

This dynamic has profound implications for what teachers are able to accomplish with and for their students. For all the talk of personalized learning and differentiation, there are only so many hours in the day. Teachers are caught between doing the greatest good for the greatest number of students and maintaining a work-life balance that is remotely reasonable. Constant tension exists between what students need and what teachers can realistically support.

Over the past 10 years, Renaissance has been working to address this constant pressure by assembling a comprehensive collection of educational resources within our Star Assessments suite. This library of resources now numbers more than 80,000. We want to make sure that Star users know this library exists and that it offers significant advantages over the content you might find elsewhere. A better understanding of these resources can save valuable time and greatly support teachers in meeting the wide range of instructional needs that exist in every classroom—needs that have only been heightened by the COVID-related disruptions.

Resources to connect assessment and instruction

So, what’s available? The educational resources in Star take two forms. First, there are instructional resources, such as videos, lesson plans, online interactives, and other activities designed to support the teaching of specific reading and math skills. Second, there are assessment resources, such as multiple-choice questions, open-ended/Depth of Knowledge questions, and performance tasks designed to assess students’ level of understanding of these skills.

These resources come from both Renaissance and a wide variety of third-party providers. For example, every Khan Academy math video has been indexed against the skills in Star’s learning progression, meaning that if there is a Khan Academy video that you could use to teach a skill that is within range for your students, you’ll see the link to that video. Other popular third-party resource providers include:

While many of these resources would also be available to teachers if they went directly to the various provider websites, working in Star offers several advantages:

  • A single sign-on (SSO) experience, meaning that once you’re logged in to Star, you will not need to create accounts for the individual provider sites or remember multiple passwords. Instead, you’ll see resources from multiple providers within the Star Assessments Planner.
  • Direct alignment between suggested resources and the skills your students are ready to learn, meaning that you do not need to browse through multiple webpages and topics looking for appropriate resources.
  • A detailed certification process, meaning that all resources are reviewed for quality, rigor, classroom appropriateness, and standards alignment before they’re made available in Star—and are then regularly re-reviewed as well.

What makes Star’s resource collection so unique?

While several other assessment companies also pair educational resources with their interim tests and could claim an experience similar to what I’ve outlined above, there are key aspects of Renaissance’s approach that are truly unique.

First of all, the scale of the resources available to teachers in Star is vast, and offers the variety and depth to support teachers in a way that other assessment companies cannot. This large collection of resources includes multiple options for each skill, helping you to personalize learning based on your students’ specific needs. This is a strong contrast with other companies, some of whom offer no more than one or two resources per skill. Such sparse offerings cannot possibly meet the wide array of student needs that exist—even in a normal, “non-COVID” school year.

Star Math resources

Second, the ecosystem of resources available in Star is “open,” meaning that the resources come from both Renaissance and a wide variety of other providers. While some companies restrict you to only their resources or have an onerous connection process for third-party providers, we believe that students learn better when we all work together. This includes us working with other companies.

We do not charge providers to connect to the Star ecosystem, and we work to make the process as easy as possible for them. The result of this is reflected in the sheer number of resources now available in Star—the largest and most diverse in the industry. We contend that the wide variety of needs present within the pre-K–12 student population exceeds the resources of any one company to fully address. If these varied needs are to be met, companies must work together.

Star Reading resources

Third, our strong beliefs about the role of teachers and what constitutes quality education are reflected in how resources are matched with students. At Renaissance, we keep the teacher central to the process, and teachers—not algorithms—decide which resources students will use. Why so? Technology is exceedingly capable of indexing resources to specific standards and skills. Technology is less capable of identifying which resources are most appropriate for individual students. Teaching is part science and part art, and teachers will always know things about their students that no assessment can measure and no algorithm can account for.

In contrast, one widely used product auto-assigns instructional resources to students based solely on the scaled score achieved on the assessment. This means, for example, that if a high performing second-grader and a struggling seventh-grader receive the same scaled score, they’ll be auto-assigned the same activity—despite the significant developmental differences between a student in grade 2 and a student in grade 7. This vendor claims to support personalized learning—but how is learning personalized when students are not considered personally?

At first glance, auto-assignment might appear beneficial, especially when students in the same classroom are working at very different levels. But there is a significant downside. Teachers are not involved in and do not inform the assignment process. What they know about the student is not factored into the assignment algorithm. Is this really “personalized” learning?

With Star, teachers select the resources that will be used with individual students and groups—and this is by design. We believe that teachers are more critical than algorithms for accelerating learning, and that technology is at its best when it supports teachers, rather than trying to replace them.

This bring us to a fourth and final point. Teachers can decide to assign select resources to students within Star. This means there’s no need to spend a planning period printing worksheets and making photocopies because the resources can, with a click, become digital assignments. When the resources are assigned through Star, anything that can be machine scored is, and the results from each activity are reported back, providing a more detailed view of student achievement, as shown below.

Mastery Dashboard

Focus Skills + Resources = A powerful combination for addressing learning loss

In Star, you’ll find resources for nearly every reading and math skill in your state-specific learning progression, including for Focus Skills. Focus Skills are the skills considered most essential at each grade level—the skills that students must master in order to progress. Focus Skills are important every school year but will be critical in 2021–2022, as schools work to reverse the academic impacts of the COVID-19 pandemic.

Last fall, as we all worked to quickly adapt to new learning models, Education Week summarized the recommendations of various education agencies and think-tanks in an infographic titled “Deciding What to Teach? Here’s How.” The resources in Star and the guidance provided by Focus Skills will help you to make this model come alive and to accelerate learning in the new school year:

Step 1: Prioritize the most important grade-level standards. Focus Skills are aligned to your state’s standards of learning, showing you “the most important work of the grade.” You can use the aligned educational resources within Star for each Focus Skill to support and enhance instruction.

Step 2: Begin with grade-level content—but be aware of important prerequisites. Consult the Focus Skills from prior grade levels to see “prerequisite skills or understandings that students need to succeed.” Within the Star Assessments Planner, you can see detailed information about each skill, including its prerequisites.

Step 3: Determine whether students have mastered these prerequisites. Remember that there are assessment resources for each Focus Skill within Star, such as multiple-choice items, constructed-response items, and performance tasks.

Step 4: If needed, provide “just-in-time” support on missing prerequisite skills. Star’s curated instructional resources—videos, lesson plans, interactive activities, and more—provide a variety of options to support you in reviewing or reteaching specific skills.

Step 5: Re-assess students’ understanding of these prerequisites. Again, Star’s assessment resources are aligned with individual Focus Skills, eliminating the need to create one-off assessments or perform lengthy internet searches.

Step 6: Repeat this process as needed. Once students have mastered both the necessary prerequisites and the grade-level standard, you’re ready to move on. Repeat steps 2–5 as you work on the next standard in your list of priorities.

See where to find instructional resources in Star Assessments

Acceleration, not remediation

The instructional model described above aligns with recent recommendations from the US Department of Education, as well as much of the current dialogue about the new school year. In fact, there’s widespread agreement that “accelerating learning” will be the most productive approach for helping students who struggle. A recent report from TNTP sums it up, using the title “Accelerate, Don’t Remediate.” Unlike our historical “remediation” approach, where a fourth-grade teacher, for example, might focus on third-grade skills with struggling students, “in this approach, the fourth-grade teacher starts with fourth-grade content, and strategically builds in key third-grade concepts when students might need them to master the grade-level work.”

The skills that students need to learn are addressed, but the main reference point—the guiding star—remains grade-level content. The phrase “just-in-time” is often used when describing this model, as in “just-in-time teaching” or “just-in-time review.” As the TNTP report explains, the benefit of this “acceleration” or “grade-level” focus is that it “ensures students spend more time on the work of their grade—the key to ultimately catching up.” During the 2021–2022 school year, Focus Skills and the educational resources in Star will be powerful tools for helping students to catch up—and for maximizing the impact of your instruction.

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Positive classroom management practices: What works in any classroom setting  https://www.renaissance.com/2021/07/08/blog-positive-classroom-management-practices-what-works-in-any-classroom-setting/ Thu, 08 Jul 2021 16:55:00 +0000 https://renlearnstg.wpengine.com/?p=63234 Effective classroom management is essential to successful learning. And while managing a classroom full of students has always presented challenges, educators faced a whole new world this past year in hybrid and remote learning environments. We wanted to know what was working for teachers in various settings and how that compared to a traditional, in-person […]

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Effective classroom management is essential to successful learning. And while managing a classroom full of students has always presented challenges, educators faced a whole new world this past year in hybrid and remote learning environments.

We wanted to know what was working for teachers in various settings and how that compared to a traditional, in-person classroom. We started by revisiting Robert Marzano’s seven core classroom management practices. We then read as many articles as we could find about effective classroom management in remote and hybrid settings.

What we found across the articles was no surprise: the core principles of effective classroom management apply to virtual settings just as much as they do to physical classrooms.

Here’s why.

7 positive classroom management practices for any environment

As we prepare for the start of a new school year, it’s important to acknowledge that Marzano’s seven core practices apply whether we’re in remote, hybrid, or in-person settings. Use these seven practices to establish classroom management routines at the beginning of every school year.

#1: Classroom rules

Teachers spend the first days and weeks establishing community with their students. Part of that community-building involves the establishment of rules and norms.

We know that classroom rules must be intentional and clearly written, and that every member of the classroom community should understand the meaning of the rules. We also know that involving students is recognized as a best practice for both the development of classroom rules and the consequences for breaking them. Involving students ensures age appropriateness and relevance and helps students rationalize the concept of rules.

With remote or hybrid learning, students should still be involved in establishing classroom norms.

It is important to engage in open discussion and be transparent when talking to students about the difference between classroom rules and remote rules. Compare and contrast in-classroom rules and remote rules with students, discuss, and give opportunities to model and practice.

#2: Consequences

Consequences can be both positive and negative. They not only need to be appropriate and fitting for the students’ age level, but they must also be fair. Consequences are most effective with an immediate response and then sustained reinforcement. What this means is that you would have an appropriate consequence in the moment for some type of behavior.

While we know that positive consequences have resulted in a decrease in the need for behavioral interventions, it is important to remember that when the consequences are negative, they should be extended with additional reflective and restorative practices.

Student involvement in determining consequences is extremely valuable, regardless of the setting. With hybrid or remote learning, consequences can be tricky. But similar to rules, having an open discussion about how consequences are the same or different between in-person and remote learning is a great place to start.

An important thing to remember for remote and hybrid learning is that a lot can be happening in the students’ learning environments. Students need to feel that they will not face negative consequences when distractions in their environment are out of their control.

Create a signal for students to share with their teachers when this is happening. The signal should be discreet and should not distract the entire class.

Teachers must remember to openly discuss the similarities and differences between what works in a classroom versus a remote learning environment. Establish clear expectations for the classroom environment, such as:

  • Creating consequences
  • Setting incentives
  • Generating ideas for rewards together with students

And remember to redirect and ask questions before giving a consequence.

#3: Procedures

Procedures are often confused with rules because they may result in consequences when not followed. However, procedures fundamentally differ from rules because they define specific actions instead of expectations for behavior. That said, establishing processes and procedures is vital to effective classroom management.

In a sense, procedures are helping to lift some portion of the mental load for students. Consistency and predictability in procedures allow students to move smoothly through their day.

For example, there will be less time spent in transitions and more time spent engaged in learning if students are fluent in the procedures for different transition scenarios. Transitions are a perfect example of where clear procedures are necessary to mitigate behavior problems.

teacher helping young students

With regard to remote or hybrid learning, having consistent procedures allows you to manage this shift between websites, platforms, and breakout rooms more fluidly.

Remember to model and practice online procedures with students. Use emojis or gifs to gauge where students are each day, and allow students a consistent amount of time to get settled at the start of class. Post the expectations clearly and practice, practice, practice so that students can flow seamlessly through the day.

#4: Withitness

“Withitness” can be defined as the disposition of a teacher to quickly and accurately identify problematic behavior or—even better—potential problematic behavior, and intervene immediately.

It’s about how aware the teacher is of what’s really happening in the classroom. Withitness teachers possess the ability to have eyes everywhere, which allows them to minimize misbehavior. (When students feel that their teachers know what’s going on all the time, they are generally less likely to engage in poor behavior.)

This looks different and is much harder in remote settings, especially when students have cameras and microphones turned off. In a remote setting, teachers have to be realistic that some students are going to engage in off-task behavior, so it is necessary to send clear messages that you are paying attention.

Here are a few tips on how to stay engaged with your students:

  • Be aware of body language and facial expressions, whether in person or on camera
  • Use inflection and expression when speaking
  • Use questions and redirection to keep students engaged
  • Say students’ names when speaking
  • Participate with students in groups/breakouts
  • Let student interests guide instructional topics
  • Be honest, be real, and model enthusiasm

Supercharge data-informed decisions

Discover tools from Renaissance that provide whole child data to inform decision making.

#5: Engagement

According to The Glossary of Education Reform, student engagement is “the degree of attention, curiosity, interest, optimism, and passion that students show when they are learning or being taught, which extends to the level of motivation they have to learn and progress in their education.”

We know that students need to be engaged in content to learn and that choice is a powerful motivator. When students are motivated, engagement is high. When engagement is high, classroom management tends to fall into place, and rules and expectations are followed more clearly.

We know that content has to be relevant so that interest and curiosity are piqued. At the same time, teachers are responsible for making standards-driven content relevant to diverse groups of students, so how educators deliver the content is vital to engagement.

When teachers and students are in the same physical space, they have the opportunity to engage in group activities that include choice. They may:

  • Vary time spent sitting versus moving around
  • Use manipulatives/physical objects to support learning
  • Engage in deeper reasoning and activity-based settings

In a remote or hybrid environment, teachers can still do many of the same things; however, it takes some creativity and planning.

Create a space, like breakout rooms, where students have the opportunity to collaborate in both learning and play activities. Both are equally important in development.

Teachers can also get creative and plan learning and/or play activities with other classrooms, schools, or even districts. Connecting to those outside of the classroom is, in some ways, easier in a remote environment.

Keep students moving! Find ways for them to move around just as in the classroom. In remote and hybrid situations, students can:

  • Go on word or object hunts
  • Find items in their homes that support a personal or fictional story
  • Engage in exercise
  • Share personal items they love, like pets, toys, or gadgets

No matter what types of creative ways are used to keep students engaged in learning, let students know what the criteria are ahead of time. Post them, keep them on a screen, and say them. Allow students to practice the procedures so that behavior is ideal and engagement is high.

#6: Emotional stability

Positive teacher-student relationships are essential for learning. Where withitness is about a teacher’s ability to identify positive and negative behaviors accurately, emotional stability speaks more to a teacher’s ability to react objectively, fairly, and appropriately.

It is key that a teacher, who is a trusted adult, responds fairly and in a way that feels safe, authentic, and genuine to a student.

In remote learning environments, forging relationships through screens has presented new and considerable challenges. Educators are not only building relationships with students in new ways, but also with caregivers. And teachers face the additional challenge of needing to provide opportunities for students to build relationships with each other, all while creating safe remote environments.

While teachers who are going back into classrooms this fall can rely on in-person relationship building, those who remain in remote or hybrid environments may want to remember the following:

  • Have scheduled office hours, and also have consistently scheduled 1:1 time with students.
  • Set conversation norms, models, and practice. Norms support equity of voice and foster a feeling of safety.
  • Use tech tools such as interactive whiteboards that allow students to interact with each other and with you, and that allow you to see students’ work and provide feedback in real time.
  • Embrace cultural differences. Help students understand their differences and how they can all be celebrated. Consider bringing in guest speakers to help students learn about people who are the same as or different from those who live in their homes.
  • Let students inside your world a bit. Don’t be afraid to show that it is not necessarily easy to be working and learning from home.

#7: Communication with families and caregivers

Communication with families and caregivers doesn’t often get included in classroom management techniques. However, the students who enter your classroom, whether physically or remotely, live with families and have interactions with them every day that impact the teaching and learning that happens in your classroom.

It is key that you are communicating your philosophy and expectations and that you are continuously sharing updates, both academic and social-emotional behavior (SEB), and both negative and positive.

Whether in-person or remote, the key takeaway is to be vigilant, clear, and consistent with your communication. When approaching the start of a new school year, be relentless with connecting before the school year starts. Let caregivers know the best way to communicate, and post this information prominently on:

  • The school website
  • A class homepage
  • Your email signature

Be consistent and involve students. Send weekly emails and set a schedule for recurring phone calls. Involve students in communication by creating a class newsletter, involving them in weekly email updates, and including them on parent calls.

teacher with students at school bus

Why is positive classroom management so important?

Positive classroom management is critical to the success of every teacher for several reasons:

  1. Creating a positive learning environment. A positive classroom management approach helps to create a safe and supportive learning environment. When students feel comfortable and secure in the classroom, they are more likely to engage in learning activities and participate in class discussions.
  2. Enhancing student learning. Positive classroom management helps create an environment that is conducive to learning. When students are focused and engaged in the learning process, they are more likely to retain the information they learn.
  3. Reducing disruptive behavior. A positive classroom management approach helps to reduce disruptive behavior in the classroom. When students feel valued and respected, they are less likely to engage in disruptive behavior.
  4. Improving relationships. Positive classroom management helps build positive relationships between students and teachers. When students feel valued and respected, they are more likely to form positive relationships with their peers and teachers.
  5. Increasing student motivation. A positive classroom management approach helps to increase student motivation. When students feel valued and respected, they are more likely to be motivated to learn and succeed.

What is the best classroom management style?

There is no one “best” classroom management style, because different approaches may work better for different teachers and student populations. However, research suggests that a positive and proactive approach tends to be more effective than a punitive or reactive approach.

Positive classroom management involves creating a supportive and respectful learning environment where students feel valued and engaged. This approach emphasizes clear expectations and routines, positive reinforcement, and building positive relationships with students.

Some specific strategies that may be effective in a positive classroom management approach include:

  1. Establishing clear expectations and routines for behavior and academic tasks.
  2. Using positive reinforcement, such as verbal praise, rewards, and incentives to encourage positive behavior.
  3. Building positive relationships by showing interest in students’ lives and providing opportunities for them to connect with their peers and the teacher.
  4. Using restorative justice practices to resolve conflicts and repair harm rather than using punishment as the primary response to negative behavior.
  5. Providing opportunities for student choice and autonomy in their learning.

Renaissance: Providing whole child data to support teaching and learning

eduCLIMBER is an MTSS management and collaboration platform that brings together a wealth of student data, including:

  • Academics
  • Social-emotional behavior
  • Attendance
  • Behavior incidents
  • Interventions
  • School climate and culture
  • Qualitative data and teacher notes
  • Social-emotional learning surveys
  • Student plans

eduCLIMBER’s interactive reports and dashboards help you to identify and support students’ needs in any learning environment, and to use data-informed decision making to improve student outcomes.

Connect with an expert to learn more about eduCLIMBER and other solutions from Renaissance to support today’s classrooms.

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Product Highlights: Supporting early learners (and more) https://www.renaissance.com/2021/06/25/blog-product-highlights-supporting-early-learners-and-more/ Fri, 25 Jun 2021 13:37:59 +0000 https://renlearnstg.wpengine.com/?p=51969 Summer is finally here! For many educators, this provides an opportunity to look back at the school year that just ended—and to look ahead to the new school year as well. In that spirit, we’d like to share recent and upcoming enhancements to your Renaissance products. We’ll focus specifically on new features that support early […]

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Summer is finally here! For many educators, this provides an opportunity to look back at the school year that just ended—and to look ahead to the new school year as well. In that spirit, we’d like to share recent and upcoming enhancements to your Renaissance products. We’ll focus specifically on new features that support early learners, who were especially impacted by the COVID-19 disruptions.

If you haven’t already, we invite you to watch our Summer 2021 Renaissance Roadmap Report, presented by Todd Brekhus and Dr. Scott McConnell. We also invite you to bookmark our Product Updates Blog for the latest news and information throughout the year.

Introducing Lalilo

This spring, we were thrilled to welcome Lalilo to the Renaissance family. Lalilo is an online program that is built on Science of Reading research and that makes foundational reading development fun for K–2 learners.

As students journey through playful, engaging worlds, Lalilo systematically presents them with activities focusing on phonics, comprehension, sight words, word families, grammar and conventions, and vocabulary—based on the student’s individual needs. Students earn treasures after completing a series of activities and badges as they master a skill, which unlock stories to read for pure enjoyment.

Lalilo

We know teachers are the experts on their students, so Lalilo also includes powerful dashboards that put a wealth of learning data and performance metrics at your fingertips. Whether by assigning lessons to students, observing whole-class trends, or tracking progress against national reading standards, Lalilo gives you insights to better differentiate reading instruction for your early learners.

This summer, our team is taking that data even further by building a new Administrator dashboard that will provide an in-depth overview of the foundational literacy development for your entire school or district.

Learn more: Get more details on the student and teacher experience in Lalilo. See the research foundation for Lalilo’s pedagogical approach. Create a free account to explore what Lalilo has to offer your early learners.

New myON placement process

This summer, you’ll see a new myON placement test that’s powered by Star Reading. This new placement is quick and efficient for students, meaning they can access just-right digital books more quickly than ever. The new placement also provides administrators with flexible administration options. By default, students below grade 2 don’t receive the placement test at all, so they can immediately begin to explore books in myON.

myON is also a great resource for children in preschool and pre-K programs. With more than 1,200 titles appropriate for pre-K, myON supports emerging and early readers on a wide range of topics students will love. Titles also feature natural-voice audio narration, to model fluency and capture young children’s attention. Each word in myON is highlighted as the book is read, supporting read-along and early literacy development. Associated short quizzes help teachers to monitor children’s comprehension.

Learn more: Explore the new myON placement process. Watch our recent myON webinar, which includes a helpful Q&A about the new placement process. Explore the benefits for early learners of the natural-voice audio in myON.

Coming soon: AR Friends

As we celebrate 35 years of Accelerated Reader, we’ve also been implementing new ideas based on educators’ feedback. For example, you told us that K–2 students sometimes struggle with understanding AR points and how point totals are calculated.

To support a more motivating experience for early learners, we’ve created a new goal-setting feature called AR Friends. AR Friends uses virtual stickers and tokens to give the youngest readers a clearer, more visual representation of their reading goals and progress. 

Student view

What makes AR Friends so motivating? Instead of using AR points to measure reading quantity, AR Friends helps students to celebrate each book they read. Counting the total number of books is an easier metric for beginning readers to understand. AR research and best practices are still active behind the scenes to recommend how much reading students should be completing. 

Student comprehension also remains an important metric, but AR Friends de-emphasizes the concept of Average Percent Correct. Averages can be difficult for younger students to understand, especially students who are just learning to read. The AR Friends model pauses students after they complete a quiz to focus on how they did on that specific quiz. Students who earn a 100 percent will see a trophy icon instead of a star, as an extra way to celebrate their success.

Teachers will have the option of using AR Friends with their youngest readers beginning in Fall 2021. We’ll share more details soon on the Product Updates Blog.

Learn more: Watch a short introduction to AR Friends. See more upcoming enhancements to the AR Record Book and goal-setting features.

Unified Scale in Star Assessments

Beginning in August, most educators will see the Star Unified Scale as the default for the English and Spanish versions of Star Early Literacy, Star Reading, and Star Math. The Unified Scale provides improved measurement precision on a consistent, common scale across all Star computer-adaptive assessments. Because the Unified Scale spans the range of skills measured by both Star Early Literacy and Star Reading, you’ll also find it much easier to measure student achievement and growth as students transition from emergent readers to independent readers.    

The Unified Scale doesn’t change the content of the assessment; it just provides a more precise and continuous scale on which to measure student performance.

Note that the Star Enterprise Scale will still be available during the 2021–2022 school year. It will be retired prior to back-to-school 2022.

Learn more: Get more details on transitioning to the Unified Scale. Access shareable resources about the Unified Scale, including a video overview, answers to common questions, and guidance on using this scale with K–3 students.

Focus Skills for Spanish reading

At Renaissance, we recognize the differences between learning to read in English and learning to read in Spanish. We also understand that students must have the opportunity to show what they know and are ready to learn in the context of literacy acquisition in their home language.

Over the past several years, we’ve worked to design and enhance our Star Assessments to give you the data you need to make informed decisions for students who are learning in two languages. This includes creating a research-based learning progression for Spanish reading, and identifying both Focus Skills and transferable skills in Spanish at each grade level. All of these resources are available within Star Assessments.

In our effort to shape the future of emergent bilingual learners, we’re pleased to also make Spanish Focus Skills available on our website to every school and district. Spanish Focus Skills span pre-K through grade 12. You can view Spanish Focus Skills for each grade level online, and you can download a helpful workbook listing all Spanish Focus Skills for your state. Within the workbook, Focus Skills are organized by grade level and domain.

Spanish Focus Skills

Learn more: Explore Star Assessments in Spanish. Watch our webinar on assessing emergent bilingual learners. See 6 common myths about this population of students.

Star CBM for Reading and Math

In Fall 2020, we were pleased to introduce curriculum-based measures for reading (K–6) and math (K–3) as part of the Star Assessments suite. These measures are brief (60 seconds), engaging, and can be used for both screening and progress monitoring, with multiple equated forms of each measure provided.

Star CBM Reading also includes Rapid Automatic Naming (RAN) measures, which are commonly used as a screening tool for characteristics of dyslexia and other reading difficulties. Like other Star CBM measures, the RAN measures can be administered either online or in print, and are suitable for both in-person and remote learning environments.

We recognize that younger learners may have a difficult time understanding their growth and skill development. The audio recording feature in Star CBM provides a way to help them understand and celebrate the growth they’ve made. You can play back recordings of prior administrations for up to two years to demonstrate to students how far they’ve come.  

The new Star CBM Data Insights Dashboard is a great way to track your assessment usage and results. Check screening progress, performance against grade-level benchmarks, and movement between benchmark categories from one convenient place.  

Additionally, throughout the 2021–2022 school year, we’ll be field testing Star CBM Reading measures in Spanish to help you cultivate growth for your emergent bilingual learners. These new measures are being built by experts and administered to students across the country to assure high quality design, reliable scores, and actionable data for planning instruction.

Learn more: Take a closer look at Star CBM Reading and Star CBM Math. Explore the research behind Star CBM. See how educators are using Star CBM alongside the computer-adaptive Star Assessments.

Focus Skills practice mode in Freckle

During the 2020–2021 school year, many teachers covered less content than in the past, given the COVID-19 disruptions and the challenges posed by remote learning. This raises an obvious question: How can you help to ensure that students are working toward grade-level proficiency? This is especially pressing for early learners, who may have spent more of their time learning remotely than in a traditional classroom setting.

If you’re using Freckle Premium along with Star Assessments, then students in grades 2–8 have access to Focus Skills practice mode. This offers a unique way to fast-track students’ grade-level math and/or ELA competencies by focusing on the most critical skills—those that are essential to their progress.

Focus Skills practice mode does not require assignment creation. Students simply log in to Freckle and select the “Focus Skills” option. They will then be given a practice session specific to their current needs. If students struggle, their next practice session adapts to incorporate that Focus Skill’s prerequisites. Proficiency can still be achieved through high accuracy in the prerequisite practice sessions. Freckle provides immediate positive feedback by celebrating students who demonstrate proficiency on a Focus Skill with an animated summary screen.

You can monitor students’ practice on Focus Skills from the Math Standards and ELA Standards pages, which include an “Only show Focus Skills” filtering option.

Math Standards

Learn more: See the student experience with Focus Skills practice mode for math. Get tips for using Freckle to support summer learning. Discover how a middle-school teacher uses Freckle inside and outside the classroom to promote grade-level proficiency in math.

Looking ahead to the new year

Even though it’s only June, we’re already working on back-to-school resources for your Renaissance products. You’ll be able to access these resources on our website later this summer. We’d also ask administrators to start thinking about your school or district’s professional development needs for the fall. We offer a variety of professional learning options, including sessions that focus on early learning. We’re happy to discuss your specific needs—and to answer any questions about using your Renaissance products to accelerate student learning in the new school year.

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How to accelerate learning in preschool https://www.renaissance.com/2021/06/18/blog-how-to-accelerate-learning-in-preschool/ Fri, 18 Jun 2021 13:28:44 +0000 https://renlearnstg.wpengine.com/?p=51895 In a recent blog, we explored the impact of COVID-19 school closures on preschool- and kindergarten-aged children. In this blog, we’ll continue the conversation by focusing specifically on preschool and pre-K programs—and on how teachers and administrators can best address children’s needs and accelerate learning in the new school year. We discussed these topics with […]

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In a recent blog, we explored the impact of COVID-19 school closures on preschool- and kindergarten-aged children. In this blog, we’ll continue the conversation by focusing specifically on preschool and pre-K programs—and on how teachers and administrators can best address children’s needs and accelerate learning in the new school year.

We discussed these topics with Dr. Scott McConnell, Director of Assessment Innovation at Renaissance and Professor of Educational Psychology at the University of Minnesota, and Dr. Alisha Wackerle-Hollman, Assistant Research Professor of Educational Psychology at the University of Minnesota. We were joined by Dr. Jan Bryan, Vice President and National Education Officer at Renaissance, and Heidi Lund, Senior Product Manager at Renaissance.

Terminology

Q: Let’s start with terminology. Can “preschool” and “pre-K” be used interchangeably? Or do these refer to different types of programming?

Scott McConnell: There are a lot of service delivery models for children before they enter kindergarten. In the past, we used a variety of terms for slightly different experiences: nursery school, childcare, daycare, preschool, Head Start, etc. Now, it’s more common to talk about preschool, pre-K, or early education. There are still slight variations across programs, but they’re all resources for helping children to develop socially and academically.

This change in terminology happened over several decades, as federal and state governments blurred the lines between traditional daycare and early childhood education. Advocates and policymakers recognized that many children—especially those in high-risk groups, such as children living in poverty and children with disabilities—were spending hours in daycare, which presented an opportunity to make better use of this time for children’s development.

We’ve also recognized that what happens to kids before they enter kindergarten is an important contributor to how well they do in K–12 education. That’s why we’ve directed more attention and resources to these programs, and why states have implemented formal processes—such as targeted and universal pre-K, Quality Rating and Improvement Systems (QRIS), and a variety of practice innovations—to provide stronger supports for early learners.

Alisha Wackerle-Hollman: I think “quality” is the key term here. I worry less about the differences among programs and more about the quality of what’s happening in each of those spaces. The level of services and support they’re providing to children in key domains—language, literacy, numeracy, and social-emotional development—is far more important than the label each program uses.

Key learning domains

Kindergarten readiness

Q: Is it accurate to say that “kindergarten readiness” is the goal of preschool programs? Or is this a misunderstanding?

Scott McConnell: In some states, school isn’t compulsory until children are 7 or 8, but there’s still a fairly common cultural expectation that children will be enrolled in kindergarten when they turn 5. What happens before this is generally not compulsory, however, and kindergarten teachers accordingly expect a wide variation in the skills and capabilities of the children who arrive in their classrooms each year. Some children will have received a lot of resources and attention from parents and from preschool programs, while others won’t have received these things.

Contrast this with, say, high school graduation requirements. In the case of high school seniors, we can say that school districts have had these kids for 13 years, so there is a certain degree of accountability we can assign to the district, the schools, the teachers, the parents, and the students. We’re saying: Here’s the content we expect you to learn, and we’re going to provide instruction and resources and support for this. It seems reasonable to have expectations after 13 years.

But when children arrive for kindergarten, we can’t make this argument. We haven’t necessarily given them any specific supports, so talking about “readiness requirements” doesn’t make a lot of sense. Granted, we know that foundational skills in language, literacy, and numeracy are predictive of later success, so it’s important to encourage and support children’s development in these domains. In some places, you’ll find a tighter alignment—such as in pre-K programs that are run by districts, with the expectation that kids will then enroll in kindergarten in the district. This provides an opportunity to align what we expect of the children, and the resources we provide to them, so that when they enter kindergarten, they have skills that fit well with that environment.

We see similar effects when public and private programs work toward common goals. Again, we’re aligning our supports and expectations for preschool students with the expectations and instruction we will provide to them in the primary grades.

Alisha Wackerle-Hollman: States have established different early learning standards. Here in Minnesota, we have the Early Childhood Indicators of Progress (ECIPs), for example, which are sometimes called “kindergarten readiness” standards. Like Scott, I think this is the wrong term to use, because children will always arrive for kindergarten with very different skill sets and experiences.

And I think the COVID-19 pandemic is only going to exacerbate these differences. In Fall 2021, the variability in children’s skills will be greater than at any time in the past, given the recent disruptions. Rather than asking, Are the children ready for kindergarten?, we should be asking, Is kindergarten ready for the children? I’d argue that this is the question we should have been asking all along, because the onus is not on the children but rather on the programs, which need to be ready to assess the needs of the children who arrive each year so they can meet them where they are.

The role of assessment

Q: Does this mean that assessment will play a larger role during the 2021–2022 school year? Should programs assess children as soon as they arrive?

Heidi Lund: In some ways, Fall 2021 might feel like a repeat of Fall 2020, when there was a hesitancy to assess children—because some educators felt this was “stealing” instructional time, or because it required special logistics due to remote learning, or because we weren’t going to like the results anyway, so some schools and districts preferred to wait. But this year, it will be more important than ever to do fall screening. This applies to both preschool and kindergarten programs, to help teachers have a clear understanding of where students are and how their learning has been affected by the COVID-19 disruptions.

Yes, in some cases, the scores will be lower than what teachers and administrators are expecting. In other cases, the scores may be higher. In either case, the assessment will help educators to better understand each child in the program, so they can provide the “just-right” experiences for that child to thrive.

Alisha Wackerle-Hollman: In early childhood education, we talk a lot about differentiated instruction and how to build classroom environments that attend to children’s specific needs. Assessment sometimes gets a bad rap, but a well-designed assessment is a valuable tool for helping teachers to identify these needs, so they can allocate time and resources appropriately.

I agree that it will be critical to begin with fall screening, so we understand what children bring to the classroom. The caveat is that the assessment must be instructionally relevant, showing you where the needs are most critical so you can focus your efforts there. How you interpret your fall screening data should inform how the rest of the year will look—how you’ll allocate resources, which children you’ll identify for individual goals and progress monitoring, and when you’ll screen the children again. Without these data, you’re left to make assumptions about what children need, and you can’t differentiate in ways that lead to the best outcomes for them.

We designed the myIGDIs for Preschool assessment based on this philosophy. We recognize that teachers need to understand the baseline skills children have in key domains in a way that’s quick, easy, and instructionally relevant.

myIGDIs

Formal assessment age

Q: What about claim that preschool children are too young for formal assessment?

Jan Bryan: Assessment is something that humans do all the time—especially young children. They’re constantly observing and comparing things: “How many trucks do I have?” “How many bubbles came out of the bubble machine this time?” “How many minutes until we get there?” Etc. They’re natural data-collectors, so assessment isn’t something that has to be forced on them.

Alisha’s point about instructionally relevant assessment is key here—once teachers have the data, what will they do with it? I really dislike the phrase “data-driven decisions.” Data don’t decide; humans decide. Screening provides valuable data for making decisions, but it’s not the only consideration. As an educator, I’m going to use all of the data available—both from formal assessment and from talking with and observing a child—to make decisions about what to do next. I’ll then continue to reassess based on what I’m seeing.

Scott McConnell: I always return to two points when thinking about preschool assessment. First, the assessment has to be developmentally appropriate. We can’t expect preschoolers to fill in bubble sheets, for example. That’s why curriculum-based measures like myIGDIs are brief, engaging, and are completed by the teacher and child working together. We actually want the assessment to be fun, with the children asking, “Is it my turn yet?”

Second, the assessment has to drive differentiated services for the students.We’re not trying to answer global questions, like “Are the children doing OK?” We’re trying to answer specific questions about what to do next: what does this child need, and this child, and this child? For this reason, preschool assessment needs to be very efficient, with a direct line between giving the assessment and then providing instruction.

Preschool advice

Q: What advice do you have for preschool educators as they plan for the 2021–2022 school year?

Alisha Wackerle-Hollman: I’m sure that teachers are already thinking about how to set up their classrooms to create spaces that really promote exploration and interaction. I think the home-to-school connection will also be a lot stronger in the new school year. Because of the pandemic, a lot of families went through a sort of “trial by fire,” where they took on a teaching role during at-home learning. I think teachers will need to support and build on this expanded educational partnership between families and children.

Teachers will also want to involve families more—by, say, explaining children’s seasonal screening results to them, and helping to ensure that what happens at home supports children’s development in the key domains we’ve talked about.

Heidi Lund: As the parent of a 3-year-old, I’ve definitely found myself wondering about the long-term effects of the disruptions. I had some valuable time with my son at home this year, but there were also times when, because of work commitments, I had to ask him to play quietly by himself for the afternoon. I think the ProLADR multidomain measures in myIGDIs—which assess social-emotional, physical and motor, cognitive development, and more—will be especially helpful for educators in the new year.

ProLADR

We talk a lot about children being resilient—and they are—but there will still be gaps that need to be addressed. The myIGDIs English and Spanish early literacy measures, along with the early numeracy measures, are important indicators’ of children’s academic development, but we can’t overlook the importance of taking a whole-child, multidomain approach.

Jan Bryan: That’s such an important point, Heidi. There are a lot of 3- and 4-year-olds who didn’t participate in preschool or daycare this year. Returning in the fall will involve a new environment for them, and they’ll probably have to relearn certain skills. Forming a line, for example, which can be stressful for young children. Or knowing how to take conversational turns, which is so important for later literacy development. I’d definitely reemphasize Alisha’s earlier point here—it won’t be a question of whether the children are ready for 3K, 4K, preschool, etc., but whether the programs are ready for the children.

Scott McConnell: I haven’t heard anyone say that benchmarks will be changing because of the pandemic, but we know it will be harder for a lot of children to reach those benchmarks. This means that in some instances, we’ll need to help students make up for lost opportunities quickly. In other instances, we’ll have to extend our supports and supplemental services for a long time. We also know that we’re going to have a greater mix of children than in the past—not just variations in skills, but greater variation in the age of the children enrolled in the same preschool and pre-K programs.

This means we’re going to have to be a lot smarter about providing differentiated services. Not everyone will need everything. Some children received a lot of attention and support over the last 18 months. Others clearly missed out on important opportunities. Teachers and program leaders will need to be even smarter—and this is hard—about identifying what each child needs, and then providing the services and support to meet these needs.

In some sense, preschool in 2021–2022 will look different than in prior years. We’ll have to focus even more closely on the skills and experiences that are most critical for future success. Without question, preschool needs to be fun and engaging—this is the natural state for preschoolers. Perhaps more than ever, though, “fun and engaging” will need to be connected to “learning and development.” Yes, we’ll still go on neighborhood walks and field trips, but how can we use these activities to expand children’s vocabulary and language skills? We’ll still have music and finger plays, but how can we more often sing about letters and numbers? Preschool teachers are incredibly creative and energetic, and the new school year will provide a great opportunity to direct those talents to make the best use of the time we have with our earliest learners.

The post How to accelerate learning in preschool appeared first on Renaissance.

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Using Accelerated Reader in high school https://www.renaissance.com/2021/06/04/blog-using-accelerated-reader-in-high-school/ Fri, 04 Jun 2021 12:26:39 +0000 https://renlearnstg.wpengine.com/?p=51754 In 1996, I was teaching high school in Milford, Delaware—a state that was home to a massive credit card bank called MBNA. The bank created the MBNA Excellence in Education Foundation and was very willing to fund thoughtful grant proposals from teachers. My colleague, Mercedes, and I had both heard about Accelerated Reader, and we […]

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In 1996, I was teaching high school in Milford, Delaware—a state that was home to a massive credit card bank called MBNA. The bank created the MBNA Excellence in Education Foundation and was very willing to fund thoughtful grant proposals from teachers. My colleague, Mercedes, and I had both heard about Accelerated Reader, and we were certain that bringing the program to our school would make a positive impact on students.

We stayed late on an early dismissal day and carefully crafted our grant proposal for the AR software, as well as a massive infusion of books for our school library. A few months later, we were unpacking the new books and arranging for professional development for our Accelerated Reader implementation.

Now, implementing AR isn’t unusual, but starting the implementation in a high school is. Most districts begin the program with their elementary grades and later expand to higher grades. In some districts— even those with well-established AR implementations—you might not find AR in the high schools at all. Yet our implementation in Milford made such an impact that within 6 months, AR was rolled out to our middle school. Within 18 months, AR was used in every school in the district.

For Mercedes and me, there was never a question of AR’s relevance to high school students. Even a quick review of the book titles supported by AR reveals both classics and the best in new young adult literature. So, why is it that AR sometimes does not continue through all the grades in a district? Why is it that, despite including titles such as Hamlet, Invisible Man, To Kill a Mockingbird, The Great Gatsby, The Hunger Games, and The Outsiders, AR is more often associated with the elementary grades than the secondary ones?

Accelerated Reader High School Books

Understanding student reading motivation

I think a primary reason for this is the shifting attitude toward reading as students ascend the grades. Daniel Willingham (2015) notes that “although kids like reading (both at home and at school) in the early grades, their opinions become more and more negative as they get older,” creating the reality that “by high school, the average kid is at best indifferent to reading.” As a result of plummeting motivation, secondary students in most schools read very little—in fact, shockingly little.

When he polled the teachers and parents of teenagers, Willingham found that, on average, they hoped that students were reading roughly 75 minutes a day. But, according to the US Bureau of Labor Statistics’ American Time Use Survey, “the actual time American teenagers spend reading is 6 minutes” per day (Willingham, 2015). He cautions us, however, that behind this average is the stark reality that “most kids don’t read at all, and a few read quite a lot.”

We also see the wide variance in student reading practice when Willingham (2017) notes that while “reluctant readers read 50,000 words each year…avid readers encounter many more words—as many as 4,000,000.” When represented in a graphic format, this difference is eye-opening:

Accelerated Reader number of words graph

Willingham’s statement echoes a finding by Terry Paul (1992), the co-founder of Renaissance, that the “top 5% of readers read 144 times more than the bottom 5%.”

The benefits of wide independent reading

The impacts of these disparate rates of reading practice are profound. Wide reading supports the development of fluency, the acquisition of vocabulary, and the development of background knowledge. This means that regular readers, who also tend to be the top readers, become even better readers because they read.

The idea that better readers get even better while non-readers fall further behind may evoke associations with “the Matthew effect,” a concept based on the following Bible verse:

For whosoever hath, to him shall be given, and he shall have more abundance:

but whosoever hath not, from him shall be taken away even that he hath.

Matthew 13:12, King James Version

Loosely paraphrased, this verse is familiar to many as the aphorism, “The rich get richer and the poor get poorer.” But, is wide reading—an activity that many high school students choose not to engage in—really an example of the Matthew effect? It’s clearly not the case that massive numbers of students cannot get access to books. Most are not “book poor.” On the contrary, thanks to digital reading platforms, today’s students have easier access to text than any prior generation. As Mark Bauerlein (2008) points out, “Never before have opportunities for education, learning, political action, and cultural activity been greater…. The fonts of knowledge are everywhere, but the rising generation is camped in the desert.”

I think this comparison to a desert is very appropriate. If what we desire is a landscape of wide student reading, we must acknowledge that, in general, the secondary grades are a barren desert into which it is very difficult to introduce new life.

In Raising Kids Who Read (2015), Willingham asserts that we must strive to support all students in having a positive attitude toward reading. He suggests that “one source—probably the primary source—of positive reading attitudes is positive reading experiences. This phenomenon is no more complicated than understanding why someone has a positive attitude towards eggplant: you taste it and you like it.”

He adds that “for many students, ‘reading’ means books written by dead people who have nothing to say that would be relevant to your life. Nevertheless, you are expected to pore over their words, study them, summarize them, analyze them for hidden meaning, and then write a five-page paper about them.” For most students, there is no pleasure in this.

So, how might we better support secondary readers in forming a positive reading attitude through positive reading experiences? Here are four ideas that are applicable to both in-person and remote learning environments:

1. Schedule 20 minutes daily for pleasure reading

First, Willingham (2015) suggests that schools “make reading expected and normal by devoting some class time to silent pleasure reading.” While this is good for all students, Willingham remarks that it “is the best solution [he] can see for a student who has no interest in reading,” because “it offers the gentlest pressure that is still likely to work.”

A critical element of making this time optimally successful is the setting of student reading goals, a topic we explored in detail in an earlier blog. Accelerated Reader helps teachers to set personalized goals for students, including a goal around daily reading time. Our research has consistently shown that students who have worked with their teachers and have goals entered in AR demonstrate more growth than students with no goals set.

Goal setting in Accelerated Reader

2. Delineate between academic reading and pleasure reading

When establishing time for pleasure reading, Willingham is direct in his call for educators to delineate between academic and pleasure reading, not only in their own minds but also for students. His “concern is that kids might confuse academic reading with reading for pleasure. If they do, they’ll come to think of reading as work, plain and simple.” While, as teachers, “we’d like to think that academic reading is pleasurable…in most schools, ‘pleasure’ is not a litmus test. Academic reading feels like work because it is work. But pleasure ought to be the litmus test for reading for pleasure.”

Here, student choice in what to read is critical, especially for reluctant readers. With more than 220,000 titles available, almost any student choice is encompassed with the Accelerated Reader quiz collection.

3. Manage reading practice—but not too rigidly

Using “pleasure” as the litmus test has implications. While research is clear that engaging with more challenging texts generally yields the most growth and that reading widely (across multiple topics and genres) is also beneficial, for struggling readers, we must first get them to willingly read. Reading something is clearly better than reading nothing. But if we restrict, push, or direct things too much, we can easily sap the pleasure from pleasure reading.

For example, teachers are often concerned when students choose books that are below their reading level or are perceived as lacking in literary merit. I discussed this point in detail in a recent blog, where I pointed out that sometimes our focus should be “less about pushing students—particularly those who are struggling or reluctant readers—to higher-level books than allowing them to read in order to find success and joy.”

Again, Willingham (2015) and many others note that choice in what to read is very important, because it “allows the greatest possibility that when the reluctant reader does give a book a try, he’ll hit on something that he likes.” He adds, “If my teen avoided all reading, I would be fine with him reading ‘junk.’ Before he can develop taste, he must first experience hunger. The first step is to open his mind to that idea that printed material is worth his time.”

4. Use every resource available

Given the barren “desert” of secondary reading motivation, we must be honest that there is no silver bullet. Motivating and engaging most secondary readers is just plain hard work. In our high school in Delaware, we found that Accelerated Reader was an indispensable tool—not a “silver bullet.”

For us, the massive infusion of new books into the school library was another critical motivator. If your collection is limited and/or older, students are less likely to engage with the titles. A new cover on a classic title can create renewed interest. And you can take simple steps to better display the books in your library, helping them to take on the qualities of a bookstore.

Also, the growing ease of accessing texts digitally can be a powerful motivator. Willingham (2017) remarks that “if it’s affordable, an e-reader is wonderful for instant access,” because we can create a dynamic where books are not “just available, but virtually falling into children’s laps.”

35 years—and counting

This year, we’re celebrating 35 years of Accelerated Reader, which began as a program intended to get a reluctant reader to read. Decades have passed, and educators still keep coming back to the question of how to motivate students to read as much as possible. The enduring nature of this challenge does not mean it’s a lost cause; it’s merely a difficult one—and one that becomes even more difficult as students age.

The difficultly and gravity of this challenge make me think of lyrics from “The Man of La Mancha,” the musical adaptation of Don Quixote. In striving to get every student to read, teachers “dream the impossible dream” and “fight the unbeatable foe.” New tools and insights help us in this quest and— because we know the quest is so important—we’re “willing to march into Hell, for a Heavenly cause.” “And the world will be better for this: That [caring teachers], scorned and covered with scars/Still strove, with [their] last ounce of courage, to reach the unreachable star.”

References

Bauerlein, M. (2008). The dumbest generation: How the digital age stupefies young Americans and jeopardizes our future. New York: Penguin.

Paul, T. (1992). National reading study and theory of reading practice. Madison, WI: Institute for Academic Excellence/Renaissance Learning.

Willingham, D. (2015). Raising kids who read: What parents and teachers can do. San Francisco: Jossey-Bass.

Willingham, D. (2017). The reading mind: A cognitive approach to understanding how the mind reads. San Francisco: Jossey-Bass.

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How to address COVID-19 impacts in middle school https://www.renaissance.com/2021/05/21/blog-how-to-address-covid-19-impacts-in-middle-school/ Fri, 21 May 2021 13:16:25 +0000 https://renlearnstg.wpengine.com/?p=51633 I love this quote from a recent EdSurge article on the importance of valuing teachers: “The phrase ‘learning loss’ has become as widespread as ‘you’re on mute’ in the era of the COVID-19 pandemic.” As a former educator, I am in awe of the steadfast dedication that teachers, students, and families have applied to continued […]

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I love this quote from a recent EdSurge article on the importance of valuing teachers: “The phrase ‘learning loss’ has become as widespread as ‘you’re on mute’ in the era of the COVID-19 pandemic.” As a former educator, I am in awe of the steadfast dedication that teachers, students, and families have applied to continued learning this school year, despite the many challenges. As a member of the Research & Design team at Renaissance, I am equally inspired by the student performance data that show the learning growth resulting from everyone’s dedication. I agree it’s time for the discussion to move away from “learning loss” and shift towards how to keep the growth momentum going.

In this blog, I’d like to dig into some of the findings from the new Winter Edition of How Kids Are Performing. The report compares the Fall 2020 and Winter 2020–2021 performance of 3.8 million students in grades 1–8 who completed a Star Early Literacy, Star Reading, and/or Star Math assessment in both time periods. I’ll focus specifically on (a) grade levels where we’re continuing to see some larger discrepancies between typical-year student performance and COVID-impacted performance, (b) some of the critical and potentially challenging skills that may be responsible, and (c) ideas for prioritizing instruction and classroom interaction time to accelerate student learning in these grades.

As context for identifying specific skills, I’ll draw on the work we’ve undertaken at Renaissance to create detailed reading and math learning progressions for every US state. Our learning progression developers—all of whom have educational backgrounds—first identify the skills inherent in each state’s reading and math standards. They then place the skills in a teachable order from kindergarten through high school, based on pedagogy, standards, and assessment data. An important component of this work is the identification of the most critical reading and math skills at every grade level, which we refer to as Renaissance Focus Skills. Focus Skills are embedded in our Star Assessments and are also freely available to educators on our website.

Understanding student performance in reading

The following table from How Kids Are Performing translates the academic impact of COVID-19 into the number of weeks of reading instruction required to bring students in line with pre-pandemic expectations. (In other words, where we would expect students to be if the pandemic had not occurred.) The squares labeled “F” show the COVID-19 impact in Fall 2020. Those labeled “W” show the impact in Winter 2020–2021.

how kids are performing report screenshot

In grades 1–5, the data show that students made clear progress between fall and winter. In grades 6–8, however, the data indicate that students have fallen behind. After beginning the school year close to expectations, students in grade 6 were 4–7 weeks behind at the time of winter screening. Students in grades 7–8 were 8–11 weeks behind.

What might be responsible for this change?

Identifying challenging reading skills

The type of skills in grades 6, 7, and 8 that fall within the fall-to-winter instructional window require nuanced vocabulary, including shades of meaning like connotation, synonyms, and multiple-meaning words. They also require students to read for deeper understanding, such as identifying what an author thinks or feels and how the author wants the reader to feel. 

For example, consider the following graphic, which shows a segment of our learning progression for reading. The solid line on the right shows grade 7 students’ expected position on the learning progression in Winter 2020–2021. The dotted line on the left shows students’ observed (actual) position. The shaded blue area represents the distance between the two.

expected vs observed performance grade 7

Within the shaded area, there are multiple Focus Skills, which are represented by the stars, along with non-Focus skills, which are represented by the dots. Each skill’s difficulty is expressed using the Star Unified Scale—the higher above the dotted blue line, the more challenging the skill.

In taking a deeper look at the shaded area, we encounter challenging Author’s Word Choice skills such as:

  • Analyze how word choice creates tone/mood. This requires students to interpret the tone and mood of a text—and to analyze how the author’s word choice creates this tone and mood.
  • Analyze characteristics of informational texts. This requires students to analyze and explain the characteristics and devices employed by different types of informational texts—including literary nonfiction (e.g., essay, biography) and argument—to begin to establish an interpretive framework for understanding different works.

Maximizing instructional impact on these skills

These grade 7 skills are reflective of key pillars of reading instruction at the middle-school level, as captured by a 2016 paper titled “Common themes in teaching reading for understanding.” The paper’s authors highlight the importance of active engagement with a variety of texts, classroom discussions, and building on students’ prior knowledge and vocabulary. 

To make the best use of limited classroom interaction time—whether this is done face-to-face or using a platform such as Zoom—educators might consider:

  • Prioritizing skills that benefit from discussion and interaction, such as those about the effect on audience, impact of word choice, or making inferences. As mentioned earlier, Focus Skills are a resource for identifying critical skills that should be prioritized.
  • Combining similar skills during instruction. For example, at grade 6, our data identifies both Analyze characteristics of different forms of informational text, explaining structural differences and modes of discourse and Analyze characteristics of different forms of literary text, recognizing structural differences as challenging skills. Savvy text selection by the teacher might enable students to learn important text analysis skills in a way that transfers well between informational and literary texts.
  • Ensuring that prerequisite skills are in place. For challenging skills like nuances of vocabulary and how word choice affects the reader, educators might revisit vocabulary from earlier grades, along with revisiting author’s purpose, because both will support students in going deeper on author’s word choice. This would also apply to cross-text analysis. Students are likely to struggle in comparing how two texts handle a theme if they don’t know how to identify a theme and how the author develops it in a single text.

Understanding student performance in math

Like the table for reading we considered earlier, How Kids Are Performing translates the academic impact of COVID-19 into the number of weeks of math instruction required to meet pre-pandemic expectations. Again, the squares labeled “F” show the COVID-19 impact in Fall 2020, while those labeled “W” show the impact in Winter 2020–2021.

impacts translated to weeks of instruction grade 4-6

Here, we see that students at every grade level brought learning closer to expected performance in winter. The data for grades 4–6 show that even though student learning remains 8–11 weeks behind pre-pandemic expectations, students are clearly making up ground.

Identifying challenging math skills

As in the earlier example for reading, the following graphic shows a segment of our learning progression for math. In this case, we’ve shown the difference between estimated and observed performance for students in three grade levels—4, 5, and 6—as represented by the blue shading.

expected vs observed performance grade 4-6

The types of skills that fall within these instructional windows include challenging Geometry-based measurement skills that are also essential building blocks towards Algebra Readiness and problem-solving ability. The Focus Skills listed below highlight the importance of building a solid math foundation in middle school to support learning in subsequent grades:  

  • Grade 4: Solve a problem using the area or perimeter formulas for rectangles. This requires students to apply the concept of multiplication and knowledge of what perimeter and area mean to a real-world scenario.
  • Grade 5: Find the volume of a right rectangular prism to solve a problem, using a formula. This requires students to continue to build understanding of three-dimensional shapes, to understand how volume differs from area, and to solve complex problems.
  • Grade 6: Determine the area of a triangle, square, or rectangle to solve a problem. In this case, the student needs to determine which formula to apply in order to solve specific problems.

Maximizing instructional impact on these skills

The examples above also reflect the benchmark learning goals for these grade levels, as summarized in the National Math Advisory Panel’s “Foundations for success” document. Because achieving math milestones is critical for student motivation and future progress, and because of the many math skills that need to be covered at each grade level, educators might consider:

  • Prioritizing challenging Algebra Readiness skills that that benefit from discussion and interaction, such as Divide mixed numbers or fractions. Students might grasp this concept more readily with visual modelling of separating everyday objects into parts (e.g., a pizza, a piece of paper, or sticks). Again, Focus Skills are a resource for identifying the critical skills to prioritize.
  • Combining similar skills during instruction. For example, data skills like Use a line graph to represent data and Answer a question using information from a line graph could be incorporated into classroom discussions of the amount of time students spend on independent reading or math practice, with intentional sharing around the details of the structure and function of the graph.
  • Ensuring that prerequisite skills are in place for application skills. For example, revisiting shapes, properties of shapes, and composing/decomposing shapes and ensuring students are proficient in their understanding of multiplication may also help new concepts of perimeter and area feel more accessible.

How persistence contributes to students’ success

In a recent blog, my colleague Dr. Gene Kerns pointed out that despite all of the challenges, many students are having a very legitimate school year. Although the phrase “persistence pays off” isn’t exactly original, I think this is a key takeaway from How Kids Are Performing. Educators have clearly found innovative ways to connect with students this year and to make full use of limited instructional time.

As I mentioned at the outset, it will be critical to maintain this positive momentum over the summer and throughout the 2021–2022 school year—not necessarily by doing new things, but by continuing to do things that you know are effective. And Focus Skills can continue to play an important role here, helping you to prioritize instruction to best support your students’ needs.

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The importance of using diagnostic assessment: 4 tips for identifying learner needs https://www.renaissance.com/2021/05/20/blog-the-importance-of-using-diagnostic-assessment-4-tips-for-identifying-learner-needs/ Thu, 20 May 2021 15:18:00 +0000 https://renlearnstg.wpengine.com/?p=61359 Diagnostic, or drill-down, assessment plays an important role in how teachers identify and understand learning strengths and needs in specific skill areas. Understanding how to utilize diagnostic assessments in education and use them to align tools with learner needs is essential for students to stay on track for grade-level expectations. If a diagnostic assessment process […]

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Diagnostic, or drill-down, assessment plays an important role in how teachers identify and understand learning strengths and needs in specific skill areas. Understanding how to utilize diagnostic assessments in education and use them to align tools with learner needs is essential for students to stay on track for grade-level expectations.

If a diagnostic assessment process is not part of your current education system, it’s not too late to implement one. In this blog, you will learn:

  • Tips for utilizing diagnostic assessments most effectively
  • The difference between diagnostic assessment and diagnosis
  • Specific assessments that are often used in the diagnostic assessment process
  • And more

What is a diagnostic assessment in education?

In education, diagnostic assessment is the use of multiple measures and reports to identify student strengths and needs in specific skill areas. With this information, teachers can provide instruction to properly address learning needs.

It’s also a key element of a multi-tiered system of supports (MTSS). Within the context of an MTSS framework, diagnostic assessment is used to better understand students’ academic or social-emotional behavior needs that were broadly detected by a universal screener.

There are five types of assessments often used in the diagnostic assessment process:

Why is alignment so important?

Skipping the diagnostic assessment process can unnecessarily lead to intervention alignment issues—i.e., do the student’s needs, the selected intervention, and the chosen progress monitoring tool all agree?

Without diagnostic assessment, interventions might be selected based on:

  • Familiarity
  • Guesswork
  • Doing what has always been done

Taking the time to get to the specific skill gap or root cause significantly increases the likelihood that a selected intervention will be effective.

Diagnostic assessment vs. diagnosis

Diagnostic assessment is the process of identifying the reason for a problem, while diagnosis is the product of a comprehensive evaluation to match a student’s symptoms with the criteria for a specific disorder.

While they serve very different purposes, both play an important role in identifying student learning challenges and needs. Remember, the presence of a diagnosis does not automatically mean a student is eligible for special education.

Sometimes, a student who has been diagnosed with a certain disorder might not qualify for special education because overall achievement is strong. This can only be determined when requested evaluation data is considered to see if it indicates a need for special education services.

Meet the needs of every student

Utilize the diagnostic assessment process to meet every learner’s needs.

4 tips for successfully utilizing diagnostic assessments in education

Implementing diagnostic assessments in the classroom can be hard work. Use these four tips for a successful transition into utilizing diagnostic assessments in education.

#1: Use data to guide diagnostic assessments

By using whole child data, you ensure that a learner’s success is being supported through many interconnected, data-informed lenses. To do this, be sure your team is using data to guide assessments:

  • Use high-quality data that is valid, reliable, and accurate. If teams are using assessments that aren’t measuring what they’ve set out to measure, the data produced by the assessment won’t be of high enough quality to drive important decisions, like intervention methods.
  • Use multiple measures and data points. For individual learners, this helps you to understand patterns rather than using a single measure.
  • Invest in tools that make this process possible. Using the right tools gives educators the instant ability to get to the bottom of a problem, explore a student’s needs, and efficiently determine the best next step.

#2: Ensure progress monitoring alignment

To measure student improvement, a progress measure that matches the instructional focus should be used at regular intervals. Using a progress monitoring assessment shows whether the intervention is working and if it’s working fast enough.

These two progress monitoring tools are typically used by alternating between the two assessments every other week:

  1. General outcome measures help you to determine whether the student is on track to meet grade-level expectations. Examples of general outcome measures for progress monitoring include FastBridge and Star Assessments from Renaissance.
  2. Skill-based measures help you to better understand performance on a specific skill. Renaissance’s unique Star Phonics assessment allows you to diagnose 12 critical phonics categories and 102 skills that are essential to success in reading.

As a team, educators check the alignment between the student’s needs, intervention, and the progress monitoring tool to ensure effectiveness. If progress is not being made, intervention is necessary, or additional diagnostic assessments could be used to identify specific learning gaps.

However, for many students, a process of diagnostic assessment and targeted instruction and intervention will result in learning improvements.

intervention and progress monitoring tools

#3: Connect diagnostic assessment to a specific plan

Once the diagnostic assessment process is complete, and intervention and progress monitoring tools have been selected, it’s time to document a concrete plan.

Creating a specific plan connected to a diagnostic assessment involves articulating the identified goals of a student and the actions the education team will take together to help reach them. When writing student goals, make sure they are…

  • Specific;
  • Measurable; and
  • Time-bound

…to easily determine whether or not they’re achieved. Also, be sure to include:

  • Intervention strategy
  • Duration
  • Frequency
  • Setting location

#4: Create a plan for tracking fidelity

Finally, ensure your team has a process and document or tool for tracking fidelity metrics, because the data gathered here is key to evaluating intervention effectiveness down the road.

When tracking, be sure to ask yourself these two questions and to include all necessary information in your report:

  1. “Did we do what we said we would?” Note whether students are participating in the intervention, what their engagement looks like, and how often/how long you provided the intervention. You can also include what the setting is like when you’re implementing interventions and who is acting as the interventionist. Identifying all of these points will help with evaluating progress monitoring information.
  2. “Did we do it the way it was designed?” Think of this like cooking food using a recipe. Did you follow all of the instructions exactly, or did you add extra steps or leave something out? If you improvised at any point, note this during tracking. If results turn out poorly, you have this to look back on and can reevaluate and try it again.

Identify learner needs through diagnostic assessment with Renaissance’s comprehensive tools

If you don’t have a diagnostic assessment process in place throughout your school system, you could be doing more harm than good for your students. With Renaissance’s comprehensive assessment and management tools, educators use data to serve the whole child, equipping them with the best interventions possible for long-lasting results.

With these tools, educators can:

  • Monitor learning and growth
  • Identify academic and social-emotional behavioral needs
  • Align targeted supports

As a result of diagnostic assessments and following established processes, learning is accelerated for each student.

If diagnostic assessment processes are not implemented in your schools to help successfully identify learners’ needs, they should be. Connect with an expert to learn how Renaissance can help.

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How the COVID-19 disruptions will impact state proficiency rates https://www.renaissance.com/2021/05/14/blog-how-the-covid-19-disruptions-will-impact-state-proficiency-rates/ Fri, 14 May 2021 14:10:57 +0000 https://renlearnstg.wpengine.com/?p=51520 By Amanda Beckler, Senior Research Analyst, David Butz, Senior Research Analyst In the new Winter Edition of our How Kids Are Performing report, we estimate the lingering impacts of the pandemic on student performance in reading and math through the middle of the 2020–2021 school year. Results are presented in a variety of metrics, including […]

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By Amanda Beckler, Senior Research Analyst, David Butz, Senior Research Analyst

In the new Winter Edition of our How Kids Are Performing report, we estimate the lingering impacts of the pandemic on student performance in reading and math through the middle of the 2020–2021 school year. Results are presented in a variety of metrics, including Scaled Scores, Percentile Ranks, and estimated weeks of instruction. The report uses aggregated data from millions of students who took Renaissance’s Star Reading and Star Math assessments in both Fall 2020 and Winter 2020–2021.

In this blog, we’ll estimate the pandemic’s impact using another metric—likely performance on spring state summative exams. This is a timely topic, given that many states are administering their exams in March, April, and May of 2021 for the first time since 2019. As we document in How Kids Are Performing, many educators and other stakeholders have noticed lower-than-usual performance this year as a result of the pandemic and the many challenges it has brought to education. Consequently, many are wondering what to expect from their state test results.

This is an especially challenging question because the population of students expected to take statewide standardized tests in 2021 is anticipated to be smaller and potentially systematically different than students who tested in Spring 2019, making year-over-year comparisons impossible. As such, we hope this analysis provides a helpful national context for local and state leaders as they interpret their own results.

Quantifying the pandemic’s impact on student performance

Consistent with the How Kids Are Performing findings, we estimate a small negative impact on state reading performance and a larger negative impact on math performance. More specifically, we estimate that the pandemic will result in an overall decline of about 1 percent in the percentage of students who will reach proficient status or higher on their state reading/ELA test. We estimate the impact on math will be an overall decline of about 4 percent in the percentage of students who will reach proficient status or higher on state math tests. The two grades where math achievement is likely to be most negatively impacted are grades 4 and 5, where we anticipate that 9 percent and 6 percent fewer students will reach proficiency due to the pandemic, respectively. Impacts at other grade levels are smaller.

How are we able to estimate state test outcomes? First, Star Reading and Star Math scales have been statistically linked to state end-of-year test scales. Evaluations of those linkages indicate that Star correlates strongly with state assessments and predicts results with a high degree of accuracy.1 In other words, we can use Star test results from fall and winter to reliably estimate whether students are likely to meet their state’s standard for proficiency in reading and math in the spring, long before official state results are released.2

Second, because the How Kids Are Performing analysis also includes student-level estimates of how each student would be performing this year had the pandemic not occurred, we can also project that value to the date of each student’s state test, as shown in the graphic below.

Star Assessment State Tests

Study sample size and considerations

This analysis includes a subset of students from the Winter Edition of How Kids Are Performing, restricted by grade level and state.3 It focuses on grades 3–8, which are the grades that states are mandated to assess. States were included if we felt we had a sufficiently large sample as well as a current linking study between Star and the state test. In total, this analysis included 1,701,098 students from 33 states in reading and 1,085,652 students from 35 states in math.

Any research project has limitations, and there are a few to note with this analysis. First, the growth norms we used to project students within-year are from pre-COVID school years and may not reflect actual student growth patterns during 2020–2021. However, it is worth noting that fall to winter growth from 2020–2021, as documented in How Kids Are Performing, approached typical pre-COVID levels in both reading and math. Therefore, there is reason to expect these growth norms might accurately project the remainder of the school year.

Second, there will always be some degree of imprecision in using performance on one test (in this case, Star) to predict performance on another (state summative exams). That said, Star has an extensive track record of predicting state summative results with high, though not perfect, accuracy. Technical reports from each Star-state linking study can be found by searching our research library. Each state linking study includes accuracy results, correlations, sample sizes, and other details.

Finally, this analysis is limited to students who took Star and met other sampling requirements. We do not claim to have a fully representative sample of students from the US or from any individual state. Similarly, we realize that some students have not been participating in schooling during the pandemic, and our sample may be systematically excluding certain types of students. The results might differ if we were able to involve a larger sample of students. Like the state summative tests administered in 2021, our data provide one piece of information in understanding a larger educational picture.

Addressing learning loss this summer—and beyond

In a recent blog, our colleague Dr. Gene Kerns pointed out that the academic recovery from COVID-19 will have more in common with a marathon than a sprint. In that spirit, we’d like to conclude with three actionable “next steps” for educators and education leaders.

First, take advantage of summer learning opportunities and extended school-day/extended school-year programs to help make up “lost ground” due to the pandemic. Second, use our Renaissance Focus Skills for reading and math to help prioritize the most critical content at each grade level. Finally, remember the important role of your interim assessment tools for answering essential questions about students’ instructional needs—and for tracking your district’s progress in reversing the academic impacts of COVID-19.

Notes

1 Star Reading and Star Math meet the highest standard of evidence for classification accuracy (being able to predict important outcomes later in the school year), as judged by the independent National Center on Intensive Intervention’s Academic Screening Review. See Star’s reviews by clicking here.

2 Note that proficiency means different things in different states—for two reasons. First, in some states, “proficient” is set at a considerably more challenging level of performance than in other states. Second, although every state has a set proficiency benchmark on its test that indicates meeting grade-level state performance standards, the language states use to explain that level of performance is inconsistent. For example, in Florida, the desired proficiency level is called “Level 3.” In Wisconsin, it’s called “Proficient,” and in Massachusetts, “Meeting Expectations.” For this study, we connected Star to each state’s specific proficiency level that represents meeting state grade-level performance standards.

3 See the report for more details about the study.

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Student data: How using data analysis can help your students succeed  https://www.renaissance.com/2021/05/13/blog-student-data-how-using-data-analysis-can-help-your-students-succeed/ Thu, 13 May 2021 16:54:00 +0000 https://renlearnstg.wpengine.com/?p=62443 Student data analysis is key to making instruction and intervention decisions that enable all students to succeed in learning. But organizing data and understanding how to analyze it to support your students can be an overwhelming task. Are you looking for a streamlined solution to student data that can give a clear picture of how […]

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Student data analysis is key to making instruction and intervention decisions that enable all students to succeed in learning. But organizing data and understanding how to analyze it to support your students can be an overwhelming task.

Are you looking for a streamlined solution to student data that can give a clear picture of how to best help your students succeed in learning?

This guide can help.

What is student data?

Student data is information gathered about individual students to form a full picture of student learning and needs.

There are multiple facets to student data tracking, including:

  • Academic data
  • Social-emotional behavior (SEB) data
  • School climate and culture data

Why do teachers collect student data?

Teachers collect student data in order to:

  • Ensure students are meeting learning objectives
  • Identify the most effective instructional methods
  • Respond appropriately to students’ whole child needs

Why is student data so important?

Student data tracking is important because it helps educators to create optimal learning experiences for each student. Educators are using data to improve instruction for students with a wide variety of needs, including those who may be experiencing dyslexia, mental health concerns, ADHD, or trauma.

Studies have shown that data-driven education has a high success rate because of its ability to:

  • Allow students to place their focus on the areas of instruction where they need it the most
  • Give teachers, administrators, schools, and districts the tools they need to adapt their instructional techniques to best meet their students’ needs

3 categories of student data analysis

Holistic student data is a necessary component for educators who truly desire to understand the “whole student.”

How so? Consider the following example:

Cheyenne is in grade 8 and, until last semester, had always been a straight-A student. But recently she has started to receive Cs and Ds.

Although her schoolwork is suffering, the problem’s cause may have absolutely nothing to do with academics. Ultimately, the root of Cheyenne’s struggle may be found in:

  • Family or home issues, such as divorce or a parent’s job loss
  • Bullying
  • Illness or the death of someone close to her
  • Feeling uncomfortable or unsafe at school
  • Food insecurity
  • Problems with her vision

Having access to Cheyenne’s holistic student data can help to pinpoint the cause of such a dramatic change—and can help to identify the individualized help she needs to get back on track in both her daily life and academically.

As noted earlier, there are multiple types of student data. Without visibility into each of these components, it can be easy to overlook the data needed to understand exactly how to help an individual student properly.

Let’s take a look at each data type.

teaching reviewing tablet with student

#1: Academic data

Academic data is a collection of information that reflects how students are doing in their academic studies, such as math and reading.

It is composed of student assessment data from tools such as:

Academic data also includes:

  • Courses the student has completed
  • Grades the student has earned
  • Completion of academic requirements

Examples of academic student data

Academic student data is gathered from:

  • Assessments
  • Class grades
  • Performance tasks

Specific examples of this type of student data include:

  • Report card summaries
  • GPAs
  • Lists of students who are receiving failing grades in a class
  • State achievement test scores
  • Standardized test results

Understanding whole child data

Discover how Renaissance solutions support more effective data collection and analysis.

#2: Social-emotional behavior (SEB) data

The field of social-emotional learning and mental health has shifted toward a dual-factor model in which practitioners and educators are encouraged to look at both social-emotional problems and social-emotional competencies.

SEB competence is defined by the presence of social-emotional and academic enabling skills that help students learn and relate to others, such as:

  • Self-awareness
  • Social awareness
  • Self-management
  • Relationship skills
  • Responsible decision making
  • Motivation
  • Academic achievement

It also refers to the absence of problem behaviors that prohibit learning and healthy relationships, like:

  • Aggression
  • Noncompliance
  • Disruption
  • Worry or fear
  • Withdrawal or avoidance

To properly evaluate a student’s social-emotional behavior, educators need to take into account two types of data:

  1. Quantitative data: This includes anything that can be numerically quantified, such as SEB screening results, attendance data, classroom grades, or assessment scores.
  2. Qualitative data: This incorporates data that describes qualities or observations and includes journal entries, personal interviews, hallway conversations, and teacher intuition.

Without high-quality SEB data, it will be difficult to identify and act upon any relational problems a student may be exhibiting.

Examples of social-emotional behavior (SEB) student data

SEB data can be broken into several broad categories, as outlined below.

Student attendance data:

  • Tardies
  • Full and partial absences
  • Extended periods of absence

Behavior incident data:

  • Classroom-managed issues—These are the smaller problems that a teacher generally handles in class without assistance from the school office, such as:
    • Disruptive behavior
    • In-class phone usage
    • Late or incomplete assignments
    • Excessive talking
    • Cheating
  • Office-managed issues—These generally require administrators’ intervention, such as:
    • Bullying or physically injuring another student
    • Bringing a weapon to school
    • Possession of illegal substances
    • Detentions
    • Expulsions
    • Counselor referrals

Social-emotional competencies:

  • Has a positive attitude
  • Gets along with others
  • Can work independently
  • Is able to take turns

Without access to the proper tools, student data tracking for SEB can be an overwhelming task.

#3: School climate and culture data

The whole student data picture also includes information relating to both the climate and culture of the school.

School climate and culture data take into account factors such as:

  • How does the student feel while they are at school? Do they feel safe?
  • Does the student have friends?
  • What is the student’s level of confidence in academic and social situations?
  • What is the overriding atmosphere of the school?
  • Is there racial or gender division?
  • Do students feel like they have support from adults in the school?

A deficit in any of these areas can have a major impact on the student’s life and their ability to learn.

high school student in classroom

Examples of school climate and culture data

Some examples of data about school climate and culture include:

  • Student surveys
  • Parent/guardian surveys
  • Teacher surveys
  • Open forums
  • Town hall-type meetings

One measure of this data that was developed by the US Department of Education is a collection of school climate survey questionnaires. Many surveys like this can be found online and utilized to gather data about your school community.

When given the option to submit a survey anonymously, most students are willing to openly and honestly share their feelings about their time at school. For this reason, survey data often exists at the “summary” level instead of the individual student level.

School climate and culture data can be broken down into five broad categories:

  1. Teaching and learning
  2. Interpersonal relationships
  3. Institutional environment
  4. Safety
  5. Social media use/perceptions

Depending on survey results, schools and districts may want to focus on different categories at different times to reach their data-driven goals.

How can schools prepare for data exploration?

It’s up to school and district leaders to create a culture that values student data collection and use. Here are two concrete ways they might do this.

#1: Promote a data-friendly culture

In a school with a pro-data climate, teachers and administrators look for reliable information to guide their decisions regarding curriculum and instruction. Creating this atmosphere may be a gradual process, especially if you have a lot of staff members who are used to doing things the old-fashioned way.

Two ways you can foster this data-friendly culture are:

  1. Identifying goals for school improvement as they relate to the data.
  2. Encouraging school staff to think about how they make important decisions.

#2: Create a data exploration team

Data exploration should be done by a larger group if possible. A team effort is critical to the success of data-driven decision making because:

  • It’s too much work for one person or even a few people to do themselves
  • A broad plan creates buy-in and consensus, which leads to more support for decisions that are made

Serving on this team can be a lot of work, so you may want to rotate the group members on a regular basis.

How can you best analyze student data?

To effectively analyze student assessment data, you should:

  1. Compile all student data in a single platform.
  2. Analyze data at the universal tier (by district, by school, by grade, or by class).
  3. Analyze data from different groups of students.
  4. Analyze data for individual students.

As a teacher, you are well aware that the right data used in the right way at the right time can empower teams with the information they need to make the very best decisions for enhancing student success. But in some cases, the details of understanding and implementing student data can be a barrier in the process. How do you find the time to compile, organize, and analyze data?

In these cases, Renaissance can help.

Use student data to drive instruction: the Renaissance solution

Our comprehensive assessment solution provides a complete set of assessment tools to understand each student’s academic and social-emotional behavioral (SEB) learning and needs in terms of both standards and skills.

Data from these assessments—along with all other whole child data—are then integrated for easy analysis in our eduCLIMBER platform. eduCLIMBER provides whole child data visualizations and tools for essential MTSS processes, including need identification, intervention tracking, effectiveness reporting, and collaboration.

In fact, eduCLIMBER is a single hub for all student data sources, including:

  • Academic data
  • SEB data
  • Intervention data
  • Behavior incident data
  • Attendance
  • Qualitative data, such as student observations

As educator Patti Wilson put it:

“It’s one thing to look at grades and see a student is struggling across most content areas. But when you’re able to piece together additional pieces of that data story—that they lack readiness skills or have difficulty with sustained attention and initial engagement—that informs the type of intervention needed.”

Data collection helps you to more deeply understand why your students are performing the way they are and what you should do about it. Connect with an expert today to learn more about eduCLIMBER and other Renaissance solutions.

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Assessing preschool and kindergarten readiness this fall https://www.renaissance.com/2021/05/07/blog-assessing-preschool-kindergarten-readiness-this-fall/ Fri, 07 May 2021 14:58:22 +0000 https://renlearnstg.wpengine.com/?p=51448 Because of the COVID-19 pandemic, many families decided not to enroll their children in preschool or kindergarten this school year. This raises two key questions as we look ahead to Fall 2021: (a) Will the children who arrive for preschool, kindergarten, and even grade 1 be prepared for the social, emotional, and academic demands of […]

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Because of the COVID-19 pandemic, many families decided not to enroll their children in preschool or kindergarten this school year. This raises two key questions as we look ahead to Fall 2021: (a) Will the children who arrive for preschool, kindergarten, and even grade 1 be prepared for the social, emotional, and academic demands of in-person learning? (b) What can educators and families do now to support children’s success?

We recently discussed these questions with Dr. Jan Bryan, Vice President and National Education Officer, and Dr. Scott McConnell, Director of Assessment Innovation. We were joined by two of our colleagues who are also the parents of preschool children: Ali Good, Senior Director of Product Marketing, and Heidi Lund, Product Manager.

Why have the COVID-19 disruptions affected early learners so significantly?

Scott McConnell: So much of what we do in preschool and kindergarten is hands-on. That’s why we tend to structure these classrooms around “activity centers” where kids are interacting with each other and with physical objects—such as blocks and tiles—to get an understanding of how the world works. Activity centers are also the place where teachers “drop in” to comment, reinforce, and expand on young learners’ actions. This mix of child-child, child-teacher, and physical interaction is difficult to reproduce in a remote learning environment.

For many children, preschool or kindergarten is also the first time they’re left in the care of an adult who isn’t a family member for an extended time period. We hear a lot about “shyness” at the beginning of the school year, as children figure out how they’re going to interact with this new adult, what they’re going to do when they’re asked to line up, wait for their turn, etc. This is another important learning experience that’s difficult to reproduce virtually.

Compare this to the experience of a high school student who’s enrolled in, say, pre-calculus. Granted, many teenagers aren’t enthusiastic about advanced math classes. But when school buildings are closed, lessons can be delivered over Zoom, and these older students are much more capable of reading the textbook and working through problems on their own. Over their years of schooling, they’ve learned to self-regulate and to manage their learning in ways that younger children cannot.

Jan Bryan: I know a family with a 3-year-old and a 9-year-old, both of whom are learning at home this year. The 9-year-old is doing well with online learning. Once the school day ends, she often logs back in to chat with her friends, just as she used to do in the lunchroom or during recess.

The 3-year-old obviously doesn’t have this option. He’s doing well academically—either his parents or his grandparents talk and read to him during the day, and he practices saying the letters and numbers, so he’s having a lot of the same educational experiences he would have had in preschool. What’s missing is the opportunity to interact with other 3-year-olds. The writer Dylan Wiliam says that a child’s best resource is another child, and I suspect that every early childhood educator can think of a student who arrived at school not wanting to share or take turns—and who faced the natural consequences of this from his or her peers.

As Scott said, this peer-to-peer interaction is a critical social-emotional learning experience that may have been missed this year. The 3-year-old communicates beautifully with his parents, but they have no way of knowing whether he can communicate with other 3-year-olds.

Why will kindergarten readiness present such unique challenges this fall?

Ali Good: My son turned 5 a few weeks ago, so I can share firsthand experience here. He attends Montessori school now, so we have to decide whether to enroll him in public school for kindergarten or to continue in Montessori for another year, since it offers a kindergarten curriculum.

The pandemic made the decision a lot more difficult. I wasn’t able to visit schools or meet with staff. They did offer Zoom meetings where the principal and several teachers answered questions—but it’s difficult to get a sense of the spirit of a school and of the educators who teach there via Zoom. A lot of my information came from connecting with other parents, especially through social media groups.

What makes Fall 2021 unique is also the number of children who—because of COVID-19—are not enrolled in either preschool or kindergarten this year. What will their families decide to do in the fall? Will we suddenly have a large number of 6-year-olds enrolled in kindergarten? Or will these students go directly to first grade, skipping kindergarten completely?

Each scenario presents challenges, especially in terms of staffing and resource allocation. During the Zoom calls, I asked principals what they were expecting in terms of kindergarten and first-grade enrollment in the fall. The consistent response was, “We’re not sure.”

Scott McConnell: Different US states have different “cut-off” dates for kindergarten eligibility. Every year, you’ll have kids who turn 5 on the first day of eligibility and kids who turn 5 on the last day of eligibility entering kindergarten and learning together. So, you could have kids who are 5 years and 1 day old and kids who are 6 years old in the same program. That’s a difference of almost 20 percent of their lives. As a result, some children will have had significantly more time than others to learn language, to learn about the world, and to learn about themselves—and to learn how to use this knowledge and how to gather more of it.

Kids also bring a wide variety of experiences to kindergarten. Some will be from two-parent homes and others from single-parent homes. Some will be native English speakers while others will be recent immigrants. Some will be reading semi-independently while others are just learning the alphabet. My point is that every year, kindergarten educators have an incredible mix of children and skills in the same classroom—but they can use both previous experience and their knowledge of the community to draw some general conclusions: X percent of students speak English at home, Y percent qualify for free or reduced lunch, etc.

In Fall 2021, however, I don’t think educators will feel confident making predictions like this. In addition to children “red-shirting” this year, we’ll have families who’ve had to move to a different city or state due to the loss of employment, along with children who’ve had to move in with grandparents or other family members because of the pandemic. I think educators’ first question this fall will be: Who are these children? And what are their immediate needs?

This is why formal assessment and teacher observations will be so critical, because we’ll be starting with much more of a “blank slate” than usual. There’s sometimes a reluctance to assess kindergarten students early in the school year, on the grounds that they need 6–8 weeks to acclimate to the classroom, to get used to their teacher, etc. In Fall 2021, I think this would be 6–8 weeks that educators are wasting. Because of the disruption to schooling this year, we’ll really need to press on the accelerator.

Luckily, we have an increasing number of assessment tools that kindergarteners find engaging—so there will be less need to wait.

What advice do you have for teachers and administrators as they look ahead to fall?

Heidi Lund: Even before COVID-19, kindergarten placement could be a difficult conversation. As Scott pointed out, you’ll always have children whose birthdays are either right before or right after the cut-off date. My older son was born in January, so he was already 5-and-a-half when he started kindergarten. My younger son was born in June, however. He’s 3 and in preschool now, but my husband and I are already discussing whether to send him to kindergarten at age 5 or to wait until he’s 6.

My plan is to be strategic, but to also take a “wait-and-see” approach. I’ll register him to enter kindergarten at age 5, so I’m not scrambling to enroll him at the last minute. When he turns 5, I’ll see what his knowledge is like, what his demeanor is like, how his social skills are—and I’ll have a backup plan in place if we then decide to wait another year. I’ll also be assessing him for kindergarten readiness. While test scores won’t be the only factor I consider, they’ll go a long way toward validating what I already suspect and will provide additional data points for consideration.

At Renaissance, we offer myIGDIs for Preschool to assess children’s kindergarten readiness and ongoing development. myIGDIs provides early literacy measures in English and Spanish, along with early numeracy measures and observational assessments of children’s social-emotional and related development. Measures can be administered either in-person or remotely, and the easy-to-read reporting shows how children are performing in relation to seasonal benchmarks.

Actionable Insights on Early Learning

In addition to myIGDIs, we offer Star CBM and Star Early Literacy for assessing students in K–1 (and beyond), and we recently added a popular foundational literacy program called Lalilo to the Renaissance family. So, in response to the uncertainty caused by the pandemic, I’d remind educators that they have access to tools and resources that help to answer key questions about their students, to identify students’ individual needs, and to validate the knowns and unknowns about students’ proficiency.

These data points will also be critical for administrators, as they work to ensure that classrooms are resourced appropriately. For example, next year’s kindergarteners probably won’t need instruction on how to use a touchscreen—they’ve had plenty of experience this year! But in other areas, children’s instructional needs will likely be greater than in the past, especially if they’ve missed out on peer-to-peer interaction. Gathering as much observational data as possible this spring and summer, and then assessing children when the new school year begins, will help administrators to budget for and provide the right programming and resources to these children.

Jan Bryan: That’s such an important point, Heidi. Most teachers and administrators have seen enough and have enough life experience that when they meet these children, they’ll begin to form an understanding of their needs pretty quickly—I’ve seen this before, I’ve walked this path before with a child. As you noted, one important role of assessment is to validate what educators already feel instinctively.

But assessment is also critical for identifying needs that we might otherwise miss. I’ve seen the term “leapfrogging” used to describe this, in the sense that if we don’t assess, we’re in danger of moving ahead too quickly and skipping important skills that a child hasn’t learned yet. Given everything we’ve said today, it’s clear that educators will need to make full use of both aspects of assessment next fall—combining their observations and instincts with specific data points provided by their assessment tools. When you put the two pieces together, you really start to see the pathway ahead for each child.

Scott McConnell: For better or worse, US education has traditionally taken a “cookie-cutter” approach, where all first graders learn addition, all second graders learn subtraction, and so on. We’ve known for a long time that this approach works for some students but not for others. We’ve also known for years that if you give every student the same thing, you won’t get the same results. Educational equity depends not on “sameness” but on allocating support differentially, so we give more to the kids who need more. This has been a long-standing practice in education, even before it was formalized in special education programs and Response to Intervention (RTI) models.

Equity: A Long-Standing Principle

Over the last several years, we’ve seen a move away from the cookie-cutter approach toward something we refer to as continuous learning. Simply put, this means that educators use technology to do what it does best—to support targeted and personalized learning experiences, whether children are in the school building or not. I think the pandemic will only accelerate this shift. In the fall, it won’t be a matter of doing new things but of doing more of the things we know are effective. We’ll need to be more attentive to the different needs of children in the same classroom, and we’ll likely need to be more flexible in grouping students and reallocating resources to where they’re needed the most.

Administrators will also need to be prepared with on-the-fly professional development for their teachers. Because of the disruptions, many more children will arrive in kindergarten and first grade missing foundational skills they would otherwise have developed. For teachers, it won’t be a matter of reviewing these skills with children but rather of starting from scratch. And this is where assessment data will help the most—showing us what kids need right now, and then helping us to track their progress throughout the year.

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Renaissance Provides Georgia Students Unlimited Access to Digital Books and News Articles with Summer Reading Program https://www.renaissance.com/2021/05/03/news-renaissance-provides-georgia-students-unlimited-access-digital-books-news-articles-summer-reading-program/ Mon, 03 May 2021 16:45:00 +0000 https://renlearnstg.wpengine.com/?p=51418 Renaissance is providing access to thousands of enhanced digital books and age-appropriate news articles this summer to all children, families, and educators in Georgia Bloomington, Minn. (May 3, 2021) – Renaissance, a global leader in pre-K–12 education technology, is providing children, families, and educators in Georgia unlimited free access to myON, Renaissance’s digital reading platform, […]

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Renaissance is providing access to thousands of enhanced digital books and age-appropriate news articles this summer to all children, families, and educators in Georgia

Bloomington, Minn. (May 3, 2021)Renaissance, a global leader in pre-K–12 education technology, is providing children, families, and educators in Georgia unlimited free access to myON, Renaissance’s digital reading platform, from May 3–July 31, 2021, in partnership with Get Georgia Reading—Campaign for Grade-Level Reading.

Designed to get reading materials into the hands of students in the Peach State, the reading program will help children continue learning and growing throughout the summer months. Children, families, and educators can access digital books and news articles using myON through a shared log-in, and low-bandwidth and offline reading options will maximize the reach.

Throughout, Renaissance (@RenLearnUS) and Get Georgia Reading (@GetGAReading) will also publish live metrics on social media. In 2020, students read 1,196,588 minutes and completed 46,757 books.

“Renaissance’s long-term commitment has provided much-needed access to high-quality educational opportunities at home that’s available to every family in Georgia,” said Get Georgia Reading Campaign Director Arianne Weldon. “Their support could not have been more meaningful and essential this past year, and we’re so pleased that they continue to feed our children’s hunger for learning and reading.”

“It’s important students have access to high-interest reading materials,” said Alysse Daniels, Regional Vice President at Renaissance. “We’re thrilled to partner with Get Georgia Reading and keep students engaged in daily reading, preventing the summer slide.”

myON provides students with 24/7 access to thousands of fiction and nonfiction books and news articles—in English, Spanish, and additional languages. Georgia schools and districts that opt to provide their students with year-round, personalized myON accounts after the free summer program get access to even more ways to build reading and writing skills, including close reading tools, customizable literacy projects, and a large collection of titles to support lesson plans across all subject areas.

For more information, visit www.renaissance.com/getgeorgiareading.


About Renaissance

As a global leader in assessment, reading, and math solutions for pre-K–12 schools and districts, Renaissance is committed to providing educators with insights and resources to accelerate growth and help all students build a strong foundation for success. Renaissance solutions are used in over one-third of US schools and in more than 100 countries worldwide. The Renaissance portfolio includes Star Assessments, for reliable, accurate insights into K–12 student learning; myIGDIs, for accurate assessment of early learning; myON, to increase students’ access to high-quality reading materials; Accelerated Reader, to support independent reading practice; Freckle, for teacher-led differentiated instruction; Schoolzilla, to give educators actionable insights into trends in student attendance and achievement; Lalilo, to develop critical foundational skills; and Nearpod, for teacher-facilitated instructional delivery. For more information, visit www.renaissance.com.

Ken Stoflet
Communications Specialist
Renaissance
(715) 424-3636 ext. 2332
ken.stoflet@renaissance.com

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Creating an effective behavior intervention plan using social-emotional behavior screening data  https://www.renaissance.com/2021/04/30/blog-creating-an-effective-behavior-intervention-plan-using-social-emotional-behavior-screening-data/ Fri, 30 Apr 2021 18:52:00 +0000 https://renlearnstg.wpengine.com/?p=62747 Screening for social-emotional and behavioral skills is incredibly important for a student’s overall success in school. However, if educators are unsure of what to do with the data once it’s collected, then districts are doing their students a disservice. Luckily, there are ways to successfully conduct social-emotional behavior screenings and then use the data to […]

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Screening for social-emotional and behavioral skills is incredibly important for a student’s overall success in school. However, if educators are unsure of what to do with the data once it’s collected, then districts are doing their students a disservice.

Luckily, there are ways to successfully conduct social-emotional behavior screenings and then use the data to create a behavior intervention plan matched to students’ needs.

In this blog, we’ll explain how to:

  • Conduct social-emotional behavior screenings
  • Analyze students’ screening data
  • Create a behavior intervention plan; and
  • Utilize the data to support students’ success

What is social-emotional behavior screening data?

Social-emotional behavior competence is essential for positive learning outcomes. We can say that students are exhibiting social-emotional behavior competence when:

  • They display certain skills that allow them to get along with adults and peers, as well as navigate classroom contexts.
  • They are not displaying problematic behaviors. This can include externalizing behaviors, such as disruptiveness or non-compliance aggression, or internalizing behaviors, such as depression or anxiety.

Accordingly, social-emotional behavior (SEB) screening is a method to detect and monitor signals that indicate whether a student may be delayed in aspects of social-emotional development, such as:

  • Communication
  • Autonomy
  • Affect
  • Interacting with others
  • Expressing emotions
  • Responding to others’ emotions

The purpose behind SEB screening is to accurately inform meaningful next steps or rule out the need for deeper assessments. Next steps often include:

  • In-depth social-emotional assessment
  • Further monitoring
  • Providing interventions when necessary

5 steps to social-emotional behavior screening data analysis & use

To measure social-emotional behavior competence and skills, districts can implement a universal screening tool that is designed to measure SEB functioning. But often, once districts have their data, they’re unsure of how to best analyze and use it, as we noted above.

There is no one answer that will work for every district. However, there are certain protocols that districts can follow to leverage SEB screening data to understand needs and align sustainable, targeted supports to improve student outcomes.

Let’s explore each of these protocols.

#1: Define serviceable base rates

A base rate is the percentage of students who are at risk within a particular environment—whether it’s across the district, within a school, or within an individual classroom.

Serviceable base rates, or SBRs, can be defined as the percentage of students your team thinks they can feasibly support, based upon existing resources and personnel (school psychologists, social workers, etc.). Districts commonly find their SBR is around 20% of students. However, SBRs may vary, with some schools finding that theirs is higher or lower based on available resources.

#2: Examine observed base rates

Once the SBRs have been identified, teams should go through a three-step process to determine whether supports are needed at a school-wide level, class-wide level, or individual student level:

Step 1: If screening data indicate that the percentage of students who are at risk in a school exceeds the school’s SBR (i.e., the observed school-wide base rate is greater than 20%), an initial course of action would be to evaluate actions happening in the universal tier (Tier 1). This may include implementing systematic, school-wide interventions, such as a social-emotional learning (SEL) curriculum or a Positive Behavioral Intervention & Supports (PBIS) framework, or adjusting and refining existing supports.

Step 2: If there is not a school-wide need, the next step is to determine if supports are needed class-wide within each classroom. If a teacher sees that a higher percentage of students are at risk than the SBR (i.e., more than 20%), they can use class-wide strategies that provide support to many students at once, rather than attempting to provide a large number of individualized interventions. Doing so also provides useful additional support to students who may not necessarily be at risk, but who can still benefit from the additional support.

Step 3: After analyzing school-wide and class-wide needs, the last step is to identify individual students who may need either Tier 2 small group or Tier 3 individualized interventions in order to be successful.

This three-step process is represented in following graphic:

SABERS observed base rate
Next steps based on student needs (observed base rates)

#3: Examine subscale scores to align supports

After your team has identified the target for service delivery (school-wide, class-wide, or individual student level), the next step is to examine subscale scores to identify potentially appropriate interventions and supports.

To do this, teams should review the subscores in their SEB screening data to determine if and where the need exists. This will guide the selection of a grade-appropriate, research-based intervention that is designed to support that specific area of need.

Take the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS) from Renaissance as an example. As shown in the graphic below, SAEBRS provides a Total Behaviors score, which is a good indicator of an overall student risk. It also shows how students are doing socially, emotionally, and academically, providing subscores in each domain:

SABERS scale and subscales
SAEBRS scale and subscales

How might you use SAEBRS subscale scores to inform decision making? Consider the following example from a real school district:

SAEBRS report showing subscale scores
SAEBRS report showing subscale scores

The district’s team examined this report and made two decisions based on the data:

  1. At grade 6, even though emotional risk levels were somewhat elevated, the team focused more on the elevated levels of social and academic behavior problems. This led them to choose particular supports that were appropriate for sixth graders and aligned with social and academic functioning.
  2. At grade 8, the school had particularly heightened levels of emotional and behavior problems, which led them to choose supports focused on these domains.

It’s important to reiterate that there isn’t a single “right” answer. Instead, it’s about using screening data to guide your understanding of schools, classrooms, and individual students and to inform your next steps.

#4: Integrate screening scores with additional data sources

Of course, additional data can be collected beyond universal screening. Analyzing this data will help teams to determine which course of action is the most appropriate. Some examples include:

School-wide, universal supports (Tier 1):

School climate data: Consider the possibility that SEB is not improving because the students do not perceive the school to be an effective and supportive environment.

Classroom-level supports (Tier 1): Additional data sources include measures that enable teachers to evaluate themselves with regard to classroom practices, as well as various observation tools and practices.

Individual or small-group intervention and supports (Tier 2 and Tier 3):

  • Functional behavior assessments are especially useful when we think contingency management interventions might be in order. They help us discover the “why” behind the problem behavior.
  • Research shows that when interventions are function-based, students are more likely to be successful.

Skill assessments: Identify the specific skill gap for each student and help the teachers align a support that is most relevant to the student’s needs.

#5: Identify appropriate interventions and supports

Districts often utilize a multi-tiered system of support (MTSS) framework to help guide appropriate instruction and interventions to ensure students are receiving the support they need to be successful.

As we mentioned at the outset, a behavior intervention plan is a useful tool for identifying and implementing the right supports for each student, so let’s turn our attention there.

Supporting the whole child

Discover tools from Renaissance for effective SEB screening and MTSS management.

What is a behavior intervention plan?

Simply stated, a behavior intervention plan is a document and workflow tool that:

  • Drives collaborative, data-informed decision making around identifying students’ social-emotional behavior needs
  • Aligns targeted and effective behavior interventions to help students succeed
  • Serves as a single source of information to document the need and goal, along with the evidence-based support that will be provided

No matter what a behavior intervention plan is developed for—whether it be Tier 1, small groups, or individual students’ SEB needs—a plan document drives alignment across stakeholders while support is being provided.

Most importantly, the data and information in the plan are key to evaluating the effectiveness of supports and serve as an invaluable resource for guiding decisions in the future.

Information recorded in a behavior intervention plan

Behavior intervention plans can vary from district to district, but they have important features in common. Regardless of local variations, a behavior intervention plan template should include the following key fields:

  • The student’s strengths and interests
  • The target behavior being supported
  • Data that illustrates the target behavior and the skill or motivation that underpins the behavior
  • The goal for the student
  • The intervention to be implemented, including the strategy name, frequency, duration, and person responsible
  • The progress monitoring tool used to measure the effectiveness of the intervention, including the tool’s name and the frequency of administration

How to create a behavior intervention plan

When building a behavior intervention plan, you can create a framework around:

  • Multiple behaviors serving the same function
  • Common antecedents to the behavior; or
  • Individual topographies of behavior

Start by choosing the one that best meets the needs of your learner(s).

Once you’ve chosen the starting point, follow these steps to create the plan:

  1. Acquire parent or guardian consent.
  2. Collect baseline data.
  3. Collect functional behavior assessment data.
  4. Analyze the data to identify a hypothesized or tested function of the target behavior(s).
  5. Identify appropriate interventions.
  6. Assemble plan components.
  7. Review the plan with everyone necessary, including the parent or guardian.
  8. Begin to implement the plan.

What makes a behavior intervention plan effective?

An effective behavior intervention plan is marked by several key qualities. Your behavior intervention plan template should do the following:

  • Guide problem-solving and promote best practices
  • Support efficient data entry and quality data collection
  • Match your district’s unique needs
  • Evolve over time

Let’s explore each of these points in detail.

#1: Guide problem-solving and promote best practices

A behavior intervention plan should utilize a format that matches the decision making processes of the team. It should be a workflow tool that guides high-quality decisions and follows MTSS best practices.

Consider these behavioral intervention plan examples:

You could include a section in your behavior intervention plan template that reminds your teams to consider whether a Tier 1 need is present before implementing Tier 2 or Tier 3 specialized support.

Or, if your district’s decision making process is intended to incorporate a particular set of data—such as SEB screening data or intervention history data—consider including prompts to attach and summarize those findings. This way, teams are prompted to check the findings and work together to discuss what the data is saying.

#2: Support efficient data entry and quality data collection

Although a behavior plan should ideally house all relevant information for decision making and future reference, manually entering data and narratives can become time-consuming. Instead, streamline the data entry process to save time.

For example, many of the fields in the form can be created as a selection list or dropdown menu, where educators can choose from a set of predefined options instead of manually entering their own. This saves both time and energy from repeatedly typing the same responses, and can also make data cleaner and clearer for reporting purposes.

Moreover, high-quality data platforms will enable data to automatically be pulled into the behavior plan form, such as SEB screening data or student demographic information. To save time, make sure you’ve activated that functionality on your behavior intervention plan template.

#3: Match the district’s unique needs

Make the behavior intervention plan template your own by ensuring it matches your district’s unique needs. Not only does this ensure that the plan is tightly aligned to your processes, but it also creates efficiencies and reduces unnecessary mental load.

For example, you might customize the list of available intervention strategies to match your district’s chosen menu of evidence-based SEB strategies, or customize the list of antecedents to match the common SEB language your team has established.

#4: Evolve over time

Your behavior intervention plan template should be able to evolve over time. Once your team starts implementing plans, there will undoubtedly be changes you’ll want to make.

For example, the template may not be working as effectively as you’d hoped, or there could be a step that is out of order. Maybe you think two fields should be combined into one. Your team might discover that an important problem-solving step is commonly skipped and want to add a new field to prevent that from happening. Whatever it might be, you want to be able to easily make those changes.

A behavior plan template should be designed in a way that accounts for those key steps, eliminating alignment and logistical issues and setting your team up for success.

Renaissance: Providing you with tools to successfully create behavior intervention plan templates and utilize social-emotional behavior screening data

To sum up, much more goes into a student’s overall school success than just academics. Students’ social-emotional and behavioral skills are just as important and play a big role in how they display skills and behaviors.

But in order to know where students fall when it comes to social-emotional behavior, districts must utilize an effective SEB screening tool before implementing interventions.

Renaissance provides districts and their teams with the tools needed to implement successful social-emotional behavior screenings, create behavior intervention plans, and utilize SEB screening data for student success.

Ready to get started? Connect with an expert today to learn more.

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Renaissance Provides Students Unlimited Access to Digital Books and News Articles with the Kentucky Derby https://www.renaissance.com/2021/04/26/news-renaissance-provides-students-unlimited-access-digital-books-news-articles-kentucky-derby/ Mon, 26 Apr 2021 17:54:46 +0000 https://renlearnstg.wpengine.com/?p=51379 Partnering with the Kentucky Derby, Renaissance is providing unlimited access to thousands of enhanced digital books and age-appropriate news articles this summer to third-grade students in the Bluegrass State Bloomington, Minn. (Apr. 26, 2021) – Renaissance, a global leader in technology-enhanced literacy, is providing third-grade students in Kentucky access to myON, Renaissance’s digital reading platform, […]

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Partnering with the Kentucky Derby, Renaissance is providing unlimited access to thousands of enhanced digital books and age-appropriate news articles this summer to third-grade students in the Bluegrass State

Bloomington, Minn. (Apr. 26, 2021)Renaissance, a global leader in technology-enhanced literacy, is providing third-grade students in Kentucky access to myON, Renaissance’s digital reading platform, from June 1–August 31, 2021, through a partnership with the Kentucky Derby.

Designed to get reading materials into the hands of students, the all-new “Read to the Races” initiative ties into the excitement of the Kentucky Derby and encourages students to keep reading and learning throughout the summer months. Students will be able to log in to myON using school-level shared accounts and choose from thousands of age-appropriate digital books and daily news articles.

To add to the fun, participating districts will be entered automatically into a reading challenge. Schools from the districts with the highest average time spent reading by their students this summer will be recognized in a variety of ways.

“We’re thrilled to partner with Renaissance and help students stay on track as they continue reading and learning during the summer months,” said Cathy Shircliff, Director of Community Relations for Churchill Downs. “We urge families to join us by encouraging students to read with myON every day!”

“The Kentucky Derby is sending a strong message to students across the Bluegrass State about the importance of reading,” said Alysse Daniels, Regional Vice President at Renaissance. “We are looking forward to supporting these efforts and celebrating the results with them!”

myON provides students with 24/7 access to thousands of fiction and nonfiction digital books and news articles—in English, Spanish, and additional languages. Students can read online with myON wherever they have access to the Internet, including in low-bandwidth locations. Students can even download digital books to read offline using free mobile apps—providing additional opportunities to read.

For more information, visit www.renaissance.com/kyreadtotheraces.


About Renaissance

As a global leader in assessment, reading, and math solutions for pre-K–12 schools and districts, Renaissance is committed to providing educators with insights and resources to accelerate growth and help all students build a strong foundation for success. Renaissance solutions are used in over one-third of US schools and in more than 100 countries worldwide. The Renaissance portfolio includes Star Assessments, for reliable, accurate insights into K–12 student learning; myIGDIs, for accurate assessment of early learning; myON, to increase students’ access to high-quality reading materials; Accelerated Reader, to support independent reading practice; Freckle, for teacher-led differentiated instruction; Schoolzilla, to give educators actionable insights into trends in student attendance and achievement; Lalilo, to develop critical foundational skills; and Nearpod, for teacher-facilitated instructional delivery. For more information, visit www.renaissance.com.

Ken Stoflet
Communications Specialist
Renaissance
(715) 424-3636 ext. 2332
ken.stoflet@renaissance.com

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Why the COVID-19 recovery is a marathon, not a sprint https://www.renaissance.com/2021/04/23/why-the-covid-19-recovery-is-a-marathon/ Fri, 23 Apr 2021 13:29:00 +0000 https://renlearnstg.wpengine.com/?p=51321 If we’ve learned anything about surviving a pandemic, it’s that the process has more in common with a marathon than a sprint. Nothing about this was going to be over quickly. While we may have naively thought in terms of weeks when this began, we now know that the course of time necessary for both […]

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If we’ve learned anything about surviving a pandemic, it’s that the process has more in common with a marathon than a sprint. Nothing about this was going to be over quickly. While we may have naively thought in terms of weeks when this began, we now know that the course of time necessary for both navigating and recovering from the pandemic will be measured in months and years instead. We were not ready for that message a year ago, but having negotiated things so far and with improvements on the horizon, we can now accept this.

Whether we understood it or not, it was always going to take more than a year for some control of the coronavirus outbreak to be established. This meant that it would take even longer to rebuild things both economically and academically. Last spring, multiple studies attempted to predict the academic impacts of the pandemic. Then in the fall, new studies appeared using back-to-school data to show students’ performance at the start of the school year. Now, a new crop of findings provides insight into how kids are growing this year—and whether this growth is sufficient to close COVID-related achievement gaps.

Earlier this week, Renaissance released the new Winter Edition of our How Kids Are Performing report. This new data set provides important insights on how the academic impacts of the pandemic are playing out across the country—and what steps educators can take this summer and beyond to accelerate student learning.

Addressing the academic impact of COVID-19

The new winter report shows that despite all of the challenges, many students are having a very legitimate school year. This is evidenced by the solid Student Growth Percentile (SGP) scores for the fall-to-winter period, drawn from our Star Assessments. While an SGP of 50 is average and these numbers fall slightly below that, the SGP scores for most grades are within a few points of 50, with the possible exception of reading in grades 7–8.

Table 1 Star Student Growth Percentile results

This should be considered something of a victory overall, considering the widespread concern that many students could fall further behind this school year. Such concerns were based on (a) the lack of access to in-person instruction in many places, (b) teachers not being able to fully cover content because of limited instructional time, and (c) well-founded fears about student attendance, access, and engagement in online learning.

While it’s encouraging to see fall-to-winter growth rates approaching typical levels, this also means that there is still unfinished learning from last fall. How so? Students would have needed above-typical growth rates to erase all of the COVID-19 impacts that we saw at the beginning of the school year. In reading, while students in grades 1–3 have gained ground and either remain close to expectations or are no longer behind, the average performance of students in grades 4–5 has held steady. They remain either 4 to 7 weeks behind (grade 4) or close to expectations (grade 5). Students in grades 6–8 have fallen further behind expectations since last fall, however, with those in grades 7–8 now between 8 and 11 weeks behind.

In math, where the largest drops in performance were seen in the fall, students are making headway. While students in most grades are generally now performing at a higher level than they did in the fall, these levels still vary. Students in grades 2–3 are close to expectations, while those in grades 4–8 remain behind typical-year expectations to differing degrees.

Additionally, hiding behind these high-level averages are some stark realities. Disaggregated data reveal widening gaps between demographic subgroups. In the new report, we found larger negative impacts for students who are Black, Hispanic, or American Indian or Alaska Natives, as well as students with disabilities and English Language Learners. Students attending urban schools and schools designated as Title I Schoolwide also experienced greater COVID impacts than the overall averages.

Figure 2 Impact on Percentile Ranked performance in winter by subgroup

So, while there is evidence of progress, there remains both cause for concern and work to be done. The academic impacts that I have highlighted here speak not to getting students up to various benchmarks of performance, but rather to getting students back to performing at the typical or expected level in a normal, pre-pandemic school year. As we move forward, we also need to keep in mind that not only are schools faced with erasing COVID’s impact, but also with addressing the far larger gaps in achievement that existed well before the pandemic.

How one story has become multiple stories

The findings in the Winter Edition of How Kids Are Performing are much harder to summarize than the findings from last fall. This is because in Spring 2020, there was primarily one story for all schools. Over a fairly short period (March 9–17), more than 75,000 schools closed their doors to in-person learning due to COVID-19. The following week, an additional 25,000 schools closed. This meant that nearly all US schools were closed, resulting in a fairly homogeneous experience for students across the nation. Whether you were in a dense urban center or the most remote, rural location, you were out of your school building.

March 2020 school building closures

In the fall, however, students’ educational experiences varied widely. Current estimates are that 30 percent of students are continuing with remote learning into the spring, while other students have had in-person instruction all year. Others have had every possible combination of remote, in-person, and hybrid learning experiences. Given the variety of instructional modes, is it any wonder that we see a wide variety of performance outcomes?

Focusing on students’ academic recovery

The most recent round of federal stimulus funding for education contains language and areas of emphasis that shift the focus from schools’ immediate needs to a multi-year time period for recovery. While initial COVID-19 relief bills dealt with things like personal protective equipment (PPE), reworking physical spaces, hardware, and connectivity, the recent American Rescue Plan Act addresses the need to catch students up academically through summer learning, afterschool learning, extended school days, and extended school years.

So, with the need to catch students up before us and the funding to do so provided, which approaches might prove most useful? How can we use the next 15 months of academic time (Summer 2021, the 2021–2022 school year, and Summer 2022) to address the academic impact of the pandemic? Also, what does research reveal about the most effective approaches to extended school time (extending core teaching and learning time and/or the use of targeted before- and afterschool programs) and about summer learning? And how might we adjust what we do in terms of core instruction to get greater gains from the time that we already have?

Let’s explore these areas in order of decreasing cost. Summer learning is estimated to be the most expensive approach, followed by extended day/extended year, and then by adjustments to core instruction. In this discussion, I’ll rely on the excellent research summaries done by the Education Endowment Foundation (EEF) in England and presented in their Teaching and Learning Toolkit.

What do we know about effective summer learning?

Key insights regarding summer school/summer learning programs include:

  • On average, summer school/summer learning experiences typically result in two additional months of growth.
  • Greater impact (up to four months of growth) is possible “when summer schools are intensive, well-resourced, and involve small group [tutoring] by trained and experienced teachers.”
  • “Some studies indicate that gains are greater for disadvantaged pupils, but this is not consistent.”
  • “One of the greatest barriers to summer schools having [an] impact was achieving high levels of attendance.”

The EEF’s full report on summer learning is available here. When reviewing their reports, it is useful to pay particular attention to the “what should I consider” section, which highlights key considerations.

What do we know about extended teaching and learning time?

Approaches in this area include extending the school day, extending the school year, and/or providing additional learning time for targeted groups of students. Key insights include:

  • On average, extended time approaches yield two additional months of growth per year. There is evidence that disadvantaged students benefit more, with close to 3 months of additional growth. This evidence also suggests “wider benefits for low-income students, such as increased attendance at school, improved behavior, and better relationships with peers.”
  • Not surprisingly, programs with “a clear structure, a strong link to the curriculum, and well-qualified and well-trained staff” yield the best results.
  • Programs that are less-structured and more enrichment in nature “can have an impact…but the link is not well-established.”

The EEF’s full report on extended learning time is available here. As mentioned earlier, it is helpful to pay particular attention to the “what should I consider?” section.

What’s common to both approaches?

For both summer learning and extended-time learning, the EEF stresses the power of one-to-one and small-group tutoring (which is referred to as “tuition” in England). Their guidance on one-to-one tutoring is available here.

Another consistent point is the importance of enhancing core instruction. Key elements to focus on or strategies to use in this area include (a) improvements to homework, which is shown to be most effective at the secondary level; (b) increasing the quality of feedback provided to students; (c) adopting mastery-based and collaborative learning approaches; (d) teaching meta-cognition and self-regulation strategies; and (e) providing targeted instruction on reading comprehension strategies.

A marathon, not a sprint

At Renaissance, we will continue to track students’ performance in order to better understand the differential impacts of COVID-19 by subject, grade, and demographic subgroup. We will also continue to offer free resources—such as our Focus Skills for reading and math—to help educators target the most critical learning at every grade level, both during the school year and throughout the summer. As I mentioned at the outset, the academic recovery from COVID-19 will require years rather than weeks and will be closer to a marathon than a sprint. But every journey begins with a single step—and a clear view of the road ahead.

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National Achievement Report Finds Varied Rates of Recovery from COVID-19 Impact https://www.renaissance.com/2021/04/20/news-national-achievement-report-finds-varied-rates-recovery-covid-19-impact/ Tue, 20 Apr 2021 11:07:08 +0000 https://renlearnstg.wpengine.com/?p=51272 Bloomington, Minn. (Apr. 20, 2021) – Renaissance, a global leader in technology-enhanced literacy, today released the Winter Edition of How Kids Are Performing: Tracking the Midyear Impact of COVID-19 on Reading and Mathematics Achievement, a new report detailing the academic impacts associated with COVID-19 school disruptions. Designed to provide educators with targeted data to help […]

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Bloomington, Minn. (Apr. 20, 2021)Renaissance, a global leader in technology-enhanced literacy, today released the Winter Edition of How Kids Are Performing: Tracking the Midyear Impact of COVID-19 on Reading and Mathematics Achievement, a new report detailing the academic impacts associated with COVID-19 school disruptions.

Designed to provide educators with targeted data to help them understand how students are performing relative to typical years, the report is based on the results of more than 3.8 million students’ assessments.

Assessment scores from all 50 states and the District of Columbia were included in the sample, which consisted of students in grades 1–8 who took Star Early Literacy, Star Reading, or Star Math assessments during fall 2019, fall 2020, and winter 2020–2021. Using historical data from recent pre-COVID years, the authors established reasonable estimates for how each student would have been expected to grow in the first half of the 2020–2021 school year, had the pandemic not struck. Each student’s observed performance was then compared to an expected score, with results presented by subject, grade, and subgroup.

The report’s overall conclusion is that student growth during the first half of the 2020–2021 school year is approaching expected levels in both reading and math. On a Percentile Rank basis, students are about 2 points behind pre-COVID expectations in reading and 6 points behind in math. So, while students remain close to expectations for reading (+/- 3 weeks), students are still 4–7 weeks behind in math. Based on comparisons between performance results in winter 2021 and fall 2020, COVID achievement impacts are beginning to shrink in many grades.

Some specific findings of the report include the following:

  • Rural schools are adapting: Regardless of locale, all schools were performing similarly in reading, averaging from two Percentile Rank points behind to on track. In math, students in schools located in rural and suburban areas and towns performed consistent with or above the overall sample, while students in urban schools were further behind expectations than their peers. Students at rural schools also saw the greatest improvement in achievement results between the fall and winter reports.
  • Middle school students continue to experience academic impacts: While students in grades 1–3 and 5 are, overall, meeting expectations for reading, students in grade 4 are still behind typical achievement. Students in grade 6 are further behind than those in earlier grades, and students in grades 7 and 8 are, overall, the furthest behind pre-pandemic expectations.
  • At-risk demographics are disproportionately affected: Students of all races and ethnicities were below pre-pandemic expectations for math, with Asian and white students closest to typical achievement levels and Hispanic or Latino students, Black, and American Indian or Alaska Native students experiencing more substantial impacts. Black, Hispanic, and American Indian or Alaska Native students also lost the most ground in reading from the fall to winter assessments.

“We were pleased to see many students making typical school-year progress despite shifting instructional approaches this year,” said Dr. Katie McClarty, vice president of research and design at Renaissance. “That finding and the ability of rural schools to make up ground from the fall to the winter suggests that schools and students can catch up, even if there’s still a lot of work ahead.”

Renaissance will continue tracking this sample of students to better understand the differential impacts of COVID-19 by subject, grade, and subgroup. Because summer 2021 will be critical for reversing COVID-19’s impact, the company has curated a variety of free resources to fully support summer learning. This includes: free access to the myON digital reading platform, reading and math engagement kits, and summer school implementation guides for Renaissance’s Star Assessments, Accelerated Reader, myON, and Freckle programs.

Educators can download a free copy of the new report by visiting Renaissance.com/How-Kids-Are-Performing.

Educators can access the summer learning resources at Renaissance.com/SummerLearning.


About Renaissance

As a global leader in assessment, reading, and math solutions for pre-K–12 schools and districts, Renaissance is committed to providing educators with insights and resources to accelerate growth and help all students build a strong foundation for success. Renaissance solutions are used in over one-third of US schools and in more than 100 countries worldwide. The Renaissance portfolio includes Star Assessments, for reliable, accurate insights into K–12 student learning; myIGDIs, for accurate assessment of early learning; myON, to increase students’ access to high-quality reading materials; Accelerated Reader, to support independent reading practice; Freckle, for teacher-led differentiated instruction; Schoolzilla, to give educators actionable insights into trends in student attendance and achievement; Lalilo, to develop critical foundational skills; and Nearpod, for teacher-facilitated instructional delivery. For more information, visit www.renaissance.com.

Ken Stoflet
Communications Specialist
Renaissance
(715) 424-3636 ext. 2332
ken.stoflet@renaissance.com

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Why reluctant readers need authors they can trust https://www.renaissance.com/2021/04/16/blog-why-reluctant-readers-need-authors-they-can-trust/ Fri, 16 Apr 2021 13:15:08 +0000 https://renlearnstg.wpengine.com/?p=51186 With the recent passing of Beverly Cleary, we lost a giant in children’s literature. She is among a small, select group of authors whom massive numbers of children just seem to trust. That is rather magical. Cleary’s adventures of Ralph S. Mouse (Runaway Ralph and The Mouse and the Motorcycle), Ramona Quimby, Henry, Beezus, and […]

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With the recent passing of Beverly Cleary, we lost a giant in children’s literature. She is among a small, select group of authors whom massive numbers of children just seem to trust. That is rather magical. Cleary’s adventures of Ralph S. Mouse (Runaway Ralph and The Mouse and the Motorcycle), Ramona Quimby, Henry, Beezus, and others are perennial favorites. Along with series like Diary of a Wimpy Kid, Percy Jackson, Harry Potter, and The Hunger Games, Cleary’s novels are widely read, year after year.

The appeal of Beverly Cleary is also part of Renaissance lore. Don Peak, who was one of the first and most successful principals to oversee an implementation of Accelerated Reader in Texas, often told the story of how his son connected with Cleary’s books. This story was so impactful that it was embedded in our AR professional development for years.

Peak’s son was a very capable middle-school reader with a grade equivalent (GE) of 10.0. His first book selection when using Accelerated Reader was Cleary’s Henry Huggins. Believing this book to be too low in terms of readability level, Peak bit his tongue because his son, who previously didn’t read much, was choosing to read. This became harder when the next book choice was Beezus and Ramona. When his son brought home Ribsy, a third Clearly book, Peak “made a beeline to the library” to consult the librarian who had assisted in bringing Accelerated Reader into the school. The story continues in his words:

I asked her, “My son has read three Beverly Cleary books in a row, so what do I need to do?” She gave me a good piece of advice. She said, “You told me he’d never read before and he’s reading now. You don’t ‘do’ anything. You let him read.” Then she said, “Besides, we only have two more Beverly Cleary books in the library.”

So, I left him alone and he read those two other Beverly Cleary books, and then he came home without a book. I said, “You didn’t get a book?” He said, “No, you know I read all of the Beverly Cleary books in the library, but this kid at school told me that they have two more of them at the county library. Will you drive me over there?” Now, I am one who can take good advice, so I said, “You bet. Let’s load up.” So, he read those two Beverly Cleary books and there were no more Beverly Cleary books in our county. The next book he selected to read was Tom Sawyer.

You see, we go through stages of reading. I did. You probably did. At the point where he was—where he found himself and he found that first book, Henry Huggins—he trusted that author and he was not willing to trust any other author. It brought him pleasure, so why not stick with it? And that’s what he did. You’ll see many kids doing this, and I don’t think we need to discourage it.

While many reluctant or struggling readers willingly engage with texts like Diary of a Wimpy Kid and Gangsta Granny, some educators express concern about these choices, just as Peak did. They question the literary merit or the relative reading level of these books, particularly when students who might be a bit older engage with them. But I say, if the choice is between a struggling reader either (a) reading nothing, or (b) willingly engaging with a lower-level text, the choice is clear. As Don Peak’s school librarian advised him, let reluctant or struggling readers read what they want to read, and then work to guide their reading practice from there. Reading something is better than reading nothing.

A first taste of success

For many students, finding pleasure in and truly connecting with reading must begin with finding some success—often their first success in reading. Don Peak’s son was a reluctant reader, not a struggling one, but the point is the same. Consider this story from one of our Renaissance Coaches who regularly delivers professional development around Accelerated Reader:

I had been working with a librarian who was working so hard to get AR set up and running at her school. We had been working together for a while, and one day out of the blue she called me because she had to share what had just happened. She was in the library and a student came up to her and said that she had just gotten a 100 percent on an AR quiz! The student was so excited about the score, because “it was the first time she had ever gotten a 100 in reading. She hadn’t thought she would ever accomplish that.” My librarian friend told me that after talking with the excited student, she went into her office, shut the door, and cried.

Authors Whom Students Trust

Part science, part art

In our guidance to educators on using Accelerated Reader, we have written that “matching students to books remains as much art as science, which is why teachers and librarians are, as they have always been, essential in the teaching of reading.” We add that “no formula can take the place of a trained educator who knows her students. Readability formulas, reading tests, and reading ranges are important tools” because “they give teachers and librarians a beginning—a place to start in their task of matching a student to a book.” But ultimately they are just that: tools. The educator brings the human element and additional considerations about specific students, such as: Are they enthusiastic readers? Reluctant readers? Struggling readers? As Daniel Willingham (2015) points out, “Choice is enormously important for motivation, but there must be teacher guidance” as well. We are always working to strike the right balance between the two.

I was teaching high school at the height of the Harry Potter craze and, for most of my students, the first few books in that series were below their suggested reading ranges. But when students—particularly those who were not generally enthusiastic about reading—approached me with a 400-page book in their hands and earnestly asked, “Mr. Kerns, I know this book is a bit below my reading range, but can I read…?,” the rest of what came out of their mouths generally sounded like the “blah blah blah” of Charlie Brown’s teacher. The last thing I was going to say was “No, you can’t read that.”

While reading formulas and readability levels are useful tools, we sometimes need to lay down the tools and ignore the science of them in favor of the art of knowing the needs of specific students. By all means, push your capable, successful readers to higher-level books when they need to be pushed. But also know when it’s less about pushing students—particularly those who are struggling or reluctant readers—to higher-level books than allowing them to read in order to find success and joy. In other words, manage your students’ independent reading practice—but not too rigidly.

Time spent “just” reading

In our recent book Literacy Reframed, my coauthors and I advise educators to “divide discussions about reading into a few distinctly different categories—reading to students, having students read independently, and reading with students (instructional reading)…[because] different rules govern what constitutes success within each category.” We add that “wide independent reading holds significant, overlooked, and undervalued potential,” yet convincing some people of the importance of regular independent reading time is still a challenge. “How could we possibly allocate so much time to the students just reading?,” these critics ask. Some would prefer that all reading time be reserved for whole-group reading of a common text, with any additional time spent on reading strategies and the lessons of the curriculum.

In fact, one middle-school teacher recently wrote about how he resented the use of school time for Accelerated Reader. He called for this time to be cut from the school day, in order to allow more time for “grappling with complicated narrative structures, idiosyncratic narrative perspectives, enigmatic plots, and multi-faceted characters.” While these elements all have a time and a place—grade-level reading instruction clearly must occur—I contend that students, particularly those who are struggling or reluctant, also need to be able to experience reading as a fluent and pleasurable activity, lest they never find a love of books and reading.

Willingham (2015) remarks that “setting aside class time for silent pleasure reading seems to [him] the best way to engage a student who has no interest in reading,” because “it offers the gentlest pressure that’s still likely to work.” As an educator, I’ve experienced few, if any, instances where whole-class reading experiences turned non-readers into readers. But I can think of many occasions—including those I’ve discussed in this blog—where independent reading experiences have accomplished this.

References

Fogarty, R., Kerns, G., and Pete, B. (2020). Literacy reframed: How a focus on decoding, vocabulary, and background knowledge improves reading comprehension. Bloomington, IN: Solution Tree.
Willingham, D. (2015). For the love of reading: Engaging students in a lifelong pursuit. American Educator, 39(1), 4–13, 42.

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The true impact of Accelerated Reader https://www.renaissance.com/2021/04/09/blog-the-true-impact-of-accelerated-reader/ Fri, 09 Apr 2021 13:17:08 +0000 https://renlearnstg.wpengine.com/?p=51057 Life has changed significantly since 1986. Back then, Top Gun and Crocodile Dundee ruled at the box office; Tom Clancy and Judith Krantz had best-selling novels; the Commodore 64 and Apple McIntosh were popular computers; and a talk show called Oprah first hit the airwaves. That same year, educator Judi Paul launched a program called […]

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Life has changed significantly since 1986. Back then, Top Gun and Crocodile Dundee ruled at the box office; Tom Clancy and Judith Krantz had best-selling novels; the Commodore 64 and Apple McIntosh were popular computers; and a talk show called Oprah first hit the airwaves.

That same year, educator Judi Paul launched a program called Accelerated Reader, which is now used in thousands of schools and districts around the world. In an earlier blog, we shared a video—originally distributed on VHS!—of Judi telling the Accelerated Reader story. Recently, we had the chance to discuss AR’s impact with Judi and with Renaissance employees both past and present. Here are some highlights from our conversation.

What are your memories of Accelerated Reader’s early days?

Judi Paul: People sometimes ask me if it was exciting to start an edtech company in the 1980s. To be honest, it was terrifying! I was a teacher and a mother. I’d never worked in an office before, much less run my own business.

When I created Accelerated Reader, I thought that my children would use it, and maybe—someday—my grandchildren. I wrote the first 300 reading comprehension quizzes myself, mostly by checking out books from the local library. Once I started selling AR to schools, I saw the downside of this. I would occasionally get letters from educators about the wording of a particular quiz question, and I’d have to go back to the library to consult the book—hoping that nobody else had checked it out!

At the time, it surprised me that many people—including a lot of parents—didn’t recognize the importance of daily reading practice. They thought that once children learned how to read, they basically had what they needed. But this clearly isn’t the case. Nobody would try to run a marathon without training beforehand. And we can’t expect students to read long, complex texts when they get to college or into the workforce unless they’ve done a lot of reading in middle and high school, in order to build reading stamina and to learn to read more deeply.

That was my goal when I created Accelerated Reader—knowing that if teachers could motivate students to read more, and that if both teachers and students had ongoing feedback about reading practice, then students could become better and stronger readers. While many “tests” are about failure or limiting access, I always hoped that AR quizzes would be used to help ensure that students were being successful and were growing. I wanted the quizzes to be motivational, to help students succeed, and to let teachers know when they needed to step in.

Melissa Budzinski (Technical Support Supervisor): Judi hired me in 1987, when the company was called Read Up! and was still located in the basement of the Pauls’ home. When Judi would get a phone order for Accelerated Reader, she’d write the information on a notepad, and then sit down at her typewriter to fill out the paperwork. Once she was finished, she’d walk to another part of the basement, where she’d box up the AR floppy disks and manuals to mail to the customer.

We also published an AR newsletter called Horizons. Once we received the printed copies, it was a major operation to stick on the mailing labels, carry the bags up the stairs and out to the station wagon, and then deliver them to the local post office. After we moved out of the basement, we ended up in an office building next door to the post office, which saved us a step!

Vintage Accelerated Reader manuals and diskettes

For those of you who are former educators, what was your first experience with Accelerated Reader?

Carolyn Denny (former Vice President of Strategic Initiatives): I was working as a long-term substitute, teaching PE. Students would come to class carrying books, and I’d have to explain why it wasn’t safe to jump rope and read at the same time. I’d never seen students this motivated—they would literally stand in line waiting to get into the school library.

Later, I was offered a job as a Title I teacher in a neighboring district, and I said that I’d only accept if they implemented AR. Early in the school year, I told my students that they’d be expected to read in the evenings and on weekends. One boy raised his hand and asked if I’d like him to read the phone book or TV Guide, because those were the only reading materials in his household. The first time I took my students to the school library, and they saw all of the choices they had at their reading level, their eyes lit up.

We talk a lot about the achievement gap, but it always struck me that—in the middle grades especially—there is more of an opportunity gap. When students have access to a school library, along with a program like Accelerated Reader to guide them to books and to help them track their progress toward reading goals, they really flourish.

D’Etta Coit (former Regional Vice President): I was a fifth-grade language arts teacher, and quarterly book reports were a big part of my job. This involved taking the kids to the school library to check out a book…only to have them copy long passages—usually from the book’s opening pages—into their book reports. There clearly wasn’t a lot of reading going on.

Our school received Judi’s Horizons newsletter, which never really caught my eye until I saw the headline Never Grade Book Reports Again. I thought, This is the program I’ve been looking for! At that time—1988—it cost $500 to get the program started, but my principal told me there wasn’t any money available. So I applied for a foundation grant, which I used to bring Accelerated Reader into my classroom. And the change was immediate, with kids genuinely reading and enjoying books—something that rarely happened in the days of books reports.

Whenever I moved to a new school, I brought AR with me. I would write a grant request, and then get the librarian and the other teachers on board, because I’d seen the difference the program could make.

Marcy LeMaster (former Renaissance Consultant): I taught in Chicago Public Schools, and I found a box of Accelerated Reader diskettes that the previous teacher had left behind. I used the program in my classroom that first year, but it was only when I attended an AR professional development session that I fully understood everything the program can do.

The second year, I implemented all of the AR best practices—especially around goal-setting—and the results were amazing. In fact, the students did so well on the ITBS high-stakes test that spring that my classroom was audited. This was an inner-city school, and the central office thought the students couldn’t possibly have done so well in reading. So the test was administered again—and this time the students’ scores were even higher.

Shortly after this, I joined Renaissance and began delivering professional development for AR. When the program is implemented with fidelity, it completely changes the culture of reading in a school, as D’Etta and Carolyn have explained.

Accelerated Reader brochure

When you’re asked to describe the impact of Accelerated Reader, does a particular student come to mind?

Marian Staton (former Executive Vice President of Sales): My husband and I recently moved to a new house, and I put something on the Nextdoor app to introduce myself to our neighbors. A few days later, the doorbell rang, and I heard someone ask, “Does Miss Staton live here?” I recognized the voice immediately: a former student who didn’t like to read at all until I introduced her to the Accelerated Reader program. She’s now in her 30s and is still an avid reader. In fact, we now run a city-wide book club together.

When I joined Renaissance in the 1990s, people asked me why I was “leaving” education, since I’d worked as a school librarian for so many years. I said that I wasn’t leaving at all, because I was continuing to work with educators and to help them have the same level of success with AR that I’d had.

Barbara Wright (Senior Renaissance Consultant): I was the principal of a Title I building, where we had a strong reading culture built around AR. One year, we had a new fifth-grade student named Robert, who was a foster child. Early on, he announced that he didn’t like to read, and he wasn’t going to do it.

I worked with Robert’s homeroom teacher and the school librarian. We administered the Star Reading assessment to determine his reading level, and we then used AR to help him choose a book on a topic he was interested in. Once he finished reading, he took his first AR quiz and got an 80 percent. After that, there was no stopping him. That child absolutely blossomed. It was the first time he felt successful in school—and the first time he was able to clearly see his progress over the course of the school year.

Not long after that, I met Judi at a Renaissance event. I asked her about the first AR quiz she ever wrote, and she told me that it was for Adam of the Road, by Elizabeth Gray Vining. I went out and bought a copy of the book, which I still keep next to my desk to inspire me.

Judi Paul (mid-1990s)

Judi, you created Accelerated Reader to inspire your son Alex—who’s here with us today—to read more. How did the program impact him?

Alex Paul: I was the typical middle-school boy, in the sense that I’d rather play with my friends or watch TV than read. I didn’t like school very much, and I didn’t do particularly well. Accelerated Reader gave me my first taste of success, which was clearly Judi’s goal.

Judi Paul: When I was creating Accelerated Reader, I dug out my notes from a children’s literature class I’d taken in college. The basics of AR came from that class, which stressed the importance of letting kids choose books that interest them and are at their reading level. The first AR quizzes that I wrote were for Alex, so they focused on books that a middle-school student would find engaging.

Alex Paul: As I got older and read more, I began to discover new genres and new authors. I remember Judi reading The Hobbit and then the Lord of the Rings trilogy, because I got interested in J.R.R. Tolkien and fantasy. My kids use Accelerated Reader now, and my daughter recently took the quiz on The Hobbit. I know that the quiz has changed since the 1980s, to stay one step ahead of the film adaptation!

Judi Paul: We calculated that by the time Alex started college, he’d read around 100 books in order to help me test new AR quizzes. And this extra reading paid off. He had classmates—some of whom had been high school valedictorians—who struggled in college. They simply weren’t used to reading long, complex texts, or to extracting meaning from those texts.

One of the things that surprised me in 1986 was the number of teachers who asked me where they could buy books. I remember thinking, If anyone knows how to get ahold of books, shouldn’t it be teachers? Certain states—Texas and North Carolina come to mind—provided school librarians with separate budgets, but for many educators, getting books was a real challenge.

Today, we have national bookstore chains, along with digital reading platforms that provide access to books electronically. But many students—especially in high school—would rather spend their time scrolling through their phones. I find myself worrying that with all the distractions today, many students aren’t reading very deeply, and they’re not getting the regular practice they need for future success.

I also worry that they’re missing out on the social-emotional aspects of reading. As I explain in the video, I grew up in a small town in Iowa, and reading really helped me to discover the wider world. Today, I think many people rely on social media for this—not realizing that what they’re seeing is just the surface, with people smiling for the camera as they raise a glass of wine or something.

Reading allows us—adults and children alike—to go beneath the surface, to experience other people’s lives, and to see what they’re thinking and feel what they’re feeling. Reading helps us to understand different viewpoints, to think more deeply about our own beliefs, and perhaps to even change our minds. Reading also shows us that we’re not alone, that other people have felt the same way that we feel and have faced the same challenges that we face.

These are all tremendously important lessons. When I look back at my life, and at my children’s lives, I can’t help but see all of the opportunities that reading has opened for us.

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In response to: Misunderstanding the Science of Reading https://www.renaissance.com/2021/03/26/blog-in-response-to-misunderstanding-the-science-of-reading/ Fri, 26 Mar 2021 15:11:16 +0000 https://renlearnstg.wpengine.com/?p=50910 In my role at Renaissance, I regularly present to teachers and administrators on student literacy. Recently, I’ve received many questions about the Science of Reading: what this term truly means, what we definitively know about effective reading instruction, and what questions are still to be answered. A helpful definition is provided by Mark Seidenberg of […]

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In my role at Renaissance, I regularly present to teachers and administrators on student literacy. Recently, I’ve received many questions about the Science of Reading: what this term truly means, what we definitively know about effective reading instruction, and what questions are still to be answered.

A helpful definition is provided by Mark Seidenberg of the University of Wisconsin, who writes:

“The ‘Science of Reading’ is a body of basic research in developmental psychology, educational psychology, cognitive science, and cognitive neuroscience on reading, one of the most complex human behaviors, and its biological (neural, genetic) bases. This research has been conducted for decades in the US and around the world. The research has important implications for helping children to succeed.”

Generally speaking, I think the growing energy around the Science of Reading is a very good thing. We should ensure that reading instruction is informed by research to the greatest extent possible. However, there seems to be a bit of a wrinkle. Seidenberg’s definition above is immediately followed by his statement in bold that reads: “The science of reading is not just ‘phonics’.” With this statement, he is suggesting that some conversations about the Science of Reading may be limited. Even a quick review of documents and guidance on the subject reveals a narrative dominated almost exclusively by phonics and other foundational reading skills. But isn’t there more that we know from the Science of Reading that extends beyond the earliest grades and the most foundational of skills?

Let me be clear here. I firmly believe that serious attention must be focused on the early grades, given that critical foundations are built there. Phonics and other foundational reading skills must not only be taught explicitly but also systematically—which calls for far more coordination and precision than we have typically achieved.

I take this stance because I concur with Susan Pimentel (2018) that “phonics approaches have been consistently found to be effective in supporting younger readers to master the basics of reading…a school that doesn’t have a phonics program is doing its students a huge disservice.” Similarly, a research summary from Britain’s Education Endowment Foundation notes the research base for phonics as having “very extensive evidence,” its highest rating.

All of this is to say that I have no quarrel with the Science of Reading, but I do have a question. When will we focus equally, or even just a bit more, on the older kids? While the core concept of the Science of Reading is that all reading instruction must be guided by research, with no limitations as to grade level, the conversations I hear are only about the early grades. We need to realize that the Science of Reading also has important implications for middle and high school—implications that we have largely failed to understand or implement.

Why focusing on early literacy is not enough

In the early 2000s, the Reading First grants pumped billions of dollars of funding into grades K–3. However, there was no parallel grant program of any scale for literacy in grades 4 and above. There are also numerous state-level initiatives to ensure that students are reading on grade level by the end of grade 3. But as E.D. Hirsch (2006) pointed out, “It’s in the later grades, 6–12, that the reading scores really count because, after all, gains in the early grades are not very useful if, subsequently, those same students, when they get to middle school and then high school, and are about to become workers and citizens, are not able to read and learn.”

Clearly, the dominant share of our dialogue and our efforts is focused on the early grades. While this is appropriate—literacy cannot be built on shaky foundations—the steady stream of initiatives at the elementary level stands in stark contrast to the lack of dialogue, guidance, energy, and concern about literacy in grades 4 and above. It’s time we “showed some love” to literacy beyond the early grades.

The two phases of literacy acquisition

I believe that it’s not enough to point out a problem without also proposing a solution. In that spirit, I’d like to offer up a piece of guidance relevant to this dilemma—guidance that hinges on the connection between the Science of Reading and the importance of student self-teaching in middle and high school.

As I argued in an earlier blog, we’d be wise to envision literacy acquisition as involving two distinct phases. Phase 1 is about what we should do for students before they have learned the mechanics of reading. Phase 2 is about what we should do after they have learned this.

Phase 1 is all about the Science of Reading and ensuring that students receive explicit and systematic instruction around phonics and other foundational reading skills. Some students may struggle during this phase, and the more teachers understand how reading acquisition works, the more effective their interventions can be in supporting all students, including those who struggle. So, during this phase, the teacher’s role is very much about providing direct instruction on key, essential skills.

Importance of direct, phonics-based instruction in Phase 1

This stands in stark contrast to Phase 2. After students have learned the mechanics of reading, the focus should be less on what the teachers need to teach than on the conditions that teachers need to create so that students can accomplish the “self-teaching” they need for success (Share, 1995; Share, 1999).

Let me explain.

After they have learned the mechanics of reading, students—through wide exposure to text—build (or teach themselves) the ability to recognize more and more words instantly by sight. This is what cognitive scientists refer to as strong orthographic representations. At this point, reading comprehension increases substantially, because “adding orthographic representations results in a smaller attention demand for decoding, leaving more attention available for comprehending what you’re reading” (Willingham, 2017). This, in turn, facilitates students’ reading development: “Children make the transition from being ‘novices,’ reading words primarily via alphabetic decoding, to ‘experts,’ recognizing familiar written words rapidly and automatically, mapping their spellings directly to their meanings without recourse to decoding” (Castles et al., 2018).

In other words, when we encounter a word in print, we have two ways of taking it in:

  • If it is a known word—one for which we have a strong orthographic representation—we take it in in a fraction of a second.
  • If the word is not known to us, we must rely on our decoding and phonics skills, hoping to sound it out and find associated meaning.

A colleague once told me about the first time she encountered the word “façade” in print. She had heard this word before and knew its meaning, but she anticipated that it would begin with “ph-.” When she first saw f-a-ç-a-d-e, she had to slow down and sound it out. Already armed with some vocabulary knowledge of this word, when she sounded it out, associating meaning was instant. And with just a few more encounters, her orthographic representation for this word was built, and she recognized it instantly. This is how we become fluent readers capable of comprehension.

During wide reading, students also “self-teach” vocabulary at a rate that far exceeds what we can teach them directly. As Cervetti, Wright, and Hwang (2016) note, “It is not possible to directly instruct enough words to close the word knowledge gap.” They note that “learning words incidentally through reading and listening to text has the greatest potential to build” vocabulary. This is not to say that we should never teach vocabulary directly. Clearly, we should. But we should also realize the limitations of direct instruction and understand that if we do not create the conditions for students to read regularly, they will be unable to build the vocabulary base needed for future success.

As Stanovich and West (1989) state, “The single most effective pathway to fluent word reading is print experience: Children need to see as many words as possible, as frequently as possible” (cited in Castles et al., 2018). Mike Schmoker (2018) advises, “Once students learn to decode, they learn to read better and acquire large amounts of vocabulary and content knowledge by reading—not by enduring more skills instruction.”

But we should tread carefully here. We must realize how important the distinction between the two phases of literacy acquisition is, because the phases are so very different in terms of their dynamics:

  • In Phase 1, before having learned the mechanics of reading, it’s not possible for students to self-teach. In Phase 2, self-teaching is critical.
  • In Phase 1, the teacher’s role is central: she or he must impart key skills to students. In Phase 2, the teacher’s role becomes secondary, while the students’ role in self-teaching is at the center.
  • In Phase 1, it’s about imparting critical skills. In Phase 2, it’s about avoiding the temptation of “over-skillification.” This means that the emphasis is placed so firmly on covering all of the standards and teaching all of the perceived reading “skills” that, at the end of the day, students have received many lessons and done many worksheets, but they have not actually read or written much at all.

Again, notice how different the two phases are. What is important in one is not all that important in the other. What is true in one may actually be false in the other.

Two phases of literacy acquisition

The critical role of daily reading practice

Consider a quick example: guidance on the Science of Reading from one US state notes that “Children do not learn to read and write through exposure to print.” Yet it also calls for teachers to “ensure students read and are read to—a lot.” Here is where the two-phased approach sheds new light. Before they have learned the mechanics of reading, children do not learn to read and write through exposure to print. But after they have learned the mechanics of reading, much of their success is based on exposure to print—whether in hard-copy or digital format. This means that teachers must ensure that students read and are read to a lot, both in and out of school. So, what is false in one phase turns out to be true in the other.

Schmoker (2018) puts it this way: “Once students can effectively decode, we must organize time in language arts to ensure that students spend large amounts of time reading, both purposefully and for pleasure.” This is why programs that encourage and support daily reading—including the Accelerated Reader program and the myON digital reading platform from Renaissance—are so critical for students’ success. They help to create the conditions for self-teaching to occur.

Why literacy must be reframed in middle and high school

As my co-authors and I note in our new book Literacy Reframed, “becoming fully literate is analogous to taking a journey to a faraway land. Assume that getting there requires a flight and that the first step in getting to the airport requires exiting your driveway and turning right. Phonics instruction is that first right turn. That first turn is the correct, most efficient first step, but there’s much more to the journey.”

It’s time we balance the emphasis on a successful start to the journey with the critical importance of the entirety of the journey. Let’s make sure that our understanding and implementation of the Science of Reading is both broad and comprehensive enough to include the entire research base on what we’ve learned about reading—at all grade levels.

References

Castles, A., Rastle, K., & Nation, K. (2018). Ending the reading wars: Reading acquisition from novice to expert. Psychological Science in the Public Interest, 19(1), 5–51.
Cervetti, G., Wright, T., & Hwang, H. (2016). Conceptual coherence, comprehension, and vocabulary acquisition: A knowledge effect? Reading and Writing: An Interdisciplinary Journal, 29(4), 761–779.
Hirsch, E. D. (2006). Reading-comprehension skills? What are they really? Retrieved from: www.edweek.org/ew/articles/2006/04/26/33hirsch.h25.html
Pimentel, S. (2018). Why doesn’t every teacher know the research on reading instruction? Retrieved from: www.edweek.org/ew/articles/2018/10/29/why-doesnt-every-teacher-know-the-research.html
Seidenberg, M. (n.d.) Connecting the Science of Reading and educational practices. Retrieved from: https://seidenbergreading.net/science-of-reading/
Schmoker, M. (2018). Focus. 2nd ed. Alexandria, VA: ASCD.
Share, D. (1995). Phonological recoding and self-teaching: Sine qua non of reading acquisition. Cognition, 55(2), 151–218.
Share, D. (1999). Phonological recoding and orthographic learning: A direct test of the self-teaching
hypothesis. Journal of Experimental Child Psychology, 72(2), 95–129.
Stanovich, K., & West, R. (1989). Exposure to print and orthographic processing. Reading Research Quarterly, 24(4), 402–433.
State Collaborative on Reforming Education (SCORE). (2020). Applying the Science of Reading in Tennessee. Retrieved from: https://tnscore.org/wp-content/uploads/2020/01/Science-of-Reading-2020.pdf
Willingham, D. (2017). The reading mind. San Francisco: Jossey-Bass.

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Renaissance Delivers on Its Commitment to Early Literacy with the Launch of Lalilo https://www.renaissance.com/2021/03/22/news-renaissance-delivers-commitment-early-literacy-lalilo/ Mon, 22 Mar 2021 13:51:10 +0000 https://renlearnstg.wpengine.com/?p=50827 Lalilo’s innovative literacy program to be introduced as a comprehensive support of foundational literacy for early grade teachers and students Bloomington, Minn. (Mar. 22, 2021) – Renaissance, a global leader in technology-enhanced literacy, announces the addition of Lalilo, a ground-breaking research-based foundational literacy program, to its portfolio. Designed for K–2 students, Lalilo supports foundational literacy […]

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Lalilo’s innovative literacy program to be introduced as a comprehensive support of foundational literacy for early grade teachers and students

Bloomington, Minn. (Mar. 22, 2021)Renaissance, a global leader in technology-enhanced literacy, announces the addition of Lalilo, a ground-breaking research-based foundational literacy program, to its portfolio.

Designed for K–2 students, Lalilo supports foundational literacy instruction through innovative research-based technology that drives engagement, reporting that provides a wealth of learning data and performance metrics, and planning tools that provide teachers the ability to review student progress and assign practice in specific skills to match classroom curriculum. Lalilo leads students through a standards-aligned series of engaging lessons to perfect pre-reading and reading skills, including phonological awareness, phonics, word work, comprehension, and grammar.

“Renaissance has long been the leader of technology-enhanced literacy with our practice and assessment programs Accelerated Reader, myON, Star, and Freckle. Reading to learn has been our area of expertise for 35 years,” said Todd Brekhus, chief product officer at Renaissance. “With the addition of Lalilo, we will deliver an exceptional solution to our most common customer request—that we provide a powerful early learning solution to support students who are learning to read.”

Lalilo provides students with a comprehensive, supportive digital learning environment to promote independence and proficiency, providing them with the best opportunity to master the skills necessary to become lifelong readers. Its systematic phonics approach to building foundational literacy based on the latest research on the science of reading instruction enriches Renaissance’s commitment to continued innovation and serving early literacy teachers.

Lalilo was founded in 2016 in Paris, France, by three graduates of the prestigious École Polytechnique with a goal of ending illiteracy. Lalilo has brought together teachers, experts in pedagogy, designers, and technologists who work hand-in-hand to build the best classroom resources for educators and students. Each month, more than 50,000 teachers and 362,000 students complete several million exercises in the United States and France.

“Lalilo is designed to work as a complement to any teacher’s instructional method and curriculum, and supports students in elements that are critical to success in literacy learning,” said Laurent Jolie, co-founder of Lalilo. “Together, Renaissance and Lalilo share a similar mission of accelerating learning for all children—no matter where learning happens. We are excited to join Renaissance and expand the reach of Lalilo to help children worldwide develop essential skills for literacy success.”

Lalilo customers will continue to receive the support and service they have come to expect and love from the company. Existing Renaissance customers can look forward to learning more about Lalilo in the months ahead.


About Renaissance

As a global leader in assessment, reading, and math solutions for pre-K–12 schools and districts, Renaissance is committed to providing educators with insights and resources to accelerate growth and help all students build a strong foundation for success. Renaissance solutions are used in over one-third of US schools and in more than 100 countries worldwide. The Renaissance portfolio includes Star Assessments, for reliable, accurate insights into K–12 student learning; myIGDIs, for accurate assessment of early learning; myON, to increase students’ access to high-quality reading materials; Accelerated Reader, to support independent reading practice; Freckle, for teacher-led differentiated instruction; and Schoolzilla, to give educators actionable insights into trends in student attendance and achievement. For more information, visit www.renaissance.com.

About Lalilo

Lalilo’s mission is to end illiteracy, the number one education problem that affects young students and is proven to have a critical impact on their educational and professional future. Lalilo has built a revolutionary, adaptive program that helps every child learn how to read at their own pace and empowers teachers to personalize learning in any instructional environment.

Ken Stoflet
Communications Specialist
Renaissance
(715) 424-3636 ext. 2332
ken.stoflet@renaissance.com

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How to address learning loss this summer https://www.renaissance.com/2021/03/19/blog-how-to-address-learning-loss-this-summer/ Fri, 19 Mar 2021 13:27:47 +0000 https://renlearnstg.wpengine.com/?p=50806 March 2021 marks the one-year anniversary of the COVID-19 school closures. Do you remember our naivete as this all began? We were thinking in terms of weeks rather than months, and we thought buildings might actually reopen before the end of the school year. An article in the Hechinger Report on April 3, 2020, made […]

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March 2021 marks the one-year anniversary of the COVID-19 school closures. Do you remember our naivete as this all began? We were thinking in terms of weeks rather than months, and we thought buildings might actually reopen before the end of the school year.

An article in the Hechinger Report on April 3, 2020, made the shocking statement (at the time) that “students might not return to school this year” and asserted that “now is the time to start planning ahead…to catch students up when school reopens after coronavirus.” Even this article, one of the first to suggest that students would not return to buildings during the 2019–2020 academic year, did not have a full handle on how far out “after coronavirus” would be.

At the same time, phrases like “addressing learning loss,” “unfinished learning,” and “the COVID-19 Slide” filled the pages of our professional journals. Schools were being asked how they would address the COVID-19 Slide when, in reality, they were not even sure what form “school” would take the following week. Long-term planning could not occur because there were far more immediate matters to address, like “What are we going to do with students when they get online tomorrow morning?”

The good news is that we are now far more comfortable with our abnormal “new normal.” We realize that the pandemic is more of a marathon than a sprint, and we have generally accepted this. We have even built some useful new skillsets. We are far more adept with online platforms like Zoom and Microsoft Teams, and with our microphones, headsets, and virtual backgrounds. We have video production skills we never anticipated. The shock has passed, and now we are coping.

Nearly a year ago, I wrote a SmartBrief article on the potential of using summer to address learning loss. I remarked that many educators were likely “looking to make [summer 2020] more academic than the typical summer.” While some may have done this, I think I was wrong overall. Too many educators were still in the “shock phase” rather than the “coping phase,” and the idea of a deeply thoughtful summer learning program was too early then. But I think we are in a far better position to capitalize on the potential of summer 2021.

I say this because the dynamics have changed significantly. As I noted earlier, we are coping. Also, we better understand the gravity of the situation, because multiple studies have documented the scale of pandemic-related learning loss, particularly in math. Finally, the recent round of federal stimulus funds provides resources schools can use to support summer learning. In other words, we are far more capable of doing something this summer, our urgency is up because we’ve seen the drops in student performance, and we have funding available.

So, how do we capitalize on the summer of 2021 as an opportunity for “catching up?” Let’s explore specific options from Renaissance for both reading and math, as well as how assessments can inform the process.

Meeting students’ summer learning needs

First, let’s establish a framework for thinking about summer learning initiatives, ranging from those that are optional and less structured to those that are required and highly structured. This type of mindset is reflected in the current dialogue, which typically references “summer learning” rather than “summer school,” and includes considerations such as whether the experience is required or optional. We’ll base our recommendations on three levels of intensity:

  • Level 1: This represents the less structured approaches that are designed to serve large numbers of students. The emphasis here is on keeping students regularly practicing reading and math skills, rather than on formal intervention. Students who participate may or may not be below a targeted level of proficiency. An example of this level is an optional, district-wide summer reading program open to all students.
  • Level 2: At this intermediary level, participation may be either voluntary or mandatory. The needs at this level are not as extreme as at Level 3, but students targeted for such work are often below the desired level of proficiency. As a result, the instruction/intervention at this level is typically accomplished in a group setting (either large or small). This level may be referred to as an “acceleration academy” or “summer camp.”
  • Level 3: At this level, we’re approaching the dynamics associated with formal—and mandatory—summer school, whether it’s offered in-person or remotely. Here, the desire is to intervene, catch students up, and address unfinished learning. The experience reflects a form of intervention and, as a result, often takes an individualized or small group approach. This level is sometimes called “high-dosage tutoring.”

With these three levels in mind, let’s consider reading and math practice over the summer months.

“Keeping the learning faucet open” for reading

For many students, the “summer slide” in reading is caused by the fact that they simply do not read during the summer months. This is often caused by a lack of access to books rather than a lack of motivation. In fact, as James Kim (2006) points out, “A synthesis of studies on summer learning loss showed that middle-income students enjoyed reading gains during the summer, whereas low-income students lost ground.”

Perhaps there is no better example of the connection between socio-economic status and access to books than the analysis of three Los Angeles neighborhoods by Smith, Constantino, and Krashen (1997). They documented consistent and wide disparities between the number of books available in the home, classroom, school library, and public library (cited in Trelease, 2013). The higher the neighorhood’s poverty rate, the less access students had to texts. While these neighborhoods were just miles apart, students’ access to books was worlds apart—particularly in the home.

Average print climate in three California communities

For these reasons, Kim (2006) remarks that “voluntary reading interventions, in which children receive free books and are encouraged to read at home, may represent a scalable policy strategy for promoting reading achievement during summer vacation.” He viewed this as a cost-effective option in the early 2000s, when the cost of providing print books to students exceeded the cost of providing access to thousands of titles through a digital library like myON today.

Consider the scale that could be achieved by providing a Level 1 summer program of myON access to all students, with regular check-ins and celebrations of summer reading. Districts serving emergent bilinguals would realize additional benefits as well. Because these students are learning English, myON’s natural-voice audio will help to further develop their listening skills as they read. For students whose home language is Spanish, myON’s Spanish books provide the opportunity to build knowledge and master skills that are transferable from Spanish to English. The research is clear in this area—learners who develop literacy in both the home and target languages achieve at the highest levels (Thomas and Collier, 2017).

Addressing learning loss in math

Last fall, our How Kids Are Performing report showed that the COVID-19 Slide was greater in math than in reading at every grade level and across every student demographic group. In a recent blog, my colleagues discuss why math was impacted the most. They also interview a middle-school teacher who uses the Freckle Math program to help prevent summer learning loss.

Freckle supports teacher-assigned, targeted math practice, with students working on the same activities. It also supports student-driven, adaptive practice, with students working at their own levels. This offers tremendous flexibility across all three levels of summer learning experiences:

  • Level 1: In the same way that students (with guidance) choose the books they’d like to read over the summer, Freckle’s adaptive practice allows them to select (again, with guidance) the domains they’d like to work on. The program then continually adapts to their level, so they stay challenged and engaged as they work independently.
  • Levels 2–3: In these settings, targeted practice—with the domains and skills selected by the teacher—helps to ensure that students focus on specific concepts and skills to address unfinished learning. Freckle’s Inquiry Based Lessons can be especially valuable at these levels, providing the opportunity for practice and small-group collaboration to help students secure new math skills.

Recent research by Renaissance further validates the use of Freckle Math over the summer months. As shown in the graphic below, students who used Freckle Math during the spring and summer of 2020 were less impacted by the COVID-19 Slide than students who did not use Freckle. Moreover, the Freckle users who’d previously struggled in math actually exceeded expectations when they returned to school last fall.

Positive impact of using Freckle Math

Using assessment data to target support

Finally, let’s explore how data from Star Assessments can factor into effective summer learning experiences. First off, if you’re regularly administering Star and you close out the core academic year with spring screening, you’ll have up-to-date instructional planning information available through Star’s reports and dashboards. This will be particularly helpful in deciding placements between the three levels, and in planning the groups and instructional topics for summer learning in Levels 2–3.

Also, given both the intensity and the “catch up” emphasis at these levels, a subsequent Star test at the end of the summer learning experience is also likely warranted. This may even be desired to document the efficacy of a Level 1 experience. A final Star test at the end of a summer program would serve to both gauge student growth over the summer months and offer a “fresh crop” of instructional planning and placement information for back-to-school.

Additionally, the many instructional and formative assessment resources embedded in Star will be tremendously useful in planning and monitoring the daily activities within a Level 2 or Level 3 summer learning experience.

Star Math Instructional Resources

Making the most of summer 2021

Despite deeply held beliefs about summer learning loss, the findings of some recent studies do not directly align with some of the more historical ones. Consider the following observations from a leading researcher on summer learning, Paul von Hippel (2019):

“So what do we know about summer learning loss? Less than we think. The problem could be serious, or it could be trivial. Children might lose a third of a year’s learning over summer vacation, or they might tread water. Achievement gaps might grow faster during summer vacations, or they might not.”

While the findings of some research on the scale of summer loss are conflicting, von Hippel stresses that this should not dissuade us from using the summer to catch students up and close learning gaps. He stresses that we do conclusively know that “nearly all children, no matter how advantaged, learn much more slowly during summer vacations than they do during the school year.” This means “that every summer offers children who are behind a chance to catch up. In other words, even if gaps don’t grow much during summer vacations, summer vacations still offer a chance to shrink them.” And “summer learning programs for disadvantaged children can take a bite out of achievement gaps, especially if students attend them regularly for several years.”

Let’s take these words as a call to make the most of our programs and resources this summer.

References

Kim, J. (2006). Effects of a voluntary summer reading intervention on reading achievement: Results from a randomized field trial. Educational Evaluation and Policy Analysis, 28(4), 335‒355.
Trelease, J. (2013). The read-aloud handbook. New York: Penguin.
Thomas, W., & Collier, V. (2017). Validating the power of bilingual schooling: Thirty-two years of large-scale, longitudinal research. Annual Review of Applied Linguistics, 37, 1–15.
Smith, C., Constantino, R., & Krashen, S. (1997). Differences in print environment for children in Beverly Hills, Compton, and Watts. Emergency Librarian 24, 8–9.
Von Hippel, P. (2019). Is summer learning loss real?: How I lost faith in one of education research’s classic results. Available at https://www.educationnext.org/is-summer-learning-loss-real-how-i-lost-faith-education-research-results/

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Product Highlights: Supporting K–12 student literacy https://www.renaissance.com/2021/03/12/blog-product-highlights-supporting-k12-student-literacy/ Fri, 12 Mar 2021 14:31:28 +0000 https://renlearnstg.wpengine.com/?p=50739 March is National Reading Month. At Renaissance, we’re celebrating student literacy with the release of the new 2021 edition of our What Kids Are Reading report. We’re also marking the 35th anniversary of Accelerated Reader. In this blog, you’ll learn more about these topics, as well as recent product enhancements to support student reading engagement. […]

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March is National Reading Month. At Renaissance, we’re celebrating student literacy with the release of the new 2021 edition of our What Kids Are Reading report. We’re also marking the 35th anniversary of Accelerated Reader. In this blog, you’ll learn more about these topics, as well as recent product enhancements to support student reading engagement. If you haven’t already, we invite you to bookmark our Product Updates Blog for new information and resources throughout the year.

Fostering a love of reading for 35 years

It all started in the mid-1980s, with our founder Judi Paul’s drive to motivate her children to read during the summer months. Sitting in her basement in Port Edwards, Wisconsin, Judi created a list of classic novels, along with a points system based on each book’s difficulty and length. To ensure her children actually read the books, she wrote multiple-choice questions for each one—and challenged her kids to show what they’d learned through their reading.

With this simple and inspiring idea, Judi sparked what would become the most meaningful piece of educational technology that’s still in use today. Thirty-five years later, Accelerated Reader has helped millions of students to find engaging books and to discover a lifelong love of reading.

How has Accelerated Reader endured over time? The answer is in the simplicity of motivating kids and creating a classroom culture of reading. While Accelerated Reader was created on a small scale initially, it now has over 220,000 quizzes on a wide range of fiction and nonfiction titles—and this number continues to grow.

We have rigorous standards for keeping AR current, and we make sure that new titles are continuously added so that students’ enthusiasm for reading stays high. Our team has even written quizzes that have been available the day after a new book is released. With an eye for accommodating flexibility in learning environments, we’ve also adapted Accelerated Reader so that kids can quiz from anywhere—in the school building or at home—to help ensure continuous reading and learning.

Learn more: See highlights from 35 years of Accelerated Reader. Explore the making of an AR quiz. Get best practices for quizzing at home in AR. Discover strategies for recognizing your students’ reading accomplishments.

Supporting daily reading during the pandemic

COVID-19 not only disrupted familiar classroom routines and daily schedules, but also required the temporary closure of school and public libraries. We recognize the tremendous efforts of teachers and librarians over the past 12 months to get books into kids’ hands, ranging from bookmobiles and book drop-offs to the quick adoption of eBooks and digital reading.

At Renaissance, we’ve supported these efforts with our myON digital reading platform, which provides students with 24/7 access to thousands of engaging titles. As mentioned earlier, we also enabled districts to allow their students to quiz from home in Accelerated Reader. And using myON and Accelerated Reader together ensures that students have anytime, anywhere access to high-quality texts and the ability to quiz on these titles right away.

We’ve made important updates over the last year to make this connection even tighter. Students can now see myON book suggestions in Accelerated Reader, and they can launch an Accelerated Reader quiz within myON at the click of a button. myON has also been optimized to accommodate lower bandwidth internet access, ensuring greater equity and access for all students.

Learn more: Get insights on using AR and myON together. Explore the low-bandwidth reading option in myON. Access reading challenge ideas, student certificates, and more in our myON Spring Resources. Get an expert’s tips for promoting deeper student engagement with digital texts.

New read-aloud support in Freckle ELA

Students are at varying reading levels, regardless of their grade placement. To accommodate students who need additional support while reading, the Freckle ELA program has added a read-aloud feature to its entire article library. This feature can be turned on or off for each student in a class.

In addition, the program’s ELA Standards Page has been updated to make creating standards-informed exercises quick and easy for educators. As shown in the example below, teachers now see all of the standards for the selected grade level, organized by domain—in this case, Reading Information, Reading Literature, Writing, and Language. When teachers select a standard, a new Explore Topic Page helps them to quickly create a relevant Article or Skills Practice assignment for their students.

Star CBM data insights

Learn more: See additional details about expanded read-aloud support and the ELA Standards Page. Learn more about Freckle ELA by creating a free account.

Tracking literacy development with Star CBM

With students engaging in reading practice both in and out of school, you’ll want to know how it’s impacting their achievement. Renaissance provides an array of assessment tools to measure student performance and growth and to report the results from the district level down to the student level.

The new Star CBM Reading includes six different measure types that educators administer to students in a 1-to-1 setting, either in-person or remotely. Passage Oral Reading measures are available for grades 1–6 and include the option to assess using nonfiction passages for students in grades 4–6.

Included with Star CBM Reading are two Rapid Automatic Naming (RAN) measures for colors and objects. RAN measures are commonly used to assist in the early identification of children who are at risk for reading difficulties—including dyslexia—to provide educators with additional insight into their development.

Star CBM measures are also great opportunities to hear students read aloud, celebrate their successes, and track progress. While administering a measure, you can use the note-taking field to write your observations of student progress and patterns of error. Additionally, you now have the option to record the audio of a student verbally responding to a Star CBM measure when using the Online or Mixed Format. Listening to these audio recordings gives educators, students, and/or parents a way to understand how reading has improved over time.

Later this spring, school and district leaders will have access to a Star CBM Data Insights Dashboard. This new tool will help administrators to track reading performance across the classrooms that are using Star CBM. It will also help to answer essential questions to keep reading growth on track.

Star CBM Data Insights Dashboard

Learn more: Explore the new audio recording feature and nonfiction reading passages in Star CBM. Discover how educators can use Star CBM to support distance and hybrid learning. See how Star CBM works with the computer-adaptive Star Assessments to provide two perspectives on student performance.

Strengthening literacy skills in both English and Spanish

To meet the needs of bilingual, dual-language, and immersion programs, we’ve made a number of recent enhancements to the Spanish versions of our computer-adaptive Star Assessments. We also recognize the importance of helping emergent bilingual students to make connections between reading skills in the English and Spanish languages.

We’re pleased to announce that the Instructional Planning Reports in the Star Spanish assessments now flag transferable skills, which are skills that can be transferred from one language to another. When educators understand transferable and non-transferable skills, they can strengthen and build upon the reading skills their students already know and help them to develop new skills in both English and Spanish.

Star Instructional Planning Report

Learn more: See where to find transferable skills on your Star reports. Learn about Focus Skills in Spanish in Star Assessments. Explore 6 common myths about emergent bilinguals—and what these myths get wrong.

Seeing performance against literacy standards

With Schoolzilla, district and school leaders can see the progress students make in literacy throughout the year. With the recent enhancement in support of standards-level data, educators can gain insights into how their students perform against specific literacy standards. Schoolzilla enables you to drill down to see standards-level data and then filter to compare the performance of different groups of students:

Schoolzilla Standards-level Reporting

Having this granular view will help inform classroom instruction, as well as the overall curricular adjustments that might be needed across the district or in specific buildings, grade levels, or with groups of students.

Learn more: Explore the new standards-level analysis in Schoolzilla. Get an expert’s tips for creating an effective data culture in the COVID-19 era. View 8 essential questions to ask about any metric.

What kids are reading…in your state

The new 2021 edition of What Kids Are Reading shows you the most popular print and digital titles at every grade level. It also provides research-based insights on how the COVID-19 pandemic has impacted students’ reading habits—including how much they’re reading, whether they’re choosing easier or more difficult books, and how well they’re comprehending what they read.

After you download the report, be sure to take advantage of the online reporting tools. You can see the most popular books at each grade level in your state, and you can click the “Create your own report” button to further filter the results by reading level, interest level, student gender, fiction/nonfiction, English/Spanish, and more. We also invite you to explore the history of What Kids Are Reading, which includes key insights on reading growth and student motivation.

Looking back—and looking ahead

Over the past thirty-five years, Renaissance’s mission has been to accelerate learning for all. New assessments, instructional tools, and learning data have made Renaissance a partner that educators have come to rely on.

As we embark on our next thirty-five years, Renaissance will continue to innovate and deliver additional ways for educational technology, data analytics, and professional learning to support you as you work to help every student discover a lifelong love of reading.

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35 years of Accelerated Reader https://www.renaissance.com/2021/03/05/blog-35-years-accelerated-reader/ Fri, 05 Mar 2021 14:26:24 +0000 https://renlearnstg.wpengine.com/?p=50611 In the mid-1980s, educator Judi Paul created a program to help motivate her four children to read over the summer months. Word of her program’s success soon spread—and Accelerated Reader was born. To celebrate thirty-five years of AR, we’re taking a look back at the program’s history, starting with this early 1990s video in which […]

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In the mid-1980s, educator Judi Paul created a program to help motivate her four children to read over the summer months. Word of her program’s success soon spread—and Accelerated Reader was born. To celebrate thirty-five years of AR, we’re taking a look back at the program’s history, starting with this early 1990s video in which Judi herself tells the Accelerated Reader story.


We recently had the opportunity to discuss this video with Ali Good, Director of Product Marketing; Dr. Gene Kerns, Chief Academic Officer; and Kristi Holck, Manager of Content Design. Here are some highlights from our conversation.

Q: What struck you the most as you watched the video?

Ali Good: I’ve always had the idea that Judi avoided the spotlight, but the video shows that she’s a natural speaker. Even if she’d told the Accelerated Reader story hundreds of times before, she absolutely owns that room—the audience is hanging on every word!

I also have to marvel at the fact that she created an edtech start-up in the Midwest in the 1980s, before “start-ups” were even a thing. In a sense, she paved the way for me and other women in edtech, creating the most meaningful piece of educational technology that’s still in use today.

Gene Kerns: Judi definitely had a strong connection with educators, who related to her as both a parent and an advocate for student literacy. They understood where she was coming from, and they recognized that she shared the same goals they did. Judi and her husband Terry were constantly meeting and speaking with teachers and librarians, asking for their input on both the Accelerated Reader software and best practices for using the program.

The video mentions “Advantage Learning Systems,” which was the company’s name at the time, as well as “The Reading Renaissance,” which was the wrap-around professional development on AR Best Practices. Ultimately, the PD was so popular with educators that Judi and Terry changed the company’s name to “Renaissance”—something that’s surely unique in the history of edtech!

It’s also striking that AR’s success was based almost entirely on word-of-mouth, given that Judi launched the program long before websites and social media existed. As she explains in the video, Accelerated Reader was piloted at a Catholic grade school in Wisconsin during the 1985–1986 school year. It was so successful that teachers and librarians at other schools began asking for the program as well—ultimately leading to the launch of the company that fall. It was truly a grassroots effort.

Kristi Holck: I joined the company in 1999, and I remember that Judi would always stop by and say “hello” to the AR Quiz Design Team. I guess this isn’t surprising, since she was the original quiz designer!

While watching the video, I was really interested in her childhood experiences in Iowa, where the arrival of the bookmobile was her favorite part of the month. Before the COVID-19 pandemic, a lot of people probably would have said that access to books isn’t a major issue for today’s students, given the availability of digital reading platforms like myON and Kindle, and the ability to order print books online with a single click. COVID-19 has shown us that we haven’t come quite as far as we think, and that access and equity are still pressing issues in K–12 education.

Q: How has Accelerated Reader changed since 1986?

Gene Kerns: Since the 1980s, technology has changed almost beyond recognition. The computers of the time seem primitive by today’s standards, and the original AR quizzes were delivered on floppy disks, which teachers or librarians had to manually insert into a computer’s disk drive in order for students to take the quiz.

Disks for Macintosh and MS-DOS

As Judi explains in the video, her husband Terry was an “early adopter” of computers in the 1970s and 80s, and he helped to drive the technical innovation around AR. In the early days, the company also relied on teachers and librarians to send back the AR quiz results. In a good year, we maybe received reading data on 50,000 students.

In 2001, AR was one of the first edtech products to move to the cloud—and this was before “the cloud” was a widely used term. During the 2001–2002 school year, more than three million students used Accelerated Reader, which provided a large database of student reading behavior. Terry saw the value in analyzing this data and sharing insights with educators and parents—he liked to say that when you know better, you do better. This led to the publication of a study called Patterns of Reading Practice, which was a forerunner of today’s What Kids Are Reading report.

Kristi Holck: Accelerated Reader’s content has also expanded dramatically. We now have quizzes on more than 210,000 books—with new quizzes added each week. Along with the Reading Practice Quizzes, which assess literal comprehension, we’ve added a variety of quiz types over the years: Vocabulary Practice, Literacy Skills, and Spanish-language quizzes, along with Recorded Voice Quizzes for early learners.

Needless to say, the quiz-writing process has also changed. In the early years, quizzes were written by hand, and the writers came into the office to type the final version into the quiz entry software program designed by our engineers. As Gene mentioned, quizzes were sent to schools on floppy disks, and schools bought individual quiz collections. Now, when AR quizzes are published, they are immediately available to every school or district.

Catalogue and teacher's guides

As a team, we have a lot of “lessons learned” over the years, and we have a comprehensive Writer Resource Guide we follow on best practices for AR quiz writing. We also regularly review and refresh existing quizzes. Take The Outsiders by S.E. Hinton as an example. This is still the most read print book in grade 8, according to our 2021 What Kids Are Reading data. Anyone who took the AR quiz 20 or 30 years ago would encounter some different questions today—which makes sense, given that educators approach this and other novels differently now than they did in the 1980s and 1990s.

Ali Good: Despite all the changes, we should note that the fundamentals of Accelerated Reader haven’t changed. As Judi says in the video, she had three goals when she created the program. First, to guide her children to books they’d find engaging, but to give them the final say in what they actually read. Second, to emphasize reading quality—to make sure they weren’t simply choosing the shortest, easiest books they could find. Third, to stress accountability, in the form of a short assessment of reading comprehension. Whether educators and students are using AR in the school building or in a virtual environment, these elements all apply today.

And it’s still the case—as Judi also notes in the video—that AR is just a tool, and that the relationship between educators and students is key to fostering a lifelong love of reading.

Judi demonstrating AR (1990s)

Q: How have books for children and young people changed since 1986?

Gene Kerns: Specific titles and authors have always been popular, from classics like Charlotte’s Web and The Secret Garden to the work of more contemporary writers like Judy Blume and Lois Lowry. However, I think the Harry Potter series was a game-changer—the first time you had a shared reading experience across an entire generation of kids.

Kristi Holck: For each of the Harry Potter books, someone from our team stood in line for the midnight book release and then spent the weekend writing the AR quiz, so it would be available the following week. As the movie adaptations were released, we revisited the quizzes to make sure they covered scenes and characters that didn’t make it into the movie—just so students weren’t tempted to skip the book!

Other changes that come to mind are the growing popularity of graphic novels, which weren’t on many students’ reading lists in 1986, and the increase in nonfiction that’s available for young people now. We’re also seeing more diversity in children’s books, in terms of both authors and subject matter, as well as more books that address social issues. Children obviously have questions about the world around them, and we now have a greater understanding of the role of reading in social-emotional learning, and in supporting diversity and inclusion.

Q: What else do we know about reading now that we didn’t know in 1986?

Gene Kerns: Back then, educators knew that students who read more had greater success in school and throughout their lives. Now, we have a better understanding of why this is the case. Research has shown, for example, that reading is critical for building vocabulary and background knowledge, and that background knowledge plays a greater role in comprehension than general reading ability does.

As Kristi noted, we also know that reading is important for social-emotional learning—that it builds empathy by helping students to “walk in someone else’s shoes.” It also helps students to think critically—to question what they’re seeing and hearing, to consider different ideas and viewpoints, and to seek out evidence to support or refute an argument.

In the video, Judi mentions that there were only 19 kids in her high school graduating class. When she arrived at the University of Iowa, she was surrounded by kids who’d attended large urban and suburban high schools and who’d taken classes that she’d never even heard of. But once her university courses started, she was able to hold her own. Because she’d been such an avid reader throughout her K–12 education, she’d connected with people and places and ideas through books that she wouldn’t otherwise have encountered. For her, reading literally made all the difference.

The Accelerated Reader

Q: What are your personal Accelerated Reader stories?

Kristi Holck: I lived in Minnesota in the 1990s, where my sons used AR in school. I remember that my second grader was determined to beat his reading goal for the year—and he read a wide variety of books that he otherwise wouldn’t have picked up.

When we moved to Wisconsin, I saw an employment ad in the local newspaper, from a company called Advantage Learning Systems. Strange as it sounds now, I didn’t immediately make the connection to Accelerated Reader. It was only when I decided to apply for the job that I realized—wait, I know them!

Gene Kerns: In the 1990s, I was using AR as an educator in Delaware. I was also writing my doctoral dissertation on the use of technology to support student learning. I wrote a letter to the company, asking if I could interview a few educators who were implementing AR with a high level of fidelity. About a week later, I got a phone call from Terry, inviting me to a dinner with AR users at an upcoming educational conference.

After we ate, I took out my notebook and started asking questions—and I remember that Judi and Terry were just as interested in the educators’ responses as I was. There was even a comic moment when the waiter, who was trying to serve the desserts, tried and failed to get Judi’s attention because she was listening to the educators so intently.

To be honest, I wasn’t looking for a job in edtech, but when I saw how passionate these teachers and librarians were about Accelerated Reader, and how committed Judi and Terry were to educators’ and students’ success, I realized they’d created something magical.

Ali Good: My AR story is connected to the first trip I took after I joined Renaissance. I struck up a conversation with the woman sitting next to me on the plane, who turned out to be a teacher. She told me that Accelerated Reader had had a major impact on both her students’ lives and her daughter’s life. In fact, her daughter had been a struggling/reluctant reader, and AR played an important role in helping to change this. Her daughter is now a literacy specialist who works with struggling/reluctant readers. I was really moved by this story, and at that moment, I realized I’d absolutely come to the right place.

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World’s Largest Annual Study of K–12 Reading Habits Finds Digital Reading Doubled from Fall 2019 to Fall 2020 https://www.renaissance.com/2021/03/02/news-worlds-largest-annual-study-reading-habits-digital-reading-doubled/ Tue, 02 Mar 2021 12:56:09 +0000 https://renlearnstg.wpengine.com/?p=50567 This year’s edition of the What Kids Are Reading report includes in-depth data and analysis on how students’ reading habits changed due to the COVID-19 pandemic Bloomington, Minn. (Mar. 2, 2021) – Renaissance, a global leader in pre-K–12 education technology, today released its much anticipated What Kids Are Reading report for 2021. The new report, […]

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This year’s edition of the What Kids Are Reading report includes in-depth data and analysis on how students’ reading habits changed due to the COVID-19 pandemic

Bloomington, Minn. (Mar. 2, 2021)Renaissance, a global leader in pre-K–12 education technology, today released its much anticipated What Kids Are Reading report for 2021. The new report, created for educators, administrators, and families, offers research and analysis focused on topics such as reading frequency, reading pattern trends, the impact from COVID-19, and recommendations for personalized instruction, linking insights from the report with Renaissance’s free Focus Skills.

As the largest study of its kind, What Kids Are Reading provides actionable insights and helpful tools to help educators guide their students toward “just-right” reading recommendations. The report features a foreword by Jewell Parker Rhodes, author of Black Brother, Black Brother, and an introduction by James S. Kim, Ed.D., from the Harvard Graduate School of Education. What Kids Are Reading breaks down the reading data from more than seven million K–12 students across the nation into the following categories:

  • Popular book maps for each grade band and state;
  • Popular book lists for each grade level, including popular topics, top print books, top digital books, popular Spanish titles, diversity and inclusion, social and emotional learning, and “New and Now” books;
  • A guide to ensure that educators have the tools to put the new report to use with their students.

“Ultimately, What Kids Are Reading is not just a tool for educators and families, but a celebration of reading,” said Dr. Gene Kerns, vice president and chief academic officer at Renaissance. “This year, one of the more impressive data points we’re celebrating is the sheer amount of reading students accomplished during the pandemic. Students with access to myON, Renaissance’s digital reading platform, more than doubled the amount of time they spent reading in the fall of 2020 compared to the fall of 2019.”

“Our students are reading in their free time in class, at home during hybrid/remote learning, and during library time,” noted Amanda Reese, a 6th-grade teacher at Walnut Grove School in New Market, Alabama. “I have noticed with the use of myON that students are reading so much more on their own than I have seen them read in the past.”

Featuring author essays by Pam Muñoz Ryan, author of Esperanza Rising; Rob Harrell, author of Wink; and Yuyi Morales, author of Dreamers, What Kids Are Reading offers tools for finding reading materials students will love, along with readability information such as ATOS levels, interest levels, and Lexile measures. Spanish and nonfiction indicators help educators quickly and easily identify the right books for their individual students.

The full report is available now at Renaissance.com/WKAR, along with additional tools, including a Custom Report Builder to create custom book lists according to state, grade level, reading level, fiction/nonfiction, English/Spanish, and more.

On March 16, Renaissance will host a webinar that delves into the findings from this year’s report—and provides additional insights on independent reading practice this school year.


About Renaissance

As a global leader in assessment, reading, and math solutions for pre-K–12 schools and districts, Renaissance is committed to providing educators with insights and resources to accelerate growth and help all students build a strong foundation for success. Renaissance solutions are used in over one-third of US schools and in more than 100 countries worldwide. The Renaissance portfolio includes Star Assessments, for reliable, accurate insights into K–12 student learning; myIGDIs, for accurate assessment of early learning; myON, to increase students’ access to high-quality reading materials; Accelerated Reader, to support independent reading practice; Freckle, for teacher-led differentiated instruction; and Schoolzilla, to give educators actionable insights into trends in student attendance and achievement. For more information, visit Renaissance.com.

Ken Stoflet
Communications Specialist
Renaissance
(715) 424-3636 ext. 2332
ken.stoflet@renaissance.com

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What is progress monitoring? How to successfully use progress monitoring in education https://www.renaissance.com/2021/02/25/blog-what-is-progress-monitoring-how-to-successfully-use-progress-monitoring-in-education/ Thu, 25 Feb 2021 17:39:00 +0000 https://renlearnstg.wpengine.com/?p=62059 Data-based decision making is a key component of a multi-tiered system of support (MTSS). Such systems employ universal screening to identify all students’ learning needs. Students who have skills below expectations need evidence-based interventions to optimize their success. This is where progress monitoring comes in. In this blog, you’ll learn about the importance of progress […]

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Data-based decision making is a key component of a multi-tiered system of support (MTSS).

Such systems employ universal screening to identify all students’ learning needs. Students who have skills below expectations need evidence-based interventions to optimize their success.

This is where progress monitoring comes in.

In this blog, you’ll learn about the importance of progress monitoring, why and how it’s used in the classroom, and tools to help you get started.

What is progress monitoring in education?

Progress monitoring is the standardized process of evaluating progress toward a performance target, based on rates of improvement from frequent (typically weekly or biweekly) assessments of specific skills.

In education, progress monitoring is used to:

  • Assess students’ academic and social-emotional behavior (SEB) progress
  • Examine the rate of improvement
  • Evaluate the effectiveness of instruction or intervention

Progress monitoring is typically used with both individual students and small groups.

The difference between progress monitoring and monitoring progress

Progress monitoring and monitoring progress sound very similar, but they are not the same thing. However, we need both in schools for student success.

Progress monitoring is a formal system where a teacher collects data for students who participate in interventions each week while the student is participating in those interventions. However, progress monitoring is only reliable and valid if it’s being conducted with a standardized assessment so that we can track growth in real time.

Monitoring progress is a more informal approach that teachers use every day when they’re simply scanning a classroom to see who might be engaged and who is not, or who is done and who is not ready to move on to another activity. It’s also sometimes used to describe generally monitoring students’ standards proficiency.

We need both in school systems—one as a more general method of monitoring and one to help make data-informed decisions about whether students are reaching the goals we’ve set for them.

teachers discussing together

3 main reasons teachers use progress monitoring in education

There are a variety of purposes that progress monitoring data can serve, but most often, teachers conduct progress monitoring to:

  1. Evaluate student learning outcomes
  2. Consider instructional changes
  3. Determine eligibility for other educational services

Let’s examine each of these purposes in more detail.

#1: Track and evaluate student learning outcomes

The most obvious and straightforward reason for progress monitoring is to track student learning over time. By utilizing progress monitoring, educators can use progress monitoring data to see if a student has made expected gains using the intervention provided.

If these are the gains needed to catch up to peers, progress monitoring can also document that.

#2: Determine if instructional or intervention changes are needed

Progress monitoring also provides a way for educators to evaluate their own instructional and intervention practices. When a student’s progress monitoring data indicate desired improvements, a change to the intervention might not be necessary.

However, when progress monitoring data show that a student is not making the necessary gains to reach the instructional goal, educators can revise their intervention strategies and collect more data moving forward.

#3: Determine eligibility for additional educational services

A third common purpose for progress monitoring is to determine whether a student is eligible for other types of educational services or interventions, including special education.

Beginning in 2004, the Individuals with Disabilities Education Improvement Act (IDEIA) incorporated provisions for using progress data as part of the process to determine if a student meets the criteria for a specific learning disability (SLD).

Although much narrower in scope than other uses, using progress monitoring data for SLD eligibility is required in certain US states and is allowed in all of them.

Effective tools for progress monitoring

Learn more about using Renaissance assessment tools for progress monitoring.

Progress monitoring assessments

Districts may decide between two different assessments for progress monitoring: curriculum-based measures (CBMs) and computer-adaptive tests (CATs). Leading assessment platforms for K–12—including FastBridge and Star Assessments from Renaissance—include both CBMs and CATs in order to meet a wide variety of assessment needs.

The two types of assessments are not the same, however. It’s important to understand the distinctions between CBM and CAT to make the best selections for student progress monitoring measures.

Curriculum-based measures (CBMs)

Curriculum-based measures are the most widely researched and commonly used progress monitoring assessments.

When they were first developed, the purpose of CBMs was to measure student growth and provide a brief, repeatable, authentic, and inexpensive measure to track student progress.

Historically, curriculum-based measures have also been used for making decisions about:

  • Screening
  • Referrals
  • Program outcomes
  • Individualized Education Program (IEP) outcomes

Curriculum-based measures typically incorporate standardized procedures for administration and scoring. CBM publishers develop specific procedures for administration and scoring that are specific to their set of CBM materials.

Each publisher also provides guidelines for interpretation and use, which often include a specific set of standardized benchmarks and norms. CBMs are often timed, because standardized assessments completed under timed conditions provide evidence of a student’s automaticity (or fluency) with a target skill.

To utilize CBMs, you’ll want to follow these steps:

  1. Identify CBM probes that align with a student’s IEP goals, grade, and skill level.
  2. Plot the scores on a graph that appropriately and accurately depicts the data to help provide a visual for the student to better understand their performance.
  3. Set goals for the student.
  4. Make instructional decisions based on the student’s outcomes and determine if changes are needed in the instruction, intervention, or materials.
  5. Share results with parents and other educational professionals.

CBM progress monitoring assessment examples

In reading, a teacher might have a student read a few passages aloud for a set duration of time. The teacher then records any errors made while reading those passages. Next, the teacher takes an average of the correctly read words from the passages to determine the student’s true reading rate.

In spelling, teachers might read 10 words aloud for a student to spell with few to no errors. Teachers score the student based on their correct letter sequence.

In writing, teachers might give a story starter, then give a student one minute to think of a storyline and a handful of minutes to write out as much of the story as possible. This CBM is scored by the number of words written, the number of words spelled correctly, or a combination of both.

In math, teachers can use single-skill or multiple-skill probes and instruct students to solve as many problems as possible within a specific time. The score is based on the number of correct digits.

Computer-adaptive tests (CATs)

The use of computer-adaptive tests (CATs) is becoming increasingly popular throughout districts to monitor individual student progress.

CATs were originally developed for the purpose of replacing traditional, fixed-length paper-and-pencil tests of achievement and have been proven to be a helpful measure to identify each student’s achievement levels in reading and mathematics.

CATs utilize item response theory (IRT) and use student answers in real time to inform subsequent questions based on difficulty level. IRT is a statistical method that calculates the difficulty of all questions in a “bank” of test items, and then uses selected items in relation to each student’s response pattern.

Specifically, when taking a CAT, the student starts with items matched to their grade level, but later items are selected by the computer program based on the student’s answers to earlier items.

Simply put, CATs automatically adjust to a student’s skill level to measure achievement.

CAT progress monitoring assessment examples

A simple example of progress monitoring assessments using CATs is this:

A third-grade student starts with several third-grade questions, but then the items would get easier or harder based on whether the first items were answered correctly or incorrectly by the student.

Some other CATs you’re likely familiar with that utilize IRT principles are:

  • GRE
  • GMAT
teacher helping her class with schoolwork

How to use progress monitoring data most effectively

When progress monitoring assessments are implemented with the intent to increase student success, they can provide the necessary student data to help you make informed decisions about the next step in the educational plan.

And although progress monitoring data is key to driving the right intervention decisions at the right time for student success, many educators struggle to decipher the data gathered from their progress monitoring assessments.

Why is this?

Far too often, schools and districts collect a multitude of data, but they fail to effectively use it to make changes in instruction.

Educators also must approach the data—whether from a CBM, a CAT, or both—in an unbiased manner, viewing it as formative feedback on student progress as opposed to a personal attack on their instruction or intervention routes.

At Renaissance, we understand that it’s difficult to utilize the data gathered to help drive future instruction or interventions if you’re not quite sure what to make of the data you’ve acquired. If this sounds like you, we have the support that you’re looking for.

Download our free Progress Monitoring Toolkit for guidance on using your progress monitoring data to help your students succeed. And if you’d like to learn more about using FastBridge or Star Assessments for progress monitoring, connect with an expert today.

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Renaissance and Nearpod, Coming Together to Empower Teachers and Accelerate Student Growth https://www.renaissance.com/2021/02/23/news-renaissance-nearpod-coming-together-empower-teachers-accelerate-student-growth/ Tue, 23 Feb 2021 14:18:42 +0000 https://renlearnstg.wpengine.com/?p=50495 Together, Nearpod and Renaissance will become the instructional operating system of the classroom, combining live instruction and in-the-moment insights with personalized practice and assessment Bloomington, Minn. (Feb. 23, 2021) – Renaissance, a global leader in student-centered, pre-K–12 personalized practice and assessment, has entered into a definitive agreement to acquire Nearpod, the leader in teacher-facilitated instructional […]

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Together, Nearpod and Renaissance will become the instructional operating system of the classroom, combining live instruction and in-the-moment insights with personalized practice and assessment

Bloomington, Minn. (Feb. 23, 2021)Renaissance, a global leader in student-centered, pre-K–12 personalized practice and assessment, has entered into a definitive agreement to acquire Nearpod, the leader in teacher-facilitated instructional delivery, to unlock an unparalleled level of student insights.

“In the past year, seismic shifts have changed education as we know it,” said Chris Bauleke, chief executive officer at Renaissance. “With the rise of COVID-19, this shift crossed a crucial threshold and created a demand for the edtech industry to provide solutions that don’t supplement or replace the teacher, but instead, pave the way for a new way to teach and learn. The combination of Renaissance and Nearpod will empower teachers to drive the full learner experience with a deep set of real-time data, content, and tools to accelerate learning and growth for all students.”

Nearpod offers an interactive instructional platform that merges real-time formative assessment and dynamic media for live and self-paced learning experiences, both inside and outside of the classroom, giving educators the ability to adjust in real-time, while easily seeing how their students are progressing. Teachers can choose from more than 15,000 interactive lessons, videos, and activities created in partnership with leading organizations like Common Sense Education and Smithsonian to quickly enhance their existing content.

Nearly a decade ago, Nearpod’s founders, Guido Kovalskys, Felipe Sommer, and Emiliano Abramzon, observed an influx of 1:1 devices entering the classroom. They recognized a need for a platform that could help teachers and students better connect with one another. Five years later, Nearpod raised financing from third-party investors and hired a team of industry experts, former educators, and engineers to create the platform that is now used by teachers in 75% of US school districts. In 2019, Nearpod acquired Flocabulary, a learning platform that engages students in academically rigorous K–12 concepts while promoting literacy through hip-hop videos. In 2020, teachers launched 19.5 million Nearpod lessons, collecting approximately 1.5 billion real-time insights into student learning.

“We’re thrilled to join Renaissance and to support the mission of accelerating learning for all,” said Pep Carrera, chief executive officer at Nearpod. “Connecting Renaissance’s deep insights of over 20 million students to the 1.2 million Nearpod teachers delivers on the full promise of personalizing learning across remote, hybrid, and in-person classrooms.”

Nearpod customers will continue to receive the support, service, and innovation they have come to expect and love from the company. Existing Renaissance customers can look forward to learning more about Nearpod in the months ahead.

UBS Investment Bank served as financial advisor to Nearpod in this transaction.


About Renaissance

As a global leader in assessment, reading, and math solutions for pre-K–12 schools and districts, Renaissance is committed to providing educators with insights and resources to accelerate growth and help all students build a strong foundation for success. Renaissance solutions are used in over one-third of US schools and in more than 100 countries worldwide. The Renaissance portfolio includes Star Assessments, for reliable, accurate insights into K–12 student learning; myIGDIs, for accurate assessment of early learning; myON, to increase students’ access to high-quality reading materials; Accelerated Reader, to support independent reading practice; Freckle, for teacher-led differentiated instruction; and Schoolzilla, to give educators actionable insights into trends in student attendance and achievement. For more information, visit www.renaissance.com.

About Nearpod

Nearpod offers an interactive instructional platform that merges real-time formative assessment and dynamic media for live and self-paced learning experiences inside and outside of the classroom. Nearpod works with any classroom technology, from tablets and smartphones to laptops and Chromebooks. The platform helps engage students with activities such as Virtual Reality, PhET simulations, and Desmos, and with more than 15,000 ready-to-run interactive lessons, videos, and activities created in partnership with leading organizations like Common Sense Education and Smithsonian. In 2019, Nearpod acquired Flocabulary, a learning platform that engages students in academically rigorous K–12 concepts while promoting literacy through hip-hop videos. Together, Nearpod and Flocabulary reach educators in 100 of the largest school districts in the US. In 2018, Nearpod was named EdTech Digest’s Company of the Year. To learn more, visit www.nearpod.com.

Ken Stoflet
Communications Specialist
Renaissance
(715) 424-3636 ext. 2332
ken.stoflet@renaissance.com

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Using CRRSA and CARES Act funds to support continuous learning https://www.renaissance.com/2021/02/19/blog-using-crrsa-cares-act-funds-support-continuous-learning/ Fri, 19 Feb 2021 14:21:40 +0000 https://renlearnstg.wpengine.com/?p=50414 The COVID-19 pandemic has had a major impact on education, from widespread building closures to concerns over the scale of learning loss caused by the disruptions. As of February 19, 2021, the federal government has passed two pieces of legislation—CRRSA and the CARES Act—that include stimulus funds for K–12 schools and districts, with further assistance […]

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The COVID-19 pandemic has had a major impact on education, from widespread building closures to concerns over the scale of learning loss caused by the disruptions. As of February 19, 2021, the federal government has passed two pieces of legislation—CRRSA and the CARES Act—that include stimulus funds for K–12 schools and districts, with further assistance likely on the way.

Recently, we had the opportunity to talk about this funding with Darice Keating, Senior Vice President of Government Affairs; Rita Wright, Director, National Academic Advisors; and Roberta Bergman, Senior Funding Consultant. Here are the highlights of our conversation, along with notes about what they’ll be watching for in the weeks and months ahead.

Q: What do educators need to know about CRRSA and the CARES Act? How much funding is available?

Darice Keating: In March 2020, the federal government passed the Coronavirus Aid, Relief, and Economic Security (CARES) Act, which provides $13.2 billion for the Elementary and Secondary Emergency Relief (ESSER) Fund. These funds are distributed to districts based on the Title I funding formula from ESSA. States have one year to distribute the funds, and districts must spend the funds by September 30, 2022.

In December 2020, the federal government passed a second piece of legislation: the Coronavirus Response and Relief Supplemental Appropriation Act of 2021 (CRRSA). This provides an additional $54.3 billion for ESSER—funds that are known as “ESSER II.” Again, these funds are distributed to districts based on the Title I funding formula from ESSA, and states have one year to distribute the funds. Districts must spend ESSER II funds by September 30, 2023.

The US Department of Education’s Office of Elementary & Secondary Education (OESE) maintains a variety of ESSER-related resources, including responses to frequently asked questions and a chart comparing ESSER and ESSER II. For specific information on when these funds will be distributed to districts, educators should consult their state department of education’s website.

Q: How can districts use the ESSER and ESSER II funds?

Darice Keating: Districts can use these funds for a variety of purposes, including cleaning and sanitizing facilities; purchasing technology—hardware, software, and connectivity—to support student learning; and planning and implementing activities for summer learning or supplemental afterschool programs, which can be delivered either face-to-face or online.

These funds can also be used for activities that address the unique needs of special populations: low-income students, children with disabilities, English Learners, racial and ethnic minorities, students experiencing homelessness, and foster-care youth.

Student learning loss is clearly an important topic this year, and districts can use the ESSER II funds in particular to address learning loss—and I’m quoting from the legislation here—by:

  • Administering and using high-quality assessments that are valid and reliable, to accurately assess students’ academic progress and assist educators in meeting students’ academic needs, including through differentiating instruction.
  • Implementing evidence-based activities to meet the comprehensive needs of students.
  • Providing information and assistance to parents and families on how they can effectively support students, including in a distance learning environment.
  • Tracking student attendance and improving student engagement in distance education.

Both ESSER and ESSER II funds can be used for expenses dating back to March 13, 2020, which is when the national emergency was declared due to COVID-19.

Again, I’d direct readers to the OESE website for the most detailed and up-to-date information.

Q: Do CRRSA and the CARES Act include other funding for education?

Darice Keating: Yes. The CARES Act set aside $3 billion for the Governor’s Emergency Education Relief Fund (GEER), to be distributed to the states through formula grants. CRRSA included $1.3 billion in supplemental GEER awards (known as “GEER II”) that governors can use for K–12 and higher education, along with $2.75 billion in Emergency Assistance to Non-Public Schools (EANS) awards. The EANS funds are allocated based on each state’s share of low-income children enrolled in non-public schools, while GEER and GEER II funds are allocated based on a state’s population aged 5–24 and the proportion of children whose families fall below the poverty line.

Like the ESSER funds, GEER funds must be spent by September 30, 2022, while GEER II and EANS funds must be spent by September 30, 2023.

The OESE website includes detailed information on GEER, GEER II, and EANS. We should note that each state is developing its own application process for EANS funds, so educators in parochial and private schools should check their state department of education’s website for details.

Q: Do Renaissance products align with CRRSA and CARES Act funding?

Rita Wright: Absolutely. When school buildings closed last spring due to the pandemic, many educators had to scramble to adapt their familiar classroom routines to a distance-learning environment. Over the past year, the number of students using our myON digital reading platform has grown greatly, and a number of districts have opted to enable at-home quizzing in our Accelerated Reader program.

We’ve also seen a major increase in the number of students using our Freckle platform, which provides differentiated practice in math, ELA, science, and social studies. I think some educators were surprised when we released the How Kids Are Performing report last fall, which showed that the “COVID-19 Slide” was greater in math than in reading, and that middle school students were impacted the most. This makes it especially important to accelerate students’ math growth this year, and Freckle Math is playing an important role here.

COVID-19 Learning Loss

myON, Accelerated Reader, and Freckle can be used in any learning environment (in-person, remote, or hybrid), in afterschool programs, and over the summer. We’re also continuing to enhance these programs to meet students’ and educators’ needs. myON, for example, now has a low-bandwidth reading option for students without reliable access to high-speed internet, while Freckle Math offers a more student-friendly experience on mobile devices.

Q: What about assessments and reporting?

Rita Wright: As Darice mentioned, ESSER II funds can be used for valid and reliable assessments to assess student progress and identify instructional needs, and our Star Assessments are designed for exactly this purpose. The cancellation of state testing last spring makes it especially important for schools and districts to make full use of interim assessments this year, and we’ve created a variety of resources to support remote administration of Star. This includes the ability to flag remote administrations when reporting assessment results, which is a requirement in some states and is something that many administrators are watching closely.

Star’s computer-adaptive assessments are also available in Spanish, to support the needs of dual-language, bilingual, and immersion programs. Last fall, we also launched Star CBM, which provides curriculum-based measures in both reading (K–6) and math (K–3). Like the computer-adaptive Star assessments, the curriculum-based measures are designed for both screening and progress monitoring, and they can be administered either in-person or remotely.

Educational equity is also a very important issue this year, and districts are using our Schoolzilla platform to disaggregate data by student subgroup. Schoolzilla brings together data stored in the Student Information System with data from Star and other programs, providing a comprehensive view of attendance and performance district-wide, by school, and by subgroup, as shown in the sample below:

Focusing on Educational Equity

Q: What other funding sources should educators be looking at, in addition to the COVID relief funds?

Roberta Bergman: At this point in the school year, educators are often looking ahead to summer and thinking about funding for their summer reading and math programs. As Darice mentioned, ESSER and ESSER II funds can be used for afterschool programs and for summer learning, and there are a variety of other summer funding sources as well, which we’ve outlined in this document. These sources fall into three broad categories:

  1. Federal funding, which includes both formula funds (such as Title I, III, IV, and IDEA/CEIS) and discretionary funds, such as Comprehensive Literacy State Development Grants and Striving Readers Comprehensive Literacy Grants.
  2. District and school funding, including unspent dollars in school or district budgets, dollars from fundraising activities by teacher associations or parent groups, etc.
  3. Foundation and corporate grants and contributions for education—particularly those that focus on summer learning.

I’d invite readers to visit the Funding pages on our website for more information about both summer funding and the other funding sources we’ve mentioned in this discussion, including CARES and CRRSA. These pages also host a variety of resources, such as funding correlation documents for Renaissance products, a grant writing dictionary, and more.

Q: Is there additional stimulus funding on the horizon? What do you expect in the coming weeks and months?

Darice Keating: A proposed piece of legislation called the American Rescue Plan Act (ARPA)* includes further funding for K–12 education, particularly to support the safe reopening of school buildings. Of course, we know that there is strong interest in understanding the impact of COVID-19 on learning, and on accelerating students’ learning during this unusual time, and I expect these issues to continue to receive a lot of focus.

Dr. Miguel Cardona, who’s the nominee for Secretary of Education, has said that closing the digital divide will be one of his top priorities, so I also expect a continued focus on expanding students’ access to both devices and Wi-Fi.

(*NOTE: On March 11, the federal government passed the American Rescue Plan Act of 2021, which includes more than $122 billion for K–12 districts. This funding will be allocated according to the Title 1 formula, in the same way as CARES and CRRSA. The funds can be used for addressing needs related to COVID-19, similar to CARES and CRRSA.

Recognizing the impact to students during the pandemic, the legislation requires districts to reserve at least 20 percent of their new funding to address learning loss, and requires states to reserve 5 percent to address learning loss.)

Rita Wright: There’s no denying that distance learning has forever changed how we teach kids. Even when all buildings have reopened, some parents will decide to keep their children enrolled in distance learning, and there will still be times—due to hurricanes, floods, snowstorms, etc.—when schools have to quickly transition from in-person to remote instruction.

I think the investments that districts have made in technology over the past year have shown that learning can continue outside of the building and outside of the traditional school day. I expect that many districts will use this technology over the summer, whether in formal summer school programs or through informal reading and math activities designed to keep kids engaged and to prevent them from losing ground over the summer months.

When speaking with educators, I remind them that myON, Accelerated Reader, Freckle, and Star can all be used over the summer—and that providing students with access to engaging activities is key to ensuring that their learning continues.

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The history of What Kids Are Reading https://www.renaissance.com/2021/02/12/blog-the-history-of-what-kids-are-reading/ Fri, 12 Feb 2021 14:23:38 +0000 https://renlearnstg.wpengine.com/?p=50382 Each year, Renaissance’s What Kids Are Reading report lists the most popular books at every grade level, and also provides new insights into K–12 students’ reading habits. With the 2021 report arriving on March 2, we wanted to look back at the report’s history—and preview what’s new this year. We recently discussed these topics with […]

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Each year, Renaissance’s What Kids Are Reading report lists the most popular books at every grade level, and also provides new insights into K–12 students’ reading habits. With the 2021 report arriving on March 2, we wanted to look back at the report’s history—and preview what’s new this year. We recently discussed these topics with Eric Stickney, our Senior Director of Educational Research; Heather Nagrocki, Senior Research Writer/Editor; and Amanda Beckler, Senior Research Analyst. Here are the highlights from our conversation, along with links to literacy resources.

Q: Why did Renaissance create What Kids Are Reading? What was the first report’s goal?

Eric Stickney: Bestseller lists and surveys of libraries can tell us which books are of interest to children and young people. But as Terry Paul, the co-founder and former CEO of Renaissance, liked to point out, our Accelerated Reader program shows us which books students are actually reading, not just buying or checking out. Because Accelerated Reader is used by millions of students across the US, we have a large national sample of which books kids are reading, along with data on their comprehension of those books and the characteristics of the books (word count, difficulty, etc.)

Terry realized that this data would be very useful to educators, librarians, parents—and even to the students themselves. His discussions with the Renaissance Research team led us to publish the first What Kids Are Reading report in 2008. It contained lists of the most commonly read books by grade and gender, along with statistics regarding how much reading students were doing at each grade level.

What Kids Are Reading (first edition)

The report received a very positive response from educators and parents, and the media was interested as well. A story even landed on the front page of the Washington Post. That, in turn, sparked discussions with researchers, educators, and parents about whether students were reading sufficiently challenging books, or were doing enough reading period. Those are good discussions to have, and the positive response led us to commit to releasing new editions of the report each year.

Q: How has the report changed over the years?

Heather Nagrocki: The biggest change is the number of students included: from three million in the first edition to more than seven million this year. We’ve also made enhancements to the grade-level book lists. For example, we now flag nonfiction titles and titles that have Spanish-language quizzes available in Accelerated Reader. We’ve also started to combine book series into a single entry to allow as many unique books as possible to make it onto the lists. Books from several series, such as the Biscuit series, the Diary of a Wimpy Kid series, and the Harry Potter series, were dominating the lists in some grades. Listing the series as a single entry shows how popular the books are with students, while opening up space for additional titles that might otherwise get overlooked.

Eric Stickney: Another major enhancement was the launch of a companion website several years ago. In addition to downloading the formal report, educators, librarians, parents, and students can use the website’s Custom Report Builder to look at the What Kids Are Reading data however they’d like. For example, they can filter the results by state, grade level, reading level, gender, fiction vs. nonfiction, English vs. Spanish, and more.

A persistent challenge noted by educators and parents is that—beginning around grade 5—boys generally don’t read as much as girls, don’t read as well, and are more likely to be labeled as reluctant or resistant readers. One of the common issues is that they can’t find books that interest them. Using the Custom Report Builder, a grade 5 teacher in, say, Ohio could find the most popular books among fifth grade boys in that state. She could then share this list with the boys in her class, showing them the books their friends are reading.

Custom Report Builder (Ohio example)

Q: How has the process of creating the report changed since 2008?

Heather Nagrocki: We’ve become a lot more efficient at pulling the data, and we definitely have a list of “lessons learned” over the years. For example, for the first edition of the report, we pulled each author’s first name and last name to create the grade-level booklists. This worked fine in most cases…until we ended up with listings like “The Great Gatsby, by F. Fitzgerald.” We had to scramble to fix these entries before the deadline!

Amanda Beckler: As Heather mentioned earlier, the amount of data has also increased significantly. Starting in 2015, we began to include research analyses in the report, drawing on data from both Accelerated Reader and our Star Assessments. Using both sources allows us to tie the amount of time students spend reading to their reading growth, and to show the correlation between setting reading goals and student growth. We’ve also looked closely at nonfiction reading. In 2008, only 18 percent of students’ reading was nonfiction. Now, it’s 25–26 percent, reflecting the emphasis on informational text in many states’ learning standards.

The addition of myON to the Renaissance family gave us new insight into students’ digital reading habits, and the report now includes grade-level lists of popular digital titles as well. Analyzing students’ reading on myON also showed us something interesting about nonfiction reading. There’s a common perception that students prefer fiction to nonfiction, and it’s true that fiction makes up the bulk of students’ reading overall.

But when students have instant access to digital books on myON, the picture changes. As we pointed out in last year’s report, students in grades 3–8 spend more than 50 percent of their time on myON reading nonfiction titles:

This is what makes the process of creating the report so interesting each year: we’re never quite sure what we’ll find when we dig into the data.

Q: What other research questions has the report investigated? Which findings surprised you the most?

Eric Stickney: The analyses have definitely shown us the power of daily reading practice. Take vocabulary as an example. Reading researchers will tell you that exposing students to vocabulary in authentic text is critical for developing their background knowledge, their general reading ability, and their ability to tackle new, more challenging, and unfamiliar types of text in the future. In the 2019 report, we examined the impact of reading for just a few extra minutes per day on students’ vocabulary growth. It’s both surprising and heartening to see how dedicating a bit more time to daily reading practice results in significantly greater vocabulary gains across a student’s K–12 education:

Reading time and vocabulary growth (K-12)

We’ve also explored the relationship between the difficulty of what students read and what adults read. Some observers despair that kids don’t do a lot of reading “at their grade level” after they leave middle school. Our data shows there’s good news and bad news. Most high school students are choosing or being assigned books at a difficulty of around grades 6–8. That may sound concerning, but it turns out that we adults mostly read books at about that same level, if you analyze what’s on the bestseller lists.

So, there doesn’t seem to be a gap in terms of fiction reading. The larger concern is the nonfiction material, including both articles and books. There is a gap between the difficulty of the nonfiction books and articles high school seniors read and the text complexity they are expected to handle in college and career. On average, it looks to be about a three-year gap, because 12th graders are reading nonfiction books and articles mostly at a grade 7–9 level. However, the occupational, military, and college texts they will need to handle are typically around grades 10–14 in terms of text difficulty. So, there’s clearly more work to be done here.

Q: Each year, the report includes short essays by noted authors. Which essays are the most memorable?

Heather Nagrocki: There are too many to choose from! The Outsiders was one of my favorite books when I was growing up, and I approached S.E. Hinton to write an essay for the first edition of the report. I was so excited when she agreed!

Other authors who’ve contributed essays include Lois Lowry, author of The Giver; Christopher Paul Curtis, author of Bud, Not Buddy; Judith Viorst, author of Alexander and the Terrible, Horrible, No Good, Very Bad Day; Dav Pilkey, author of the Captain Underpants and Dogman series; Melba Pattillo Beals, a member of the Little Rock Nine, the first students to integrate all-white Central High School in Little Rock, AR, in 1957, and author of Warriors Don’t Cry; and Dr. Christine King Farris, author of March On!: The Day My Brother Martin Changed the World.

We’ve also had Donald Driver, the former Green Bay Packer and author of a series of children’s books about a boy named Quickie—a fun local tie-in for our Wisconsin-based company; Daniel Handler, author of the Lemony Snicket series; Jeannette Walls, author of the memoir The Glass Castle; and Ellen Hopkins, who’s written some memorable YA novels in verse.

For 2021, we’ll have essays by Jewell Parker Rhodes, author of Black Brother, Black Brother; Pam Muñoz Ryan, author of Esperanza Rising; Rob Harrell, author of Wink; and Yuyi Morales, author of Dreamers. Appropriately enough, each writer will reflect on how books and reading can help us all—kids and adults alike—to get through challenging times.

Q: What else can you tell us about the 2021 report? What will be new this year?

Heather Nagrocki: As always, the report will list the most popular books at each grade level—although this year, we’re providing side-by-side lists of the top 12 print titles and the top 12 digital titles. This reflects the major increase in myON usage we’ve seen over the last year, as educators and librarians have found new ways of getting books into kids’ hands.

For a few years, we’ve been highlighting titles that support social-emotional learning. For 2021, each grade level will feature a pair of books (one fiction, the other nonfiction) that address a SEL-related topic. We’re also highlighting five popular Spanish titles at each grade level, as well as books that promote diversity and inclusion. Finally, each grade will have a “New and Now” section, to highlight books published in 2019 or 2020 that students are just starting to discover.

Amanda Beckler: From a research perspective, we’ll be comparing students’ reading in fall 2020 to their reading in fall 2019. We’re obviously interested in whether students are reading more or less this school year. We’re also interested in the difficultly of the books they’re reading now, and how well they’re comprehending what they read.

2021 also marks the thirty-fifth anniversary of Accelerated Reader. In addition to the booklists and the research findings, we’ll profile several educators who are using AR to support distance and hybrid learning this year.

Eric Stickney: Beyond sharing data on student reading, the report’s goal has always been to celebrate books and to encourage students to read for pleasure, both in and out of school. We know from prior research that the characteristics of the reading that students do are strong predictors of how much they’ll grow achievement-wise, and the likelihood they’ll be able to understand more complex texts later in school, college, and career.

There is concern about how much students are reading, that video games and other distractions pull them away from books, and that the disruption caused by COVID-19 is having a negative impact on reading growth. So, while the 2021 report will offer new insights and information, its goal remains the same: to highlight popular and engaging books so that educators, librarians, and parents can help all students to find their next great read.

The post The history of What Kids Are Reading appeared first on Renaissance.

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The relationship between disproportionality and exclusionary discipline practices  https://www.renaissance.com/2021/02/04/blog-the-relationship-between-disproportionality-and-exclusionary-discipline-practices/ Thu, 04 Feb 2021 20:12:00 +0000 https://renlearnstg.wpengine.com/?p=62483 Student behavior and the implementation of appropriate disciplinary practices have been a challenge since the beginning of formal education. Too often, the chosen disciplinary action removes or excludes a student from the classroom—and may result in learning deficits that affect students across specific demographics. This blog focuses on exclusionary discipline, how it contributes to disproportionality, […]

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Student behavior and the implementation of appropriate disciplinary practices have been a challenge since the beginning of formal education. Too often, the chosen disciplinary action removes or excludes a student from the classroom—and may result in learning deficits that affect students across specific demographics.

This blog focuses on exclusionary discipline, how it contributes to disproportionality, and what schools can do to begin to provide equitable disciplinary measures to help all students succeed.

What is exclusionary discipline?

According to the Committee for Children, exclusionary discipline refers to “any type of school disciplinary action that removes or excludes students from their usual educational setting.”

Common examples of exclusionary discipline include practices such as:

  • Office discipline referrals
  • In-school suspension
  • Out-of-school suspension
  • Expulsion
  • School arrests
  • Seclusion
  • Restraint
high school students in class

What is disproportionality?

Disproportionality is the over- or under-representation of a group of students that exceeds expectations for that group or differs substantially from the representation of other students in the same category.

How does exclusionary discipline tie into disproportionality?

When discussing the connection between disproportionality and exclusionary discipline practices in our schools, we are referring to the disproportionately high rates at which students from certain backgrounds are subjected to disciplinary measures that require them to leave the classroom or otherwise miss out on critical learning opportunities.

Several studies (Girvan et al., 2017; Monahan et al., 2014; Welch et al., 2010), as well as research by the United States Government Accountability Office, illustrate the fact that…

  • Students of color;
  • Boys; and
  • Students with disabilities

…are at a higher risk of encountering exclusionary discipline practices, which can lead to higher rates of academic failure and a lack of future social and economic success.

This trend was found across all school types, regardless of factors such as overall school poverty rate and students’ grade level (United States Government Accountability Office Report to Congressional Requesters, 2018).

Too often, school personnel rely upon exclusionary discipline measures to punish and deter student misbehavior—without addressing the root causes or underlying reasons for the offending behavior.

The fallout of exclusionary discipline is associated with significant negative outcomes for students, schools, and communities, including the following (Balfanz et al., 2014; Monahan et al., 2014):

  • Disrupting the student learning process
  • Causing students to miss class time and fall behind academically
  • Student disengagement and negative attitudes toward education
  • Dropping out of school
  • Increasing the likelihood of a student needing to repeat a grade level
  • Exhibiting delinquent and potentially criminal behaviors
  • Becoming involved with criminal justice systems
  • Decreasing students’ future earning potential
  • Adding costs to society, including incarceration and lost tax revenue

Improving outcomes and reducing disproportionality by rethinking teacher and administrator actions

Because the issue of exclusionary discipline and disproportionality is so pervasive, it can become a challenge to enact real and meaningful change. However, being aware of and consistent with consequences is the first step to bringing equity and justice for students who are disproportionately punished.

Research indicates a strong correlation between exclusionary discipline practices and overall academic failure, but many educators cite in-the-moment escalation as the determining factor in selecting a disciplinary consequence. This leaves little room for more objectively weighing the benefits and drawbacks of disciplinary actions.

While it is easier said than done, reflection can be a key component to beginning a cycle of change. To begin the process of reflection before implementing consequences, ask yourself the following questions when you encounter negative student behaviors:

  • Why is this student choosing to behave in this way?
  • Are there underlying factors that should be considered before determining a consequence?
  • Is this consequence being issued consistently across all groups of students?
  • Is the behavior so severe that it merits losing academic time—especially when the loss of instructional time can actually compound problems for the student?

With an issue as complex and far-reaching as exclusionary discipline, educators must ask themselves how they can best meet the needs of all students while still maintaining behavior standards.

I believe that the answer is through monitoring both behavior and academic data for students who are at high risk for exclusionary discipline practices and tracking each student’s overall incident report to identify key trends.

Let’s explore this point.

Understanding whole child data

Discover how Renaissance solutions support more effective data collection and analysis.

Using data to track exclusionary discipline practices and discourage disproportionality

Teachers and administrators need the right tools to track and categorize incidents of exclusionary discipline and monitor the punitive measures that are being used with different student groups with respect to behavior.

By using a data management platform, educators can track discipline referrals by:

  • Behavior
  • Location
  • Time of day
  • Individual student
  • Monthly averages

Analyzing these reports helps teachers and administrators to see trends among referrals and behavior incidents. For example, after running a Behavior Referrals by Location report, it may become obvious that the common areas within the school, such as lockers or bathrooms, are prime locations for problem behaviors to take place.

This insight gives administrators and teachers the opportunity to enact preventative measures to help ward off potential problem behaviors, such as additional adult supervision or limiting the number of students in the problem area.

Educators can also use reporting around the given consequences for offending behaviors to better understand the number of enacted consequences. This can be done by observing key indicators such as the students’:

  • Ethnicity
  • Grade level
  • Special education status
  • English Learner status

This can help to identify whether a particular demographic group of students is experiencing a disproportionate severity of disciplinary action when compared to students of other demographics. Schools and districts can also monitor the impacts of different disciplinary actions on groups of students to gauge effectiveness and outcomes.

teen girl on ipad

Implementing PBIS for preventative action

Positive Behavioral Interventions and Supports, or PBIS, “is an evidence-based, three-tiered framework for improving and integrating all the data, systems, and practices affecting student outcomes” (United States Government Accountability Office Report to Congressional Requesters, 2018).

The general purpose of PBIS is to improve both student and teacher outcomes, as well as to reduce the exclusionary discipline rate of all students—especially those groups who historically experience disproportionate suspension and expulsion rates.

Positive behavioral interventions and supports allow schools and districts to institute behavioral expectations that are based on clear and actionable procedures and systems. Depending on the needs of students engaging in noncompliant behavior, Tier 2 or Tier 3 supports are provided, which involve students and staff in more intensive behavioral interventions.

To best determine which level of intervention intensity each student needs, PBIS relies heavily on collecting and analyzing disaggregated behavior data and progress monitoring.

This is where Renaissance can help.

Renaissance and PBIS work hand-in-hand to combat disproportionality

PBIS is a popular method of behavior management and is well-respected in many districts and schools across the country. To effectively implement these procedures and systems, collecting and analyzing data is non-negotiable.

Renaissance’s eduCLIMBER platform provides strong analytic tools for teachers and administrators who are seeking to implement PBIS, track student outcomes, and minimize exclusionary discipline practices. This interactive system focuses on the individual needs of each student by fully integrating whole child data into a single platform with built-in tools for:

  • Intervention tracking
  • Collaborative workflows
  • Effectiveness reporting

eduCLIMBER also helps administrators to monitor key performance indicators and increase equity, while giving teachers the tools they need to see the details about all students in one place. This means each team member gets a holistic view of what’s happening in the district across…

  • Academics;
  • Social-emotional behavior;
  • Attendance;
  • Interventions;
  • And more

…to drive real-time adjustments that advance equity, reduce disproportionality, and bolster school improvement.

Discover how eduCLIMBER can enable your team to collaborate around real-time data and turn insights into action with a user-friendly interface designed to support effective PBIS. Connect with an expert today to learn more.

References

Balfanz, R., Byrnes, V., & Fox, J. (2014) Sent home and put off-track: The antecedents, disproportionalities, and consequences of being suspended in the ninth grade. Journal of Applied Research on Children: Informing Policy for Children at Risk, 5(2).

Girvan, E., Gion, C., McIntosh, K., & Smolkowski, K. (2017). The relative contribution of subjective office referrals to racial disproportionality in school discipline. School Psychology Quarterly, 32(3), 392–404.

Monahan, K., VanDerhei, S., Bechtold, J., & Cauffman, E. (2014). From the school yard to the squad car: School discipline, truancy, and arrest. Journal of Youth and Adolescence, 43(7), 1110–1122.

United States Government Accountability Office (2018). Report to Congressional Requesters: K–12 education: Discipline disparities for Black students, boys, and students with disabilities. Retrieved from: https://www.gao.gov/products/gao-18-258

Welch, K., & Payne, A. A. (2010). Racial threat and punitive school discipline. Social Problems, 57(1), 25–48.

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Using Freckle Math to reverse the COVID-19 Slide https://www.renaissance.com/2021/01/29/blog-using-freckle-math-to-reverse-the-covid-slide/ Fri, 29 Jan 2021 14:21:32 +0000 https://renlearnstg.wpengine.com/?p=50206 Last November, we released our How Kids Are Performing report, which uses data from five million student assessments to quantify the impact of COVID-related disruptions. While most students experienced modest declines in reading performance, math performance was impacted more significantly, with students in grades 4–6 showing the greatest declines. This raises several questions for K–12 […]

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Last November, we released our How Kids Are Performing report, which uses data from five million student assessments to quantify the impact of COVID-related disruptions. While most students experienced modest declines in reading performance, math performance was impacted more significantly, with students in grades 4–6 showing the greatest declines.

This raises several questions for K–12 educators. Why was math impacted more than reading? How can we accelerate math growth this year, with so many students learning remotely? How can we use technology to support teaching and learning in mathematics—both inside and outside the classroom?

To help answer these questions, we recently spoke with Dr. Jan Bryan, National Education Officer at Renaissance; Jillian McDermott, a grade 4–5 teacher at Summit School of the Poconos in Pennsylvania; and Ryan Guerrero-Moreno, Product Specialist at Renaissance. Following are highlights from our conversation, along with links to helpful math resources.

Q: How much do we know about the COVID Slide in math?

Jan Bryan: As soon as school buildings closed last spring, we began hearing dire predictions about the scale of learning loss that students would experience due to COVID-19. But we weren’t able to truly quantify this until we had fall 2020 screening data, so we could compare students’ actual performance with where we’d expect them to be in a normal, “non-COVID” school year.

The How Kids Are Performing report shares our findings—specifically, that math was impacted more than reading at every grade level and across every demographic group. The following graph provides a stark indication of this, in the sense that the “worst” grades in reading (grades 4–7) are at the same level as the “best” grades in math (grades 2–3):

Time-Based Approximation of Learning Loss

Q: Why was math affected more than reading? And why were middle-school students impacted the most?

Jan Bryan: There’s a common perception that everyone is willing to read with or read to children, but when it comes to solving math problems, it’s suddenly a case of “OK—see you later!”

On a more serious note, the writer Stephen Pinker describes math as “ruthlessly cumulative,” with each skill dependent on those that come before it. Because of the building closures last spring and the rush to implement distance learning, it’s not surprising that students missed instruction and practice on critical math skills, which then makes it difficult for them to progress.

Jillian McDermott: I wasn’t surprised to see that the middle grades have been impacted the most. In K–3, we’re teaching students the fundamentals of math—addition, subtraction, multiplication, and division. In grades 4–5, we add another level of complexity, such as decimals and fractions. Even before COVID, it was clear to me that students who hadn’t truly learned the foundational skills would struggle when they needed to apply and build on them in grades 4–5.

Q: How do you support students who need more work on foundational math skills?

Jillian McDermott: I’m lucky to work at a school that emphasizes project-based learning, and differentiation has always been central to my teaching. For math, I divide students into four groups, and the groups rotate through four stations. Group 1 works with me; Group 2 works on activities in our workbook; Group 3 completes online practice in Freckle Math; and Group 4 does hands-on activities and math games.

The groups are at slightly different levels, so when students are working with me, I focus on what they’re ready to cover next and where they’re encountering difficulties. Sometimes, there’s a clear need to review or reteach skills from earlier grade levels before moving on, or to explore different ways of solving a problem.

I use Freckle Math for just this reason. The adaptive practice component adjusts to each student’s level, and there are built-in supports—such as hints and short help videos—that keep students engaged when they might otherwise give up. Students who need practice on foundational skills get exactly this, and I can see in real time how they’re progressing.

Freckle Supports and Scaffolds

Ryan Guerrero-Moreno: I’m always glad to hear about teachers who emphasize differentiation and who use Freckle to support this. By nature of a classroom, students are most often taught in groups, with limited 1:1 time. While this can be effective, we know that students are not homogenous and can really miss out on individualized skill-building in a classroom setting. Our focus on differentiation is related to why we are called “Freckle.” We often perceive freckles collectively, just as we perceive students collectively. The unique identity of an individual freckle can get lost or overlooked. The Freckle program constantly adapts to provide personalized practice, so the same phenomenon doesn’t occur with students.

Students receive a variety of question types (multiple choice, free response, drag-and-drop, etc.) when they’re working in Freckle. The program also provides students with regular reviews, particularly of concepts that proved challenging for them in the past, so they can develop the strong foundation Jillian mentioned earlier.

Q: How has COVID-19 impacted math teaching and learning?

Jillian McDermott: Every student in our school has a Chromebook, so technology was already embedded in our school day. When our building closed last spring, we only lost one day of instruction as we made the transition to remote learning. After that, we were back online, although most of the learning was asynchronous through the end of the school year.

This fall, we made the decision to remain fully remote, with live instruction four days per week. (Friday is for asynchronous learning activities.) I still have my four math stations, although these are now hosted in breakout rooms in our video conferencing system.

The teacher station has experienced the most change, because I’m no longer working with students face-to-face. I use Google Jamboard for this, which allows me to see students working on a problem, and allows them to collaborate with each other.

The Freckle station has probably changed the least, because my students were already familiar with using Freckle at home over the summer. The only “rule” I have is that they have to practice within the domain that we’re studying at the time. This was true in the classroom, and it still applies now that students are learning remotely.

Jan Bryan: There’s no shortage of research on effective strategies for helping students build positive math mindsets. Three that come to mind are frequent checks for understanding, deliberate practice to build expertise, and appropriate support and scaffolding. As Jillian and Ryan have pointed out, all three are built into the Freckle program, and students’ experience in Freckle is largely the same, whether they’re learning in the school building or at home.

Q: How has the COVID-19 Slide affected your students?

Jillian McDermott: The impact has been fairly minor in my classroom. As I mentioned earlier, my students use Freckle over the summer, and I’ve found that 10–15 minutes of daily practice can make a real difference. This was especially important last summer, and Freckle made it easy for me to see how much students were practicing, along with which skills they were practicing and how much progress they were making.

While my students have adapted to remote instruction, we’re moving through the curriculum more slowly than we would typically. We’ll likely cover all of the concepts by the year’s end, but I know I’ll have students using Freckle over the summer, to keep their skills sharp and to continue practicing new concepts.

Students obviously miss the hands-on activities we were able to do in the classroom. When we were working on fractions, for example, I’d give them a recipe for pancakes that served four people. I’d then ask them to quadruple this, to feed 16 people instead. Once they’d worked this out—and once I’d checked their calculations—they made the pancakes, right in the classroom. (Needless to say, I arranged for a few parents to come in and assist with this!)

Freckle’s Inquiry Based Lessons support a similar real-world application of math concepts. When I taught grade 3, one of the students’ favorites was “Passing a Bill into Law.” This brings together math and social studies content, with students calculating how many votes a bill will need in the US Congress in order to pass. The activity is spread over several days, with students watching short videos and then calculating the number of votes that are still needed. Along the way, they discover that there’s more than one way to arrive at the correct answer, and they’re naturally curious about how their classmates solved the problem.

Inquiry Based Lesson

An activity like this is certainly do-able in a virtual environment, although it will require some coordination on the teacher’s part.

Ryan Guerrero-Moreno: Educators have been vocal about the challenges they face this year, particularly the need to make up lost ground while also covering grade-level content in a limited amount of time. We wanted to make sure that we support this need by enhancing Freckle Math to include Renaissance Focus Skills. Focus Skills give educators the ability to assign targeted practice on the most critical math skills at each grade level—the skills that students must learn in order to progress. We believe that Focus Skills are central to closing COVID-related learning gaps this year, and for maximizing the value of instructional time.

Q: What advice do you have around math motivation—especially in a distance learning environment?

Jan Bryan: Research shows that one key difference between students who achieve in math and those who don’t is mindset. I suspect we’ve all encountered students who say “I’m just not a math person,” as if they were destined from birth to either understand math or not. This always makes me think of Hamlet and the famous line “To be or not to be…”

The opposite of this is what I call the Jason Bourne approach. If you’ve seen the movies, you know that Bourne (who’s suffering from amnesia) discovers his identity step by step, relying on skills that he built through years of practice. Whether you’re teaching in-person or remotely, this is still the best approach. Students need to understand that skills build on each other; they need daily practice at the just-right level; they need opportunities to talk about math; and they need to regularly review skills so they’re ready to build on them in the future.

Each of these gives students greater agency in their learning, and we know that student agency is key to motivation.

Jillian McDermott: I couldn’t agree more. Growing up, I had some really inspiring teachers. I also had some who were very set in their ways. Looking back, I see how much I would have benefitted from learning more than one way of solving a math problem, and that’s why differentiation is so important to me. For example, some students find the box method really helpful for doing long division, while others don’t. That’s OK. It’s important for students to have multiple tools in their toolbox, and to be empowered to use the tools that make the most sense to them.

This is why I brought Freckle Math into my classroom back in 2017, and why the program continues to play such an important role. Rather than forcing students to work on the same thing at the same time and in the same way, Freckle gives students the independence to work at their level, and to build skills in the way that matches how they learn best. This is important every school year, but I think it’s critical now, as we work to support every one of our students during this pandemic.

Explore these resources for more insights on using Freckle to promote math engagement and student growth this year:

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Ohio Department of Education Selects Star Reading and Star Math for Dropout Prevention and Recovery https://www.renaissance.com/2021/01/28/news-ohio-department-of-education-selects-star-reading-star-math-dropout-prevention-recovery/ Thu, 28 Jan 2021 14:19:02 +0000 https://renlearnstg.wpengine.com/?p=50164 More than 25,000 students across the state of Ohio will benefit from Star Reading and Star Math Bloomington, Minn. (Jan. 28, 2021) – Renaissance, the global leader in pre-K–12 education technology, announced that the Ohio Department of Education selected Star Reading and Star Math for the state’s assessment of reading and mathematics for dropout prevention […]

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More than 25,000 students across the state of Ohio will benefit from Star Reading and Star Math

Bloomington, Minn. (Jan. 28, 2021)Renaissance, the global leader in pre-K–12 education technology, announced that the Ohio Department of Education selected Star Reading and Star Math for the state’s assessment of reading and mathematics for dropout prevention and recovery community school students.

The state sought a nationally norm-referenced assessment that measures growth in reading and mathematics appropriate for high school students in dropout prevention and recovery community schools.

“We’re thrilled to partner with the Ohio Department of Education and educators in Ohio again,” said Laurie Borkon, Vice President of Government Affairs at Renaissance. “Now more than ever, it’s critical that we prevent students from slipping through the cracks as more and more schools switch between remote and in-person learning environments.”

Star Reading and Star Math—key components of the Star Assessments assessment suite—are award-winning assessments for reading and math, in both English and Spanish. Trusted by more than 29,000 schools across the United States and highly rated by the National Center on Intensive Intervention, Star Reading and Star Math enable educators to quickly gain accurate insights into student learning, growth, and achievement—so they can help all students reach their full potential.

To learn more about Star Reading or Star Math, visit www.renaissance.com.


About Renaissance

As a global leader in assessment, reading, and math solutions for pre-K–12 schools and districts, Renaissance is committed to providing educators with insights and resources to accelerate growth and help all students build a strong foundation for success. Renaissance solutions are used in over one-third of US schools and in more than 100 countries worldwide. The Renaissance portfolio includes Star Assessments, for reliable, accurate insights into K–12 student learning; myIGDIs, for accurate assessment of early learning; myON, to increase students’ access to high-quality reading materials; Accelerated Reader, to support independent reading practice; Freckle, for teacher-led differentiated instruction; and Schoolzilla, to give educators actionable insights into trends in student attendance and achievement. For more information, visit www.renaissance.com.

Ken Stoflet
Communications Specialist
Renaissance
(715) 424-3636 ext. 2332
ken.stoflet@renaissance.com

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Renaissance Offers Unlimited, Free Access to More Than 6,500 Digital Books and News Articles https://www.renaissance.com/2021/01/26/news-renaissance-offers-unlimited-free-access-digital-books-news-articles/ Tue, 26 Jan 2021 15:00:11 +0000 https://renlearnstg.wpengine.com/?p=50170 The Life Is Better When We Read Together initiative celebrates the joy of reading and provides access for students across the nation to support daily reading Bloomington, Minn. (Jan. 26, 2021) – To highlight the importance of daily reading during the COVID-19 pandemic, Renaissance, a global leader in pre-K–12 education technology, is offering unlimited free […]

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The Life Is Better When We Read Together initiative celebrates the joy of reading and provides access for students across the nation to support daily reading

Bloomington, Minn. (Jan. 26, 2021) – To highlight the importance of daily reading during the COVID-19 pandemic, Renaissance, a global leader in pre-K–12 education technology, is offering unlimited free access to myON digital books and news articles from February 1–7, 2021. The importance of reading materials at home cannot be overstated. In fact, research shows that kids with access to at least 500 books at home are more likely to graduate high school, while kids with minimal access to books often don’t make it past grade 9.*

Students, educators, and parents will access myON through a simple log-in, and low-bandwidth and offline reading options will maximize the reach of the Life Is Better When We Read Together initiative. As part of the week-long celebration of reading, Renaissance will also publish live metrics throughout to see if participants can top last year’s engagement and crack the goal of half a million hours spent reading.

Teachers are encouraged to share what their students are reading on Instagram using the hashtag #BetterWhenWeReadTogether and tag the @renlearnus account. On February 22, one lucky teacher will be randomly selected and their school will receive a six month subscription to myON. If they are already a myON customer, they will be able to gift the subscription to an eligible school of their choice and choose a publisher package add-on for their own school.

“The events of this past year have highlighted just how important access to reading materials is to ensure equity in education for all students. We are excited to provide a resource for schools and families that gives access to a vast collection of digital books and news articles designed to foster a love of reading,” said Gene Kerns, Chief Academic Officer at Renaissance. “Students will find reading materials by a wide range of authors on diverse topics in both English and Spanish.”

To help teachers make the most of their free week of myON, Renaissance is making available its latest What Kids Are Reading report, featuring lists of popular titles on the myON platform. Teachers can also create their own custom reports sorted by state, grade, genre, and more to inform their instruction and keep students engaged with titles that thousands of their peers have read and loved before them.

“In our district, we’ve seen firsthand the power of a community reading initiative and how easily myON makes it to tap into that power,” said Bree Valla, Deputy Superintendent at Lompoc Unified School District in California. “We’re excited to be part of an even larger community celebrating reading across the nation this February.”

For more information, visit www.renaissance.com/literacy-engagement-center/.

*Evans, M., et al. (2010). Family scholarly culture and educational success: Books and schooling in 27 nations. Research in Social Stratification and Mobility, 28(2), 171–197.


About Renaissance

As a global leader in assessment, reading, and math solutions for pre-K–12 schools and districts, Renaissance is committed to providing educators with insights and resources to accelerate growth and help all students build a strong foundation for success. Renaissance solutions are used in over one-third of US schools and in more than 100 countries worldwide. The Renaissance portfolio includes Star Assessments, for reliable, accurate insights into K–12 student learning; myIGDIs, for accurate assessment of early learning; myON, to increase students’ access to high-quality reading materials; Accelerated Reader, to support independent reading practice; Freckle, for teacher-led differentiated instruction; and Schoolzilla, to give educators actionable insights into trends in student attendance and achievement. For more information, visit www.renaissance.com

Ken Stoflet
Communications Specialist
Renaissance
(715) 424-3636 ext. 2332
ken.stoflet@renaissance.com

The post Renaissance Offers Unlimited, Free Access to More Than 6,500 Digital Books and News Articles appeared first on Renaissance.

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What most people don’t realize about the COVID-19 Slide https://www.renaissance.com/2021/01/22/blog-what-most-people-dont-realize-about-the-covid-19-slide/ Fri, 22 Jan 2021 14:16:22 +0000 https://renlearnstg.wpengine.com/?p=50157 Over the last nine months, conversations about the scale of COVID-related learning loss have dominated K–12 education. These began last spring, when various predictions and projections about the “COVID-19 Slide” received widespread coverage, ranging from academic journals to the New York Times to CNN. Not surprisingly, the most dire statements received the most attention, with […]

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Over the last nine months, conversations about the scale of COVID-related learning loss have dominated K–12 education. These began last spring, when various predictions and projections about the “COVID-19 Slide” received widespread coverage, ranging from academic journals to the New York Times to CNN. Not surprisingly, the most dire statements received the most attention, with a tutoring center warning that “some children will never recover,” and one edtech vendor referring to today’s students as “the lost COVID generation.”

Now that we’ve analyzed students’ actual fall 2020 screening data, conversations about learning loss are far more interesting, timely, and relevant. As documented in the Fall Edition of our How Kids Are Performing report, things are not as dire as some had predicted. However, most students are unquestionably behind in mathematics, and we cannot afford any additional regression in reading over the course of the school year.

In instances like this, there is also a danger. We cannot afford to spend our time simply framing and admiring the problem. Without question, the months that students have spent away from school buildings has taken an academic toll. But what many people fail to understand is that even the most dire consequences of COVID-related learning loss are small when you consider the ranges and gaps in performance that already existed.

Understanding achievement gaps

I’m not the first commentator to make this point. Last June, Will Lorié of the National Center for Assessment noted that previously existing performance gaps “are greater than any differential ‘learning losses’ we will find between relatively advantaged and disadvantaged groups due to spring 2020 school disruptions.” This statement echoed a May 2020 EdWeek commentary by Heather Hill and Susanna Loeb, who stated that “even if the loss is on the larger side—say, the equivalent of three months—this change is small compared with typical existing learning differences among students as they enter a new grade.”

Dylan Wiliam (2020) used data from the National Assessment of Educational Progress (NAEP) to vividly illustrate this point. For example, the 2019 NAEP results for grade 4 mathematics show an average scale score of 242, with a standard deviation of 31 points. Wiliam applied these metrics “to estimate the number of students at each grade-equivalent level” within a nationally representative grade 4 classroom. This revealed that “there is at least an eight-year spread of achievement” in an average class of 4th graders—meaning “there were five students whose math achievement was no higher than the average 1st grader, and two students whose achievement would match that of the average 9th grader.” This range existed prior to COVID-19, and Wiliam estimates that the disruptions caused by the pandemic may, at most, have increased this eight-year range by another 0.5 years.

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In an earlier study that focused on reading, Firmender, Reis, and Sweeny (2013) “examined the range of reading fluency and comprehension scores of 1,149 students in five diverse elementary schools, including a gifted and talented magnet school.” They “found a range in reading comprehension across all schools of 9.2 grade levels in grade 3, 11.3 in grade 4, and 11.6 in grade 5.” Taken together, these two models suggests that the average grade 4 math class would have students working at 8 different grade levels, while the average grade 4 ELA class would have a span of 11 grade levels—and this was before the pandemic.

Putting COVID-19 in perspective

Understanding the larger perspective around achievement gaps helps us to make sense of two findings in the Fall Edition of How Kids Are Performing that may initially seem to contradict one another. In section 3 of the report, we document that some student subgroups have been disproportionately impacted by the pandemic. For example, we see that American Indian and Alaska Native students have experienced a 9-point drop in mean percentile rank scores in math, while white students have only dropped by 7 points.

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Immediately after this, we explore the question of whether existing achievement gaps were exacerbated, and we present findings that seem to contradict those above. The report explains that “to determine whether achievement gaps are now larger due to the pandemic, we examined differences between student groups as a function of both race/ethnicity and prior achievement.”

In the first analysis, looking at differences among ethnic groups, we found that “there was no consistent or clear trend.” There were instances where gaps widened slightly and others where these gaps shrank, “suggesting that the pandemic has not yet exacerbated existing achievement gaps by race/ethnicity.”

The second analysis involved looking at differences in performance in consideration of prior achievement. For this, “we categorized each student in our matched sample as performing at a Low (Percentile Rank 1–34), Typical (PR 35–65) or High (PR 66–99) level, based on their pre-pandemic normative performance.” We found that “the pandemic’s impact appears to be approximately equivalent across lower, typical, and higher achieving students.” This means that the pandemic “has not led students with relatively low pre-pandemic normative performance to fall further behind their relatively higher performing academic peers,” given that higher-performing students experienced similar relative drops in performance. Everyone dropped fairly equally, resulting in lowered overall performance, but not in wider achievement gaps.

In some sense, these two findings raise questions. How can some demographic groups show larger drops than others—and yet gaps not be exacerbated? This is primarily a matter of scale. Experiencing a drop of 1–2 additional percentile ranks isn’t definitively significant when we acknowledge the much larger scale of the gaps that already existed. In essence, the COVID-19 Slide is, so far, a comparatively small addition to a much larger problem. To overly focus on the short-term loss related to COVID-19 is a perfect example of “not seeing the forest for the trees.” Many commentators have, in fact, been focusing on the COVID-19 “tree” without perceiving the performance gap “forest” that is the real challenge before us.

Just to be clear: I am not contending that COVID-related learning loss is irrelevant. To be sure, the disruption to schooling last spring has made a bad situation worse. I am, however, contending that our focus needs to be on the larger picture of gaps in student achievement, lest we fail to understand the landscape we are negotiating.

Sadly, many students are not only lost in the achievement gap forest, they are becoming more and more lost as time goes on. More than 15 years ago, Françoys Gagné (2005) analyzed data from the Iowa Test of Basic Skills and found the shocking reality that “the achievement gap widens by about 250% between grades 1 and 9.” Even before COVID-19, our educational system was not only failing to close gaps, but was actually making them worse. In a medical setting, this would be similar to a patient receiving continuous treatment and getting consistently worse. We must think deeply about what this means and what reforms we need to make in order to serve our students more equitably, both now and in the years ahead.

“Education reform is learning recovery”

Calls for reforming K–12 education are clearly not new. As Lorié (2020) notes, “Since the 1960s, schools have been called to close inter-group gaps in academic achievement measures.” He adds that while “learning loss” is a relatively new term, everything about “education reform is learning recovery.” So, what types of educational reform will educators need to undertake in 2021 and beyond?

The COVID-19 disruptions provide a critical opportunity to re-think our previous assumptions and practices. As Lorié notes, “If we are to do the work of learning recovery, let us take advantage of this moment to recover not only from the losses of one season but also from those that have been with us for decades.”

At Renaissance, we can provide you with tools and insights to support this important work. Our Focus Skills help you target the building blocks of learning at every grade level—the skills that students must master in order to progress in reading and mathematics. Star Assessments provide actionable formative and interim data so you can better understand each student’s achievement, growth, and instructional needs. And Schoolzilla greatly expands your reporting capabilities, so you can easily disaggregate data by student subgroup to identify equity issues and direct resources where they’re needed the most.

Change is never easy, and I don’t want to minimize the challenge that lies before us. But, in my experience, K–12 educators never lack for new ideas, and are willing to do whatever it takes to help students succeed.

References

Firmender, J., Reis, S., & Sweeny, S. (2013). Reading comprehension and fluency levels ranges across diverse classrooms: The need for differentiated reading instruction and content. Gifted Child Quarterly, 57(1), 3–14.

Gagné, F. (2005). From noncompetence to exceptional talent: Exploring the range of academic achievement within and between grade levels. Gifted Child Quarterly, 49(2), 139–153.

Hill, H., and Loeb, S. (2020). How to contend with pandemic learning loss. Retrieved from: https://www.edweek.org/leadership/opinion-how-to-contend-with-pandemic-learning-loss/2020/05

Lorié, W. (2020). Contextualizing COVID-19 learning loss and learning recovery. Retrieved from: https://www.nciea.org/blog/school-disruption/contextualizing-covid-19-learning-loss-and-learning-recovery

Wiliam, D. (2020). COVID-19 learning loss: What we know and how to move forward. Retrieved from: http://blogs.edweek.org/edweek/rick_hess_straight_up/2020/08/covid-19_learning_loss_what_we_know_and_how_to_move_forward.html

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Creating an effective data culture in K–12 schools https://www.renaissance.com/2021/01/15/blog-creating-an-effective-data-culture-in-k12-schools/ Fri, 15 Jan 2021 15:40:38 +0000 https://renlearnstg.wpengine.com/?p=50106 COVID-19 has impacted every aspect of K–12 education, from familiar classroom routines to when and how we assess our students. With thousands of buildings closed and millions of students learning remotely, educational data is playing a more important role than ever this year—which makes it all the more critical for every school and district to […]

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COVID-19 has impacted every aspect of K–12 education, from familiar classroom routines to when and how we assess our students. With thousands of buildings closed and millions of students learning remotely, educational data is playing a more important role than ever this year—which makes it all the more critical for every school and district to have an effective culture of data use.

This raises an obvious question for district and building administrators: What does a successful data culture look like in the era of COVID-19? What proven strategies can you use to engage stakeholders and ensure that every student receives the just-right level of support, no matter the learning environment?

We recently discussed these questions with Abigail Cohen, Associate Director for Policy & Research at the Data Quality Campaign, a nonprofit organization that’s the nation’s leading voice on education data use and policy. Following are four key takeaways from our conversation, along with links to helpful resources.

#1. Focus on the fundamentals

As we noted in a recent blog, people often respond to uncertainty in one of two ways. Some seek a truly novel solution, something that’s never been done before. Others take the opposite approach, going back to the basics and doubling-down on the fundamentals. This is often the better choice.

Given the COVID-19 disruptions, focusing on the fundamentals—what the Data Quality Campaign calls the Guiding Principles of Effective Data Use—is key. So, what does this involve? Educators obviously collect a lot of data about their students: attendance, behavior, assessment scores, course grades, classroom observations, and more. But our goal as educators isn’t to amass data but rather to help students succeed. Students must be central to everything we do. If we’re collecting data that doesn’t contribute to this goal, or if we’re not actively using our data to form a more complete picture of students’ strengths and needs, then we need to reexamine what we’re doing.

Going along with this is the idea that data systems are not enough. As Cohen explains in the webinar, at its founding, the Data Quality Campaign focused on systems-building, helping states develop their longitudinal data systems. Too often, however, these systems didn’t live up to their potential—not because they were necessarily flawed, but because the data wasn’t readily available to those who needed it. Even when data was available, end-users often didn’t have the time or resources to draw actionable insights from it. This led to a shift in the Campaign’s work, from a focus on effective data systems to a focus on effective data culture.

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This brings us to the third principle—that data must be tailored to each user’s specific needs. Not only do different stakeholders (administrators, teachers, parents, students, community members) need different types of data, but it’s important to recognize that not every piece of data will be actionable to every stakeholder. To give but one example: both superintendents and teachers need to understand the impact of the “COVID Slide” on student learning. Clearly, superintendents need a broad, district-wide view, so they can make decisions about service delivery and resource allocation. Teachers, however, need a very granular view—down to discrete skills—of what their students have mastered, what they’re ready to learn next, and where critical gaps exist.

While both superintendents and teachers get this data from the same source (e.g., students’ performance on interim assessments), their needs are very different in terms of the grain size, the questions they need to answer, and the next steps they will take.

#2. “Data is not a hammer”

For some educators, the term “data” is synonymous with “accountability”—as if data is only useful for finding gaps and problems. It’s true that data plays an important role in helping to identify unmet student needs and inequitable allocation of resources. There are also times when administrators need to have tough conversations, based on what they’re seeing. But, as the Campaign’s fourth principle emphasizes, data is used for different purposes: not just for accountability, but also to highlight what’s working, to increase transparency, and to support continuous improvement within and across schools.

Critical to this is the final principle, that stakeholder engagement is vital. As Cohen notes, this is often the biggest barrier to an effective data culture. So, what can administrators do? One of our Renaissance colleagues—a former district administrator—likes to use the phrase “inspect what you expect”, which is very relevant here. In short, administers first need to ensure that teachers and support staff:

Have the time and expertise to review student data, and to plan instructional next steps based on what the data shows;

Have a voice in the process of data collection and use, and are empowered to ask questions and provide feedback about these processes;

Understand that data—in Cohen’s words—is not a hammer, used solely for accountability, but a flashlight, showing what’s working and where to focus our efforts for improvement;

Understand that data use is an ongoing process throughout the school day, not something that only happens during data-team meetings.

Once administrators have made clear what they expect—and have ensured that teachers and staff have professional development around effective data use—they then need to inspect. This includes regularly visiting school buildings (when possible), sitting in on data-team and PLC meetings, and gathering ongoing feedback about successes and challenges. Actively participating in the process goes a long way toward engaging stakeholders—and supports the shift from a culture that only views data through the lens of accountability to a culture that proactively uses data to improve teaching and learning.

#3. Data is an ongoing, collaborative process

One of the Data Quality Campaign’s most popular resources is an infographic called Mr. Maya’s Data-Rich Year. This graphic shows a principal’s journey over the course of the year, as he interacts with teachers, staff, students, and parents; develops a strategic plan and goals; tracks progress and growth; and works to continually improve the delivery of services to his students.

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This journey will look somewhat different in the era of COVID-19, with Zoom calls replacing in-person meetings, and with data from interim assessments helping to fill the gap left by the cancellation of state testing last spring. But, as Cohen explains in the webinar, the key points remain the same:

Data isn’t just one person’s or one team’s responsibility. Instead, everyone is involved in using data to make decisions and monitor students’ progress—whether this is progress in a particular academic course or progress toward important long-term goals (graduation, etc.)

Data use should be embedded in day-to-day activities. Data use can’t be limited to weekly team meetings. Instead, data should inform teachers’ daily decisions about what to teach next and how to group students, and administrators’ decisions about what to invest in and where to direct resources.

Data use is collaborative—and teachers need support to do it. Administrators should model effective data use, have authentic conversations with teachers and staff about data, and provide tools and resources to support data literacy.

The Campaign has also created a companion infographic, showing the data journey from the teacher’s point of view. Again, the key steps in this process—reviewing formative and interim data, setting goals, collaborating with colleagues, and tracking student progress—remain the same this year, even if most of the interaction occurs virtually.

#4. Look beyond the COVID-19 disruptions

There’s no denying that COVID-19 creates challenges for data collection and use. For example, observing students in the classroom is difficult when students are not physically present in the classroom. As Cohen points out, the pandemic also requires us to rethink familiar definitions. For example, what does “chronically absent” mean in an era when many students are learning asynchronously, accessing different platforms and apps from home?

Educators have made major efforts to ensure that learning continues despite the disruptions. With so much focus on meeting students’ immediate needs, it can be difficult to look toward the future. But Cohen suggests that administrators consider the data they can collect now that will be useful in the future, as they seek to fully understand the impact of COVID-19 on their students’ performance and growth.

The pandemic has also shown the need to collect new demographics. In the past, tracking students’ level of at-home connectivity and device access wasn’t necessarily “mission critical” in most districts. Now, this information is indispensable for ensuring that students have access to online learning opportunities, and for understanding how access (and lack of access) is affecting performance. The following example shows data visualizations in Renaissance’s Schoolzilla platform, allowing administrators to disaggregate data from the Star Reading assessment using these two metrics.

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How Renaissance supports effective data use

Understanding the features of an effective data culture is one thing; creating and maintaining such a culture is something else. At Renaissance, we offer a variety of remote and on-site professional services that focus on effective data use—including new offerings on remote testing, on using Focus Skills to address learning loss, and more. Please don’t hesitate to contact us to discuss professional learning options, or with questions about using Renaissance products to help ensure that learning continues, regardless of how you’re providing services to your students.

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Accelerated Reader Wins Best Feature Set and Best Customer Support Awards from TrustRadius https://www.renaissance.com/2021/01/12/news-accelerated-reader-wins-best-feature-set-best-customer-support-awards-trustradius/ Tue, 12 Jan 2021 14:21:13 +0000 https://renlearnstg.wpengine.com/?p=50095 Accelerated Reader won two awards from TrustRadius last week Bloomington, Minn. (Jan. 12, 2021) – Renaissance, the global leader in pre-K–12 education technology, is thrilled to announce that TrustRadius named Accelerated Reader Best Feature Set Winner and Best Customer Support Winner in their annual Best of Awards. Both categories recognize products with outstanding features and […]

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Accelerated Reader won two awards from TrustRadius last week

Bloomington, Minn. (Jan. 12, 2021)Renaissance, the global leader in pre-K–12 education technology, is thrilled to announce that TrustRadius named Accelerated Reader Best Feature Set Winner and Best Customer Support Winner in their annual Best of Awards.

Both categories recognize products with outstanding features and companies that have gone above and beyond to provide their customers with outstanding customer service in 2020.

To be recognized, each product had to receive 10 TrustRadius reviews in 2020 that featured a specific mention of their product’s feature set. Winners also had to rank in the top three positions of their category in terms of what percentage of positive responses they earned this year. Additional vetting via textual review analysis was also performed by the TrustRadius research team.

Accelerated Reader is an independent reading practice program that helps K–12 students to become confident, lifelong readers. Supporting more than 200,000 fiction and nonfiction books and articles at a wide range of levels, Accelerated Reader gives students extensive choice in what they read—and keeps them engaged in independent reading practice as they work toward personalized goals. An article collection provides additional opportunities for daily nonfiction reading, while in-depth reporting supports regular teacher-student conversations about reading time, reading comprehension, and reading growth.

“I’m thrilled to see Accelerated Reader recognized,” said Cherie Glascock, Vice President of Customer Enablement at Renaissance. “From allowing at-home quizzing for Accelerated Reader to working with some of our larger customers to meet them where they’re at, our customer support team played an incredibly important role in ensuring educators and their students were set up for success.”

To learn more about Accelerated Reader, visit www.renaissance.com.


About Renaissance

As a global leader in assessment, reading, and math solutions for pre-K–12 schools and districts, Renaissance is committed to providing educators with insights and resources to accelerate growth and help all students build a strong foundation for success. Renaissance solutions are used in over one-third of US schools and in more than 100 countries worldwide. The Renaissance portfolio includes Star Assessments, for reliable, accurate insights into K–12 student learning; myIGDIs, for accurate assessment of early learning; myON, to increase students’ access to high-quality reading materials; Accelerated Reader, to support independent reading practice; Freckle, for teacher-led differentiated instruction; and Schoolzilla, to give educators actionable insights into trends in student attendance and achievement. For more information, visit www.renaissance.com.

About TrustRadius

TrustRadius helps technology buyers make better decisions and helps vendors tell their unique story, improve conversion, engage high-intent buyers, and gain customer insights. Each month over 1 million B2B technology buyers, over 50% from large enterprises, use verified reviews and ratings on TrustRadius.com to make informed purchasing decisions. Headquartered in Austin, TX, TrustRadius was founded by successful entrepreneurs and is backed by Mayfield Fund, LiveOak Venture Partners, and Next Coast Ventures.

Contact for Media Inquiries Only:

Ken Stoflet
Communications Specialist
Renaissance
(715) 424-3636 ext. 2332
ken.stoflet@renaissance.com

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In response to: Cancelling interim testing this year https://www.renaissance.com/2021/01/08/blog-in-response-to-cancelling-interim-testing-this-year/ Fri, 08 Jan 2021 14:41:37 +0000 https://renlearnstg.wpengine.com/?p=50009 Like nearly all children in the 1970s and 80s, I fully embraced the early video games of that era. For many, the only access to these was at video arcades. But if you were really fortunate, you had one of the early home computers—think Commodore 64, Atari, Tandy, or the Apple IIe. My brother-in-law was […]

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Like nearly all children in the 1970s and 80s, I fully embraced the early video games of that era. For many, the only access to these was at video arcades. But if you were really fortunate, you had one of the early home computers—think Commodore 64, Atari, Tandy, or the Apple IIe.

My brother-in-law was a techy person, and we were Atari people. My favorite game for our Atari 800 was called Star Raiders. You piloted your space fighter from quadrant to quadrant encountering the enemy and returning to base when needed for refueling or repairs. The moment the game started, you did two things: you pressed CTRL-S for shields and CTRL-C for computer.

As the names imply, the shields provided protection while the computer provided navigational information. If it became damaged in battle, navigating was a far less reliable and a far more manual process. If you ran low on fuel and could not make it back to base quickly enough because of your diminished navigational capacity, it was game over.

So, what does this have to do with the 2020–2021 school year? In an earlier blog, I suggested that we’re currently living in a footnote of history, given the disruptions caused by COVID-19. This means that in the future, when people look back at student data from this time, there will always be a footnote or an asterisk to remind them that the information must be considered through the lens of the pandemic’s disruptions. As we drift through this footnote, I’m now asking whether we have our computers “turned on” to get the navigational information we need.

Confronting the data void

In a profession where the release of high-stakes summative data has been a regular occurrence for nearly two decades, we’re just finding out what it’s like to perform our roles without the flow of information from state tests. There will never be any summative data for the 2019–2020 school year. While I’m not usually a betting man, I’d say that the odds are split on whether we’ll have state summative testing this spring. If state testing does occur, the results won’t be back until the school year is over.

If data from these summative tests were the only source of guidance—our only navigational computer— then schools would be totally adrift this year. But they’re not. We have interim assessments that can easily produce normed scores on relative performance, such as percentile ranks (PRs), and on growth, such as Student Growth Percentiles (SGPs). Interim assessments are critical because they provide information that other tools cannot.

Some commentators, who are not fully acknowledging the critical role of interim assessments this year, have focused primarily on formative assessment instead. They are correct to advance this type of assessment as a critical element, because the relationship between student growth and quality formative assessment strategies is well-documented. However, in the same way that a variety of tools allows a master craftsman to produce quality results, a variety of assessment tools is necessary for teachers to achieve optimal student growth.

Answering essential questions

Formative tools do an excellent job of providing feedback at the instructional level on individual skills or a small set of skills. They can definitively tell you whether a student has mastered a given skill, while normative data provides different yet equally important insights. For example, formative tools can tell you that across six weeks of instruction, a student mastered 23 skills. However, the normed growth metric of an interim tool can tell you whether, while doing so, the student was progressing at a rate equal to, above, or below her grade-level peers. In other words, was the student maintaining her current overall level of performance, moving ahead, or falling behind during this time period?

And it’s not just about growth metrics. There are many questions currently being posed by stakeholders—parents, community members, teachers, school boards—that relate to overall school and district performance and require normative information to answer (e.g., What has been the true impact of the “COVID-19 Slide”? How are our students really performing this year?) Normed scores uniquely allow us to understand each student’s performance and growth relative to that of others.

A definitive case can be made for the use of interim assessments to answer essential questions about performance. The question is whether, amidst all of the disruptions and pressures they’re facing, school leaders are making the use of interim assessments a priority. I’m pleased to report that many are.

Supporting learning for all students

Year-over-year usage data for Renaissance Star Assessments reveals that the vast majority of educators are continuing to use Star as much as they did before COVID-19. For most students, this means a regular cadence of fall, winter, and spring screening to confirm adequate performance and growth. There is, however, a small portion of schools that have consciously chosen not to give any interim assessments this school year. There’s another group that may not have made a conscious decision, but have simply neglected to use their interim tools. All of these schools have their navigational computers turned off. They are currently adrift in the void.

I’m amazed at how long some educators are willing to drift without normative information—and curious about their rationale for this. Some view interim assessments’ normative scores as simply a local extension of summative assessments. They’ve asserted that there’s no need to administer interim tests because “there’s nothing to predict”—as if the onl role of an interim test is to predict summative outcomes. But the best interim assessments, when used well, do so much more. They support our RTI/MTSS implementations, help us screen students for characteristics of dyslexia, support equitable goal-setting, and provide critical information to quantify the impact of the COVID-19 Slide.

I remember when I first encountered Star Assessments more than two decades ago, years before No Child Left Behind went online and anyone really knew what “high stakes accountability” was all about. Summative tests existed, but they were administered far less often. Their results were excessively delayed and barely available to me as a teacher. Reporting was provided on paper, and even the basic analytical tools and disaggregation capabilities of today were non-existent. Most teachers now have immediate access to a wealth of data on their students, while not so long ago accessing any normative information on a student was an arduous task that involved getting access to the records room and manually going through paper reports in a student’s permanent file. Then came Star.

As a teacher, getting access to Star was the first time that I ever had any control over a normed assessment, and that was powerful. I could administer the test when I wanted to confirm or alleviate concerns I had about student performance. Star provided information on newly enrolled students on whom we had little other information, and it provided powerful reports for parent conferences. Star produced information I could use immediately, and it marked the beginning—for me and for many other teachers of that time period—of a new era of using assessment information for instructional planning.

Star Instructional Planning Reports

But, as I write this, there are districts that are coasting along without having administered any interim assessments since last winter, and that have no plans to give any such tests for the remainder of the school year. This is an extremely long time to go without navigational data. It’s like flying a plane for hours without confirming your altitude or direction—simply drifting along without confirming that you’re truly getting closer to your destination.

Now for the good news: the computer can be switched back on at any time. Many scores (e.g., percentile ranks) are immediately generated and, while schools that have not tested yet will always have a gap in their data, a new test brings much new information. The longer that schools go without testing, however, the more prolonged the gaps in their longitudinal data become.

Also, because more specialized scores, like Student Growth Percentiles (SGPs), require testing within specific windows of time, going back online with them is a bit more complex. Calculating SGPs requires a student testing history. Many schools that had regularly been using Star for fall, winter, and spring screening did not administer the assessment last spring, due to COVID-19 building closures. Once they administered a Star test this fall, however, SGPs (Fall 2019 to Fall 2020) were generated, because the calculations can still be accomplished even with one testing window missing.

Schools that skipped testing last spring and consciously chose not to—or merely neglected to—administer Star this fall have temporarily lost access to SGPs, because the score’s calculation cannot be accomplished with two skipped testing windows (Spring 2020 and Fall 2020). They are adrift without an important growth metric for the first half of this school year. They do, however, still have the opportunity to “turn their navigational computers back on” for the second part of the year.

SGP Testing Timeframes

While the fall window for SGP scores, having run from August 1 through November 30, is now closed, the winter window is currently open. Any Star test taken from December 1 through March 31 is a step taken toward bringing the SGP “navigational system” back online for the second half of the year. With a test in both the winter window and the spring window (December 1 through July 31), a Winter 2021 to Spring 2021 SGP will be calculated, providing a key metric on students’ growth during the remainder of the school year.

To schools that have opted to cancel interim testing this year, I say: it’s time to bring your navigational systems back online.

The post In response to: Cancelling interim testing this year appeared first on Renaissance.

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The components of an effective reading program and how learner differences affect reading outcomes  https://www.renaissance.com/2020/12/17/blog-the-components-of-an-effective-reading-program-and-how-learner-differences-affect-reading-outcomes/ Thu, 17 Dec 2020 18:36:00 +0000 https://renlearnstg.wpengine.com/?p=62634 A student’s ability to understand and make sense of the world around them is often directly related to their ability to read well. The goal of reading instruction is to ensure students fully comprehend what they read and learn. This is why effective reading instruction must include two critical components: (a) reading content and skills, […]

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A student’s ability to understand and make sense of the world around them is often directly related to their ability to read well.

The goal of reading instruction is to ensure students fully comprehend what they read and learn. This is why effective reading instruction must include two critical components: (a) reading content and skills, and (b) teaching practices that work for all learners.

This blog will review both of these components and explain how teachers can access additional information about reading instruction.

2 components of effective reading instruction

In 2018, a widely discussed podcast and article by Emily Hanford addressed the question, “Why aren’t kids being taught to read?” Hanford reviewed available research about effective reading instruction and then pointed out that such research—which is also known as the Science of Reading—is rarely covered in teacher education programs.

In 2000, the National Reading Panel (NRP) published findings from a comprehensive analysis of available research about the most effective reading instructional practices, which Hanford highlighted in her reporting. Let’s explore these findings in detail.

Component #1: Reading content and skills

The National Reading Panel report found that there are five essential components to reading and that all five need to be included in reading lessons across grades. The five areas are:

#1: Phonemic awareness

Phonemic awareness is the ability to hear and manipulate individual sounds in spoken words. It is essential for learning to read in the English alphabetic writing system and often overlaps with phonics instruction.

For example, a child must be able to hear that “noon” and “never” both start with the same sound. The child must also be able to blend the sounds /mmmmoooonnnn/ into “moon” to be able to connect sounds with written symbols.

For this reason, phonemic awareness is a strong predictor of a student’s early reading success.

#2: Phonics

Phonics refers to the knowledge of sounds that correspond to each letter or group of letters in the English alphabet.

Phonics is a system of teaching reading that builds on the alphabetic principle and is centered around the teaching of correspondences between letters or groups of letters and how they are pronounced.

Decoding involves learning how to convert printed words to spoken words. Decoding begins with using phonics skills to make letter/sound correspondences to know how to pronounce words and then attach meaning to them.

Phonemic awareness instruction improves a student’s phonics skills and vice versa.

#3: Fluency

Reading fluency is a combination of accuracy, automaticity, and prosody when reading so that the reader easily understands what is read. Reading fluency has four closely interrelated parts:

  • Accuracy: Reading words correctly is a key component of fluency. Students must read words easily, without having to stop and decode them by breaking them into parts or sounding them out. The goal for fluency is that the student can read at least 98 out of 100 words easily and accurately.
  • Speed: This does not mean students should read as fast as they can. While speed is important, it’s not considered fluent unless combined with accuracy, expression, and comprehension.
  • Expression: The ability to read in a way that sounds like spoken language is called expression. When a student uses appropriate emotion, pauses for punctuation, and emphasizes important words, it shows that they understand what is being read.
  • Comprehension: Being able to read words and understand what is being read is the goal of reading fluency.

#4: Vocabulary

Vocabulary refers to knowledge of the individual words used to communicate effectively when listening, speaking, reading, and writing.

Vocabulary plays a fundamental role in reading and is a main contributor to reading comprehension. Clearly, students cannot understand a text if they don’t know what most of the words mean.

Most vocabulary is learned indirectly, through everyday interactions with oral and written language. Other words are learned through direct instruction.

#5: Comprehension

Comprehension in reading is the understanding of the overall ideas and information contained in a text. To accurately understand written material, students must:

  1. Decode what they read.
  2. Make connections between what they’re reading and what they already know.
  3. Think deeply about what they’ve read.

Sufficient vocabulary is key to comprehension. Students who have strong comprehension can:

  • Make connections about what they read
  • Determine what’s important
  • Know what the facts are
  • Understand what may have caused an event to happen
  • Identify which characters are good or bad
  • Etc.
happy girl in library

Incorporating reading and content skills into every class

It is important to note that all five areas need to be included in reading instruction every day at every grade level. This is because students will benefit from integrating their reading skills as they develop stronger proficiency.

Certainly, the instructional focus at the younger grades should include more emphasis on phonemic awareness and phonics. But young students also need to learn accurate and automatic decoding, word meanings, and how text conveys information.

In the higher grades, comprehension is the main focus, but older students still need to learn new vocabulary related to the content areas, develop fluency in reading new words, and learn how to decode multisyllabic content-area words, especially those with Greek and Latin roots and affixes.

In order to learn such words, phonemic awareness skills take on new importance because the sounds are important for decoding and fluency. When students lack strong instruction in one or more of the skill areas, deficits can impact student learning across content areas.

Creating successful readers

Discover pre-K‒grade 12 solutions from Renaissance to support your students’ literacy development.

Component #2: Reading instruction practices

Along with reading content and skills, the methods used to provide reading instruction are also very important to students’ success.

There are two instructional details that have been found to be the most effective across students. Reading instruction that is both direct and systematic has been found to be the most beneficial for learners of all ages.

Direct instruction

Direct instruction refers to teaching methods that provide learners with precise details about the skills to be learned, along with many opportunities to practice those skills. In fact, direct instruction methods use an instructional hierarchy of specific learning stages that provide learners with:

  1. Opportunities to see examples of the skills.
  2. Guided practice using the skills.
  3. Independent practice until the skills are mastered.

Direct instruction (DI) methods were pioneered by Siegfried Engelmann and his colleagues in the 1960s. Engelmann and his colleagues published curricula that incorporate these methods, and they are often referred to as “big” DI to acknowledge the connection to these authors.

It is possible to use direct instruction methods as part of any classroom reading instruction, and such practices are often known as “little” DI (or “di”) because they incorporate the methods but are not necessarily published or under copyright.

Instructional hierarchy

Direct instruction works because it includes activities that follow the instructional hierarchy (Loring et al., 1978). This hierarchy includes four stages that reflect the learning process. The four stages are:

  1. Acquisition: The learner has no background with the skill or knowledge to be learned. The teacher describes and models the skill or knowledge and then provides students with scaffolded practice that focuses on accuracy.
  2. Fluency: The learner practices the skill or knowledge regularly in order to use it automatically.
  3. Mastery: The learner uses the knowledge or skill spontaneously during school-based activities.
  4. Generalization: The learner uses the knowledge or skill spontaneously in settings and situations different from where it was learned (e.g., another course or outside of school).

Direct instruction is an important component of effective reading lessons because it provides opportunities for learners to access reading instruction regardless of prior knowledge or experiences.

The following table provides examples of instructional activities for all five areas of reading at each stage of the instructional hierarchy. There are two examples for each area and stage: one reflects instruction for students in kindergarten through grade 3, and the other reflects instruction for students in grades 4 and higher.

Instructional activities for the five areas of reading
Instructional activities for the five areas of reading

Systematic instruction

Another important teaching practice for reading instruction is for it to be systematic. Systematic instruction involves providing lessons in a very specific sequence. In the case of reading, systematic instruction provides a coherent order to the lessons so that new learning builds on prior learning.

Usually, easier skills are taught before harder skills. Systematic reading instruction includes practices such as teaching the most frequent letter sounds first and separating presentations of highly similar letters and sounds so that students do not get confused.

This type of instruction allows students to keep practicing beginning skills as they add new skills over time.

How learner differences affect student outcomes in reading instruction

Although direct and systematic instruction that includes all of the 5 “big” areas of reading benefits all students, the exact duration and frequency of lessons necessary are likely to vary across students. Some students will reach the mastery and generalization stages very quickly, while others will need many more opportunities to practice during the acquisition and fluency stages.

Providing differentiated reading instruction for all students involves arranging daily schedules so that all students participate in a high-quality core program, and there are supplemental lessons that provide reteaching and repetition of lessons for those students who need them.

Reading is not a natural, innate skill. Instead, it must be learned. A strong body of research confirms that direct and systematic instruction that includes all five of the “big” areas of reading is effective for all students. However, not all teachers learned about such methods during their preparation in college.

There are many resources for teachers who need to learn more about effective reading instruction methods, including the well-known Reading Rockets website. Renaissance can also assist you with valid and reliable reading assessments, a unique phonics screener, and literacy practice and instructional programs for early readers through high school students.

Connect with an expert today to learn more.

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Product Highlights: Analyzing data to accelerate growth https://www.renaissance.com/2020/12/11/blog-product-highlights-analyzing-data-accelerate-growth/ Fri, 11 Dec 2020 14:31:30 +0000 https://renlearnstg.wpengine.com/?p=49813 With learning models shifting—in some cases, multiple times—this school year, educators have shown us just how resilient (in fact, superheroic) they really are. But these shifts haven’t been without challenges, especially when it comes to gathering student data to inform daily instruction. In the classroom, you can often engage in informal assessment through direct observation: […]

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With learning models shifting—in some cases, multiple times—this school year, educators have shown us just how resilient (in fact, superheroic) they really are. But these shifts haven’t been without challenges, especially when it comes to gathering student data to inform daily instruction.

In the classroom, you can often engage in informal assessment through direct observation: you can generally tell whether students are “getting it” or require additional instruction. Teaching remotely or in a hybrid model adds a layer of complexity here: How can you know when students are ready to move on and what they’re ready to learn next?

We understand how critical it is to have a complete picture of student performance to support teaching and learning. Many of you are leaning more on formative and benchmarking tools like Star Assessments this year to guide instruction and practice and to address the “COVID Slide.” Our latest product enhancements will help you make sense of the various data points you’re collecting so you can take action to accelerate growth—regardless of how you’re engaging with your students.

You’ll find a summary of the recent enhancements below. For full details, please visit our new Product Updates Blog.

Using Growth Proficiency to plan instruction

To assist you in planning the best instructional path forward for each student, we’ve added a new Growth Proficiency Category column to the Star Growth Report for assessments administered in English and Spanish. This newly added information provides a quick indicator of a student’s level of growth, based on their Student Growth Percentile (SGP) score, and the student’s proficiency, based on their Percentile Rank (PR) score related to a particular benchmark.

This allows you to quickly determine which of four categories a student belongs to: High Growth, High Proficiency; High Growth, Low Proficiency; Low Growth, High Proficiency; or Low Growth, Low Proficiency. With this additional insight into how students are progressing over time, you’ll get a more well-rounded picture of each student’s performance.

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Learn more: Read the post on the Product Updates Blog. Watch the webinar for insights on using the Growth Proficiency metric to plan daily instruction.

Moving students toward Spanish proficiency

For our Texas educators, we recently completed a statistical linking study to help you predict whether individual students are on track for success on the STAAR Spanish assessment. With summative testing canceled last spring due to COVID-19 building closures, this information is especially useful now, as you look for ways to meaningfully assess where students are so you can reallocate resources where they’re needed the most.

Learn more: Access the new linking study between Star Reading and Star Math in Spanish and STAAR Spanish. Read the post on the Product Updates Blog for three steps for making use of this new feature.

Identifying Focus Skills in Spanish

We know that teachers are often tasked with covering more skills than is realistically possible, and that essential skills are generally co-mingled with non-essential skills. Renaissance Focus Skills show you what is essential at each grade level, involving concepts that students must master in order to advance to the next step in reading and mathematics.

Just like the English versions of Star, the Spanish versions include learning progressions that are empirically validated, aligned to state standards, and pinpoint the skills students are ready to work on next. The Spanish learning progressions now identify Focus Skills (Destrezas Esenciales) as well. For K–12 students taking Star Assessments in Spanish, educators will not only see the skills students are ready to work on based on their Star scaled score, but they will also be able to quickly identify Focus Skills, included on the Star Instructional Planning Reports, to move every student to greater mastery.

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Learn more: Read the post on the Product Updates Blog. Explore our new learning progression for Spanish reading. Watch the webinar for insights on assessing students in Spanish and English with Star.

Measuring elementary students’ development in a new way

We recently released Star CBM assessments for K–6 students in reading and K–3 students in math, to complement our Star adaptive assessments. Being able to screen and progress monitor students through one-on-one measures empowers you to better target instruction and intervention to the specific needs of your younger learners. The new Star CBM software supports both in-person and remote assessments. Star CBM Reading also includes Rapid Automatic Naming (RAN) measures that can assist in screening for characteristics of dyslexia, as required by many states.

Learn more: Read the post on the Product Updates Blog. Watch the “Meet Star CBM” overview video. See how Star CBM supports students in distance-learning environments.

Getting deeper insights into your Star data

After completing fall screening, how do you quickly review and make sense of all your Star data? Hopefully, you’ve taken advantage of the new district-level dashboards powered by Schoolzilla to gain insights on how students performed in Star Reading, Star Math, and Star Early Literacy (including those assessments taken in Spanish). In addition, we recently enhanced our dashboard capabilities so you can now look at mastery of specific standards by particular student groups to answer questions like: Are there differences in mastery of a particular standard for students of different races/ethnicities?

Learn more: Read the post on the Product Updates Blog. Get an expert’s tips for setting equitable goals this school year.

Bringing it all together

You’ve analyzed the data—so what’s next? The power of these insights can drive important decisions for accelerating your students’ growth. Renaissance is committed to ensuring continuous learning, and we are behind you every step of the way—from assessment to daily practice to data visualizations. Take a look at how a school in Pennsylvania is using data-informed instruction to connect the dots and drive more growth for students.

Understanding how kids are performing

As part of our mission to accelerate learning for all, we undertook a research analysis of the true impact of the “COVID Slide”. Based on more than 5.3 million Star tests administered this fall, the new How Kids Are Performing report shows you the extent of student learning loss in both reading and math. It also translates these losses into instructional terms—so you can see which subject areas and grade levels have been impacted the most.

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Get strategies for using the new report to guide reading and math instruction in your school. Explore the true—and critical—role of educational data this school year.

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Why we’re living in a footnote of history https://www.renaissance.com/2020/12/04/blog-why-were-living-in-a-footnote-of-history/ Fri, 04 Dec 2020 14:13:02 +0000 https://renlearnstg.wpengine.com/?p=49778 Last spring, the word that kept coming to mind amid the COVID-19 disruptions was surreal. Things seemed so unbelievable that one had to ask, Is this real? Is this actually happening? Or is it a dream? Now, after months of disruptions, the sense of “surreality” has rubbed off. We have become accustomed to the abnormal […]

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Last spring, the word that kept coming to mind amid the COVID-19 disruptions was surreal. Things seemed so unbelievable that one had to ask, Is this real? Is this actually happening? Or is it a dream?

Now, after months of disruptions, the sense of “surreality” has rubbed off. We have become accustomed to the abnormal as our “new normal.” In a healthy way, our thoughts have shifted from questioning realities to determining how best to address them.

With a protracted back-to-school season this fall, multiple instructional models (remote, in-person, hybrid) in place, and sudden transitions back to all-virtual services in some districts, the 2020–2021 school year remains in tremendous flux. Questions have abounded, particularly around assessment. Should we still screen students with interim assessments? Can we administer them remotely? If we test remotely, does that impact our data? Are norms being updated? How do we compare growth and progress this school year to growth and progress in previous, “normal” years? How can we gauge the extent of the “COVID Slide”? What do we do about it?

In general, educators set very high bars for themselves. They strive to make everything as perfect as it can be, even as conditions work against them. This can create a lot of pressure, and we need to be realistic about just how perfect things can be when we’re working in far-from-perfect conditions.

Making the most of educational data this school year

If it has not dawned on you already, let me point out that we are currently living in a footnote of history. Ten, twenty, and even fifty years from now, when people look back at longitudinal student data from this period, there will always be an asterisk or footnote to remind them that the data and results must be considered through the lens of the disruptions caused by COVID-19. These are imperfect times, and all results from this period must be considered through that lens.

And it’s not just that data will need to be considered relative to our current conditions. In some cases, there will be an absolute void—in other words, no data to consider. Think, for example, of the longitudinal data void created by the cancellation of summative tests last spring. There will never be any state-level summative data for the 2019–2020 school year. Given that most accountability models also consider student growth, states are now wrestling with what the absence of 2019–2020 data means about growth scores moving forward. Depending on the growth model used, one year of missing performance data could create multiple years of missing growth data.

How do we fill this void?

With the absence of normative data coming from summative tests, interim assessments are filling the gap. We may not have state test data, but stakeholders are still concerned about gauging students’ learning loss. Interim assessments’ normative scores can address this question and help us to do a lot more. Schools still need to screen students for dyslexia, run their Response to Intervention (RTI) and Multi-tiered Systems of Support (MTSS) models, and disaggregate performance data to locate and address inequities.

Understanding the true impact of the “COVID Slide”

To support schools while they are “in the footnote,” Renaissance recently released the largest national longitudinal study targeted specifically at gauging the COVID-19-related academic disruptions. The How Kids Are Performing report looks at the back-to-school reading and mathematics performance of millions of students across all 50 states and the District of Columbia. Overall, the report shows mathematics performance has been significantly more impacted than reading performance, with grades 4 and 5 taking the largest hits.

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The report does two major things. First, it offers new insights around the actual scope of the “COVID Slide.” While several reports targeting COVID-19 learning loss have been released, some of them as far back as April, all of these were either much smaller in scope (e.g., involved data from only a handful of states) or were simply predictions based on historical data and a variety of assumptions. According to Paul von Hippel at the University of Texas, most of the previous reports were, in this sense, “statistically informed guesses” (Barnum, 2020).

Such predictive approaches were the only viable ones early “in the footnote.” Megan Kuhfeld, a co-author of one of the earliest and more widely circulated predictive reports, noted that these reports “took on a life of their own” and were “sometimes spoken about with far more confidence than we have in them as researchers” (Barnum, 2020). Now, with actual fall 2020 assessment data available, we can move from making guesses and predictions about the COVID Slide to definitively quantifying its impact.

Second, the report offers a reference point for schools and districts trying to contextualize what they see in their own data. Thought leaders in the assessment community have been somewhat divided in their guidance on which tools best fit our current situation. While the value of formative assessment tools has consistently been upheld, some have questioned the use of more formal assessments. Despite some indecision on the part of thought leaders, the vast majority of schools have continued to administer their typical interim assessments. They recognize the need for the information these assessments provide.

With back-to-school assessment results now in hand, school leaders are looking for a way to compare what they are seeing in their own data with what is happening nationwide. Are our dips on par with the dips seen by others? Are the grades we are seeing as the most impacted the same as others are seeing? Are there particular ways that we should disaggregate our data to check for performance and equity gaps?

To aid in making comparisons, How Kids Are Performing includes the following, using data from 5.3 million Star Assessments administered this fall:

  1. Information on changes in student performance, expressed in terms of Percentile Rank (PR).
  2. Information on changes in student growth, expressed using Student Growth Percentile (SGP).
  3. A time-based approximation of learning loss (e.g., “These grades started the school year 8–11 weeks behind expectations”—see the the graphic below).
  4. A disaggregation of various factors by key demographics, including Free-Reduced Lunch, ELL status, Special Education status, Race/Ethnicity, school location (urban vs. rural), and school type (public vs. private/parochial).

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While the new report offers many insights on the academic impacts of COVID-19 so far, an equally important consideration is how students grow and progress during the current academic year. Beginning with gaps of various sizes is one thing; seeing those gaps grow across the year is something else. For this reason, we suggest ongoing progress monitoring throughout the year using a variety of formative and interim tools. We cannot afford for a challenging situation to get even worse.

Maximizing the impact of daily instruction

Renaissance’s mission, succinctly stated, is to accelerate learning for all. As a result, we believe that there’s no need for yet another report that simply frames and admires the COVID Slide. Educators need clear next steps. This is why our very first step last spring, well before any analysis of COVID-19 learning loss, was to make available an instructional planning tool that would help educators deal with any eventuality.

When our Focus Skills Resource Center went online in June, educators across the country were able to instantly see a detailed listing of the most essential skills for progression in reading and mathematics, based on their state’s standards of learning. Purposefully targeting these essential building blocks of understanding during instruction goes a long way toward mitigating the academic challenges presented by the COVID-19 disruptions.

But it doesn’t end there. In many senses, 2021 will be “The Year of Interim Assessment.” This makes sense, given the urgency in gauging and addressing learning loss. Formative classroom assessments can provide a great deal of guidance, but some of the questions we have will clearly require information that only normed tests can provide. We don’t have time to wait for our summative systems to go back online in the spring. Normed scores related to performance and growth can be provided by the best interim tools right now, so we can understand where our students are today—and how best to move learning forward.

References

Barnum, M. (2020). How much learning have students lost due to COVID? Projections are coming in, but it’s still hard to say. Retrieved from: https://www.chalkbeat.org/2020/10/6/21504195/covid-schools-learning-loss-projections-nwea-credo

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5.3 Million Star Assessments Show the True Impact of the COVID Slide https://www.renaissance.com/2020/11/23/news-5-3-million-star-assessments-show-true-impact-covid-slide/ Mon, 23 Nov 2020 13:19:12 +0000 https://renlearnstg.wpengine.com/?p=49720 New How Kids Are Performing report from Renaissance finds that student reading achievement dropped slightly, while math was more negatively impacted Bloomington, Minn. (Nov. 23, 2020) – Renaissance, the global leader in pre-K–12 education technology, has released How Kids Are Performing: Tracking the Impact of COVID-19 on Reading and Mathematics Achievement, a report detailing the […]

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New How Kids Are Performing report from Renaissance finds that student reading achievement dropped slightly, while math was more negatively impacted

Bloomington, Minn. (Nov. 23, 2020)Renaissance, the global leader in pre-K–12 education technology, has released How Kids Are Performing: Tracking the Impact of COVID-19 on Reading and Mathematics Achievement, a report detailing the learning effects associated with COVID-19 school disruptions. Designed to end the speculation and provide guidance for educators as they address learning gaps, the report is based on the results of more than five million student assessments.

Student assessments from all 50 states and the District of Columbia were included in the sample, which consisted of students in grades 1–8 who took Star Early Literacy, Star Reading, or Star Math assessments during both Fall 2019 and Fall 2020.

Key findings of the report include the following:

  • Reading performance: Student achievement in reading was, on average, only a single percentile point below where it should have been in a normal school year.
  • Math performance: Math achievement has been significantly more affected by learning disruptions, falling on average seven percentile points.
  • Student growth: Students grew more slowly from 2019 to 2020. In a typical year, the median student growth percentile (SGP) on Star Assessments sits at the midpoint of approximately 50. This year, the median growth percentile for reading was 45 and for math just 35.
  • Learning loss: Translated into terms of instructional time, students in grades 4–7 will need on average 4–7 weeks to catch up in reading, while grades 1–3 and 8 were already on track. Students in grades 5 and 6 were more than 12 weeks behind beginning-of-year expectations in math, and students in grades 2, 3, 4, 7, and 8 would need 4–11 weeks to meet the expectations for the beginning of a typical school year.

Some student groups were more affected by learning disruptions than others, though the difference tended to be minor, at just one or two percentile ranks. Groups more negatively affected include:

  • Black, Hispanic, and Native American students;
  • Students who attend schools that serve high poverty populations;
  • Students who attend public rather than private schools;
  • Students in rural or small towns as opposed to suburban or urban schools.

The negative impacts of the pandemic were similar for students whose prior 2019 normative performance was categorized as either low, typical, or high. Essentially, there is no evidence that the pandemic exacerbated existing achievement gaps.

“After months of speculation and predictions about the effects of school building closures on student achievement, we are now in a place to use data to quantify this,” said Dr. Gene Kerns, vice president and chief academic officer at Renaissance. “We’re proud to offer the first significant assessment of student achievement in this new world, and we look forward to providing more data-driven reports as well as tools that educators can use to support their students as they close the gaps created by the pandemic.”

To further document how students are performing in 2020–2021, Renaissance will follow up the How Kids Are Performing report with a series of updates on students after the typical winter and spring screening periods to help guide educators throughout this unprecedented academic year.

Educators can download a free copy of the report now by visiting www.renaissance.com/how-kids-are-performing.


About Renaissance

As a global leader in assessment, reading, and math solutions for pre-K–12 schools and districts, Renaissance is committed to providing educators with insights and resources to accelerate growth and help all students build a strong foundation for success. Renaissance solutions are used in over one-third of US schools and in more than 100 countries worldwide. The Renaissance portfolio includes Star Assessments, for reliable, accurate insights into K–12 student learning; myIGDIs, for accurate assessment of early learning; myON, to increase students’ access to high-quality reading materials; Accelerated Reader, to support independent reading practice; Freckle, for teacher-led differentiated instruction; and Schoolzilla, to give educators actionable insights into trends in student attendance and achievement. For more information, visit www.renaissance.com.

Contact for Media Inquiries Only:

Ken Stoflet
Communications Specialist
Renaissance
(715) 424-3636 ext. 2332
ken.stoflet@renaissance.com

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Reframing literacy in the digital space https://www.renaissance.com/2020/11/20/blog-reframing-literacy-in-the-digital-space/ Fri, 20 Nov 2020 14:52:15 +0000 https://renlearnstg.wpengine.com/?p=49708 Several years ago, the Norwegian Broadcasting Corporation provided an entertaining look at how we adjust to new technologies. Their short video, titled The Medieval Helpdesk, shows an adult reader struggling to read from a book rather than from the scrolls he’s familiar with. Technical support has to be called in to show him how to […]

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Several years ago, the Norwegian Broadcasting Corporation provided an entertaining look at how we adjust to new technologies. Their short video, titled The Medieval Helpdesk, shows an adult reader struggling to read from a book rather than from the scrolls he’s familiar with. Technical support has to be called in to show him how to open the book, turn the pages, etc. With instruction, modeling, and practice, he eventually masters the new format and can refocus on his reading.

Several centuries later, we do much the same thing as we guide emergent readers to an understanding of books. We lead them to print awareness, because when you don’t know how a book works (e.g., how to open the cover or turn the pages), reading is a struggle. But, today, most books come in two formats, print and digital, and when you don’t know how digital reading works, deep reading can be at risk.

Cognitive scientist Daniel Willingham explains that the core of reading—decoding images to create meaning—remains constant whether we read printed texts or digital ones. However, while the mechanics of reading do not change, some of our habits of reading can change to accommodate differences between print and digital. And this, in turn, can impact comprehension. But with support for readers to develop strong digital reading habits, the impact on comprehension is actually positive. Let’s explore this point.

Reading habits in digital environments

Printed books, newspapers, and magazines are tactile, three-dimensional objects. The tactile nature of reading printed texts can leave an impression, a physical memory. We tend to remember where within the text we read a specific quote, studied a graph, or were intrigued by an illustration: toward the front, on the left-hand page, close to the bottom, etc. (Willingham, 2017).

In further engagements with print—typically with one text at a time—we physically add and remove sticky notes to mark key passages. We add (but cannot remove) highlights. We write in the margins, or we ask the author to sign the title page. Some readers, with some texts, set aside a time and perhaps a physical space for reading. This makes sense because readers go to books. Reading print creates a cognitive and physical connection between reader and text.

Reading digitally establishes the same cognitive connection but with one major advantage: access. Reading digitally no longer requires that we go to the books. Instead, thousands of books can easily travel with us. Digital platforms, such as myON, allow access to multiple texts on a single device with built-in engagement tools that adapt habits of reading print—journaling, note taking, highlighting, and sharing comments with peers—to the digital space. While some educators may be concerned that engagement tools may distract readers and increase cognitive load, even emergent readers learn to navigate digital books, especially when engagement tools are available. They also learn remarkably well on their own, with no significant differences in comprehension (Swanson et al., 2020; Zipke, 2017).

Reading online, as opposed to reading on a digital platform, can create different habits of reading. When you need to know a specific piece of information (e.g., the opening time of a public park, or the year in which some historical event occurred), it’s reasonable to open your browser and scan a website for the information you need. It’s called word spotting, which in this case is useful and efficient. However, when reading deeply to understand a moment in history, analyze an argument, or build knowledge from multiple texts, word spotting misses the mark. Deep, reflective digital reading is required, and that is built through explicit instruction, modeling, and practice—not in how a digital book or website works, but rather through awareness of how the reader works in a digital space.

The key role of digital awareness

Digital awareness reframes the discussion to focus more intently on powerful instruction and meaningful content. In our new book Literacy Reframed, my coauthors and I identify four elements of digital awareness: the perception of reading digitally, the purpose for reading, the product of (or response to) reading, and an effective pace for reading. Digital awareness prepares learners and teachers to thrive in both the world of print and the universe of digital text.

1. Perception of digital reading

These days, there is concern about young children’s screen time and its impact on language and literacy development—with good reason. Unattended screen time is negatively correlated to children’s language and literacy development. However, screen time accompanied by “human interactive time [is actually] a critical component of literacy development” (Hutton et al., 2019).

Likewise, teacher-student and peer-to-peer interactive time throughout school remain critical components of continued language and literacy development. When engaged in digital reading at school, the purpose for reading, depth of vocabulary, knowledge about the text, collaboration with peers, and responding to reading play far more significant roles in student success than paper or platform (Singer & Alexander, 2017; Sullivan & Puntambekar, 2015). In other words, whether print or digital, it’s all about reading. To echo Willingham (2017), the cognitive processes of reading do not change, and neither do the best practices that guide students to deep and engaged reading.

2. Purpose for reading

Comprehension differences among students reading digital texts appear to be more strongly connected to goal-directed reading and word count. Once again, human interactive time is critical to student success. In this case, the interactive time would be focused on the purpose for reading and why either digital or print texts better serve that purpose.

For example, if the purpose for reading is to memorize Lincoln’s Gettysburg Address, students should get a printed copy. However, if the purpose is to analyze Lincoln’s word choice and his rationale for referencing the Declaration of Independence rather than the US Constitution in the address, then access to multiple online texts—including historical archives—is required. Learners might review Lincoln’s handwritten copy of the address or the first photo discovered of Lincoln at Gettysburg. Accessing these archives can bring history closer to the learner. A realistic perception of place and a clear purpose for reading sets the stage for deep reading, no matter the environment.

Image 1

3. Product of reading

The product of reading is simply the reader’s response to it. With students in the primary grades, products of digital reading often focus on language development, word recognition, and comprehension (Zipke, 2017). In the middle and upper grades, traditional response-to-reading strategies easily transfer from print to digital. For example:

  • “Headings and highlights” focuses on deep reading, collaboration, and creative writing (Schwartz, 2016). Students work in partnership, identifying key ideas with highlights and summarizing text or a moment in time with four-word headlines. Partners can work remotely with online annotation tools or within a digital platform like myON, which supports teacher-created Projects that include both individual and collaborative tasks.Sample activity: With our nation involved in difficult conversations about racism, students at all grade levels, with developmentally appropriate guidance, might research a significant moment in history and apply its impact to their lives today. Students might, for example, start by watching a PBS news story about Marian Anderson’s concert at the Lincoln Memorial in 1939. Students then “work backwards” to explore why the event was moved to this location. Access to firsthand accounts and to Anderson’s performance, including her purposeful change to the “My Country ‘Tis of Thee” lyrics, speak volumes. To share this in a four-word headline requires extensive collaboration and conversation among students.
  • “Worth a thousand words” focuses on images in the digital space (Hochman & Wexler, 2017). Following digital reading, students work with a partner to identify, or create, an image central to the meaning of the text. The partners then design a question inspired by both the image and the text. Students pose their questions to peers (with teacher guidance) and engage in text-based discussions about the images.Sample activity: This technique works with both the Lincoln and Anderson examples. In the case of the Gettysburg Address, the image of Lincoln would ignite meaningful conversation. For Anderson’s concert, consider replacing an image with the audio of Anderson to generate meaningful conversation and rich, text-based questions.Emergent readers can also easily engage in this technique in order to share what they learn through digital reading. For example, Bear Says Thank You (ATOS 0.8), which is available digitally on myON, is rich in meaning and imagery. Children can select an image from the book and lead a thoughtful, text-based discussion with peers.

4. Pace of reading

Students typically read faster with digital texts than with printed texts. Not surprisingly, students who read faster retain less of what they read. This is complicated by the fact that students who read quickly often think they are doing better because they equate speed with competence (Singer & Alexander, 2017). Because students are unlikely to slow down on their own, it’s up to teachers to consider pace and guide students appropriately.

Interestingly, there is little, if any, significant difference in comprehension when students work with digital texts that are 500–800 words long (Singer & Alexander, 2017). I suggest sharing this information with students and following up with opportunities for them to practice reading, and rereading, brief digital texts. When reading digitally for academic purposes, stronger comprehension gains are often the result of having engaged more deeply with shorter texts that are read slowly and deliberately. Let students know about this finding as well.

Thriving in a digital world

Whether it’s feared or revered, digital reading is now firmly established alongside traditional print texts at home, in the workplace, and at school—particularly in the era of COVID-19. Wisely, we continue to monitor digital reading’s impact on language and literacy development and insist on identifying evidence-based best practices for reading instruction. After reviewing the evidence, we find that human interactive time and engagement with rich digital content support students’ language and literacy development.

Even in our modern world of smart devices and LED lights, traditional technologies are ubiquitous. We still buy paper, pencils, and candles. We still send handwritten cards through the mail. Although digital texts are often less expensive, we, at times, prefer the “feel of a book or a physical newspaper to swiping a screen” (Harford, 2017). We read aloud, often while alone, just to say the words. With deliberate attention to digital awareness, our learners can continue to thrive in the world of print and in the universe of digital text.

References

Harford, T. (2017). How the invention of paper changed the world. Retrieved from: http://www.bbc.com/news/the-reporters-38892687
Hochman, J. & Wexler, N. (2017). The writing revolution: A guide to advancing thinking through writing in all subject areas. San Francisco: Jossey-Bass.
Hutton, J., Dudley, J., Horowitz-Kraus, T., DeWitt, T., & Holland, S. (2019). Associations between screen-based media use and brain white matter integrity in preschool aged children. Retrieved from: https://jamanetwork.com/journals/jamapediatrics/fullarticle/2754101
Schwatrz, K. (2016). Strategies to help students go deep when reading digitally. Retrieved from https://www.kqed.org/mindshift/46426/strategies-to-help-students-go-deep-when-reading-digitally
Singer, L., & Alexander, P. (2017). Reading on paper and digitally: What the past decades of empirical research reveal. Review of Educational Research, 87(6), 1007–1041.
Sullivan, S., & Puntambekar, S. (2015). Learning with digital texts: Exploring the impact of prior domain knowledge and reading comprehension ability on navigation and learning outcomes. Computers in Human Behavior, 50, 299–313.
Swanson, E., Austin, C., Stewart, A., & Scammacca, N. (2020). A meta-analysis examining the effect of e-book use on literacy outcomes for students in grades K–12. Reading & Writing Quarterly, 36:5, 480–496.
Willingham, D. (2017). The reading mind: A cognitive approach to understanding how the mind reads. San Francisco: Jossey-Bass.
Zipke, M. (2017). Preschoolers explore interactive storybook apps: The effect on word recognition and story comprehension. Education and Information Technologies, 22(4), 1695–1712.

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Assessing preschool children remotely this school year https://www.renaissance.com/2020/11/13/blog-assessing-preschool-children-remotely-this-school-year/ Fri, 13 Nov 2020 13:02:46 +0000 https://renlearnstg.wpengine.com/?p=49650 As educators, we were thrown a curve ball last spring, when the COVID-19 pandemic led to widespread school closures and a quick pivot to remote education. Back then, many of us hoped the problem was temporary and we’d get “back to normal” this fall (if not earlier). But as the 2020‒2021 school year began, we […]

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As educators, we were thrown a curve ball last spring, when the COVID-19 pandemic led to widespread school closures and a quick pivot to remote education. Back then, many of us hoped the problem was temporary and we’d get “back to normal” this fall (if not earlier).

But as the 2020‒2021 school year began, we were reminded that hope isn’t much of a strategy. Instead, we found ourselves in what one colleague called “This Difficult Time,” where we have been working to adapt our instructional programs to the challenges we continue to face. Back in September, some buildings and programs opened for in-person schooling but then switched to hybrid or remote models. Others managed to maintain in-person instruction for extended periods of time, while some started with remote services and are watching and waiting for opportunities to return to school buildings. As I write this, only one thing is certain: We have to be flexible—and prepared for changes in both what we do to serve our students and how we do this.

Meeting the needs of our earliest learners

Flexibility is especially necessary in preschool and pre-kindergarten programs. In recent years, districts and community programs have worked hard to expand these services and find new ways to meet the growing demands for more seats and stronger outcomes. We have made steady progress, expanding the classrooms available for young children and continuing to develop better ways to serve children and families that promote short- and long-term benefits.

Recently, another major challenge has emerged: How can we provide “remote schooling” for preschool children? We have designed programs for children who greatly benefit from interaction with teachers and peers, as well as participation in a rich array of formal and informal activities. Parents and caregivers are without question stepping in to help make remote schooling work, but they face many demands on their time and energy. Replicating or replacing teacher-child and peer-group interaction with “at-home packets” and video conferences is simply not the same. We are all working overtime to create new models of great pre-K education.

While we face challenges in deciding whether and when students and teachers can be together in classrooms, nothing has changed about the importance of high-quality pre-K programs and the outcomes we want for students. The evidence is clear: Our highest priority is helping all preschool children gain preacademic skills in areas like language, early literacy, and early numeracy, as well as ensuring that all students are gaining the social and emotional skills and competence that will allow them to take full advantage of formal education when they enter elementary school. In “This Difficult Time,” it will take creativity, persistence, and great resources to achieve this.

Differentiating services and support

One approach, almost as old as early childhood education itself, is to provide the “just-right” amount of services and supports to each child, based on their current developmental status and likely need. This is both effective, in that it helps children gain essential skills and make desired progress toward long-term goals, and efficient, in that it adjusts the intensity of services and supports based on individual need. Children who benefit from a great “universal” program continue to progress, while those who need supplemental or more intensive supports receive them to accelerate their development.

In current practice, models like Multi-Tiered Systems of Support (MTSS) or Response to Intervention (RTI) are common ways to provide this differentiated support. Whether we call it MTSS, RTI, Recognition and Response, or something else, the goal is:

  1. To periodically monitor developmental progress of all children in a particular program or community through universal screening;
  2. To compare each child’s current development to a trusted standard of “progress” toward valued long-term outcomes; and
  3. To provide more intensive intervention for the subset of children for whom current development is not at expected levels—and to monitor progress to ensure that our revised efforts are making a difference.

While the ways these features are implemented may differ a bit across communities and programs, there are some common elements:

  • We gather seasonal assessment data for all students across all domains of interest
  • We identify those children who are not meeting benchmarks—the empirical standards of “progress” for any particular point in time—in those seasonal assessments for development in one or more domains
  • Programs provide targeted intervention (Tier 2 or Tier 3, we sometimes call it) to help students accelerate their learning and meet future benchmarks
  • Professionals complete ongoing progress monitoring for children receiving targeted intervention to evaluate the benefit of those services

RTI and MTSS tiers

This year’s unique dynamics make these practices, and the results they produce, both more important and potentially more difficult. Even in the era of COVID-19, we need to monitor all students and use assessment results to guide instruction. However, rather than simply relying on past practices and impromptu variations on “what we’re used to,” some adaptation and revision may be needed. For instance, we may need an organized array of practices, ordered in terms of preference and utility, that we can use as changing situations require. We may need to make assumptions or take short-cuts that, in other situations, we might avoid. We must also understand the consequences of these adapted practices for our students, families, and colleagues. Inevitably, we may have to accept “good enough” when “the best” isn’t possible—and when doing nothing would be even worse.

Preschool assessment in the COVID-19 era

Renaissance offers recommendations and procedures for assessments to support preschool MTSS during this unpredictable year. In brief, we believe that it is critically important to collect ongoing information about students’ growing developmental and academic skills and to provide—to the extent that we can—the “just right” intervention that this assessment indicates for each student. We also believe that in-person assessment is preferred when possible. When not possible, we suggest giving priority to gathering information on those children who, based on available information, are most likely to be at risk for delays in development of language, early literacy, or other important preacademic skills. This includes children for whom earlier assessments have suggested a need for supplemental intervention, those new to your program, or those for whom other evidence or information suggests the need to be more certain about their current development and need for intervention.

Further, while our options for teaching and intervention may be somewhat constrained right now, the long-term goals for our students remain largely the same. Assessment and intervention in language and early literacy, early numeracy, and social-emotional development should be key features of our work.

Renaissance provides educators with options for gathering the assessment information they need for all of these different situations and requirements—and ways to do so efficiently and reliably. When students are attending school in person, teachers can individually screen all students in language and early literacy development, early numeracy development, or more with myIGDIs for Preschool. Measures like these provide critical information on each student’s current level of development, and give useful information for grouping, planning intervention, and monitoring effectiveness over time.

myIGDIs offers two assessment approaches for describing development and planning intervention for English language and early literacy development prior to kindergarten:

  • For seasonal screening and comparison of each child’s performance to established benchmarks of expected progress, myIGDIs Early Literacy offers paper-based easels for direct assessment of individual children.
  • For seasonal screening, progress monitoring, and even more precise description of individual students’ performance, an iOS app version of myIGDIs Early Literacy+ is available. With this version, delivered on two iPads, students receive an assessment dynamically tailored to their individual performance, and teachers receive immediate and automatic scoring for each student and the class, plus the option to set up progress monitoring—including goals and ways to monitor assessed progress—as soon as the child completes the 2- or 3-minute assessment.

myIGDIs Early Literacy

  • In addition, myIGDIs Español provides a robust approach to seasonal screening of language and early literacy development for Spanish-speaking students. Like myIGDIs Early Literacy, myIGDIs Español is for seasonal screening and performance evaluation in an authentic assessment designed specifically for Spanish-speaking preschoolers. This non-translated approach is something no other preschool screening measure can offer.

myIGDIs English and Spanish

  • myIGDIs Early Numeracy provides a trustworthy and efficient way for preschool programs to screen and conduct progress monitoring of young children’s growing mathematical ability. These timed measures are administered individually and give teachers a direct view of each child’s counting, number recognition, and sense of quantity.
  • ProLADR, the Profile of Preschool Learning & Developmental Readiness, is a teacher rating form that provides a snapshot of each student’s growing skills in six domains often assessed in preschool programs: Social & Emotional, Language & Literacy, Cognitive, Approaches to Learning, Physical & Motor, and Creativity & the Arts.

Assessing students remotely this year

When schools switch to remote learning and direct interaction is not possible, educators need great measures that can be administered remotely. Critical portions of myIGDIs Early Literacy+ and myIGDIs Early Numeracy have been adapted to accommodate remote administration and can be valuable tools for teachers working to maintain continuous learning for students across the school year. We have training and administration resources ready to assist you in preparing for remote administration, along with guides for parents and caregivers in English and in Spanish to help adults assist the child in completing the assessment.

myIGDIs Early Literacy+, the iPad format for English language and early literacy development, has two measures well suited to remote administration: Picture Naming (a measure of oral language development) and Rhyming (a measure of phonological awareness). As with in-person administration, the specific content of each assessment will be tailored to the child’s current level of performance, performance will be scored automatically, and the teacher will have immediate access to both scoring and comparison of that score to seasonal benchmarks, as shown below.

myIGDIs reporting

myIGDIs Early Numeracy has had three of its four measures adapted for remote administration: Oral Counting, Number Naming, and Quantity Comparison. As with in-person administration, the teacher will record child performance for each measure and record those scores in our online data system.

Whether we can sit with children in classrooms or have to rely on video conferencing, we need assessment data that teachers and parents can easily understand and act on quickly. All of the myIGDIs tools—Language and Early Literacy+, Language and Early Literacy Español, Early Numeracy, and ProLADR—compare individual students to research-based benchmarks that help teachers to address needs for all students. All of the myIGDIs tools also offer teachers the opportunity to reflect on (and in many instances, directly observe) their students’ growing preacademic skills and strengths, which provides insights for future intervention. Perhaps most importantly, myIGDIs provides well-developed and trustworthy ways to gather this information whether interacting in-person or remotely.

This year, like every year, our commitment to accelerating learning for all students is front and center in our professional priorities. Unlike any other year, however, we face rapidly changing circumstances that require innovation to fulfill our commitment. Assessment, whether completed in classrooms during in-person instruction or remotely when students are elsewhere, is key to providing needed intervention by giving teachers and programs actionable data that helps sustain and continuously improve that work.

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Idaho State Department of Education Names Freckle ELA An Approved K–3 Literacy Intervention Program https://www.renaissance.com/2020/11/12/news-idaho-freckle-ela-approved-k3-literacy-intervention-program/ Thu, 12 Nov 2020 14:29:56 +0000 https://renlearnstg.wpengine.com/?p=49557 Educators in the Gem State can use Freckle ELA with their K–3 students to ensure literacy growth Bloomington, Minn. (Nov. 12, 2020) – Renaissance, the global leader in pre-K–12 education technology, recently announced that the Idaho State Department of Education named Freckle ELA an approved K–3 Literacy Intervention Program for the 2020–21 school year. Idaho […]

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Educators in the Gem State can use Freckle ELA with their K–3 students to ensure literacy growth

Bloomington, Minn. (Nov. 12, 2020)Renaissance, the global leader in pre-K–12 education technology, recently announced that the Idaho State Department of Education named Freckle ELA an approved K–3 Literacy Intervention Program for the 2020–21 school year.

Idaho school districts and public charter schools can now choose Freckle ELA from a select list of approved programs. The state’s K–3 Literacy Intervention Program is designed to help struggling students who score basic or below basic on the fall reading assessment or alternate reading screening assessment. The intervention program focuses on improving students’ phonemic awareness, decoding intervention, vocabulary, comprehension, and fluency.

To be approved as a K–3 Literacy Intervention Program, the Idaho State Department of Education requires programs to have a focus on grade-appropriate literacy skills, be evidence-based, include parental engagement/involvement, detailed implementation plans, reporting, and more.

Freckle ELA—a key component of Freckle—provides powerful, differentiated resources that help students develop ELA skills through 500-plus nonfiction articles, benchmark assessments, and detailed reports. Paired together with Star Assessments and other Renaissance programs, Freckle ELA provides a complete view of student growth for educators in the state—whether instruction takes place in-person, remote, or a mix of both.

“Renaissance is proud to work with educators in Idaho,” said Chris Bauleke, CEO at Renaissance. “Freckle ELA is a great addition to any classroom, providing educators with detailed reporting and the flexibility needed to guide students to success.”

For more information, visit www.renaissance.com.


About Renaissance

As a global leader in assessment, reading, and math solutions for pre-K–12 schools and districts, Renaissance is committed to providing educators with insights and resources to accelerate growth and help all students build a strong foundation for success. Renaissance solutions are used in over one-third of US schools and in more than 100 countries worldwide. The Renaissance portfolio includes Star Assessments, for reliable, accurate insights into K–12 student learning; myIGDIs, for accurate assessment of early learning; myON, to increase students’ access to high-quality reading materials; Accelerated Reader, to support independent reading practice; Freckle, for teacher-led differentiated instruction; and Schoolzilla, to give educators actionable insights into trends in student attendance and achievement. For more information, visit www.renaissance.com.

Contact for Media Inquiries Only:

Ken Stoflet
Communications Specialist
Renaissance
(715) 424-3636 ext. 2332
ken.stoflet@renaissance.com

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Star CBM Reading Approved in Indiana as a Universal Screener for Characteristics of Dyslexia https://www.renaissance.com/2020/11/10/news-star-cbm-reading-approved-indiana-universal-screener-dyslexia/ Tue, 10 Nov 2020 14:22:12 +0000 https://renlearnstg.wpengine.com/?p=49538 Educators in the Hoosier State can now use Star CBM Reading to screen for characteristics of dyslexia in their students Bloomington, Minn. (Nov. 10, 2020) – Renaissance, the global leader in pre-K–12 education technology, recently announced that the Indiana Department of Education approved Star CBM Reading as a universal screener for characteristics of dyslexia. Star […]

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Educators in the Hoosier State can now use Star CBM Reading to screen for characteristics of dyslexia in their students

Bloomington, Minn. (Nov. 10, 2020)Renaissance, the global leader in pre-K–12 education technology, recently announced that the Indiana Department of Education approved Star CBM Reading as a universal screener for characteristics of dyslexia.

Star CBM Reading—a key component of Star Assessments—gives educators in-depth insight into their elementary students’ development with curriculum-based measures for reading. The assessments can be administered remotely with online administrations and are also offered in paper.

Star CBM Reading helps educators measure the required skills set by the state: phonological and phonemic awareness, alphabet knowledge, sound-symbol recognition, decoding skills, and rapid naming skills. Renaissance’s rapid naming measures for colors and pictures are truly a breakthrough—with easy, immediate scoring and reporting with norm-based cut scores.

Star Early Literacy was one of the first assessments approved in Indiana for universal screening for characteristics of dyslexia. Now, educators have a choice between Star Early Literacy and Star CBM Reading, giving all Star 360 and Star Elementary customers the chance to take advantage of the best rapid automatized naming measure (RAN) available.

Renaissance will host a live webinar on Wednesday, November 18, to provide more details about the approval and how educators in Indiana can take advantage of Star CBM Reading.

“We’re thrilled to once again partner with educators in Indiana,” said Laurie Borkon, Vice President of Government Affairs at Renaissance. “While educators in the state are familiar with using Star Early Literacy to screen their students for characteristics of dyslexia, Star CBM Reading gives them another great universal screening tool to ensure their students are set up for success—now and in the future.”

For more information, visit www.renaissance.com.


About Renaissance

As a global leader in assessment, reading, and math solutions for pre-K–12 schools and districts, Renaissance is committed to providing educators with insights and resources to accelerate growth and help all students build a strong foundation for success. Renaissance solutions are used in over one-third of US schools and in more than 100 countries worldwide. The Renaissance portfolio includes Star Assessments, for reliable, accurate insights into K–12 student learning; myIGDIs, for accurate assessment of early learning; myON, to increase students’ access to high-quality reading materials; Accelerated Reader, to support independent reading practice; Freckle, for teacher-led differentiated instruction; and Schoolzilla, to give educators actionable insights into trends in student attendance and achievement. For more information, visit www.renaissance.com.

Contact for Media Inquiries Only:

Ken Stoflet
Communications Specialist
Renaissance
(715) 424-3636 ext. 2332
ken.stoflet@renaissance.com

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How literacy must be reframed this school year https://www.renaissance.com/2020/11/06/blog-how-literacy-must-be-reframed-this-school-year/ Fri, 06 Nov 2020 14:16:41 +0000 https://renlearnstg.wpengine.com/?p=49511 Emerson wrote that “The mind, once stretched by a new idea, never returns to its original dimensions.” For me, this is the case when I read particularly insightful books. The publication of my new book, Literacy Reframed, would never have happened if my mind had not been “stretched” by the ideas in Focus (2018) by […]

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Emerson wrote that “The mind, once stretched by a new idea, never returns to its original dimensions.” For me, this is the case when I read particularly insightful books. The publication of my new book, Literacy Reframed, would never have happened if my mind had not been “stretched” by the ideas in Focus (2018) by Mike Schmoker, The Reading Mind (2017) by Daniel Willingham, and Why Knowledge Matters (2016) by E. D. Hirsch.

Within great books, there’s sometimes a phrase or central idea that is so crucial that you find yourself coming back to it again and again. It’s like a refrain that offers a particularly important insight. For me, the central idea I kept coming back to is a statement that Schmoker makes in Focus: “After one has learned the mechanics of reading, growth depends, more than anything, on our ability to build up students’ knowledge base and vocabulary.”

After reading countless books and articles about literacy, and after having my mind stretched to larger dimensions, it was this statement that provided a powerful insight.

On a basic level, Schmoker is arguing for additional attention on building students’ knowledge and vocabulary. But as I struggled to reconcile the ideas of multiple authors and the tensions of the “reading wars” that, on some level, continue today alongside the new interest in “the science of reading,” it was Schmoker’s qualifier of “after one has learned the mechanics of reading…” that struck me the most.

Through the extensive reading and writing that it took to produce Literacy Reframed, I have come to envision literacy acquisition as having two district phases—before students have learned the mechanics of reading and after they have learned this.

While this may seem simple at first, it is not. We must draw out and make clear that these are two drastically different phases. What works in one may not work in the other, and what is true in one may not hold true in the other. What our students need from us varies substantially between these two. I’ll refer to them and Phase 1 and Phase 2 of literacy acquisition.

Inspiring Books

Phonics, the unquestionable first step

Phase 1 is the place for the crucial, explicit, and systematic instruction around phonics that the vast majority of students require for ultimate success. Proponents of phonics will feel completely at home here. Share (1995) notes that phonics instruction represents “the logical point of entry, since it offers a minimum number of rules with the maximum generative power.” As a result, “any plausible model of reading acquisition must assign phonology a leading role” (Share, 1999). Pimentel (2018) suggests that “it is not an overstatement to say that a school that doesn’t have a phonics program is doing its students a huge disservice.”

As much as Willingham and Hirsch want to highlight other critical elements necessary for optimal literacy acquisition, they also view the increased emphasis on solid phonics instruction as a recent and key improvement in our literacy efforts. Hirsch (2016), for example, remarks that “testing regimens have clearly helped improve the mechanics of early reading,” which he views as “an important gain.”

Becoming fully literate is, however, analogous to taking a long journey. Assume that getting there requires a flight, and that the first step in getting to the airport requires leaving your driveway and turning right. Phonics instruction is that first right turn. It’s the correct, most efficient first step, but there’s much more to the journey than this.

Why phonics can only take students so far

Relying solely on phonics to read has obvious drawbacks. First, it’s exhausting. Having to decode many unknown words requires so much processing power that comprehension becomes impossible.

Nearly every educator has observed a student expend so much energy on “sounding out the words” of a text that, at the end of the process, the student has read all the words aloud but is unable to answer the most basic questions about the text’s meaning. When this happens, the fluency of the reading process has been halted beyond repair or synthesis. Readers have finite processing power, and if decoding the words takes most of this power, they have nothing left over to take in what they read. As “overtrained readers, [teachers] no longer have much perspective on how difficult reading really is,” but for developing readers, the difficulty is real (Dehaene, 2009).

Next, for phonics to be instantly helpful in terms of comprehension, readers must already know the meaning of the word they are sounding out. If you sound out a word and have never heard it before, you are no closer to understanding it. As Dehaene (2009) notes, readers do develop the capacity for self-teaching, eventually gaining the ability to “decipher the pronunciation of a novel string and associate it with a familiar meaning,” but this capacity takes time to build. This is why reading to students daily and exposing them to language and text are such critical factors.

Finally, relying on phonics is not what advanced readers are generally doing. To be clear, when they encounter a completely unknown word, advanced readers do revert to phonics, but the vast majority of the time, they are recognizing words instantly by sight or through using their knowledge of known words to figure out at least parts of unknown ones.

While literacy acquisition begins with a phase in which teachers directly teach specific skills (such as letter-sound pairings and consonant blends), the second phase of literacy acquisition is one in which the teacher’s role becomes much more secondary. In order for their literacy abilities to continue to grow and flourish, students must become capable of self-teaching (Share, 1995; Share, 1999).

The power of self-teaching

While there are many elements of self-teaching, it’s helpful to consider one of the simplest: the ability to instantly recognize a known word in print. Students may know the sound and meaning of a word, but if they cannot instantly associate its written form with these, then their reading comprehension, rather than being fluent, will be laborious and completely dependent on phonics and decoding.

To be more precise, capable readers recognize and take in the meaning of known words in print—as you are doing right now—in just fifty milliseconds, or 0.05 seconds (Dehaene, 2009). This results in a dynamic where, accounting for the time needed for the eye to move across a page or a screen, most good readers “read from four hundred to five hundred words per minute” (Dehaene, 2009). Dehaene (2009) reminds us, as good readers, “it’s only because these processes have become automatic and unconscious, thanks to years of practice, that we are under the illusion that reading is simple and effortless.”

“The self-teaching hypothesis argues that the process of word recognition will depend primarily on the frequency to which a [reader] has been exposed to a particular word” (Share, 1995). In other words, has the reader seen the word in print enough times that she has developed the ability to recognize it in milliseconds? This is why appreciable amounts of daily independent reading practice are so critical. It is not time spent “just reading.” It’s self-teaching time. Once students have learned the mechanics of reading, for optimal growth they must be exposed to significant amounts of text across all grade levels.

Much more goes on during independent reading than we may have realized. Beyond building the ability to recognize more and more words instantly by sight, students also acquire vocabulary at a rate far exceeding what we can teach them directly. Depending on the text, they may also acquire background knowledge, and wide reading fosters both writing and critical thinking skills.

Again, pointing out that literacy acquisition has two distinct phases may not seem groundbreaking, but remember what we noted earlier. Because these two phases are markedly different, what holds true in one may not hold true in the other. As an example, consider this statement made by one state agency using the lens of the science of reading: “Children do not learn to read and write through exposure to print.” This is true in Phase 1, before students have learned the mechanics of reading. However, it does not hold true in Phase 2. After students have learned the mechanics, much of their success is tied to their exposure to text, which we now understand as the opportunity for self-teaching.

An acknowledgment of Phase 2 of literacy acquisition—the self-teaching phase—gives us a way to understand why reading growth flatlines after the late elementary grades for far too many. If we can come to better understand the elements of this phase, we can create conditions in which far more students can teach themselves much of what they need to advance their reading competencies. And it’s critical that we do this urgently because many of our struggling students simply should not be struggling.

The needless tragedy of “garden-variety struggling readers”

Many low performing readers have all the skills and abilities necessary for success, but they fail to flourish because we have not created the conditions for them to do so through self-teaching and wide exposure to print. Share (1995) asserts that, when late elementary school students struggle, they usually fall into one of two categories: (1) students who have specific reading disabilities, or (2) students who are “garden-variety struggling readers.” The sad reality is that our current approach produces a lot of garden-variety struggling readers. They represent the majority of readers who struggle. These students have challenges that “are not primarily attributable to…general intelligence, semantic, or visual processes” (Share, 1995). They have the ability; they just have not had the necessary experiences. They have not been able to self-teach.

The use of the word “reframed” in the title Literacy Reframed is very intentional. Reframing suggests a new perspective. A new frame can draw our attention to things that were always there but remained unnoticed. As the researchers Myracle, Kingsley, and McClellan (2019) conclude, “Alarm bells are ringing—as they should be—because we’ve gotten some big things wrong: Research has documented what works to get kids to read, yet those evidence-based reading practices appear to be missing from most classrooms.” If we are to have high levels of literacy for our population as a whole, then literacy must be reframed.

In our next blog, my co-author will look at how literacy is being reframed as we transition from print to digital reading—a process that’s rapidly accelerating due to COVID-19, given that many students do not have regular access to school libraries. As Willingham explains, the mechanics of reading do not change when we move from print to digital. However, our habits of reading often do change, and educators need to thoughtfully consider how to foster the very best reading habits when texts are accessed digitally.

References

Dehaene, S. (2009). Reading in the brain: The new science of how we read. New York: Penguin.

Hirsch, E.D. (2016). Why knowledge matters: Rescuing our children from failed education theories. Cambridge, MA: Harvard Education Press.

Myracle, J., Kingsley, B., & McClellan, R. (2019). We have a national reading crisis. Retrieved from: www.edweek.org/ew/articles/2019/03/07/we-have-a-national-reading-crisis.html

Pimentel, S. (2018). Why doesn’t every teacher know the research on reading instruction? Retrieved from: www.edweek.org/ew/articles/2018/10/29/why-doesnt-every-teacher-know-the-research.html
Schmoker, M. (2018). Focus: Elevating the essentials to radically improve student learning. 2nd ed. Alexandria, VA: ASCD.

Share, D. (1995). Phonological recoding and self-teaching: Sine qua non of reading acquisition. Cognition, 55(2), 151–218.

Share, D. (1999). Phonological recoding and orthographic learning: A direct test of the self-teaching hypothesis. Journal of Experimental Child Psychology, 72(2), 95–129.
Willingham, D. (2017). The reading mind: A cognitive approach to understanding how the mind reads. San Francisco: Jossey-Bass.

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Renaissance Launches Major Updates to Star Spanish Assessments https://www.renaissance.com/2020/10/27/news-renaissance-launches-major-updates-star-spanish-assessments/ Tue, 27 Oct 2020 13:17:59 +0000 https://renlearnstg.wpengine.com/?p=49488 The new release promotes greater equity and the first-ever authentic K–12 learning progression for Spanish Bloomington, Minn. (Oct. 27, 2020) – Renaissance, the global leader in pre-K–12 education technology, has enhanced Star Spanish, its assessment platform for students who speak, or are learning to speak, Spanish, with new reports and the first authentic K–12 learning […]

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The new release promotes greater equity and the first-ever authentic K–12 learning progression for Spanish

Bloomington, Minn. (Oct. 27, 2020)Renaissance, the global leader in pre-K–12 education technology, has enhanced Star Spanish, its assessment platform for students who speak, or are learning to speak, Spanish, with new reports and the first authentic K–12 learning progression for Spanish available in the country.

Star Assessments are available in both English and Spanish in order to give educators insight into the abilities, skills, and progress of emergent bilinguals, dual-language learners, and immersion students.

“We’re so excited to be able to offer educators the tools they need to uncover student understanding and track learning progress for students who speak Spanish,” said Doris Chávez-Linville, Director of English Learner Innovations at Renaissance. “Educators are experts at removing barriers, and we’re thrilled to help them take an asset-based approach to bilingualism, where the focus is on what students know and can do, and how educators can build on this.”

La progresión de la lectura de Renaissance, the new learning progression, is neither a translation nor a trans adaptation, but an empirically validated, standards-agnostic tool that offers a true reflection of Spanish reading and identifies what students know and what they are ready to learn next.

Renaissance also released a learning progression aligned to the Texas Essential Knowledge and Skills (TEKS) in Spanish and plans to release versions for the Common Core State Standards (CCSS) en Español and the California CCSS en Español next month. In addition, Renaissance is releasing Focus Skills for Spanish.

Star Spanish offers new reports, which educators can choose to generate in either English or Spanish. Student growth percentiles are available in Growth Reports, Consolidated Assessment Proficiency Reports, and My Created Reports for Star Early Literacy Spanish for students in grades K–3, and Star Reading Spanish and Star Math Spanish for students in grades 1–8. Progress-monitoring for students in need of intervention is also now available in Star Spanish.

For more information, visit www.renaissance.com.


About Renaissance

As a global leader in assessment, reading, and math solutions for pre-K–12 schools and districts, Renaissance is committed to providing educators with insights and resources to accelerate growth and help all students build a strong foundation for success. Renaissance solutions are used in over one-third of US schools and in more than 100 countries worldwide. The Renaissance portfolio includes Star Assessments, for reliable, accurate insights into K–12 student learning; myIGDIs, for accurate assessment of early learning; myON, to increase students’ access to high-quality reading materials; Accelerated Reader, to support independent reading practice; Freckle, for teacher-led differentiated instruction; and Schoolzilla, to give educators actionable insights into trends in student attendance and achievement. For more information, visit www.renaissance.com.

Contact for Media Inquiries Only:

Ken Stoflet
Communications Specialist
Renaissance
(715) 424-3636 ext. 2332
ken.stoflet@renaissance.com

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Product Highlights: Promoting educational equity https://www.renaissance.com/2020/10/22/blog-product-highlights-promoting-educational-equity/ Thu, 22 Oct 2020 15:57:47 +0000 https://renlearnstg.wpengine.com/?p=49452 Back-to-School looked a lot different this year, with many schools and districts providing instruction remotely either full or part time. While it’s certainly possible for students to thrive in remote- and hybrid-learning environments, educators also face new challenges. Do all students have access (devices and connectivity) to online lessons? What best practices should you follow […]

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Back-to-School looked a lot different this year, with many schools and districts providing instruction remotely either full or part time. While it’s certainly possible for students to thrive in remote- and hybrid-learning environments, educators also face new challenges. Do all students have access (devices and connectivity) to online lessons? What best practices should you follow when allowing students to take Accelerated Reader quizzes at home? How can you best ensure that learning continues this school year, even if the mode of instruction has changed due to the pandemic?

At Renaissance, we’ve been working closely with school and district leaders to address these and other challenges, and to help ensure that every student is learning and growing this school year. Like you, we’re committed to the goal of educational equity—and we’re working to provide additional tools and resources to help you provide targeted instruction and support in any learning environment.

In this blog, you’ll find a summary of recent product enhancements designed to promote greater equity. You’ll find more details in our new Product Updates Blog, where you can easily search for information by product (e.g., Star Assessments), by topic (e.g., Reading Practice), or by keyword (e.g., “equity”). We invite you to bookmark the Product Updates Blog and to check back frequently for the latest news and information.

Meeting the needs of emergent bilingual learners

Educators working with bilingual learners often struggle to get the same growth and achievement data for their students learning in Spanish as for students learning in English.

Traditional assessments, even if translated into Spanish, don’t capture how Spanish language skills are developing or provide a roadmap for which skills students are ready to learn next. These translated tests also fail to indicate how students are growing compared to their Spanish-speaking peers.

Understanding how bilingual learners are growing is essential to providing them with an equitable education. That’s why we’re excited to announce that Star Assessments, the only K–12 assessment specifically designed for bilingual learners, now include:

  • Empirically validated learning progressions in both Spanish and English. La progresión de la lectura de Renaissance shows you how literacy develops in Spanish across grade levels and domains, as represented in the graphic below. Star Assessments are the only assessments to include authentic learning progressions in Spanish.

progresión de la lectura de Renaissance

  • Student Growth Percentile (SGP) scores for assessments in Spanish and English, which allow educators to track the amount of growth students are making in both languages.
  • New and enhanced reporting in Spanish and English, to show you what students have learned and identify instructional “next steps.”

With these enhancements for assessing emergent bilinguals, you can teach from an asset-based mindset to ensure that all students are learning and growing, whether the language of instruction is Spanish, English, or both.

Learn more: Read the post on the Product Updates Blog. Also, watch the new webinar—available in both English and Spanish versions—to see how to make the best use of these new Star features. Plus, check out our interview with the webinar presenters, as they discuss six common myths about emergent bilingual learners.

Optimizing reading experiences for every student

You’ve probably had the experience of clicking a link to access something interesting online—only to have to wait impatiently for the website to load. Low bandwidth can be both annoying and frustrating—perhaps to the point where you give up and move on to something else. With so many parents and students now working and learning from home, this experience is more widespread than ever.

Slow load times and the frustration that comes along with it is something we don’t want kids to encounter when they’re reading digital books on myON. To help prevent this, we’ve added lower bandwidth versions of books to our myON collection to help students who are reading in locations with slower internet connections.

Students don’t need to do anything to take advantage of this feature. myON automatically detects low bandwidth and provides access to the lower-bandwidth version of the title, and there is no difference in the student experience. Faster load times are critical in this new educational ecosystem, and quick access to engaging digital books ensures not only a positive reading experience for students but greater access and equity in learning as well.

Learn more: Read the post on the Product Updates Blog. Also, watch our webinar for proven strategies for engaging students in more nonfiction reading, and for effectively pairing fiction and nonfiction texts.

Accessing diverse reading collections

When children read texts that reflect them, their families, their neighborhoods, and their life experiences, it can have a profound effect on self-esteem, engagement, and comprehension. Reading books that portray diverse cultures helps everyone empathize and understand multiple perspectives just a little bit better.

As part of our ongoing commitment to highlighting these perspectives, we’ve recently added four new add-on publishers for myON. These new publishers address issues of diversity and equity, provide insights into and support for social-emotional learning, and include new books in Spanish.

myON collectionAlso, we know that providing students with access to texts when teaching remotely can be a challenge—especially to books that provide effective cultural mirrors, address social-emotional intelligence, and provide parents and students with the chance to read together in the family’s primary language. With that in mind, we’re committed to continuing to expand myON’s core collection—which is already as large as most school libraries’ collections—in ways that support and reflect every student.

Learn more: Read the post on the Product Updates Blog. Also, check out these tips for finding culturally appropriate reading materials.

Knowing how ALL students are performing

In this anything-but-normal school year, making full use of your assessment data will be especially critical for making the best decisions for your students, schools, and community. With the sudden shift to remote instruction last spring, many schools and districts discovered inequalities in student learning. This raises the question: Are performance gaps widening for our historically underserved students?

With new district-level dashboards powered by Schoolzilla, district leaders can more quickly uncover and address equity issues. Schoolzilla Starter enables you to disaggregate your Star Assessments data to better understand how different student groups are performing, and to identify groups who are not growing on pace with their peers.

Schoolzilla starterHaving quick access to these critical insights helps district and building administrators to focus on what matters most—accelerating growth for every student. And with fall screening data coming in, it’s a great time to explore the enhanced insights provided by Schoolzilla Starter as you set goals for your students and schools.

Learn more: Read the post on the Product Updates Blog. Watch our webinar on analyzing your fall 2020 screening data using Schoolzilla Starter. Also, get helpful tips for setting equitable goals in Star this school year.

Supporting continuous student learning

We recognize that educational technology can’t address all of the challenges that you and your students will face this year. But by providing greater access to engaging, diverse content, and by delivering powerful insights into what students have learned and what they’re ready for next, Renaissance products will help you to keep students engaged and growing—as you work to equitably support great outcomes for every learner.

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Renaissance Answers the Question: Has There Really Been an Impact from COVID on Student Performance? https://www.renaissance.com/2020/10/15/news-renaissance-answers-question-impact-covid-student-performance/ Thu, 15 Oct 2020 12:04:42 +0000 https://renlearnstg.wpengine.com/?p=49408 With data from millions of student assessments, the report will end speculation about learning losses and define the challenges ahead Bloomington, Minn. (Oct. 15, 2020) – Renaissance, a global leader in pre-K–12 education technology, today announced the upcoming release of How Kids Are Performing: Tracking the Impact of COVID-19 on Reading and Mathematics Achievement, a […]

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With data from millions of student assessments, the report will end speculation about learning losses and define the challenges ahead

Bloomington, Minn. (Oct. 15, 2020)Renaissance, a global leader in pre-K–12 education technology, today announced the upcoming release of How Kids Are Performing: Tracking the Impact of COVID-19 on Reading and Mathematics Achievement, a report detailing the learning effects associated with COVID-19 school closures. Designed to end the speculation and provide guidance for educators as they address learning gaps, the report will be based on the results of millions of student assessments.

“We’re as eager as the rest of the education world to end the speculation and get to the truth of where our students are as they begin this year,” said Dr. Gene Kerns, vice president and chief academic officer at Renaissance. “This year more than any other, data is going to be key in understanding where our students are and how we can best tailor instruction to meet them there.”

Using data gleaned from Star Assessments—one of the most widely-used assessments in K–12 education—the report will explore key questions including:

  • How does performance in Fall 2020 compare to expected or typical performance by subject and grade?
  • Is there a greater variability in the scores overall?
  • Are particular grades or subject areas more impacted than others?
  • To what extent are particular demographic subgroups impacted?
  • Are there variances between schools in more rural areas and more urban areas?

Although much data is yet to be collected—both school start and fall testing have been delayed in many states—some early trends have begun to emerge from the September data. Based on assessment scores from nearly 2 million students who were tested in both Fall 2019 and Fall 2020, there was no substantive “COVID Slide” in reading: In 2019, 52% of students were performing at/above grade level, and in 2020, 51% of students were.

Math has been a different story. Based on early results comparing performance in Fall 2019 to Fall 2020, there seems to be a decline. In 2019, 65% of these students were at/above grade level, and in 2020, 59% were. This 6 percentage-point drop represents more than 60,000 students. The data also showed a 15% increase in the number of students identified as “needing intervention” in math.

Across both reading and math, initial analyses suggest grades 4 and 5 appear to be the most negatively impacted. While the data snapshot shows some evidence of a “COVID Slide”, Kerns said, “Decreases that are marginal to moderate as the year begins are one thing, but if marginal-to-moderate declines are followed by below-typical progress, then the situation is made more dire.”

To further document how students are performing in 2020–2021, Renaissance will follow up the How Kids Are Performing report with a series of updates on students after the typical winter and spring screening periods to help guide educators throughout this unprecedented academic year.

You can reserve your free copy of the upcoming report by visiting www.renaissance.com/how-kids-are-performing/.


About Renaissance

As a global leader in assessment, reading, and math solutions for pre-K–12 schools and districts, Renaissance is committed to providing educators with insights and resources to accelerate growth and help all students build a strong foundation for success. Renaissance solutions are used in over one-third of US schools and in more than 100 countries worldwide. The Renaissance portfolio includes Star Assessments, for reliable, accurate insights into K–12 student learning; myIGDIs, for accurate assessment of early learning; myON, to increase students’ access to high-quality reading materials; Accelerated Reader, to support independent reading practice; Freckle, for teacher-led differentiated instruction; and Schoolzilla, to give educators actionable insights into trends in student attendance and achievement. For more information, visit www.renaissance.com.

Contact for Media Inquiries Only:

Ken Stoflet
Communications Specialist
Renaissance
(715) 424-3636 ext. 2332
ken.stoflet@renaissance.com

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How are kids performing so far this fall? https://www.renaissance.com/2020/10/14/blog-how-are-kids-performing-so-far-this-fall/ Wed, 14 Oct 2020 14:27:37 +0000 https://renlearnstg.wpengine.com/?p=49244 Last spring, school buildings had barely gone dark before questions about potential learning loss began to appear. The title of an Education Week article from early April read, “How Schools Will Overcome the ‘Coronavirus Slide:’ Ideas from Five Superintendents.” This was perhaps a follow-up to an article in the previous week’s issue that asked, “Will […]

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Last spring, school buildings had barely gone dark before questions about potential learning loss began to appear. The title of an Education Week article from early April read, “How Schools Will Overcome the ‘Coronavirus Slide:’ Ideas from Five Superintendents.” This was perhaps a follow-up to an article in the previous week’s issue that asked, “Will Learning Gaps Deepen as Schools Stay Closed?” It’s probably worth asking ourselves a question here: Do we remember our own thinking back in early April, and our expectations for when school might get back to normal?

An article in the Hechinger Report from the same time period expressed the odd idea that “students may not return to school this [academic] year.” In early April, the idea that large numbers of students would not return to their buildings by the end of the school year seemed unrealistic. Yet as the weeks progressed, we began to accept that the disruptions might continue for longer than we’d initially thought. But students would surely return to buildings en masse in the fall, right?

Once we realized how protracted the disruptions would be, projections about the scale of possible learning loss began to appear. Matt Barnum sought insight from the long-term school closures in Argentina due to teacher strikes in the 1980s and 90s. The total amount of time that students were away from school was similar to our COVID-related disruptions, but, in Argentina, the school closures were spread over multiple years. Another difference: online learning. David Jaume, who co-authored an extensive report documenting the impacts on Argentinian students, told Barnum that “the situation today is much different,” because schools now “have online learning [that] would at least mute part of the negative results.”

The most widely circulated projections about “COVID-19 Slide” came from two reports, one published by NWEA and the other by FastBridge, which relied on data about summer learning loss. This raises an obvious question: To what extent did last spring’s school closures truly parallel a typical summer? In other words, was the entire time away from school buildings simply a longer period of “time off,” or did educators’ herculean efforts around distance learning help to mitigate the disruption? Despite this nuance, other organizations have been quick to jump on the learning-loss bandwagon. One recent webinar referred to today’s students as “the lost COVID-19 generation,” while a tutoring center warned of an “education crisis,” stating that “children may never recover the losses.”

What can we learn from these dramatic statements? Within the narrative about learning loss, some have clearly conflated projections or predictions about “COVID-19 Slide” with definitive documentation that it exists. For example, the title of a recent article is “Study shows major learning loss for grades K–2.” In fact, the work being profiled makes predictions about what might occur by relying upon historical “summer slide” data. In a sense, the study does not definitively “show” anything. Instead, it offers projections based, essentially, on treating last spring’s disruptions like a very long summer break. To the extent that the dynamics of spring 2020 were not like a typical summer, these projections could be significantly off.

Because last spring’s school closures were truly unprecedented—unlike summer vacation, unlike the disruption to schooling in Argentina, unlike anything—Renaissance shied away from making projections about how students would perform this fall. We are, however, quickly moving into a new period where projections are no longer necessary.

From prediction…to reality

As schools across the country begin the 2020–2021 year—whether face-to-face, remotely, or in a hybrid/blended environment—a new period begins where we can document the realities of “COVID-19 Slide” by analyzing actual fall assessment data. We will no longer be dealing with unknowns and predictions. Instead, the realities will be before us. Questions of particular interest include:

  • How does student performance in Fall 2020 compare to expected or typical performance by subject and grade level?
  • Is there a greater spread/range in scores overall?
  • Are particular grades and/or subject areas impacted more than others?
  • To what extent are particular demographic subgroups impacted?
  • Are there variances between schools in more rural areas and more urban areas—as some have suggested, given that internet access varies considerably?

As one of the largest assessment providers in the world, typically supporting over 80 million administrations of Star Assessments each school year, Renaissance is uniquely positioned to analyze back-to-school data on a massive scale in order to help answer these questions. We’ll document our findings in a forthcoming report, to be titled How Kids Are Performing: Tracking the Impact of COVID-19 on Reading and Mathematics Achievement.

The analysis for this new report is well underway, and we can share some observations based on an initial data pull. As of September 15, more than 5 million Star Assessments (early literacy, reading, and math) had been administered in the new school year, with significant increases occurring each day. In terms of year-over-year (YoY) testing volume, Star Early Literacy experienced the most usage, likely due to its inclusion on multiple state-approved lists. Also, some states have taken the approach of having the youngest learners return to school buildings first, which may also drive higher usage of this assessment.

The following map shows usage of Star Early Literacy by state, as of September 15. In the states indicated by the darkest shade of blue, more than 80 percent of students YoY had tested. The lightest shade of blue reflects 20 percent or less of YoY testing volume.

Star Early Literacy Administration by state

There is, however, much more data to be collected, particularly for reading and math. The following map shows YoY testing volume for Star Reading as of September 15, using the same color-coding. While the equivalent map for Star Math is not shown, it is virtually identical.

Star Reading Administration by state

On this map, regional differences are a bit clearer. A handful of states in the upper Midwest that are generally rural in makeup lead the way in testing. The northeast—which has been hit particularly hard by the COVID-19 pandemic—trails noticeably. The large student populations in California, Florida, and Texas are only partially represented in this initial data set.

In spite of these limitations and the early stage of the analysis, are any broad findings beginning to emerge? Most importantly, is there evidence of a “COVID-19 Slide”? If so, has a particular subject area and/or grade level been more affected than others?

For our purposes here, we’ll provide a preliminary answer to these questions by focusing on reading in grades K–8 and on math in grades 1–8. These are the subject areas and grade levels where the largest data samples are available.

While there are some grade levels where YoY scores appear to be stable, more than half of all subject/grade combinations show lower normative performance in Fall 2020 compared to Fall 2019. The observed shortfalls for math are more numerous and more substantial than those for reading. Across both reading and math, grades 4 and 5 initially appear to be the most negatively impacted. Following is a breakdown of the results by subject area, as of September 15.

Student performance on Star Reading:

  • We compared scores for nearly two million students who completed the assessment in both Fall 2019 and Fall 2020.
  • We did not observe a significant COVID-19 decline.
  • In Fall 2019, 52 percent of students were meeting benchmark (i.e., performing at grade level) in reading. In Fall 2020, this has declined to 51 percent.
  • In Fall 2019, 31 percent of students were identified as needing intervention in reading. In Fall 2020, this has increased to 33 percent.

Student performance on Star Math:

  • We compared scores for nearly one million students who completed the assessment in both Fall 2019 and Fall 2020.
  • We observed some evidence of a COVID-19 decline.
  • In Fall 2019, 65 percent of students were meeting benchmark in math. In Fall 2020, this has declined to 59 percent.
  • In Fall 2019, 22 percent of students were identified as needing intervention. In Fall 2020, this has increased to 26 percent.

So, while there is some cause for initial concern with math, we would note that, so far, our data does not indicate a “lost generation” or dynamics from which students could “never recover,” as the dire predictions claim.

Finally, we would note that as important as it is to document how students are starting the school year, it will also be critical to document their growth during the year. Decreases that are marginal-to-moderate as the year begins are one thing, but if marginal-to-moderate declines are followed by below typical progress, then the situation becomes more serious. For this reason, we’ll release follow-up reports after the typical winter and spring screening periods to show how students are performing over the course of the year.

Renaissance will continue to collect and analyze fall screening data over the coming weeks, as long as a substantial number of Star tests are administered. We anticipate the release of the initial report in November, designed to answer educators’ most pressing questions about how students are performing this fall—and which students have been impacted the most by the COVID-related disruptions.

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Renaissance Announces Two New Additions to its Board of Directors https://www.renaissance.com/2020/10/13/news-renaissance-announces-two-new-additions-board-of-directors/ Tue, 13 Oct 2020 14:02:37 +0000 https://renlearnstg.wpengine.com/?p=49403 Chaka Booker’s and Vicki Phillips’ leadership and expertise will help Renaissance ensure continuous learning for all students Bloomington, Minn. (Oct. 13, 2020) – Renaissance, a global leader in pre-K–12 education technology, recently welcomed Chaka Booker and Vicki Phillips to the Renaissance Board of Directors. “We’re fortunate to have both Chaka and Vicki join our board […]

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Chaka Booker’s and Vicki Phillips’ leadership and expertise will help Renaissance ensure continuous learning for all students

Bloomington, Minn. (Oct. 13, 2020)Renaissance, a global leader in pre-K–12 education technology, recently welcomed Chaka Booker and Vicki Phillips to the Renaissance Board of Directors.

“We’re fortunate to have both Chaka and Vicki join our board and help us further our mission of accelerating learning for all,” stated Chris Bauleke, CEO of Renaissance. “Both bring a wealth of knowledge and insight to Renaissance.”

Chaka Booker serves as a managing director on the senior leadership team at The Broad Center, a national organization focused on leadership development in public education. He is also a member of the advisory board for the National Head Start Association as well as the National Association of Charter School Authorizers.

In addition, Chaka is a Pahara Fellow at the Aspen Institute and a Forbes contributor on leadership and entrepreneurship. He holds degrees in economics and psychology from UCLA and an MBA from Stanford University. Chaka is the author of two books; Mastering The Hire: 12 Strategies to Improve Your Odds of Finding the Best Hire and The Empowered Candidate: The Power You Have to Land the Job You Deserve.

Vicki Phillips serves as executive vice president and chief education officer at the National Geographic Society. In her role, she oversees the company’s education strategy and programs focused on transforming classroom experiences for millions of students and educators to inspire the next generation of planetary stewards. Prior, Vicki has been a middle and high school teacher, a state-level policymaker, nonprofit leader, the superintendent of Portland Public Schools, the Pennsylvania chief state school officer, and a K–12 education director. In addition, she served as the director of education, College-Ready, at the Bill & Melinda Gates Foundation for nearly a decade.

Vicki holds an EdD in international leadership and management from the University of Lincoln in the United Kingdom and an MA in school psychology, along with a BS in elementary education and special education, K–8, K–12, from Western Kentucky University.

Together, Chaka and Vicki join Jason Brein, Ezra Perlman, Alan Ni, Steve Ellis, and Chris Bauleke on the Renaissance Board of Directors.


About Renaissance

As a global leader in assessment, reading, and math solutions for pre-K–12 schools and districts, Renaissance is committed to providing educators with insights and resources to accelerate growth and help all students build a strong foundation for success. Renaissance solutions are used in over one-third of US schools and in more than 100 countries worldwide. The Renaissance portfolio includes Star Assessments, for reliable, accurate insights into K–12 student learning; myIGDIs, for accurate assessment of early learning; myON, to increase students’ access to high-quality reading materials; Accelerated Reader, to support independent reading practice; Freckle, for teacher-led differentiated instruction; and Schoolzilla, to give educators actionable insights into trends in student attendance and achievement. For more information, visit www.renaissance.com.

About Francisco Partners

Francisco Partners is a leading global private equity firm, which specializes in investments in technology and technology-enabled services businesses. Since its launch over 18 years ago, Francisco Partners has raised approximately $14 billion in capital and invested in nearly 200 technology companies, making it one of the most active and longstanding investors in the technology industry. The firm invests in transaction values ranging from $50 million to over $2 billion, where the firm’s deep sectoral knowledge and operational expertise can help companies realize their full potential. For more information on Francisco Partners, please visit www.franciscopartners.com.

Contact for Media Inquiries Only:

Ken Stoflet
Communications Specialist
Renaissance
(715) 424-3636 ext. 2332
ken.stoflet@renaissance.com

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How we create vocabulary, literacy skills, and Spanish quizzes for Accelerated Reader https://www.renaissance.com/2020/10/02/blog-how-we-create-vocabulary-literacy-skills-spanish-quizzes-accelerated-reader/ Fri, 02 Oct 2020 13:31:15 +0000 https://renlearnstg.wpengine.com/?p=49098 Accelerated Reader includes more than 210,000 quizzes on a wide range of fiction and nonfiction books. The majority of these are Reading Practice Quizzes, which assess students’ literal comprehension of the books they’ve read. In an earlier blog, we provided a behind-the-scenes look at the creation of Reading Practice Quizzes, explaining how we select and […]

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Accelerated Reader includes more than 210,000 quizzes on a wide range of fiction and nonfiction books. The majority of these are Reading Practice Quizzes, which assess students’ literal comprehension of the books they’ve read. In an earlier blog, we provided a behind-the-scenes look at the creation of Reading Practice Quizzes, explaining how we select and process titles, how the quizzes are written and reviewed, and how we ensure quizzes are available for highly anticipated new books.

In this blog, we’ll explore two other quiz types in Accelerated Reader: Vocabulary Practice Quizzes and Literacy Skills Quizzes. We’ll also look at the Spanish-language Reading Practice Quizzes in AR, which help to support emergent bilingual students and the development of English-Spanish biliteracy.

Because so many students are learning remotely this fall, we also want to note that AR supports at-home quizzing—along with quizzing in public libraries, community centers, and other locations where students are spending time. You’ll find details about this feature, including guidance for making the most of at-home quizzing in AR, in this recent blog.

Vocabulary Practice Quizzes

AR’s Vocabulary Practice Quizzes are used in conjunction with Reading Practice Quizzes to help students build their vocabulary by focusing on select words in books they have read. The number of questions on a Vocabulary Practice Quiz generally corresponds to the book’s interest level. Most lower-grade (LG) books have five-question quizzes, while most middle-grade (MG), middle-grade-plus (MG+), and upper-grade (UG) books have 10- or 15-question quizzes.

Within the quiz, each vocabulary word is presented in context (meaning, in an excerpt from the book), which takes the student to the part of the text where the word appears. The student reads the excerpt and is then asked to correctly identify the definition of the word.

Words typically chosen for these quizzes are those that students are most likely to find unfamiliar. By helping students to solidify command of words at the upper end of their reading level, the quizzes promote the ability to move on to texts of greater complexity. We take care, though, to ensure that the choice of words is not so challenging that the quiz is frustrating for the student.

The Renaissance content designers who write Vocabulary Practice Quizzes carefully choose words to use based on a formula that generates a list of word candidates from the text. Considerations include the overall book level of the text, the difficulty of the individual word, the number of times the word is used in the text, and more.

We select books for Vocabulary Practice Quizzes based on the popularity of the associated Reading Practice Quiz, so chances are that students’ favorite titles have both quiz types available. AR includes more than 11,500 Vocabulary Practice Quizzes for US students. Over the past two years, students have taken Vocabulary Practice Quizzes about 12 million times!

popular books with vocabulary practice quizzes

Literacy Skills Quizzes

Like the vocabulary-focused quizzes, Literacy Skills Quizzes are designed to be taken after the student has taken the Reading Practice Quiz. As mentioned earlier, Reading Practice Quizzes assess students’ literal comprehension of the text. Literacy Skills Quizzes then take a deeper dive into students’ understanding of and ability to analyze the text.

Literacy Skills Quizzes include twelve multiple-choice questions from four categories: Literary Analysis, Inferential Comprehension, Initial Understanding, and Constructing Meaning. Questions cover skills such as recognizing conflict and climax, understanding literary devices, comparing and contrasting, deriving word or phrase meaning, and responding to literature.

AR includes more than 850 Literacy Skills Quizzes, which were created by our most experienced content designers and editors. For each quiz, multiple staff members read the book and then collaborate to write and fine-tune the questions. Two of our editors take the quiz, marking any questions or answer choices that may need revision—perhaps because they don’t fully test the targeted skill, or because the wording may not be clear to students. The editors then compare notes and meet with the quiz writer to discuss revisions. Once revised, the quiz is taken by a third editor before it’s approved for use.

As we mention in our earlier blog, Reading Practice Quizzes use distractors (incorrect responses) that are clearly wrong to students who’ve read the book but are plausible to those who haven’t read it. In Literacy Skills Quizzes, both the correct response and the distractors are typically drawn from the book’s content. This helps to ensure that the quiz assesses students’ understanding of specific literacy skills, rather than their ability to include or exclude responses based on simple recall of the book.

Following is a sample question written for a Literacy Skills Quiz, for the novel How to Eat Fried Worms. The question assesses the student’s ability to make inferences and to recognize persuasive language, and it fits into two of the four categories listed above: Inferential Comprehension and Constructing Meaning.

Literacy skills quiz sample

Books that have Literacy Skills Quizzes include recipients of the Newbery Medal and other award winners; classics such as Shakespeare’s Hamlet and Jules Verne’s 20,000 Leagues Under the Sea; and hundreds of popular books requested by our customers or included on classroom reading lists—including all seven books in the Harry Potter series.

Spanish-language quizzes

An important part of our mission of accelerating learning for all is assessing the reading performance in Spanish of both native speakers and learners. By helping to assess students’ reading skills in Spanish, our Spanish-language quizzes help to accelerate learning of other skills, too. They also support parity for students between English and Spanish content in Accelerated Reader.

Spanish-language Reading Practice Quizzes are not simply translations of existing English-language quizzes. Instead, they are written in Spanish by writers who are native speakers. Spanish-language quizzes are created in Mexico City by a team consisting of four permanent members and other writers and editors who join the team as needed. They follow the same careful editorial process that the US team does, ensuring consistency across AR quizzes.

The selection of books for Spanish Reading Practice Quizzes includes translations of popular English-language titles, as well as books written in Spanish by authors from Argentina, Spain, Mexico, and many other countries. Huevos verdes con jamón (Green Eggs and Ham) by Dr. Seuss and Los juegos del hambre (The Hunger Games) by Suzanne Collins are examples of popular books translated from English. La lagartija y el sol by Alma Flor Ada and La casa imaginaria by Pilar Mateos are examples of popular books written in Spanish.

Accelerated Reader books with spanishh quizzes

Because there isn’t a “neutral” or universal version of Spanish, following the book’s specific language is a very important part of quiz development. For example, the toy known in English as a kite can be called cometa, papalote, barrilete, volantín, chiringa, papagayo, and more in Spanish. Similarly, the game known as hopscotch in English has at least 15 possible names in Spanish: rayuela, avioncito, bebeleche, and more. Using each book’s specific terminology is important for ensuring student comprehension of the quiz—and for helping students to secure vocabulary and to appreciate the different varieties of Spanish.

More than 11,700 Spanish-language quizzes are currently available in AR. In addition to creating quizzes for newly published books, the Mexico City team also continues to write and edit AR quizzes for the Spanish-language books that are accessible in the myON digital platform. When schools purchase both programs, students can discover and launch myON digital books within AR. Once they’ve finished reading, they can then easily access the Reading Practice Quiz in AR to assess their comprehension and demonstrate progress toward personalized reading goals. This process is the same for Spanish- and English-language books in myON—and digital access is especially important now, given that many students cannot visit school or classroom libraries due to COVID-19.

Access to diverse quizzes

If a book has a Vocabulary Practice Quiz and/or Literacy Skills Quiz available, students will see these options listed alongside the Reading Practice Quiz in the AR program. We generally suggest that students take the Reading Practice Quiz first, followed by the other quiz types when they’re available. The administrative login for AR provides access to the full list of Vocabulary Practice Quizzes and Literacy Skills Quizzes, along with the ability to preview quizzes individually.

Teachers, librarians, students, and parents can use the free AR Bookfinder website to locate books that have AR quizzes. When they select a title, they’ll see which quiz types are available. AR Bookfinder includes an Advanced Search feature that allows users to limit the results to a certain quiz type (such as Vocabulary Practice Quiz or Literacy Skills Quiz) or to a certain language (Spanish or English). Using these options in conjunction with the other available filters—such as author, title, interest level, and/or reading level—supports targeted searches for engaging books that have specific quizzes available.

AR Bookfinder also has a Suggest AR Quiz option that allows educators, students, and parents to contact us directly. In addition to listing the book’s title, author, and language, users can suggest a specific quiz type. We continue to release new quizzes every week, and we’re committed to ensuring that AR provides students with choice—fiction and nonfiction, new releases and classics, English and Spanish—for guided independent reading practice.

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6 myths about emergent bilinguals https://www.renaissance.com/2020/09/25/blog-6-myths-about-emergent-bilinguals/ Fri, 25 Sep 2020 13:10:42 +0000 https://renlearnstg.wpengine.com/?p=49018 Note: This is the second blog in a two-part series about bilingualism and biliteracy. To read the first blog in the series, click here. Schools across the US are using Star Assessments in Spanish and English to assess their emergent bilingual students. In their new webinar, Doris Chávez-Linville and Dr. Carol Johnson describe new features […]

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Note: This is the second blog in a two-part series about bilingualism and biliteracy. To read the first blog in the series, click here.

Schools across the US are using Star Assessments in Spanish and English to assess their emergent bilingual students. In their new webinar, Doris Chávez-Linville and Dr. Carol Johnson describe new features in Star that help educators to better understand what this student population knows and can do in both languages—and what next steps to take in order to move learning forward.

We recently spoke with Doris and Carol about the common myths they encounter when they’re discussing bilingualism and biliteracy. Here are some highlights from our conversation, along with links to helpful resources.

Myth #1: If students don’t start learning two languages early, they’ll never master the second language.

Doris Chávez-Linville: I hear this one all the time. It obviously ignores many important factors, including students’ reasons for learning the second language, their level of exposure to the language, and the type of instruction that schools provide.

Growing up in Mexico, I started learning English in middle school, around age 12. We had class three times per week, and it seemed like we started in exactly the same place every school year: the verb “to be,” the pronouns “he/she/they,” etc. We focused entirely on grammar-and-translation rather than on learning how to use English in order to communicate. I suspect people have this outdated approach in mind when they bring up this myth.

Carol Johnson: It’s also important to define what’s meant by the phrase “mastering the second language.” If we’re referring to phonological mastery—sounding like a native speaker—then yes, there is typically a “critical period.” Researchers are divided on this: some say this period ends at age 6, others say it’s age 10. After that, the phonology of the first language has become so ingrained that the speaker will likely have a non-native accent when speaking the second language.

However, if we define “mastery”—as I think we should—as a high level of competency in using a language, then the age when someone starts to learn it becomes less important. Doris is one example of somebody who started after the “critical period” but who obviously communicates in English with a high level of expertise. Another example I like to point to is former Secretary of State Henry Kissinger. Nobody is going to mistake him for a native speaker of English, but I think we can say that he’s mastered the language.

In either case, it’s important not to go overboard. If we define “mastery” as the ability to use a language without ever making a single mistake, then we’re missing the larger picture here.

Myth #2: Learning two languages will confuse a child.

Carol Johnson: This is the “flip-side” of Myth #1, and the research is clear here as well. When children grow up in environments where two languages are spoken, they’re actually not confused at all. They develop the phonologies of both languages, and their brains “function” in both. They’re also very adept at looking at the people around them and identifying who speaks which language—and then using the appropriate language to address each person.

Doris Chávez-Linville: Our colleague Mayela Barrow, who co-presented the Spanish version of our new webinar with me, is a good example of this. Like me, she was born in Mexico, but her family moved to the US when she was just a year old. She’s been immersed in both Spanish and English from early childhood. As you’ll see when you watch the webinar, she’s a native speaker of both languages.

Myth #3: It’s easier to learn Spanish than it is to learn English (or vice versa).

Carol Johnson: The response to this one is simple: All languages are equally complex, but they’re complex in different ways. There’s a common perception that English is difficult for learners because of its wide vocabulary, irregular spelling, and the fact that every grammar rule seems to have at least one exception.

Doris Chávez-Linville: I’m always reminded of a famous clip from the TV show I Love Lucy, where Ricky Ricardo (who grew up in Cuba) encounters different English words with the letter sequence “-ough.” With each word—bough, rough, through, cough, and enough—the pronunciation of this sequence changes, which proves to be very frustrating for him!

English and Spanish obviously have unique features, and this is why Renaissance invested time and resources in developing an authentic learning progression for Spanish reading. Simply translating or “transadapting” our English learning progression wasn’t an option here. English has features—the different short and long vowels, for example—that do not exist in Spanish. And Spanish has features that do not exist in English—such as accent marks to show where emphasis is placed, which can also change a word’s meaning. La progresión de la lectura de Renaissance was built in order to map the development of reading in Spanish across students’ K–12 journey—so educators have an accurate understanding of the skills students have learned and the skills they’re ready to learn next.

Progresion de la lectura de Renaissance

Carol Johnson: A key point from our webinar is worth mentioning again here. In the past, educators tended to focus almost exclusively on deficits when working with this student population—what don’t they know? What can’t they understand? In the webinar, we use the term emergent bilinguals rather than “English Learners” because we want to emphasize the importance of taking an asset-based approach instead.

The Spanish learning progression and the other recent enhancements to Star Assessments result from our belief that educators need a clear understanding of what students know and can do in both languages, and how they can then build on this. Focusing solely on “gaps” and “deficits,” and trying to figure out whether one language is “easier” or “harder” than another, isn’t the most productive approach here.

Myth #4: A child who learns two languages will never feel at home in either of them. She will always be “caught between two worlds.”

Carol Johnson: I think this myth has less to do with how the children feel and more to do with how society has traditionally viewed them.

Doris Chávez-Linville: When I worked as a migrant education teacher, my colleagues would sometimes remark that they “felt really sorry” for such-and-such child. It’s important to have compassion, but feeling sorry for children doesn’t really help them. As teachers, we need to know where a student is now so we can support their learning—looking through the lens of assets rather than deficits, as Carol explained.

In the Spanish version of our webinar, our colleague Mayela tells a story that’s relevant here. As I mentioned earlier, she moved from Mexico to the US when she was a year old. She was also one of just three students in her elementary school whose home language was Spanish. When she was in fourth grade, her mom enrolled her in ballet class, and Mayela couldn’t wait to get to school the next day to tell her friends about this. Her teacher happened to overhear what she was saying and interrupted with, “It’s pronounced ‘ballet’ class, not ‘bullet’ class!”

Mayela felt terrible about this, as if she were somehow different than her monolingual classmates. In fact, she never regarded her Spanish and English bilingualism and biliteracy as an asset until she got to college and began to study education, which changed her perspective completely.

Carol Johnson: I live in Arizona and Doris lives in Florida—both places where bilingualism is the norm rather than the exception. I hope we’ve reached a point in history where the current generation of students won’t have experiences like this. An organization in the UK has created a “Being Bilingual is My Superpower!” graphic that Doris and I really like. It clearly emphasizes the asset-based approach.

Doris Chávez-Linville: This discussion reminds me of another myth: “Bilinguals are really just two monolinguals in one person.” There’s a lot of research that disproves this idea, showing that the brains of bilinguals function differently than the brains of monolinguals. Dr. Ofelia García has written and presented extensively on translanguaging, which highlights how bi- and multilingual people think and communicate. Translanguaging is not code switching. You can hear her discuss this concept in this YouTube video.

Myth #5: The best way to promote English literacy is to immerse students in English-only instruction.

Carol Johnson: We discuss this myth in detail in the webinar, pointing to a longitudinal study by Thomas and Collier in particular. They tracked the reading performance in English of emergent bilinguals in a variety of programs, and they found the dual-language programs to be most successful. Students in the English-only programs did not even reach the fiftieth percentile in terms of performance. I don’t think this is surprising, because strong literacy skills in a second language require strong literacy skills in the first language. As we’ve been saying throughout this conversation, we need to build on the skills students bring to the classroom in their home language, not ignore them.

Student performance by program type

Doris Chávez-Linville: Many experts make the point that when we only assess emergent bilinguals in English, we’re only acknowledging half of the person, leaving us with an incomplete view of what they really know and can do. In the webinar, we discuss this point through the example of a student named Jim Sanchez. Because Jim is enrolled in an English-only program, he’s only assessed in English—and he’s then given instruction that is not meeting his needs. When his reading skills are also assessed in Spanish, a very different picture emerges, giving his teachers much better insight into how they can help Jim to move forward.

Myth #6: Literacy needs to be taught separately from the content areas. It’s critical to have a separate “literacy block” in your schedule.

Carol Johnson: The idea that literacy should be—or even can be—isolated from content doesn’t make a lot of sense, whether we’re talking about bilingual or monolingual learners. In The Reading Mind (2017), Daniel Willingham discusses the importance of independent reading in building students’ vocabulary and background knowledge. Study after study demonstrates that students learn more vocabulary through reading than we could ever teach them directly, and that background knowledge—not reading ability—has the greatest impact on reading comprehension.

The goal is to match students with books at the right reading level on a wide range of topics—social studies, science, history, math, etc., as well as fiction. For emergent bilinguals, it’s important that they read in both languages. An assessment like Star will show you each student’s reading level in Spanish and/or English, so you can guide him or her to appropriate books in each language.

Doris Chávez-Linville: I recently read an interesting blog by Dana Hardt, a teacher in a dual-language program in Nevada. She makes the point that all teachers are language teachers, helping students to access the language of math, the language of science, etc. She reminds us that literacy should be embedded in everything we do.

At Renaissance, we’ve been doing a lot of work with the WIDA Consortium recently, and Carol and I quote from WIDA’s English Language Development Standards in our webinar. WIDA’s assessment of academic English is called ACCESS, because it assesses just this: students’ ability to access grade-level content. This is the point we want to communicate in the webinar: When educators fully understand what emergent bilinguals bring to the classroom, they can better help these students to access knowledge, skills, and opportunities in both languages.

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Garland ISD and Renaissance Partner to Provide 6,000 Digital Books and News Articles to Children in Garland, Rowlett, and Sachse https://www.renaissance.com/2020/09/24/news-garland-renaissance-partner-provide-books-news-articles/ Thu, 24 Sep 2020 13:25:31 +0000 https://renlearnstg.wpengine.com/?p=48989 The partnership provides children in the Garland, Rowlett, and Sachse communities—from birth to age 18— access to more than 6,000 high-interest digital books and news articles through myON Bloomington, Minn. (Sept. 24, 2020) – Renaissance, a global leader in pre-K–12 education technology, today announced a partnership with Garland Independent School District designed to foster the […]

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The partnership provides children in the Garland, Rowlett, and Sachse communities—from birth to age 18— access to more than 6,000 high-interest digital books and news articles through myON

Bloomington, Minn. (Sept. 24, 2020)Renaissance, a global leader in pre-K–12 education technology, today announced a partnership with Garland Independent School District designed to foster the literacy needs of children in the surrounding Garland, Rowlett, and Sachse communities.

Garland ISD’s “Literacy for Life” initiative brings together multiple companies and surrounding communities in Texas to promote a love of reading and provide access to reading materials. The partnership with Renaissance provides each child in the area—whether a member of Garland ISD or not—access to myON, a digital reading platform.

From adventures in space to deep-sea dives, children can browse, read, and listen to more than 6,000 high-interest digital books and daily news articles that match their unique interests and reading levels. Children can access myON using a computer, tablet, phone, or internet-enabled device and even download up to 20 books for offline reading at a time.

“We couldn’t be more excited to partner with Garland ISD to put books in the hands of children across these great communities,” said Todd Brekhus, Chief Product Officer at Renaissance. “With this fall being so unique, access to myON will help ensure each child continues to learn and grow as a reader—no matter where learning takes place.”

To kick things off, Garland ISD and Renaissance are promoting a September reading challenge, and all children are encouraged to participate. The goal is to read 20 minutes a day or 350 minutes. Children that read 350 or more minutes will be entered to win gift cards and other fun prizes. Plus, the top readers and schools will be recognized with signs, banners, and more!

To learn more about myON or the partnership, please visit https://garland.renaissance.com/.


About Renaissance

As a global leader in assessment, reading, and math solutions for pre-K–12 schools and districts, Renaissance is committed to providing educators with insights and resources to accelerate growth and help all students build a strong foundation for success. Renaissance solutions are used in over one-third of US schools and in more than 100 countries worldwide. The Renaissance portfolio includes Star Assessments, for reliable, accurate insights into K–12 student learning; myIGDIs, for accurate assessment of early learning; myON, to increase students’ access to high-quality reading materials; Accelerated Reader, to support independent reading practice; Freckle, for teacher-led differentiated instruction; and Schoolzilla, to give educators actionable insights into trends in student attendance and achievement. For more information, visit www.renaissance.com.

Contact for Media Inquiries Only:

Ken Stoflet
Communications Specialist
Renaissance
(715) 424-3636 ext. 2332
ken.stoflet@renaissance.com

The post Garland ISD and Renaissance Partner to Provide 6,000 Digital Books and News Articles to Children in Garland, Rowlett, and Sachse appeared first on Renaissance.

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How to set equitable goals this school year https://www.renaissance.com/2020/09/22/blog-how-to-set-equitable-goals-this-school-year/ Tue, 22 Sep 2020 15:42:59 +0000 https://renlearnstg.wpengine.com/?p=48959 For many of us, fall screening may look a bit different this year, especially if we’re assessing students remotely. Nonetheless, we’ll soon have—or may already have—our fall screening results. Based on this data, we’ll need to make intervention placement decisions, and when we place students in formal interventions, we’re generally required to set a growth […]

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For many of us, fall screening may look a bit different this year, especially if we’re assessing students remotely. Nonetheless, we’ll soon have—or may already have—our fall screening results. Based on this data, we’ll need to make intervention placement decisions, and when we place students in formal interventions, we’re generally required to set a growth goal to help gauge whether the intervention has been effective.

Just about any way you look at it, goals are good. They motivate us. Setting a target and striving for it often unleashes previously untapped reserves of energy. For years, Bob Marzano has written and spoken about the value of having students set goals and track progress toward them. This nearly always pays dividends.

But, for teachers, wanting to have goals for their students is one thing, and feeling comfortable about actually setting those goals is quite another. Setting realistic goals for general classroom activities is perceived as daunting enough, but when it comes to official growth goals for interventions, things often become overwhelming. This is the type of goal setting I’ll focus on here, because knowing how to appropriately set this type of goal will be key to equitably providing services during this anything-but-normal school year.

Goal setting and equity

Response to Intervention (RTI) and Multi-tiered Systems of Support (MTSS) have been described as frameworks for resource allocation. In other words, based on the assessment data we collect during screening and progress monitoring, we make consequential decisions about how to allocate our limited resources—the time, materials, staff, and other means at our disposal. Inherent in this definition is the sense of scarcity. In most schools, the resources are expended before every need can be addressed. Our objective, then, must be to equitably do the greatest good for the greatest number of students.

What people don’t always consider is the critical role that fully informed growth goals play within these models. The goal is the fixed element—the reference point—to which everything else is compared. If the goal is appropriate, everything works. However, if the growth goal is not aggressive enough, then the student is not likely to make sufficient progress to close the previously identified gap—even if he or she exceeds the goal. Similarly, if the goal is unrealistically high, then quite acceptable growth and progress might be perceived as insufficient, resulting in unnecessary changes to the intervention that require even more resources.

Within RTI and MTSS models, students’ progress (growth) is plotted against selected growth goals through the process of formal progress monitoring. This is generally depicted via a graph, as shown in the Progress Monitoring Report in Star Assessments:

Star Progress Monitoring Report

Interpreting this information is a relatively simple matter of comparing the black trend line, which represents the student’s actual growth, to the green goal line, which represents the growth goal. In the example above, the black trend line (student performance) during the interventional that began in May exceeds the green goal line. This indicates that the intervention is working—the student is responding sufficiently. However, all of this is true if and only if the goal was appropriate in the first place.

For example, setting a less-than-ambitious goal for a third grader who’s reading at a Kindergarten level may grossly underestimate the growth this child could achieve. This may then lead to an underallocation of core and supplemental instruction and leave the child still lagging at the end of the year. By the same token, setting a goal to achieve end-of-third-grade expectations by the end of the current school year may be very difficult, if not impossible, for the student to achieve. This would create conditions of frustration and failure for both the student and teacher. These examples remind us that the consequential process of setting growth goals should be informed by as much context as possible.

The science of goal setting

Some educators take a straightforward but naïve approach to setting goals by simply saying, “I want to have this student be proficient by the end of the intervention.” Suppose that the desired level of performance is a scaled score of 700 on a given test, and that the student is currently scoring 550. That’s a gap of 150 points. If the intervention lasts for 10 weeks, some simply divide the gap in performance (150 points) by the number of weeks (10), and set a resulting goal of an increase in performance of 15 points per week. The problem is that this may or may not be realistic. Additional context is necessary.

Consider this second scenario:

  • You have a student performing at a percentile rank (PR) of 11.
  • Your overall benchmark (minimum level of desired performance) equates to a PR of 40.
  • Meeting this benchmark by the designated end of the intervention would require growing at a rate of 7.0 scaled score points per week.
  • When considering the grade level and starting point of this student, we see that growing by 5.5 scaled score points per week is a rate of growth achieved by the top 25 percent of students in the same grade who are beginning at the same point.
  • If this student grows at a weekly rate of 5.5 scaled score points, she will finish the intervention at a PR of 30, which is 19 points higher than where she started.

Would growing at the same rate as the top 25 percent of similarly starting students and increasing your performance from a PR of 11 to a PR of 30 be considered adequately responding to an intervention? I think so. But if someone only considered the starting point (PR 11) and the ultimate destination (the PR 40 benchmark), then a growth goal of 7.0 scaled score points per week might have been set, and the growth that we just acknowledged as sufficient would be considered insufficient. As one of my colleagues remarked, focusing solely on meeting a performance goal “makes it seem like it’s not OK to celebrate growth unless a student is proficient. This is why so many students struggle: because people give up on them while they’re still trying to get there.

When setting goals, we need to know more than the student’s current performance and the desired level of performance, which is often dictated by standards and accountability. This is why Renaissance has put so much work into the goal-setting capabilities embedded in Star.

Goal setting in Star Assessments

In a recent EdSurge article on goals, Kristen Huff writes that “the problem is that nearly all of the interim assessments used for setting student goals report only normative measures of growth, which compare a student’s progress to their peers, rather than how they are performing versus their grade-level expectations.” We are pleased that Star Assessments are an exception here because they provide multiple reference points—even more context—for setting goals.

In Star, the goal-setting options include:

  • Goals based on percentile ranks (e.g., “I want this student to finish the intervention performing at a PR 40 or above.”)
  • Goals based on a particular scaled score that is linked to state performance levels (e.g., “I want this student to meet the state-prescribed level of proficiency by the end of the intervention.”)
  • Goals based on Student Growth Percentiles (e.g., “I want this student to grow at a rate among the top 25 percent of her academic peers.”)

Star Goal setting features

Having these options provides the greatest amount of context when settings goals. It also points out a deficiency in the goal-setting process of assessments with limited options, which offer less context. The ideal dynamic is to find that a goal of meeting proficiency expectations is viable within the time period of the intervention, but this is not always the case. When you find that a goal of meeting a desired benchmark (typically state-defined proficiency levels) during the course of a single intervention would require a rate of growth that few students ever achieve (e.g., an SGP of 95 or higher), you have to question the viability of such a goal. For some students, it simply may be that the time necessary to meet grade-level expectations while also achieving ambitious but reasonable growth may take more than one school year—an unpleasant reality, but one we need to accept if we truly want to help those students succeed.

Of course, the best alternative is to never let a child get so far behind that gaps can’t be closed in a reasonable period, but we know that too many students do fall appreciably behind before a formal intervention process begins. This forces a dynamic where we may sometimes need to address more sizeable gaps in performance through a perspective of “installments of growth” across several marking periods, semesters, or—in the most extreme cases—years.

We must always be striving for above-average growth with students who are behind. But while our goals should be aspirational, they must also be obtainable, or we are setting both teachers and students up for failure.

The art of goal setting

We should also note that setting goals is part science and part art. Beyond the obvious assessment information (e.g., the student’s current level of performance, desired level of performance, etc.), other factors must also be considered. What else do you know about the student? How much support does he have? How engaged is he—especially in a distance-learning environment? Are there other issues that are impacting academic progress, such as chronic attendance or discipline issues?

While much of this blog has focused on assessment information and associated goals, the fidelity of the interventions we provide must also be considered. If an intervention program is ill-structured or improperly implemented, nothing can be definitively determined about a student’s growth. RTI expert Amanda VanDerHeyden (2009) is famous for beginning data-team meetings with fidelity conversations before she ever reviews students’ results. She says that there is “such a strong relationship between failing interventions and poor implementation integrity that integrity ought to be the first hypothesis tested before an intervention is abandoned.”

She also notes that the challenge of monitoring the fidelity of multiple interventions occurring simultaneously across a school or district is becoming less daunting because of “rapidly emerging technology resources that can help ensure correct intervention use.” This includes “dashboard systems that organize student learning data and signal those responsible for implementation” with key metrics. Districts using Star Assessments may want to explore our Schoolzilla data visualization platform, which provides just this level of insight.

Goal setting in the year ahead

The truly critical issue in all of this is how best to accelerate learning for all students, and to differentially accelerate learning for those who are currently performing below expectations. The right question, from our perspective, is what mix of practices—including goal setting—will best contribute to that outcome this school year. The role of assessment is to reliably document what is occurring. When you have reliable assessments and the tools and context to set appropriate goals, you can make informed decisions about instruction and intervention—so you remain focused on what matters the most.

References

Huff, K. (2020). How ‘growth’ goals actually hold students back. Retrieved from: https://www.edsurge.com/news/2020-08-30-how-growth-goals-actually-hold-students-back
VanDerHeyden, A. (2009). Fidelity of implementation is key. Professional development resource created for Renaissance Learning.

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Transforming student learning and empowering educators with PLCs in education https://www.renaissance.com/2020/09/20/blog-what-is-a-plc/ Sun, 20 Sep 2020 17:10:00 +0000 https://renlearnstg.wpengine.com/?p=61268 The popularity of PLCs–professional learning communities–in education has grown in recent years, and it’s easy to see why. Educators nationwide are working to reestablish connections and relationships with their students to help them get back on track with learning. To do that, implementing PLCs and maximizing instruction and collaboration within PLCs is crucial. But in […]

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The popularity of PLCs–professional learning communities–in education has grown in recent years, and it’s easy to see why. Educators nationwide are working to reestablish connections and relationships with their students to help them get back on track with learning.

To do that, implementing PLCs and maximizing instruction and collaboration within PLCs is crucial. But in spite of their blossoming popularity, many PLCs find themselves foundering as they struggle to deliver on the promise of improved student outcomes.

Why? And what can be done to ensure the success of PLCs in education?

Whether you’re faced with a PLC that needs a little TLC or you’re forming a new PLC and want to do it right, we can help. In this blog, we’ll take a look at PLCs, what they should look like, how they can provide support, and best practices for implementing PLCs in your school or district.

What does PLC mean?

The term PLC refers to a professional learning community. As it is traditionally defined, a PLC is:

“An ongoing process in which educators work collaboratively in recurring cycles of collective inquiry and action research to achieve better results for the students they serve” (DuFour, DuFour, & Eaker, 2002).

While the term professional learning community has been around since the 1960s, the concept’s popularity arguably began to blossom in 1998 with the publication of Professional Learning Communities at Work: Best Practices for Enhancing Student Achievement by Richard DuFour and Robert Eaker.

According to All Things PLC, a collaborative resource for educators and administrators who are committed to enhancing student achievement, this breakout book was the first to explain how and why educators working collaboratively with a focus on learning can increase student performance.

Since the book’s release, DuFour and Eaker, along with Rebecca DuFour, have continued to popularize the idea of PLCs across the US.

What is the purpose of a PLC?

A PLC in education serves two main purposes:

  1. To improve the skills and knowledge of educators through collaborative study, expertise exchange, and professional dialogue.
  2. To improve the educational aspirations, achievement, and success of students through stronger leadership and teaching.

A PLC operates with the motivation that when educators receive continuous learning, it will, in turn, positively impact student learning. In other words, a professional learning community can be a place for both communal growth and knowledge sharing. Educators can work together to understand the data they’ve gathered and help one another to make better decisions around the needs of their students.

While many PLCs are successful, others are struggling to serve the purpose they were created to deliver. Let’s explore this point.

What does a PLC look like in a school?

There is no one right model for PLCs in schools. PLCs are best exemplified as an attitude of shared leadership and team effort, trust and cooperation, open and honest discourse—and even debate, if and when necessary.

An effective PLC is not limited to one grade level or a school hierarchy. Rather, it embraces a continual feedback loop between students, teachers, building and system administrators, school board officials, facilitators, and community members.

A few examples of what a PLC in education might look like include:

  • A group of 2nd-grade teachers collaborating to develop, implement, analyze, and modify their lesson plans to strengthen teaching and learning.
  • A district’s social studies teachers meeting to create a curriculum that is consistent from teacher to teacher and building to building.
  • A group of computer science instructors collaborating to determine the best software applications to purchase for the coming year.
  • A group of support staff, including custodians, cafeteria workers, and security personnel, meeting to examine how their work impacts the culture and climate of their school and how it affects the overall student performance.
  • A team of administrators coming together to support one another in the most effective ways to implement state standards.

A professional learning community is a “bottom-up” approach that includes everyone, rather than a “trickle-down” system in which administrators rule with perceived omniscience. For this reason, the schools that are able to most effectively implement PLCs are those that make sure that all personnel understand exactly how their role specifically contributes to the shared goal of student achievement.

What makes a good PLC in education?

Now that we have established a PLC definition and explained what it might look like in a school or district, it’s time to discuss the components of effective PLCs in education. For a professional learning community to be successful, it must be:

  1. Focused on whole child success and learning
  2. Data-driven
  3. Collaborative
  4. Goal-focused

4 key elements of successful PLCs in education

In the following sections, we explore each of these elements in more detail.

#1: They focus on student learning and whole child success

The focus of a PLC in schools should be the process of developing the “knowledge of practice” around the issue of student learning. During this time in our world, it is more important than ever to collect qualitative socio-emotional and behavioral (SEB) data to understand the impact of the COVID-19 disruptions on students.

#2: They’re data-driven

PLCs are a dedicated time for school and district personnel to come together as peers to look at and discuss data as it relates to students and teaching practices. These teams of individuals work together to interpret assessment and other whole child data to align instructional and intervention supports.

#3: They’re collaborative

Another focus of a PLC should be to “work together in hopes of growing together.” Whether it is sharing instructional practices or establishing norms, every professional learning community meeting should be a safe place for collective, productive teamwork.

#4: They’re goal-focused

A successful professional learning community is focused on creating and reaching clearly defined goals. As you’re creating or restructuring a PLC, ask yourself:

  • What goals do we hope to achieve?
  • What type of team do we need to bring together to accomplish those goals?
  • What kind of timeline is necessary to reach the goals?
  • How often does the team need to meet to check in and follow up on this goal?
  • What skills might need to be developed in the team members and students to pursue the goals?

Data to drive student learning

Discover assessment and analytics solutions from Renaissance that power effective PLCs.

3 ways PLCs in education can support educators this year

As we noted earlier, the COVID-19 disruptions present unique challenges in every district. Here are three ways an effective PLC can help you and your colleagues to address these challenges.

#1: Encouraging each other in accelerating learning

As educators work to close student learning gaps, PLCs can continue to be a valuable resource. Communicating regularly about where your students are struggling or succeeding and sharing strategies with each other helps everyone ensure all students are learning and growing.

#2: Monitoring the equity of learning

The members of PLCs work as a team to carefully review data about students who have historically experienced inequities, especially those who were also disproportionately impacted by things like school closures. Equitable work is collaborative work, and a professional learning community is a great place to ground those practices.

#3: Developing assessment literacy

Educators need high-quality assessment practices more than ever, but many do not feel totally comfortable using the data to inform instruction. But often, that discomfort increases as our assessment literacy increases. By working in a supportive PLC, we are able to grow together and continually enhance what we know about assessments and data and the best ways to implement them to support our students.

4 best practices for implementing an effective PLC

While the specific activities and goals of a professional learning community may vary from school to school or district to district, keep these four PLC best practices in mind as you work to build or enhance your PLC.

Best practice #1: Use norms to manage human dynamics

Any time you bring a group of people together, personalities can impede your progress. One person may dominate discussions and effectively “take over” the group. The ability to trust may become an issue if team members aren’t willing to admit their mistakes, or if they refuse to share their successful methods with others. Dynamics can also shift as people move in and out of the group.

Successful teams within PLCs operate with—and regularly revisit—norms that define how team members should do things, such as:

  • Communicate
  • Make decisions
  • Respectfully disagree with each other

To keep communication open and the PLC process running smoothly, these norms should be written down and agreed to by every member of a PLC team.

Best practice #2: Let data drive your work

A key factor in most struggling PLCs is a lack of data that can be used to drive discussions and inform objective decision-making within the group. At the minimum, a professional learning community needs to operate by using two forms of data:

  1. A robust data platform that provides insights into academic growth and other whole child data at the student, classroom, school, and district levels.
  2. Insights into teacher performance and overall school climate.

Without good data that is easy to access through comprehensive reporting capabilities, PLC team meetings can quickly devolve into gripe sessions that divert attention from the work at hand. With good data, professional learning community teams can accomplish great things.

Best practice #3: Create common assessments to drive faster results

Some of the most critical data points a PLC can analyze are results from common assessments. With data from common formative assessments, professional learning community team members can gain clear visibility into how students in any grade level are performing from classroom to classroom and from school to school across the district.

This can and should lead to important discussions about what teaching methods and strategies are making the biggest impacts. These conversations can range from general teaching style (e.g., lectures vs. hands-on activities) to very specific information about how teachers phrase particular concepts.

Discussions about successful teaching methods and strategies are especially important for first-year teachers and experienced teachers who switch grade levels.

Of course, it’s important to frame these conversations without hurting anyone’s feelings. If a PLC team is following norms and is committed to real collaboration, discussions about teacher effectiveness can be conducted in the spirit of wanting to support all teachers as they learn, grow, and succeed together.

Best practice #4: Take an inquiry stance for continuous improvement

While data is necessary for student and teacher success, educators must reflect on the data and take action if they hope to get any kind of meaningful results. In the K–12 educational context, engaged inquiry keeps educators focused on key challenges and makes positive, innovative change more likely.

Educators can use the Inquiry Cycle to provide more equitable outcomes for all students. This conceptual framework outlines five steps for successful reflection and action:

  1. Assess your current reality: Collect good data and determine what it is really telling you.
  2. Understand root causes: Investigate the reasons why your data looks the way it does.
  3. Adopt a theory of improvement: What strategies and tactics can be implemented to improve student outcomes?
  4. Set measurable goals: Develop concrete metrics and targets, including specific learning outcomes for each student, based on your theories.
  5. Plan for action: Identify who is responsible for achieving goals, how they will do it, and by what date.

Learn how Renaissance’s data-driven approach can put your PLC on the path to success

PLCs in education can dramatically improve student outcomes and make teaching more rewarding for educators. By collecting and analyzing good data, you can minimize the distractions of human group dynamics and put your time and energy exactly where it belongs—toward helping all students succeed.

To learn how Renaissance can support your PLC needs, reach out today.

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Quizzing at home in Accelerated Reader https://www.renaissance.com/2020/09/18/blog-quizzing-at-home-accelerated-reader/ Fri, 18 Sep 2020 13:13:27 +0000 https://renlearnstg.wpengine.com/?p=48949 In spring 2020, educators who use Accelerated Reader had two key questions for us, as they worked to quickly transition from in-person to remote instruction. (1) Does Accelerated Reader support at-home quizzing? (2) If so, can you provide us with guidance around this? The answer to both questions is: absolutely. Accelerated Reader supports guided independent […]

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In spring 2020, educators who use Accelerated Reader had two key questions for us, as they worked to quickly transition from in-person to remote instruction. (1) Does Accelerated Reader support at-home quizzing? (2) If so, can you provide us with guidance around this?

The answer to both questions is: absolutely. Accelerated Reader supports guided independent reading in face-to-face, remote, and hybrid/blended learning environments. Many of the AR routines and best practices that apply in the physical classroom are equally relevant when students are learning virtually.

We recently had the opportunity to discuss at-home quizzing in AR with Kristine Deitz, Senior Product Manager; Tanna Colwell, National Academic Advisor; and Dr. Gene Kerns, Chief Academic Officer. Here are the highlights from our conversation, along with links to helpful resources:

Q: How long has Accelerated Reader supported at-home quizzing?

Kristine Deitz: Districts have been able to allow at-home quizzing since March 2020. We actually started working on this feature long before the COVID-19 pandemic, to support closer integration between Accelerated Reader and our myON digital reading platform.

When districts use both AR and myON, students can now discover and access myON digital books within AR. Once they’ve finished reading, they can then easily launch the associated Reading Practice Quiz. Because students can read anywhere and at any time with myON, we wanted to give districts the ability to let students quiz immediately.

Tanna Colwell: As a best practice, we suggest that students take an AR quiz within 24 hours of finishing a book, while the details are still fresh in their minds. In the past, we’ve heard stories about students who read five or six books over the summer, and then rushed to take the AR quizzes as soon as they returned to school in the fall.

As Kristine says, we wanted to give districts the flexibility to decide when and where students could quiz—at home, on weekends, during summer break, etc. The timing just happened to work out well, coinciding with the spring 2020 school closures and the abrupt transition to distance learning.

Q: What guidance do we provide to educators around at-home quizzing with AR?

Gene Kerns: We’ve created a quick-reference document that lists key guidelines and considerations. We certainly recognize that in more normal times, students would often finish a book outside of school (say, at home in the evening) and then take the AR quiz at school the following day. But with many students learning remotely either full- or part-time this fall, quizzing at school isn’t always an option right now.

Having said that, it’s important to realize that at-home quizzing isn’t an “all or nothing” decision. In other words, if a district decides to allow at-home quizzing, this doesn’t mean that any student can take any quiz at any time. Educators still have control over when, where, and how students can quiz. I tell educators that at-home quizzing doesn’t have to be a wide-open thing if they don’t want it to be a wide-open thing.

Tanna Colwell: We also emphasize that AR involves a lot more than just quizzing, and that educators should follow familiar classroom routines and best practices even when they’re in a virtual environment. For example, students should continue to keep reading logs, which they can do electronically using one of these fillable PDFs. Teachers should also continue to have regular check-ins with students to talk about the books they’re reading. In a virtual environment, this can be done using Zoom or a similar video conferencing system.

Scheduling time during the school day for independent reading is still very important, as is recognizing students’ reading achievement—even if this recognition is done virtually. And we want to make sure that every student has access to a wide variety of books. Connecting students with print materials can be more challenging when school and classroom libraries are closed, but districts have implemented a variety of creative solutions, including book mobiles, home-delivery programs, and much more.

Q: How do districts enable at-home quizzing? What does this process involve?

Kristine Deitz: An important first step is for the site administrator to adjust IP restrictions, which control where students can take quizzes. We should point out that quizzing at home isn’t the only option. A district might decide, for example, to allow quizzing at community centers or public libraries, if students are spending time at these locations.

In addition to modifying IP restrictions, administrators may also need to adjust date and time restrictions, which control when students can quiz, as well as requirements around monitor passwords. Educators will find information about all three of these settings in our implementation tips document and in this short video walkthrough. Our customer support teams are also happy to assist with this process and to answer any questions.

Q: Are educators concerned that students might cheat on quizzes they take at home?

Gene Kerns: In education, I think we tend to worry about things that end up not coming true, and that’s likely the case here. I’d encourage educators to assume good intentions on their students’ part, unless this is proven otherwise.

If educators suspect that students are cheating, I’d also ask them to consider why students might feel the need to do this. AR’s purpose is to connect students with engaging books at the right level of challenge, and to provide educators with information about how well students comprehend what they’re reading. It’s important for students and their families to realize that cheating on AR quizzes doesn’t really accomplish anything. On the contrary, it stands in the way of providing educators with insight into students’ progress and instructional needs.

Tanna Colwell: As Kristine mentioned, the combination of IP restrictions, date/time restrictions, and password requirements gives educators a lot of control over the quizzing process. A teacher might, for example, use the monitor password requirement to limit AR quizzing to a certain time window within the school day. She might also set up a Zoom meeting for the students to join, so that she—or a member of the support staff—can monitor students via video as they quiz at home.

I also want to reemphasize the importance of following AR best practices in a virtual environment. If students are keeping reading logs, and if teachers are regularly conferencing with students, then teachers will have a good understanding of what students are (and are not) reading.

Q: How are parents involved in at-home quizzing?

Tanna Colwell: As Gene mentioned, it’s important for parents and other caregivers to understand the purpose of an AR quiz. If students—especially younger children—ask for help, parents will naturally jump in and assist. However, the same rule that applies to remote administration of a Star test applies to AR quizzing as well: The purpose is to find out what students know and can do on their own, not what they know and can do with a parent’s help.

To help communicate this point, we’ve created a family guide that educators can share with parents and other caregivers. The guide has a space for providing login instructions (the site URL, along with the student’s username and password). It also includes details about AR and the process for at-home quizzing. The guide is available in English, Spanish, and several other languages on our Renaissance Everywhere—Educator Resources page.

Kristine Deitz: In some districts, parents are even taking an active role in the quizzing process. I spoke with one educator who held a short training session with parents via Zoom. She then shared the AR monitor password with them, and they served as proctors while their children quizzed at home. Because the parents understood the purpose of the quiz, they were less likely to inadvertently help their children with the answers—and more likely to encourage the children to make their best effort.

Q: How can Accelerated Reader support remote and hybrid learning this school year?

Gene Kerns: We know that if we can get kids to do even a modest amount of reading, we can largely mitigate the learning loss that so many people are worried about right now. If we can take this a step further and provide guided independent reading—meaning, kids are matched with books at the right level of challenge on topics they find engaging—the returns are even greater.

The research base on the benefits of guided independent reading is extensive. Students learn far more vocabulary through independent reading than we’d ever be able to teach them directly. Reading is also critical for building background knowledge, and study after study has demonstrated that prior knowledge of a topic has a much larger impact on comprehension than general reading ability. It’s sometimes said that to be successful, students need to know a lot of things about a lot of things—and they do this through wide independent reading.

In one sense, remote- and hybrid-learning environments are ideal for independent reading because there’s often more time available. Students are no longer waiting for the school bus, or standing in the cafeteria line, or going from one classroom or building to another over the course of the day. We also know that students benefit from—and like—having a daily routine, so scheduling 30 minutes of reading time into the remote school day is a win-win situation.

Despite the research, daily reading is often still viewed as “just reading”—an activity to keep kids occupied (and quiet) while the adults are attending to other matters. This is obviously a misconception. If we use a tool like Accelerated Reader to guide students to books that match their interests, and if we confirm that students are reading these books with a high level of comprehension, then independent reading becomes active learning. The solution is so simple that we tend to overlook it, but keeping kids engaged in daily reading this school year is literally the most important step we can take to close the achievement gap.

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Ohio Department of Education Approves Star Assessments to Support Continuous Learning Once Again https://www.renaissance.com/2020/09/17/news-ohio-department-education-approves-star-assessments-support-continous-learning-once-again/ Thu, 17 Sep 2020 13:04:55 +0000 https://renlearnstg.wpengine.com/?p=48890 This marks the eighth year in a row Star Assessments have been on the approved lists of assessments for the Buckeye State, including new approvals Bloomington, Minn. (Sept. 17, 2020) – Renaissance, a global leader in pre-K–12 education technology, announced that the Ohio Department of Education approved Star Assessments with high marks in multiple assessment […]

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This marks the eighth year in a row Star Assessments have been on the approved lists of assessments for the Buckeye State, including new approvals

Bloomington, Minn. (Sept. 17, 2020)Renaissance, a global leader in pre-K–12 education technology, announced that the Ohio Department of Education approved Star Assessments with high marks in multiple assessment categories for the 2020–2021 school year.

Through research conducted by an independent national expert, Star Assessments are proven to be highly aligned to the Ohio Learning Standards. Star Assessments support Ohio districts and schools by helping educators maximize time and resources to improve student growth. The Ohio Department of Education approved Star Assessments in the following categories:

  • K–3 Diagnostic Assessment for Universal Screening
  • Teacher and Principal Evaluation
  • Pre-screening for Children Who Are Gifted
  • Alternative Reading Assessment: The Third Grade Guarantee
  • Alternate Assessment for Grades 3–8: ELA (New)
  • Alternate Assessment for Grades 3–8: Math (New)
  • High-Quality Student Data (New)

Star Assessments—consisting of Star Reading, Star Math, and Star Early Literacy—are built on sound psychometric theory and years of careful research and development. Educators and students benefit from a wide range of actionable data that Star Assessments deliver in an average of just 20 minutes of testing time.

“We’re thrilled to once again partner with educators in Ohio,” said Laurie Borkon, Vice President of Government Affairs at Renaissance. “This fall will be especially important as schools and districts adjust to in-person, remote, and hybrid learning environments. With Star Assessments, educators across the state can pinpoint each student’s learning gaps and make the most of their time spent together—whether that’s in-person or virtual.”

To learn more about Renaissance, visit www.renaissance.com.


About Renaissance

As a global leader in assessment, reading, and math solutions for pre-K–12 schools and districts, Renaissance is committed to providing educators with insights and resources to accelerate growth and help all students build a strong foundation for success. Renaissance solutions are used in over one-third of US schools and in more than 100 countries worldwide. The Renaissance portfolio includes Star Assessments, for reliable, accurate insights into K–12 student learning; myIGDIs, for accurate assessment of early learning; myON, to increase students’ access to high-quality reading materials; Accelerated Reader, to support independent reading practice; Freckle, for teacher-led differentiated instruction; and Schoolzilla, to give educators actionable insights into trends in student attendance and achievement. For more information, visit www.renaissance.com.

Contact for Media Inquiries Only:

Ken Stoflet
Communications Specialist
Renaissance
(715) 424-3636 ext. 2332
ken.stoflet@renaissance.com

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Assessing emergent bilinguals: Celebra lo que saben https://www.renaissance.com/2020/09/11/blog-assessing-emergent-bilinguals-celebra-lo-que-saben/ Fri, 11 Sep 2020 13:11:19 +0000 https://renlearnstg.wpengine.com/?p=48862 According to estimates, between 60 and 75 percent of the world’s population speak two or more languages. The benefits of bilingualism are well documented: A larger working memory, better reading and listening skills, greater empathy and openness, and expanded job opportunities. Bilinguals are also better at multi-tasking and solving problems, and they generally perform better […]

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According to estimates, between 60 and 75 percent of the world’s population speak two or more languages. The benefits of bilingualism are well documented: A larger working memory, better reading and listening skills, greater empathy and openness, and expanded job opportunities. Bilinguals are also better at multi-tasking and solving problems, and they generally perform better than monolinguals on standardized tests (Vince 2016; Kinzler 2016; Burton 2018).

In the US, we’ve traditionally looked at emerging bilingual students through the lens of “What don’t they know yet?” and “What do they need?,” which places a lot of emphasis on deficits. In our new webinar, we suggest taking an asset-based approach instead, where we seek to understand what these students know and can do in both languages—and how we can build on this. We focus particularly on students who are learning in Spanish and English, and we explain how you can use Star Assessments to support strong biliteracy.

In this blog, we’ll share several key ideas from the webinar. We invite you to watch the webinar recording for a more detailed discussion of these points—and to learn about our own experiences as bilingual learners.

An important change to our perspective

Moving from a deficit- to an asset-based approach to learning is not a new idea. For example, in 2008, García, Kleifgen, and Falchi argued that English Language Learners are actually emergent bilinguals, functioning in both their native (or home) language and in English, their new language and that of school. Ignoring these students’ home language, they add, perpetuates inequalities in education, discounts the cultural knowledge and understandings this student population brings to the classroom, and incorrectly assumes they have the same needs as monolingual learners.

A number of organizations have embraced this view. The Council of Great City Schools (2017), for example, points out that students’ home languages are “key resources” that “can help them in developing both the social and academic registers of English. Students benefit academically when their home cultures and languages are recognized as assets.” The WIDA Consortium (2014) takes a similar view, stating that “all children bring to their learning cultural and linguistic practices, skills, and ways of knowing from their homes and communities. [The] educator’s role is to design learning spaces and opportunities that capitalize on and build upon these assets.”

Perhaps the most persuasive argument for an asset-based approach comes from a longitudinal study by Thomas and Collier (2017), which we discuss in detail in the webinar. These authors reviewed more than 30 years of student performance data to determine which language programs produce the best (and the worst) results. Not surprisingly, dual-language programs that build upon students’ knowledge and skills in their home language are the most effective at closing achievement gaps between emerging bilinguals and native English speakers. English-only programs, which largely discount students’ home language, are the least effective.

These and similar findings have had a major impact on the work we do at Renaissance. In 2016, we released Spanish-language versions of our computer-adaptive Star Reading, Star Math, and Star Early Literacy assessments. Like their English-language counterparts, these Spanish versions of Star identified the skills that students had mastered. This is obviously important information to have, especially for pinpointing the skills a student has learned in Spanish that can be transferred to English—such as identifying key ideas and details in reading, or multiplying and dividing fractions in math.

However, we realized that Star could be enhanced to also provide detailed instructional planning information in Spanish—which would better meet the needs of the many bilingual and dual-language programs across the US. So, we challenged ourselves to adopt a more asset-based approach, with the goal of achieving parity between Star Assessments in Spanish and in English.

This has been the focus of our work over the last 18 months or so, and this work will continue into 2021 and beyond. But we recently reached the position where we could, so to speak, relaunch our Spanish-language Star Assessments, and we’re excited to share the new features with educators.

Supporting literacy in two languages

The English-language Star Assessments are built on detailed learning progressions for reading and math, which list the skills across grades K–12 that students must master for college and career readiness. Renaissance has created learning progressions for all fifty US states (plus Washington DC), to ensure the progression of skills matches the sequence and organization of each state’s learning standards.

In August, we were thrilled to become the first K–12 assessment company to release an authentic learning progression for Spanish. La progresión de la lectura de Renaissance shows you how literacy develops in Spanish across grade levels and domains, as represented in this graphic:

Progresion de la lectura de Renaissance

Each skill in the progression (represented by the different cubes) is placed in a sequence to show when it could sensibly be taught in relation to all the other skills intended for that year. Skills were first ordered based on how students would typically be expected to learn them. To determine this order, we analyzed a variety of Spanish reading standards, including the Texas Essential Knowledge and Skills (TEKS) in Spanish; the CCSS en Español; the California CCSS en Español; and standards from Puerto Rico, Mexico, Chile, and Peru.

This ordering of skills was then validated by an external reviewer, and by using data from thousands of administrations of Spanish-language Star Assessments. The final order is a suggested sequence and provides context for where students are in their Spanish literacy development. Just like the English progression, this new Spanish progression is a valuable tool in helping educators to answer the question: What’s next?

Connecting assessment to instruction

To illustrate how this new Spanish learning progression might impact day-to-day teaching, let’s consider a student named Carla. As we explain in the webinar, Carla is a fourth-grader in a dual-language immersion program—a program whose goal is biliteracy. Carla recently took the Star Reading assessment in both English and Spanish. (We should note here that Star supports in-person and remote administration, and is well-suited for distance- and hybrid-learning environments. Students typically complete a Star Reading assessment in about 20 minutes, meaning that it’s possible to administer both the English and Spanish assessments in a relatively short period of time—although we don’t recommend administering the two assessments back-to-back.)

The results of the English assessment show that Carla is performing slightly above grade level. Her Instructional Planning Report lists the literacy skills she is ready to learn in English, based on the learning progression for her state (in this case, Wisconsin):

Instructional planning English

Now let’s turn to the results of Carla’s Spanish assessment. Once again, she is doing quite well, performing slightly above grade level. Here, the Instructional Planning Report lists the literacy skills she is ready to learn in Spanish, based on la progresión de la lectura de Renaissance:

Instructional planning Spanish

We have several comments here:

First, we should note that educators can run many of the Star Spanish reports in both Spanish and English. They might choose to run the reports in English when they need to share performance and instructional planning information from the Spanish assessment with colleagues who are more comfortable working in English.

Second, note that Carla’s reports have skills in common—in other words, transferrable skills. Granted, this won’t always be the case, given that each language has unique skills that don’t apply to the other. (Examples: Recognizing onset and rime in English, and recognizing accent marks in Spanish.) But there are also commonalities, as we can see from these report extracts:

transferrable skills

Carla is ready to learn two very similar skills. In English, it’s Explain how to determine the author’s purpose, which is a grade 5 skill in the learning progression for the Wisconsin Academic Standards. In Spanish, it’s Explicar cómo el punto de vista de los narradores sesga la historia, which is a grade 5 skill in la progresión de la lectura de Renaissance. In this scenario, Carla’s English and Spanish Language Arts teachers will likely want to collaborate on teaching this skill, since there’s no need to start “from scratch” in each language.

This raises an obvious question: What role does Star Reading in Spanish play in English-only programs? We discuss this point in detail in the webinar, giving the example of a student named Jim, who’s a newcomer to the US and who struggles on the English version of Star Reading. Administering Star Reading in Spanish will identify the literacy skills that Jim has already secured. This will provide a more complete picture of what Jim truly knows, helping his teachers decide where to focus instruction.

Celebra lo que saben

In this blog, we’ve only skimmed the surface of what Star Assessments have to offer, and we invite you to watch the webinar for an in-depth discussion of each of these points. We’re also working on other new resources to support educators’ use of Star in Spanish, including a detailed white paper on the development of la progresión de la lectura de Renaissance. In the meantime, we invite you to explore Star in Spanish and all of the new features—including student growth percentile (SGP) scores to help you measure growth. And, as we mentioned earlier, we have additional features in development for the coming months, to ensure that Star continues to provide tools and resources to accelerate learning for all.

References

Burton, N. (2018). Beyond words: The benefits of being bilingual. Retrieved from: https://www.psychologytoday.com/us/blog/hide-and-seek/201807/beyond-words-the-benefits-being-bilingual

Council of Great City Schools. (2017). Re-envisioning English language arts and English language development for English Language Learners. Retrieved from: http://files.eric.ed.gov/fulltext/ED588760.pdf

Garcia, O., Kleifgen, J., & Falchi, L. (2008). From English Language Learners to emergent bilinguals. Equity Matters: Research Review 1.

Kinzler, K. (2016). The superior social skills of bilinguals. Retrieved from: https://www.nytimes.com/2016/03/13/opinion/sunday/the-superior-social-skills-of-bilinguals.html

Thomas, W., & Collier, V. (2017). Validating the power of bilingual schooling: Thirty-two years of large-scale, longitudinal research. Annual Review of Applied Linguistics, 37, 1–15.

Vince, G. (2016). The amazing benefits of being bilingual. Retrieved from:https://www.bbc.com/future/article/20160811-the-amazing-benefits-of-being-bilingual

WIDA. (2014). The early English language development standards. Retrieved from: https://wida.wisc.edu/sites/default/files/resource/Early-ELD-Standards-Guide-2014-Edition.pdf

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Renaissance’s Star 360 Assessment Solution Approved for Blended Learning Grant Program in Texas https://www.renaissance.com/2020/09/10/news-star-360-approved-blended-learning-grant-program-texas/ Thu, 10 Sep 2020 16:40:53 +0000 https://renlearnstg.wpengine.com/?p=48856 Districts and charter schools participating in the Blended Learning Grant Program in the Lone Star State can use Star 360 as an approved assessment solution for reading and math Bloomington, Minn. (Sept. 10, 2020) – Renaissance, a global leader in pre-K–12 education technology, is excited to announce that Star 360 is an approved assessment solution […]

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Districts and charter schools participating in the Blended Learning Grant Program in the Lone Star State can use Star 360 as an approved assessment solution for reading and math

Bloomington, Minn. (Sept. 10, 2020)Renaissance, a global leader in pre-K–12 education technology, is excited to announce that Star 360 is an approved assessment solution for reading and math for districts and charter schools participating in the Blended Learning Grant Program (BLGP) in Texas.

The BLGP is a process to design, launch, and scale a high-quality blended learning program in Texas districts and charter schools. Beginning with a planning year, districts and charter schools grow the blended learning program from a subset of grades in year one to a full feeder pattern implementation in just four years. BLGP is managed with a focus on fidelity of implementation in both planning and execution, with the goal of designing and implementing a sustainable and high-quality program.

To be approved for the program, the Texas Education Agency (TEA) requires assessment solutions to show experience, expertise, and results in providing products that support a high-fidelity implementation of blended learning.

Renaissance’s Star 360—consisting of Star Reading, Star Math, and Star Early Literacy—are built on sound psychometric theory and years of careful research and development. Educators and students benefit from a wide range of actionable data that Star 360 delivers in an average of just 20 minutes of testing time. Plus, with the right planning and processes, educators can use Star 360 to gather formative reading and math data in a remote learning environment.

“We’re looking forward to continuing to partner with educators across the great state of Texas,” said Dr. Luann Bowen, Vice President of Government Affairs at Renaissance. “Through the BLGP, we’re determined to help ensure each educator involved in the program feels confident and has the data needed to guide their students to success.”

To learn more about Renaissance, visit www.renaissance.com.


About Renaissance

As a global leader in assessment, reading, and math solutions for pre-K–12 schools and districts, Renaissance is committed to providing educators with insights and resources to accelerate growth and help all students build a strong foundation for success. Renaissance solutions are used in over one-third of US schools and in more than 100 countries worldwide. The Renaissance portfolio includes Star Assessments, for reliable, accurate insights into K–12 student learning; myIGDIs, for accurate assessment of early learning; myON, to increase students’ access to high-quality reading materials; Accelerated Reader, to support independent reading practice; Freckle, for teacher-led differentiated instruction; and Schoolzilla, to give educators actionable insights into trends in student attendance and achievement. For more information, visit www.renaissance.com.

Contact for Media Inquiries Only:

Ken Stoflet
Communications Specialist
Renaissance
(715) 424-3636 ext. 2332
ken.stoflet@renaissance.com

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How the new Star CBM supports distance learning https://www.renaissance.com/2020/09/09/blog-how-the-new-star-cbm-supports-distance-learning/ Wed, 09 Sep 2020 13:42:06 +0000 https://renlearnstg.wpengine.com/?p=48828 The 2020–2021 school year is shaping up to be like nothing we’ve seen before—and will hopefully never see again. Schools have been planning for a variety of scenarios, including in-person instruction, remote instruction, “hybrid” models where students and teachers are together on some days and interact remotely on others…and everything in between. We also expect […]

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The 2020–2021 school year is shaping up to be like nothing we’ve seen before—and will hopefully never see again. Schools have been planning for a variety of scenarios, including in-person instruction, remote instruction, “hybrid” models where students and teachers are together on some days and interact remotely on others…and everything in between. We also expect that schooling will change over the course of the year, perhaps moving back and forth among in-person, remote, and hybrid models.

The uncertainty of this, and the challenges associated with making any of these instructional models work well for every student, is daunting. How do we prepare? How do we quickly switch from one mode or approach to another? And, most importantly, how do we ensure that we’re doing the best we can for all of our students?

We know that the uncertainties due to the COVID-19 pandemic—uncertainties around schooling and so many other parts of our lives—make learning difficult. This is true for all K–12 students, but it’s particularly an issue for our younger learners. For these students, the consistency of their relationship with their teacher, the routines of participation and learning, and their needs for more “hands-on” support to continue mastering the foundational skills of reading, mathematics, and other content areas make this time especially challenging.

We also know that, for some elementary-school students—particularly those who were struggling before COVID-19 and those who’ve experienced significant challenges since its arrival—the risks are even greater. Last spring, some students had difficulty accessing online educational resources and did not participate fully in what their schools had to offer. In spite of everyone’s strong commitment, these students simply were not able to get the instruction, experiences, and support they need to continue their trajectory of academic achievement.

In this blog, I’ll explain how Star CBM, a new tool that’s now available to teachers and students, will support teachers’ efforts to connect with their younger learners, to stay “plugged in” to their learners’ achievement and growth, and to help these learners get the greatest benefit from daily instruction, whether this is provided face-to-face or remotely.

Using Star CBM for screening and progress monitoring

As its name indicates, Star CBM is a curriculum-based measure. Over the last few decades, curriculum-based measures have become common, well-accepted approaches to educational assessment in both elementary and secondary classrooms. Originally developed by Stanley Deno and his colleagues at the University of Minnesota in the 1970s, CBMs are trustworthy, efficient, and instructionally relevant tools for teachers to monitor progress and evaluate interventions in reading, math, and other academic areas.

Star CBM provides this trustworthy, useful assessment in reading for students in grades K–6 and for math in grades K–3. Teachers administer Star CBM to students individually, getting to see each of their students “work” with academic content appropriate for their grade level. Each Star CBM session is brief (completed in one minute), simple to score, and has flexible administration options that include online (where the student and teacher both work on computers or tablets), paper, and a mix of the two (with the teacher scoring on a device while the student views a paper form).

Star CBM reading

There are two primary ways Star CBM can be used, regardless of whether you’re assessing students in-person or remotely. First, you can use Star CBM to screen students in fall, winter, and spring. Here, all students complete a grade-appropriate measure, and each student’s score is compared to seasonal norms and benchmarks, which are standards for academic achievement at that point in time. Based on their performance, students are noted to be in one of three groups:

  1. At/Above Benchmark, suggesting they are making expected academic progress;
  2. On Watch, indicating that achievement may be lagging below expectations and the student should be monitored carefully; or
  3. Intervention, where the student’s achievement is far enough from the expectation that some specialized intervention is needed.

It’s the students in the last group, “Intervention”—and perhaps in the second group, “On Watch”—who warrant our special attention at any time, but particularly at the moment we find ourselves in today. Noticing these students’ need for intervention, and providing that support as soon as possible, will go a long way toward reversing the “COVID-19 Slide” that we worry the pandemic is causing for some students.

Star CBM can also be used to monitor progress for some students, particularly those needing specialized intervention and/or those who are “On Watch.” For these students, you can re-administer Star CBM measures to gauge whether your teaching is producing the needed learning. Like monitoring steps per day or a child’s temperature when she is sick, Star CBM progress-monitoring data gives you real-time information that your efforts are headed in the right direction—or that you may need to adjust your instruction and/or interventions.

Our guidance is that you administer Star CBM as often as every two weeks for progress monitoring. Multiple forms of each measure are provided for this purpose.

Meeting the challenges of the year ahead

Star CBM is particularly well suited to the ways that schools may need to move between in-person and remote instruction this school year. Consider these three ways that Star CBM connects elementary teachers with their students—and helps to keep students’ learning and growth front-and-center:

First, Star CBM is designed for both in-person or remote administration and scoring. Star CBM is administered one-on-one, with the teacher and student working together for a brief time, as demonstrated in this video. As noted earlier, these measures can be administered with both student and teacher using devices, paper, or a mix of the two (with the student looking at the printed page while the teacher does the scoring online).

There’s no question that remote interactions are different than when we sit across the table from one another, and you’ll likely choose to administer Star CBM face-to-face whenever possible. However, if local conditions do not allow for this, video conferencing tools (Zoom, GoToMeeting, etc.) can help you to administer Star CBM remotely in order to collect data that would otherwise be unavailable.

We’ve created several resources to support remote administration. Our Teacher and Administrator Guide provides step-by-step instructions and helpful checklists. Our Family Guide helps parents and other caregivers understand the testing process, and also includes a link to a short video walk-through of Star CBM.

No matter how Star CBM is administered, the results help teachers to identify the subset of students in need of more intensive instruction and monitoring—and perhaps of more frequent online interactions. Providing the “just right” instruction and support to each student is one of the biggest challenges during the COVID-19 pandemic. With Star CBM, teachers can quickly gauge the relative performance of all of their students, compare each student to grade-level benchmarks of expected growth, and then direct their attention to the students with the most pressing needs:

Star CBM Math

To put this another way: All students will receive great instruction, and with the right information, you can ensure that all means all—and that you’re focusing your efforts in ways that keep every student moving forward.

Finally, Star CBM not only provides important information about student growth and achievement, but it also gives each teacher and student a chance for genuine and important interaction. Do you recall in your days of teacher training—or maybe in your early work with children—the feeling of having only one child as the focus of your attention, even for a minute? Think of the joy that brought you and the student, and the ways that brief interaction both informed you about the child and provided an academic and social boost to your student. Star CBM provides that opportunity, plus the basis for giving the child real and encouraging feedback about his or her performance over time.

Even in the best of environments, we can’t fully individualize teaching for every student. But to the extent that we can do this—and especially for the students who are most in need of individual support—this is a great resource to leverage in the year ahead.

Making the most of Star CBM

At this point, you’re probably wondering which schools and districts have access to Star CBM. If you’re currently using the Star Assessment suite (either Star 360 or Star Elementary) on the Renaissance Growth Platform, you’ll see tiles for Star CBM Reading and Star CBM Math on your homepage.

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The making of an Accelerated Reader quiz https://www.renaissance.com/2020/09/03/blog-the-making-of-an-accelerated-reader-quiz/ Thu, 03 Sep 2020 15:34:12 +0000 https://renlearnstg.wpengine.com/?p=48805 Every school day, hundreds of thousands of students assess their reading comprehension by taking a Reading Practice Quiz in Accelerated Reader. More than 210,000 AR quizzes are available on a wide range of books, and districts can allow students to take AR quizzes from home. Reading Practice Quizzes span Kindergarten to grade 12. They also […]

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Every school day, hundreds of thousands of students assess their reading comprehension by taking a Reading Practice Quiz in Accelerated Reader. More than 210,000 AR quizzes are available on a wide range of books, and districts can allow students to take AR quizzes from home. Reading Practice Quizzes span Kindergarten to grade 12. They also span decades of history, from classics such as The Secret Garden or Narrative of the Life of Frederick Douglass to titles published this year, including the latest book in the Amelia Bedelia series and The Ballad of Songbirds and Snakes.

Have you ever wondered how we choose the books that receive Reading Practice Quizzes in AR—and what the quiz-writing process involves? In this blog, we’ll give you an insider’s view of the making of a Reading Practice Quiz. Along the way, we’ll also answer some of the most common questions we receive about AR quizzes from teachers and librarians.

Selecting titles for Reading Practice Quizzes

Each year, we develop more than 6,000 new Reading Practice Quizzes to assess students’ comprehension of the books they’ve read. Our selections include both fiction and nonfiction titles, and we work hard to include books on a variety of topics and at a range of reading levels, along with the newest, most popular titles.

Not surprisingly, our biggest selection tool is the voice of teachers, librarians, parents, and the students themselves. We monitor requests made at AR Bookfinder, which allows us to hear directly from our customers. If you’re not familiar with AR Bookfinder, this is a great tool for finding books that have AR quizzes available. Users can quickly search by title or author, or they can use the “Advanced Search” option to explore various topics and subtopics, or to limit their results to either fiction or nonfiction, or to either English or Spanish.

You’ll see a “Suggest Quizzes” link in the upper right of every page of AR Bookfinder, which makes it easy to tell us about a book that would make a great addition to the collection. We receive hundreds of thousands of requests each year, mostly from librarians and teachers. So far this year, we’ve received more than 67,000 requests covering 29,623 unique titles. We’ve been able to fulfill 20,636 of those requests so far, with additional quizzes currently in development.

In addition to users’ suggestions, we use these resources to identify books for Reading Practice Quizzes:

  • Titles from popular authors and series, such as Jeff Kinney, author of the Diary of a Wimpy Kid series, and Suzanne Collins, author of the Hunger Games series. As we know from the annual What Kids Are Reading report, these are two of the most popular series of the past decade.
  • Magazines that review books for children and young people, including Publishers Weekly and School Library Journal.
  • Many lists of award-winning titles, including lists of awards given by the American Library Association.
  • Catalogs from publishers.
  • Lists of upcoming titles from school library publishers, which produce book series that are primarily nonfiction.

About those popular book titles…

We know that students who are fans of certain authors or series are incredibly excited when a new book comes out—often counting the days until a title is released. And we want to do what we can to make the Reading Practice Quiz available soon after the book is available for purchase. We’ve been known to find creative ways to obtain titles as early as possible, including standing in line at midnight releases!

Our team has even written quizzes that have been available the day after the titles were released. For example, we know how much students love the Dog Man series. When Dog Man: Fetch-22 was released last December, we rallied our team together to have the book processed and the quiz written, edited, and released the following day. And we can tell that students are happy about this—the quiz has already been taken over 190,000 times!

AR Quizzes

Steps for creating a Reading Practice Quiz

Before a Reading Practice Quiz can be written, we have to complete the important first step of processing the book. There are multiple components to this, including:

  • Verifying information. Our staff verify and enter book information in our Content Management System. This includes the book’s title, author, publisher, and year of publication—all of which are critical for helping students to quickly locate the quiz. We also add ISBN information for all binding types, from various publishers, and for all editions that will be supported by the quiz.
  • Determining Interest Level. With the title in hand, and after viewing book reviews and recommendations from the publisher, we determine the book’s Accelerated Reader Interest Level. Four levels are used: lower grades (LG), middle grades (MG), middle grades plus (MG+), and upper grades (UG).
  • Writing the summary. We write a brief summary of the book, which appears in AR Bookfinder and in Accelerated Reader. Later, during the quiz writing and editing stages, the summary is updated if necessary to note areas of potential concern to an educator or parent, such as profanity, violence, etc.
  • Adding topics and subtopics. We add to the book record topics and subtopics, to enable users to search by various categories in AR Bookfinder, including:
    • Series name
    • Genre
    • High interest/low level titles
    • myON core collection titles
    • Literacy Award winners, for awards such as the Newbery Medal
    • Recommended reading lists, such as Notable Books for a Global Society
    • Our What Kids Are Reading lists
  • Assessing the readability level. We use our ATOS analyzer—a readability formula developed specifically for Renaissance—to determine the title’s readability level. Both AR and AR Bookfinder also display Lexile® levels. The combination of readability and interest level provides a powerful tool to determine if a book is an appropriate match for a student—neither too easy (causing boredom) nor too difficult (causing frustration).

Writing and editing the Reading Practice Quiz

Once processing is complete, one of our 20-plus content designers selects the book for quiz writing. Within about a week’s time—sooner if the book is popular and student demand is high—the writer will have read the book and written a “raw” quiz that is ready for a series of rigorous editing steps:

  • Reviewing each quiz question against the book’s content. In this step, editors check that all the information in the questions and the correct responses is accurate when compared to the book. They also review the distractors (incorrect answers) for plausibility, making sure that the distractors are obviously wrong to students who have read and comprehended the text—but are plausible to a student who has not read the text. Editors also ensure the quiz is not too easy or too difficult, based on the ATOS book level of the text. In addition, they verify that quiz questions are dispersed evenly throughout the text to encourage students to read the entire book, not just the beginning or the end.
  • Evaluating the quiz’s quality. A second editor then reviews the quiz, continuing to ask questions such as: “What might be confusing for a student?,” “What wording might be unclear?,” “Is the quiz free of bias?,” and “Does the vocabulary level and complexity of the questions and answers match that of the text?”
  • Checking the quiz. One of the final quality-check steps occurs when an editor takes the quiz within Accelerated Reader, just as a student would. If the team feels good about the quiz at that point, it’s approved for release. If not, the team takes a step back and reworks some of the questions.

Once finalized, the quiz is released for Accelerated Reader, and students can begin taking the quiz.

Teamwork and taking pride

In the Content department at Renaissance, books and quizzes pass through many hands—from title selection to processing, writing, and editing. As a title is moving through this process, each member of our team is constantly thinking of the last person who will touch our product—namely, the student who will take the Reading Practice Quiz. We know that, with the guidance of an expert teacher, personalized practice through Accelerated Reader can help every student to discover a lifelong love of reading. That is why we take great care and pride in developing quizzes for our customers and their students, and why we are committed to our purpose of accelerating learning for all.

Of course, Accelerated Reader involves more than Reading Practice Quizzes. Students also have access to Vocabulary Practice Quizzes, Literacy Skills Quizzes, and more. We take a closer look at these quiz types, along with Spanish-language AR quizzes, in a second blog, which you can access here.

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Iowa Department of Education Approves myIGDIs as a Universal Screening and Progress Monitoring Assessment for Literacy for Preschool https://www.renaissance.com/2020/09/03/news-iowa-department-education-approves-myigdis-universal-screening-progress-monitoring/ Thu, 03 Sep 2020 13:27:13 +0000 https://renlearnstg.wpengine.com/?p=48825 Iowa educators can use myIGDIs to screen and monitor their preschool students during the 2020–2021 school year Bloomington, Minn. (Sept. 3, 2020) – Renaissance, a global leader in pre-K–12 education technology, today announced that the Iowa Department of Education selected myIGDIs (Individual Growth and Development Indicator) as a Universal Screening and Progress Monitoring Assessment for […]

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Iowa educators can use myIGDIs to screen and monitor their preschool students during the 2020–2021 school year

Bloomington, Minn. (Sept. 3, 2020)Renaissance, a global leader in pre-K–12 education technology, today announced that the Iowa Department of Education selected myIGDIs (Individual Growth and Development Indicator) as a Universal Screening and Progress Monitoring Assessment for literacy to use with preschool students during the 2020–2021 school year.

As part of the agreement, myIGDIs is designed to be predictive of students’ future academic success, identify students at-risk, be conducted at least three times a year, used with all students, and be efficient to administer and score. In addition, myIGDIs will provide adequate reliability and validity, as well as valuable feedback on each student to help educators determine where students are at and where additional support is needed throughout the year.

myIGDIS—a key part of Renaissance’s pre-K–12 assessment portfolio—are curriculum-based measures that assess the developing literacy, numeracy, and social-emotional skills of pre-K children. myIGDIs help early childhood educators identify students who may need additional support to reach kindergarten-readiness benchmarks—and then gauge the effectiveness of the support they’re providing. With both paper and electronic administration options, myIGDIs provide clear instructions for delivery and scoring, as well as detailed analytics to support screening and progress monitoring within RTI/MTSS models.

“We’re excited to continue working together with Iowa educators this fall,” said Darice Keating, Senior Vice President of Government Affairs at Renaissance. “While school might look a little different this time around, we’re committed to ensuring educators know where to focus their instruction and additional support with each one of their students in the coming weeks and months.”

To learn more about Renaissance, visit www.renaissance.com.


About Renaissance

As a global leader in assessment, reading, and math solutions for pre-K–12 schools and districts, Renaissance is committed to providing educators with insights and resources to accelerate growth and help all students build a strong foundation for success. Renaissance solutions are used in over one-third of US schools and in more than 100 countries worldwide. The Renaissance portfolio includes Star Assessments, for reliable, accurate insights into K–12 student learning; myIGDIs, for accurate assessment of early learning; myON, to increase students’ access to high-quality reading materials; Accelerated Reader, to support independent reading practice; Freckle, for teacher-led differentiated instruction; and Schoolzilla, to give educators actionable insights into trends in student attendance and achievement. For more information, visit www.renaissance.com.

Contact for Media Inquiries Only:

Ken Stoflet
Communications Specialist
Renaissance
(715) 424-3636 ext. 2332
ken.stoflet@renaissance.com

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In response to: Should we assess students this fall? https://www.renaissance.com/2020/09/01/blog-in-response-to-should-we-assess-students-this-fall/ Tue, 01 Sep 2020 13:21:04 +0000 https://renlearnstg.wpengine.com/?p=48757 Recently, there’s been a lot of chatter about the role of assessment in the new school year. Should we or should we not assess students this fall? If so, in which ways? The title of a recent article in the Washington Post caught my eye: “Why teachers shouldn’t give kids standardized tests when school starts.” […]

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Recently, there’s been a lot of chatter about the role of assessment in the new school year. Should we or should we not assess students this fall? If so, in which ways?

The title of a recent article in the Washington Post caught my eye: “Why teachers shouldn’t give kids standardized tests when school starts.” While I agree with this statement in a general sense, the article goes far beyond a discussion of standardized summative tests. In fact, it argues that even standardized interim tests will not be useful in addressing students’ needs this school year. In essence, the author presents formative assessment as the be-all and end-all, creating an unnecessary and unhelpful dichotomy between tests that are “formative” and those that are “formal,” and ultimately claiming that only formative assessments have value in the current climate.

Many educators, myself included, have been pushing for more applications of formative assessment for years. I co-authored a book on the topic and have personally trained thousands of teachers on formative classroom strategies. The research base documenting the relationship between formative assessment strategies and student growth is extensive. There has been every reason to “push the pendulum” here—but it is possible to push things too far.

For all our references to pendulum swings in K–12 education, we must acknowledge that the only swings that are truly useful are those that actually power the clock. Life is typically far more about balance than it is about being on the far edge of a continuum. Is there truly no role that formal assessment can play during the 2020–2021 school year? Of course there is—a role that formative assessment simply cannot fill.

Why formative data is not enough

Dismissing all “formal” tests in favor of formative tools is both naïve and does not acknowledge the critical information these tools provide. Rick Stiggins (2017)—who’s one of the most powerful advocates of formative assessment—notes that the “perfect” assessment system is one that meets the needs of all stakeholders, from the state superintendent all the way down to the student who’s just beginning Kindergarten. Assessment, after all, “is the process of gathering evidence of student learning to inform educational decisions,” and different stakeholders need information that takes different forms and is provided by different types of assessments.

When it comes to students as consumers of assessment information, it’s true that formative tools are the best choice. There’s very little (if any) information coming from summative assessments that meets students’ ongoing needs as stakeholders. Once we move beyond students, however, every other stakeholder throughout the system draws something from more formal tests that formative tools cannot provide.

While a teacher is regularly concerned about and guided by the “minute by minute and day by day” information gathered formatively, she also needs normative information to provide the larger context around growth and achievement. For example, a formative assessment can certainly document a student’s mastery of a given skill. However, if it takes the student six days of instruction to acquire a skill that most students master in one or two days, then the “growth” depicted by the formative feedback is incomplete. The fact that the student has learned the skill must be considered within the larger context—namely, that the rate at which he did so was far slower than most others. So, while he “grew” by learning the skill, he actually fell further behind by taking so much time to do so. These sorts of dynamics are detected over time, but only through the use of more formal assessments.

Understanding stakeholders’ unique needs

Collecting information on relative growth connects directly to Response to Intervention (RTI) models. These models are designed to determine whether students are responding to the level of “intervention” they’re receiving, whether this is general instruction (Tier 1), mild-to-moderate intervention (Tier 2), or moderate-to-intensive intervention (Tier 3). RTI models and a similar construct, Multi-Tiered Systems of Support (MTSS), require information on relative performance and growth. Even curriculum-based measures (CBMs), which look and feel more formative in nature because of their design, include information on growth rates and norms. These are important data points that only formal assessments can provide.

From this level up (to specialists, principals, superintendents, etc.), it’s apparent how numerous stakeholders require normative information on student growth and performance. As Stiggins (2017) notes, “Schools are institutions supported by communities that are entitled to information about the effectiveness of taxpayers’ investments,” and the type of information they seek—such as percentile ranks and proficiency projections—comes from formal assessments. For example, many school boards will be asking to what degree “COVID-19 Slide” has impacted students and will be eager to know how students are rebounding and growing over the course of the 2020–2021 school year. Normative information will be required in order to answer these questions.

Equity at the forefront

Without formal assessments, equity issues can also go unnoticed—particularly at the moment we find ourselves in today. It’s no accident that RTI and MTSS models, along with regulations around dyslexia screening and grade 3 reading proficiency, require regular screening. Understanding how each student is performing in relation to benchmarks is important for identifying opportunity gaps, and this helps school leaders to make informed decisions about which students will benefit the most from additional services and support. If you don’t have the data that screening provides, it’s difficult to distribute your resources based on students’ specific needs.

The best thinking around screening compares this process to a routine physical exam—a quick, regular “check-up” on key indicators in order to catch possible issues early, before they become major problems. Given the disruption to K–12 education caused by COVID-19, I’d argue the giving every student a check-up this fall is more important than ever.

Just to be clear, I’m not suggesting that schools administer high-stakes summative tests this school year. What I’m definitively arguing is that stakeholders clearly need the normative information on student growth and performance that’s provided through low-stakes (or even “no-stakes”) interim assessments.

The right assessment at the right time

In our book inFormative Assessment: When It’s Not About a Grade (2009), my co-author and I chose “to focus on the function of assessments rather than their form, using the term ‘informative assessment’ because what we are really seeking are assessments that inform teachers and students.” In the book, we noted how a released version of the SAT—the epitome of a summative assessment—could be used formatively. By having students take the practice test, analyze their performance, review the content, and then re-test, the previously summative tool becomes formative. It informs the students.

Dylan Wiliam, whose groundbreaking meta-analysis “Inside the Black Box” (2010) is the basis for much of the current interest in formative assessment, frames this discussion from the perspective of time. In his view,

  • “Short-cycle” formative assessments are the “minute-by-minute and day-by-day” classroom strategies that are so essential to guiding instruction
  • “Medium-cycle” formative assessments are the end of chapter/end of unit tests often developed by teachers to measure the learning that has (or has not) occurred
  • “Long-cycle” formative assessments are the more formal tools like Star Assessments that provide normative data—and are often referred to as “interim”

In Wiliam’s model, all three forms of assessment have a clear and critical role to play, as shown in the graphic below. Without long-cycle, formal assessments, overall student monitoring and curriculum alignment cannot occur.

Image 1As I noted at the outset of this discussion, the attempt to draw a firm line between tests that are “formative” and those that are “formal” is both misleading and unhelpful. Each category of assessment represents a different tool that provides different—yet equally necessary—data about student learning. In the 2020–2021 school year, we’ll need all three more than ever.

References

Black, P., and Wiliam, D. (2010). Inside the black box: Raising standards through classroom assessment.
Phi Delta Kappan, 92(1), 81–90.

Fogarty, R., and Kerns, G. (2009). inFormative assessment: When it’s not about a grade. Thousand Oaks, CA: Corwin.

Stiggins, R. The perfect assessment system. Alexandria, VA: ASCD.

Strauss, V. (2020). Why teachers shouldn’t give kids standardized tests when school starts. Retrieved from: https://www.washingtonpost.com/education/2020/08/03/why-teachers-shouldnt-give-kids-standardized-tests-when-school-starts/

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Michigan Department of Education Names Star Assessments as One of Four Approved Benchmark Assessments in the State https://www.renaissance.com/2020/09/01/news-michigan-department-education-names-star-assessments-one-four-approved-benchmark-assessments/ Tue, 01 Sep 2020 13:18:37 +0000 https://renlearnstg.wpengine.com/?p=48814 Schools and districts in the Great Lakes State can use Star Assessments as approved benchmark assessments for the 2020–2021 school year Bloomington, Minn. (Sept. 1, 2020) – Renaissance, a global leader in pre-K–12 education technology, today announced that the Michigan Department of Education named Star Assessments as approved benchmark assessments for the 2020–2021 school year. […]

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Schools and districts in the Great Lakes State can use Star Assessments as approved benchmark assessments for the 2020–2021 school year

Bloomington, Minn. (Sept. 1, 2020)Renaissance, a global leader in pre-K–12 education technology, today announced that the Michigan Department of Education named Star Assessments as approved benchmark assessments for the 2020–2021 school year.

As part of Public Act 149, the Michigan Department of Education requires districts in the state to create an extended COVID-19 learning plan for the 2020–21 school year. As part of these plans, districts must identify educational goals expected to be achieved for students. The goals must include an assurance that the district selects a benchmark assessment or benchmark assessments that are aligned to state standards.

To be approved, the assessment solutions must be one of the most commonly administered benchmark assessments in Michigan, be aligned to the content standards of the state, complement the state’s summative assessment system, be internet-delivered, provide immediate feedback, and other key requirements.

Star Assessments—consisting of Star Reading, Star Math, and Star Early Literacy—are built on sound psychometric theory and years of careful research and development. Educators and students benefit from a wide range of actionable data that Star Assessments deliver in an average of just 20 minutes of testing time.

“We’re excited to work together with educators in Michigan to ensure continuous learning this fall,” said Laurie Borkon, Vice President of Government Affairs at Renaissance. “Star Assessments will help educators across the state determine not just where students are at, but where additional instruction is needed—no matter where learning takes place.”

To learn more about Renaissance, visit www.renaissance.com.


About Renaissance

As a global leader in assessment, reading, and math solutions for pre-K–12 schools and districts, Renaissance is committed to providing educators with insights and resources to accelerate growth and help all students build a strong foundation for success. Renaissance solutions are used in over one-third of US schools and in more than 100 countries worldwide. The Renaissance portfolio includes Star Assessments, for reliable, accurate insights into K–12 student learning; myIGDIs, for accurate assessment of early learning; myON, to increase students’ access to high-quality reading materials; Accelerated Reader, to support independent reading practice; Freckle, for teacher-led differentiated instruction; and Schoolzilla, to give educators actionable insights into trends in student attendance and achievement. For more information, visit www.renaissance.com.

Contact for Media Inquiries Only:

Ken Stoflet
Communications Specialist
Renaissance
(715) 424-3636 ext. 2332
ken.stoflet@renaissance.com

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Assessing with equity: Lessons learned from an early equity model https://www.renaissance.com/2020/08/28/blog-assessing-with-equity-lessons-learned-early-equity-model/ Fri, 28 Aug 2020 13:15:10 +0000 https://renlearnstg.wpengine.com/?p=48747 Note: This is the third and final blog in a series on assessment’s “new normal.” To read the previous blog in the series, click here. In 1948, a local school district in a medium-sized town partnered with a private, home-based school for students with specific learning needs. We don’t often hear about partnerships like this […]

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Note: This is the third and final blog in a series on assessment’s “new normal.” To read the previous blog in the series, click here.

In 1948, a local school district in a medium-sized town partnered with a private, home-based school for students with specific learning needs. We don’t often hear about partnerships like this one, but the local school leaders saw this as the best way to address the needs of children in their community who had developmental and/or speech delays. This was their way of promoting equity.

The Grace White School focused on early learning in literacy, mathematics, and music, with a strong emphasis on elocution (speaking clearly and with eloquence). In Kindergarten and grade 1, children thrived as they learned alongside their grade-level peers who were learning at the typical pace. In its 11 years, the school expanded to K–3, and it added learning Spanish to the curriculum beginning in grade 1.

Like most children in a primary-school setting today, students enrolled at the Grace White School were assessed to understand their readiness for Kindergarten and for reading. The assessment data was used to identify strengths and address readiness gaps—a rather modern approach for a school of that time. As we begin the 2020–2021 school year, in whatever form it takes, we must include a similar means of understanding who is ready to learn grade-level content and who requires scaffolding—along with who might need “just-in-time intervention” through additional work with prerequisites. This is what we mean by the phrase equitable access.

Start with screening

From an instructional perspective, screening is among the first steps in providing equitable access to meaningful instruction. Screening is, in some ways, an avenue for learners to elocute what they know and what they’re ready to learn. Their data speaks with clarity. The previous blog in this series examines a trend of foregoing fall screening this year in order to focus more intently, and immediately, on instruction. However, if we set aside screening for the sake of instruction, we’re not only building the plane while we’re flying it—we’re also flying without critical navigation systems to help us gauge where gaps exist and who needs the greatest level of scaffolding and support.

Further, and perhaps more importantly, we’re flying without access to each student’s voice—that is, their story within the data. For some students, however, finding their voice among the data could be a bit more challenging, because they may need to be assessed in unique ways. This highlights the need for truly equitable assessment.

Several years ago, Renaissance announced our intention to develop the Star Assessment suite into the most comprehensive K–12 assessment offering available. Our goal is to systematically build a collection of associated tools and resources designed to meet the needs of as many learners as possible, and this fall brings the delivery of several major additions designed to tell each learner’s story.

Star CBM: Supporting early learners

First, we’re thrilled to announce the release of Star CBM, which brings a set of curriculum-based measures for reading (grades K–6) and mathematics (grades K–3) into the Star family. Despite the power and precision of our computer-adaptive Star tests, we’ve had multiple requests from schools and districts for CBMs. This particular form of assessment provides a more direct and intimate form of assessing students that fits organically into the dynamics of the early grades. It also helps educators assess their youngest learners—either in-person or remotely—on specific and highly predictive readiness indicators.

Beginning this fall, educators will be able to view Star CBM data for both reading and mathematics alongside data from Star Early Literacy, Star Reading, and Star Math. As shown below, this provides a more comprehensive and robust understanding of each student’s early learning readiness story.

Image 1

Star in Spanish: Showing what students know

Equitable assessments help us to find each student’s story among the data. However, for students whose home language is Spanish, screening with English-language assessments may only represent one side of the story. Equity is furthered when Spanish-speaking students have the opportunity to show what they know and are ready to learn in the context of how literacy is acquired in their home language.

Assessment that addresses only the reading skills associated with English may not allow students to fully demonstrate what they know and can do. Historically, emergent bilingual students have been overrepresented in remediation programs and underrepresented in advanced programs, due in part to ineffective and inconsistent methods for identification (Krings, 2017). Quite literally, their voices are muted and their data stories are incomplete.

This fall, we’re proud to release updated versions of Star Early Literacy, Star Reading, and Star Math in Spanish. In doing so, we offer opportunities for emergent bilingual students to demonstrate—precisely—what they know. Star Early Literacy Spanish and Star Reading Spanish assess each learner’s growing ability to read in Spanish. Star Math Spanish highlights students’ strengths in mathematics, and—like all Star Assessments—identifies the skills students are ready to learn. For students whose home language is Spanish, Star Assessments offer the avenue to elocute what they know and can do.

Renaissance content specialists, researchers, and noted external experts have also developed the Progresión de la lectura de Renaissance (Renaissance Reading Progression). Like our English-language learning progression for reading, the Spanish-language progression identifies the skills a student needs in order to achieve success in Spanish reading across grades K–12, as represented in this graphic:

Image 2

Not only do we hear students’ voices via their Star Assessments data, but the learning progressions make clear where their voices are ready to grow, equitably in Spanish and English.

Schoolzilla: Showing unique data stories

So far, we’ve looked at equity through the lens of early learners and emergent bilinguals. In each discussion, we’ve focused on addressing equity needs when they’re vividly apparent to us, but sometimes needs are not as easily perceived. District leaders may not be aware of opportunity gaps because these gaps may simply not be visible.

The partnership between the Grace White School and the local school district established a means to support all learners in an “in-person” model. This school year, we require that model and one to support all learners in a virtual environment. While access to learning tools (e.g., devices and connectivity) is perhaps the most obvious barrier associated with distance learning, the well-being of both in-person and online learners is of even greater importance.

In too many schools, elements of students’ data stories exist in disconnected and disparate places. The student information system (SIS) holds parts of the story (e.g., demographics and attendance data). The assessment suite holds other critical pieces (e.g., performance and growth), as do various components of curriculum and practice. But too often, no single system allows information to be brought together to tell a cohesive story. Under these dynamics, district leaders can remain unaware of equity issues located just beneath the surface.

Schoolzilla, our interactive data integration and visualization platform, brings together information from often-disconnected sources. School and district leaders can use Schoolzilla’s data visualizations to explore data from multiple sources in order to uncover hidden equity gaps. Visualizing screening data is critical, especially when you’re able to view this data in the context of other indicators, such as attendance, past course performance, and history of growth.

Image 3

Visualizing data enables stakeholders to answer essential questions, identify bright spots, and highlight and monitor areas of concern. This is an important process in any school year. This year, it’s made even more critical by the equity gaps related to the availability of digital devices in the home and the reliable connectivity required to interact with teachers and peers, as well as access to learning tools. Considering student achievement in the context of both academic and other data sources builds a more complete—and more equitable—story of each learner, each school, and the district as a whole.

“The vocabulary of conviction”

As Pfeifer (1994) recalled, Grace White directed all those associated with her school to remember that the child is an individual, a person (her emphasis), who needs to develop mentally, socially, emotionally, and physically. She believed that elocution offered students opportunities at school and throughout their lives. She continually referenced the “vocabulary of conviction,” describing it in this way:

“When they can hear it, and speak it, and read it, and write it, they will understand it—literature, history, calculus, physics. And they will be anything they want to be.”

White was passionate that her students would confidently present themselves, engage in meaningful discussions, share ideas, actively support all members of the learning community, and question what they see around them with clarity and eloquence. This became their voice, their “vocabulary of conviction,” used to author their unique stories.

This school year, let us confidently present ourselves with clarity and eloquence as we engage each learner in assessment designed to identify strengths in hand, and strengths ready to be nurtured. Let each district establish its “vocabulary of conviction,” grounded in the language of equitable access to learning and opportunity. Let leaders—at the district, school, and classroom levels—make every effort to hear each learner’s data story, speak about these stories, read them often, and write about them, so that all learners have the opportunity to be anything they want to be.

References

Krings, M. (2017). English-language learners may be over-represented in learning disabilities category. Retrieved from https://phys.org/news/2017-02-english-language-learners-over-represented-disabilities-category.html

Pfeifer, J. (1994). Amazing Grace: An address to education leaders in Abilene, TX.

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Renaissance Releases Major Back-to-School Updates in Assessment, Instruction, and Practice to Empower Educators and Students https://www.renaissance.com/2020/08/27/news-renaissance-releases-back-to-school-updates-empower-educators-students/ Thu, 27 Aug 2020 13:16:50 +0000 https://renlearnstg.wpengine.com/?p=48746 The global edtech leader’s Back-to-School product updates and resources will help school leaders provide data-driven instruction—no matter the environment Bloomington, Minn. (Aug. 27, 2020) – Renaissance, a global leader in pre-K–12 education technology, today announced major Back-to-School product updates and curated resources, ranging from the first authentic Spanish learning progressions available in the market to […]

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The global edtech leader’s Back-to-School product updates and resources will help school leaders provide data-driven instruction—no matter the environment

Bloomington, Minn. (Aug. 27, 2020)Renaissance, a global leader in pre-K–12 education technology, today announced major Back-to-School product updates and curated resources, ranging from the first authentic Spanish learning progressions available in the market to Star CBM, a new option for Curriculum-Based Measurement.

Renaissance’s product updates and resources for Back-to-School are designed to ensure continuous learning and meet students where they are. With schools and districts across the nation rolling out different in-person, remote, or hybrid Back-to-School strategies, the new enhancements and tools will help bridge the gap between educators, students, and families.

“Whether students are starting the fall semester at home, in the classroom, or a mix of both, we believe all students deserve to grow to their full potential, despite the disrupted school year,” said Todd Brekhus, Chief Product Officer at Renaissance. “While things are going to be a bit different this fall, we’re dedicated to ensuring continuous learning—at home or in the classroom.”

Below are just a few of the highlights:

  • Star Spanish now offers the first true Spanish learning progressions available. Just like Renaissance’s English learning progressions, the Spanish versions are empirically validated, aligned to standards, and help educators identify the skills their students know and which skills they are ready to work on next—all in Spanish. This kind of parity empowers educators to teach from an asset-based mindset and ensures that emergent bilinguals get the equitable instruction they deserve.
  • Star CBM, the all-new assessment from Renaissance available this fall, provides curriculum-based measures of reading for students in grades K–6 and mathematics for students in grades K–3. Because Star CBM can be conducted in-person or virtually, educators can give students 1:1 time and garner meaningful insights into student achievement.
  • Starting in August—and throughout the rest of 2020 and 2021—Renaissance is offering enhanced district reporting with Renaissance Analytics to all its current and new Star Assessments customers. In an environment where it is difficult to track student performance, Schoolzilla’s data visualizations allow educators to identify gaps and act on them.

Ensuring each student gets the right practice and instruction at the right time will be both vital and challenging this fall. Additional product updates to Accelerated Reader, myON, and Freckle Math will help to ensure continuous learning:

  • Students can now easily search for books in Accelerated Reader and launch right into reading them in myON—and even take their Accelerated Reader quizzes at home.
  • myON supports virtual learning by providing 24/7 access to thousands of digital books, which students can read either in or out of the classroom. Now, educators can create the perfect curated collection and organize books into shared bundles within myON Projects.
  • Freckle Math for grades 6 and up is now mobile friendly and even highlights Renaissance Focus Skills™—the subset of skills that are fundamental to students’ development at each grade level.

With students missing instructional time and many schools and districts lacking assessment data from last spring, Back-to-School is going to be a crucial time for educators and their students to reconnect. Knowing this, Renaissance is also encouraging educators to explore Focus Skills this fall. A dedicated website lets users browse the reading and math Focus Skills for each state and grade, across K–12.

To learn more about Renaissance, visit www.renaissance.com.


About Renaissance

As a global leader in assessment, reading, and math solutions for pre-K–12 schools and districts, Renaissance is committed to providing educators with insights and resources to accelerate growth and help all students build a strong foundation for success. Renaissance solutions are used in over one-third of US schools and in more than 100 countries worldwide. The Renaissance portfolio includes Star Assessments, for reliable, accurate insights into K–12 student learning; myIGDIs, for accurate assessment of early learning; myON, to increase students’ access to high-quality reading materials; Accelerated Reader, to support independent reading practice; Freckle, for teacher-led differentiated instruction; and Schoolzilla, to give educators actionable insights into trends in student attendance and achievement. For more information, visit www.renaissance.com.

Contact for Media Inquiries Only:

Ken Stoflet
Communications Specialist
Renaissance
(715) 424-3636 ext. 2332
ken.stoflet@renaissance.com

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Why “Focus” and “Mastery” will be so critical this school year https://www.renaissance.com/2020/08/21/blog-why-focus-mastery-will-be-critical/ Fri, 21 Aug 2020 13:20:13 +0000 https://renlearnstg.wpengine.com/?p=48697 Note: This is the second in a series of blogs on assessment’s “new normal”. To read the first blog in the series, click here. Chances are, you’re familiar with the saying “Building the airplane while flying it.” It certainly describes our current experience in K–12 education. For years, “futurists” and education reformers have been attempting […]

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Note: This is the second in a series of blogs on assessment’s “new normal”. To read the first blog in the series, click here.

Chances are, you’re familiar with the saying “Building the airplane while flying it.” It certainly describes our current experience in K–12 education. For years, “futurists” and education reformers have been attempting to predict—and even shape—the future of teaching and learning, but in the era of COVID-19, we’re all attempting to imagine a new world at the same time we’re living in it. We clearly don’t have the opportunity for design meetings, field tests, or pilot programs on how best to respond to the pandemic. Instead, we’re responding to events as they develop. More than ever before, we’re building the plane while we’re flying it.

When confronted with such moments, people tend to have one of two reactions. Some seek a new, novel, truly transformative solution—a sort of “Holy Grail” for K–12 education. Others take the opposite approach by “going back to this basics,” which is often the better choice. In Good to Great (2001), his famous book on organizational leadership, Jim Collins writes that “the real path to greatness…requires simplicity and diligence. It requires that each of us focus on what is vital—and eliminate all of the extraneous distractions.” In other words, we need to figure out what matters the most and focus our attention there, ruthlessly pushing back on everything else.

How does this insight connect to the 2020–2021 school year? Ultimately, our capacity to deal with any instructional reality is built on two things: our knowledge of the most essential skills for success, and our ability to track—that is, to formatively assess—students’ progress toward mastery of these skills. Thomas Guskey (2020) recently advanced these primary goals, providing the following advice for the year ahead:

  • First, “identify the prerequisite knowledge and skills students need to be successful in the initial instructional units of the coming school year. In other words, rather than considering all the things students may have missed, teachers focus only on what is essential for students’ success in those earliest units.”
  • Second, provide support for “teacher teams [to] develop short diagnostic assessments to measure that prerequisite knowledge and [these] skills.”

Renaissance can easily help you to meet the first of these goals. If you’re using Star Assessments, we can help you accomplish the second goal as well.

Focus Skills: The building blocks of student learning

In 2003, Robert Marzano noted that “meta-analytic evidence now affirms that curriculum may be the single largest factor that affects school achievement” (quoted in Schmoker 2018). Marzano’s use of the word “curriculum” refers to decisions about what to teach, rather than a particular textbook or program. In his book Focus (2018), Mike Schmoker strongly advances that “what we teach” matters far more than we know and is often not well guided by the average set of educational standards. In fact, teachers are often given more standards to cover than is realistically possible, and absolutely essential skills are often co-mingled with non-essential skills, which are more like nice-to-have “extras.” We desperately need a way to prioritize our efforts on the standards and skills that are truly non-negotiable.

For schools and districts seeking answers about which skills are the most critical to students’ academic success, Renaissance recently launched our Focus Skills Resource Center. This free resource lists the most important reading and math skills for each grade level, based on your state’s standards. Focus Skills represent the essential building blocks of understanding. They’re the skills that must be acquired at key points because they’re the foundation for future learning. For this reason, Focus Skills are an especially useful resource now, as we think about the disruption caused by COVID-19 and the critical prerequisite skills students may have missed due to last spring’s school closures.

Formative assessment and the path to mastery

Once we know which skills matter the most, we next need to assess students’ developing mastery of these skills. But first, a point of clarification. Recently, some commentators have questioned the role of assessment during the 2020–2021 school year. For example, Hill and Loeb (2020) write that “formal assessments are unlikely to provide [necessary] information in an efficient manner, both because of the time lag in reporting results and because those results are often not granular.” Other recent articles have stated that assessing students runs counter to concerns about their physical and emotional well-being during the pandemic.

Let’s be clear: Students’ well-being is paramount. After all, unless students feel safe and well, they can’t truly engage in the work of learning. Moreover, we agree that lengthy assessments—especially those that are fixed-form and provide delayed results—take away valuable teaching time and are not the right choice this fall. However, efficient and adaptive interim and formative assessments are unquestionably needed in order to gauge student learning and identify instructional next steps.

To be optimally effective this school year, teachers will also need to know more about the educational resources embedded in Star Assessments. These include both instructional resources (lesson plans, online activities, short videos, etc.) and formative assessment resources (performance tasks, open-ended items, and pre-made “skill checks”). All of these resources are indexed to the skills in Star’s learning progressions for reading and mathematics—which include the critical Focus Skills that we discussed above.

In fact, when it comes to checking students’ performance on Focus Skills, there may be no more valuable resource than the Star Custom “skills checks,” which are 5- or 7-question probes that target one specific skill. The 5-question forms contain 5 multiple-choice questions, while the 7-question forms have 5 multiple-choice questions and 2 free-response questions. To meet local needs, Star Custom also allows you to create your own assessments, using either Renaissance-authored items or items you create yourself.

How to access Focus Skills and instructional resources in Star

Assessment and the “new normal”

Now that we’ve discussed both focus and mastery, we have to ask ourselves: What’s the take-away for the year ahead?

In one sense, the message is not new: Focus your instruction on what matters the most and formatively assess your students along that pathway. The unique dynamics of COVID-19 require us to “go back to the basics” more than ever before—and this may be a good thing.

We’ve known for years that educators have been given more standards to cover than is possible, so we’ve desperately needed to thoughtfully prioritize curriculum to focus on what’s essential. Also, this may well be the year during which we rely more heavily on formative and interim assessments than ever before. This is also a positive thing. Interim assessments help to efficiently guide resource allocation and focus at the highest levels, and the research base around the positive impact of high quality formative assessment is unquestionable. These approaches represent the most productive ones to curriculum and assessment in any school year—and particularly in the moment we find ourselves in now.

“Building the plane while flying it” is often perceived as a challenge, but there can also be an air of excitement and novelty. For a lighter take on this, check out this commercial from EDS, which parodies this famous phrase—and perhaps provides a short, much-needed break from our current concerns. While it’s natural to feel discomfort in the face of uncertainty, there are also ways to view the moment as “brisk” and “refreshing,” because you never know what you’ll encounter up here.

In the final blog in this series, we discuss how assessment’s “new normal” impacts specific student populations, including early learners and emergent bilinguals. We also explore how equity issues may go unnoticed when a district’s data systems are not integrated—and how the picture becomes even more complicated when students are receiving services through multiple modes of delivery (face-to-face, remote, and hybrid).

References

Collins, J. (2001). Good to great: Why some companies make the leap…and others don’t. New York: Harper.

Guskey, T. (2020). When school is back in session, where will we begin? Retrieved from: https://inservice.ascd.org/when-school-is-back-in-session-where-will-we-begin/

Hill, H., and Loeb, S. (2020). How to contend with pandemic learning loss. Retrieved from: https://www.edweek.org/ew/articles/2020/05/28/how-to-contend-with-pandemic-learning-loss.html

Schmoker, M. (2018). Focus: Elevating the essentials to radically improve student learning. 2nd ed. Alexandria, VA: ASCD.

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Data-driven decision making in education: Why it’s needed and how to use it https://www.renaissance.com/2020/08/14/blog-data-driven-decision-making-in-education-why-its-needed-and-how-to-use-it/ Fri, 14 Aug 2020 16:41:00 +0000 https://renlearnstg.wpengine.com/?p=62468 Using data while teaching is a lot like using a GPS while driving. When you’re using a GPS, you enter the final destination. It’s the place you want to go. Along the way, the GPS will say things like, “Turn left…turn right…exit here.” Based on this information, you adjust your course. Using data to inform […]

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Using data while teaching is a lot like using a GPS while driving. When you’re using a GPS, you enter the final destination. It’s the place you want to go. Along the way, the GPS will say things like, “Turn left…turn right…exit here.” Based on this information, you adjust your course.

Using data to inform instruction follows the same concept.

At the beginning of the school year, you have a set of standards, learning goals, and summative tests—tools that will indicate whether the students have achieved the goals of that course. But during the year, you need to be able to regularly gauge student mastery to determine if students are on track to meet those goals, or if you need to adjust instruction to meet their learning needs.

Using data based on student assessments—including quizzes, homework, and even informal conversations—will help drive your students toward your class goal.

So, what exactly is data-driven decision making in education, and how can you make the most of this process? Let’s dig a little deeper.

What is data-based decision making in education?

Data-based or data-driven decision making is a system of procedures that teachers use to identify why a student is struggling. Many years ago, we tended to assume that when a student had difficulty in school, it was always because of a disability. What we know now is that there are many reasons kids struggle in school, and they’re not all related to disabilities.

Through very specific procedures, educators can use data to identify the source of student learning needs, address those needs, and then determine whether their efforts are working. 

Data-based decision making starts with universal benchmark screening. This provides data on every student in the school, so teachers can examine it and compare it with other sources of information to identify the students who may need additional help. 

They can then provide additional assistance to those students through various types of intervention (at Tier 2 or Tier 3), and they can conduct progress monitoring in order to see if the student is reaching the learning goals.

Some students may need assistance over a longer period of time, however. They may participate in multiple interventions over multiple grades because of various factors that are affecting their learning. 

Data-based decision making provides tools allowing teachers to do this in a seamless way. It means that support can be provided regularly and immediately, rather than waiting for students to fail.

kids raising hands in classroom

Why data-driven instruction is part of a healthy school culture

A school with a healthy culture around the data-driven instruction cycle will have teachers in a professional learning community (PLC) or a data team—whatever you might call it—getting together frequently and saying:

“Based on the common assessment that we gave to our students, here’s what my kids had trouble with. I see that your students did really well. What is it that you’re doing that I can now do? What materials do you use? What strategies do you use that I can borrow for my classroom?”

This is one example of data-driven decision making in education. This collaborative culture encompasses the entire framework and puts it together.

Too often, educators think the data-driven instruction process only happens when they review their universal screening data in fall, winter, and spring. In reality, this is an ongoing process that happens with both formal and informal assessment data—including data from classroom formative assessments.

Ensuring that data-driven instruction is used consistently

School or district leaders who want to make sure that all of their teachers and school leaders are using data-driven instruction need to know that leaders at all levels are going to have to be involved.

This is not a process that you can hand off to someone else and say, “Here, go ahead and use this. I heard it works in classrooms.” This is something that needs to be bought into. You can best do this by modeling what the data-driven instruction cycle looks like in a classroom and at a school and district level.

Insights to drive student learning

Discover assessment tools from Renaissance that support data-based decision making.

Setting up a data-driven culture in schools

To set up this type of culture in your school, you must thoroughly understand the data-driven instruction cycle. Let’s look at a cycle with three steps: assessment, analysis, and action.

#1: Assessment

According to Paul Bambrick-Santoyo in his book Driven by Data, there are core drivers that should always be considered when developing quality classroom assessments:

  • Transparent starting point: The assessments should be written before the teaching starts, and teachers must be able to see them. They are the roadmap. It is not enough to only see the standards.
  • Common and interim: They should apply to all students in a grade level and should occur at regular intervals (e.g., every 6–8 weeks).
  • Aligned to state tests: They should be aligned to state tests in format and content, and also aligned to the higher bar of college readiness.
  • Aligned to instructional sequence: They should be aligned to teachers’ pacing guides so that what is assessed is what has been taught.
  • Reassessed: Interim assessments should continuously reassess previously taught standards.

#2: Analysis

Analysis is a process that can be guided and supported by school leaders, but teachers need to own it in order to be effective. There are certain steps they should go through before the test, right after the test, and within one week of the test:

  1. Before the test, teachers should review the assessment and make predictions about what they think is going to happen when students take it (i.e., are they well-prepared for the standards or not?)
  2. Within 48 hours of giving the assessment, teachers should review the results. Ideally, the students will be involved in this process as well. The ultimate goal of data-driven instruction is to have students work with their own data and take ownership of their learning. After review, students might ask, for example, “Could you provide us with more resources to help with this standard?”
  3. Within a week or so, teachers should get together with their PLC, data team, or grade-level team to talk about the standards the students struggled with. They should look for resources within the group and determine what actions they can take to keep students on track to meet their goals.

Key point: It’s difficult to do this without having the test in hand. If I move on to new content immediately after the test has been administered, then there’s no feedback or meaningful review I can do that will lead to a deeper understanding of what my students did and did not learn.

#3: Action

After data analysis on the assessment, it’s time to take action and do something about the results. This can happen in several forums:

  • PLCs/collaborative teams: This is where a lot of conversations happen that can improve instruction. Teachers can share best practices, ideas, or resources to help.
  • Observing master teachers: This can mean observing teachers in another class, school, or even district. It can be logistically difficult, but it can help teachers learn new practices quickly and benefit from a colleague’s greater experience.
  • Content-based coaching/mentoring: Similar to observations, this can leverage educators in the school or be based on external professional development.
  • Experimenting with new ideas: Great results can come when teachers are encouraged to try out new lesson plans or activities. When they know that failure isn’t punished, teachers will begin to think outside the box and produce some unexpected results.

Once you’ve taken any one (or all) of these actions, you should assess again. How did that action work? Did students learn what you’re trying to teach them? Are they on track?

Performing these three steps consistently, and then doing it all over again, is the foundation of the data-driven cycle.

School teacher greeting students as they enter classroom

Data-driven decision making in action

How should you respond when students don’t learn a new skill or concept? Let’s consider an example using our three-part cycle of assessment, analysis, and action.

Suppose a math teacher gave a homework assignment to students last night covering a new concept she’d just taught (step 1). As she walks around the classroom and listens to the students the following morning, she realizes they struggled with the assignment and did not fully understand the new concept (step 2).

She recognizes that she needs to take action. She might do a quick reteaching session, give additional examples, and/or have the students try to solve the problem in a different way. Then she might call on students at random and ask them to explain what they didn’t understand before (step 3).

This is an example of using the full data-driven instruction cycle in perhaps 15 minutes, based on homework that was given the night before. Clearly, data-based decision making doesn’t have to be an elaborate, time-consuming process. It’s just the teacher gathering data and then responding appropriately to what her students need.

How Renaissance supports data-based decision making

To sum up, not using data while teaching in your classroom is similar to ignoring GPS directions while driving. Might you get to your final destination without the GPS? It’s possible, but it’s not likely. And it will probably take more time than you have available.

Data provides step-by-step instructions that help you to reach your end goal effectively and efficiently.

If you’re facing challenges in gathering and analyzing data in your classroom or school, Renaissance can help. Our comprehensive assessment system includes valid and reliable universal screening and progress monitoring tools, along with standards-based assessment creation and administration for classroom formative and benchmarking.

To learn more about Renaissance assessments and data-driven decision making, connect with an expert today.

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Understanding assessment’s “new normal” https://www.renaissance.com/2020/08/14/blog-understanding-assessments-new-normal/ Fri, 14 Aug 2020 14:07:53 +0000 https://renlearnstg.wpengine.com/?p=48631 You may not have heard of a French writer named Jean-Baptiste Alphonse Karr, but you’ve probably heard his most famous phrase: “The more things change, the more they stay the same.” Karr, who was also a teacher and a lover of education reform, certainly never met a year like 2020. Because so much has changed, […]

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You may not have heard of a French writer named Jean-Baptiste Alphonse Karr, but you’ve probably heard his most famous phrase: “The more things change, the more they stay the same.” Karr, who was also a teacher and a lover of education reform, certainly never met a year like 2020. Because so much has changed, we might be better off asking, What’s actually stayed the same?

Businesses that had moved toward common work areas and open spaces are now transitioning back to individual offices and cubicles. Stores have erected plexiglass barriers, one-way aisles, and floor stickers to help maintain social distancing. Religious institutions are pondering how to “pass the plate” or “share the cup” when neither of these things is advisable from a public health perspective. Even our basic human instinct to welcome one another with a handshake or a hug is suppressed due to health concerns.

As we seek to find the “new normal” in so many areas of our lives, is it any wonder that, as educators, we must also consider the new normal for K–12 assessment? Suggestions of a possible “COVID-19 Slide” have given us heightened concern for gauging how students are performing and where they are in their learning. Yet many of the interim and formative assessment approaches we’ve historically relied upon involve being physically in the same location in order to administer the assessment under controlled conditions.

The purpose of this three-part blog series is to walk you through some of the most essential considerations for how assessments may need to change, given the dynamics of the 2020–2021 school year. We’ll begin with some high-level ideas around both interim and formative assessment, and we’ll answer the most common question that educators are asking us: Can Star Assessments be administered remotely?

The short answer is, absolutely. Virtual schools have been administering Star remotely for years. Last spring, when some assessment providers advised against or even restricted remote administration, we delivered between 29,000 and 167,000 Star tests per week remotely. You’ll find best practices for the remote administration of Star, along with links to helpful support resources, in our recent blogs on remote testing from the educator’s perspective and from students’ and parents’ perspectives.

Now, let’s turn our attention to classroom-level formative assessment—the type of activities that should occur “minute by minute, [and] day by day” so that educators can use “evidence of learning to adapt instruction in real time to meet students’ immediate learning needs” (Leahy et al., 2005). In the following sections, we’ll walk through a three-step process for collecting formative data.

Image 1

Before you begin, find students’ range

One strategy that will be especially useful this year—whether you’re teaching in-person or remotely—is to use range-finding questions. These are questions you ask before instruction that are chosen to find the range of students’ prior knowledge about a topic, or their level of proficiency with critical prerequisite skills. If a lesson requires prerequisite knowledge or skills, it’s always best not to assume these are already in place, especially in light of the disruption to learning caused by COVID-19 last spring.

Although this is a simple concept, range finding is often not done consistently. All teachers have faced a moment, usually about ten to fifteen minutes into instruction on a new topic, when they realize the students have no idea what they’re talking about. Often, this is because the students lack the necessary prior knowledge or prerequisite skills to learn the new content. If this happened regularly before COVID-19, there’s reason to believe that missing prerequisites and/or incomplete background knowledge will be even more of an issue in the year ahead.

While it takes time to develop and pose appropriate range-finding questions, you’ll save time in the long run by using them. For example, if a class of thirty students spends time going down an inappropriate instructional path for 15 minutes, 450 minutes of collective instructional time is lost. (That’s seven and a half hours!) Teachers who effectively use this strategy to find the range of their students’ prior knowledge are steered away from inappropriate instructional paths. Time in their class is consistently used in an effective manner, whether it’s proceeding with instruction they’ve confirmed the students are ready for, or making the deliberate decision to review necessary prior knowledge to ensure the upcoming lesson will be effective.

Managing a lesson’s hinge points

Once you’re past the “range-finding” phase, “hinge-point” questions become a valuable tool. Although we might not have previously considered the “hinge-point” of a lesson, we all know what it is. It’s the point after covering some content where a teacher purposefully stops teaching anything new and starts asking questions about what was just taught, trying to determine whether the students “get it.”

It is called a hinge-point because “the lesson can go in different directions depending on student responses” (Leahy et al., 2005). If responses to hinge-point questions are consistently correct, the teacher moves the class to the next instructional topic or to independent practice. If responses are consistently incorrect, reteaching is probably warranted. If responses are mixed, the teacher must decide what sort of quick “clean up” activities to use. Our point is that with any turn of the hinge, teachers’ practices and instructional decisions are informed by the data that students’ responses provide.

Perhaps the most difficult “turn of the hinge” to manage is the third scenario, when students’ responses are mixed. At this point, the teacher has a unique opportunity to involve students in peer instruction. If the teacher can judge that at least 50% of the students know the correct response, peer instruction will be highly effective, because there are enough students who understand the concept. Through peer instruction, these students can then help their classmates.

When peer instruction is used in this manner, everyone benefits. The students who grasp the content at the hinge point gain a deeper understanding through explaining the content to someone else in their own words. Their peers who were struggling at the hinge point will be brought up to speed. Additionally, many teachers report that in these instances, peer instruction is superior to anything they might have offered in reteaching the content themselves. This is not surprising because, when teaching their peers, students translate the content into more “kid-friendly” terms.

Note that peer instruction may be more challenging in a distance-learning or hybrid environment, but it’s certainly not impossible. Online video conferencing tools often include “breakout rooms” or similar features that enable just this type of small-group collaboration.

Maximizing the value of feedback

Finally, no matter which type of question we’re asking students, our goal should be to maximize the amount of feedback we receive. We want to sample as broadly as we can and hear from as many students as possible to make sure the instructional decisions we’re making at the moment (e.g. move on, linger, re-teach) are based on as much data as possible. Having individual students raise their hands to respond to teacher-posed questions is one of the least effective ways of getting good data for instructional planning. Students who are confident in their learning raise their hands, while others avoid exposing their lack of understanding—giving teachers an inaccurate feel for the learning that is or is not occurring. Our goal should be to hear from many if not all students at key points.

With polling and other response features built into Zoom and other online video platforms, the infrastructure for an “all response system” is already in place for remote teaching. In the physical classroom, options might include responding via websites like Mentimeter or using low-tech options like small white boards or exit passes (e.g., “Write a response to one question on an index card and hand it to me on your way out of the door”). You can also use Star Assessments to deploy, track, and report data on a variety of assessment items used for formative purposes.

Assessment resources for the year ahead

While we don’t know exactly what awaits us in terms of student performance at back-to-school 2020, it’s reasonable to assume that there will be wider performance gaps and that important prerequisite skills will be missing. During any school year, using high quality interim and formative assessments is highly advisable. In 2020–2021, these assessments will be critical. This is our new normal.

In the next blog in this series, we discuss two key features of effective teaching and learning in the year ahead: Knowledge of the skills that matter the most, and the ability to easily track students’ progress toward mastery of these skills. To read this blog, click here. If you’re looking for more resources, check out the book Embedded Formative Assessment by Dylan Wiliam, which includes more than 50 formative assessment strategies.

References

Leahy, S., Lyon, C., Thompson, M., & Wiliam, D. (2005). Classroom assessment: Minute by minute, day by day. Educational Leadership, 63(3), 18–24.

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Using Focus Skills to close COVID-19 learning gaps https://www.renaissance.com/2020/08/07/blog-focus-skills-close-covid-19-learning-gaps/ Fri, 07 Aug 2020 13:15:16 +0000 https://renlearnstg.wpengine.com/?p=48554 As we begin the 2020–2021 school year, there’s no shortage of advice about how to meet students’ needs, given the disruption caused by COVID-19 last spring. Although the language may vary, multiple authors and agencies begin with a key recommendation: Prioritize the most critical skills and knowledge in each subject area and focus your attention there.

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As we begin the 2020–2021 school year, there’s no shortage of advice about how to meet students’ needs, given the disruption caused by COVID-19. Although the language may vary, multiple authors and agencies begin with a key recommendation: Prioritize the most critical skills and knowledge in each subject area and focus your attention there.

For many educators, this raises some immediate questions. How can we be sure that we’re focusing curriculum and instruction on the skills that are truly the most critical? Where can we find guidance on what must be covered and what can be set aside? Does the mode of instruction—whether face-to-face, remote, or a combination of the two—affect what we prioritize?

Recently, we had the opportunity to explore these and other questions in a live webinar. Succinctly stated, we proposed that Focus SkillsTM—a unique type of content identified by Renaissance and available for free on our website—are “the most critical” skills at each grade level. We then provided a walkthrough of our Focus Skills resources and explained how educators might use Focus Skills in the new school year.

If you missed the live webinar, you can watch the recording here. We had a very engaged audience of educators who asked us a lot of great questions. In this blog, we’d like to review the most common—and answer a few that we didn’t have time for during the live event.

Q: How does Renaissance identify Focus Skills? What’s the difference between Focus Skills and non-Focus Skills?

Renaissance defines Focus Skills as the building blocks of learning in reading and mathematics. Obviously, all K–12 reading and math skills are important, and students benefit from learning any new skill in these domains. Yet certain skills are more critical than others, because they’re important prerequisites for future learning and are therefore essential to students’ progression.

To give but one example: Multiply or divide integers to solve a problem is a grade 7 Focus Skill. Clearly, this is a critical prerequisite for a deep understanding of numbers and how they’re used to solve real-world problems. It’s also crucial for success in algebra, geometry, and beyond. Estimate the solution to a problem involving the multiplication or division of integers is also a grade 7 skill and is also important. However, the ability to estimate in this way is not a critical prerequisite for future learning in mathematics, so it’s not designated as a Focus Skill.

In the webinar, we offered a visual representation of this concept. Imagine that we have a group of skills, labeled A–N to indicate the order in which they’re typically learned:

Image 1

In this view, all of the skills appear to be of equal importance, because we have no way of knowing the relationship between them. But if we add arrows to show which skills are prerequisites of other skills, the picture changes significantly:

Image 2

Skills A, B, and D are all essential prerequisites for future learning and are all designated as Focus Skills. Skills C, E, and F—while important and good to know—are non-Focus Skills, because they do not play the same crucial role in students’ development.

Q: In planning instruction this fall, should I concentrate on my state standards or on Focus Skills?

You don’t need to choose between the two, because Focus Skills are based upon—and are fully aligned with—your state’s learning standards. When you view Focus Skills on our website, you’re asked to choose your domain (either Literacy or Math) along with your state. As you can see in the example below for Ohio, Focus Skills are clearly labeled with the standard they align to:

Image 3

Several webinar attendees asked about differences between states: If Focus Skills are the building blocks of learning, shouldn’t they be the same everywhere? Generally speaking, the skills themselves don’t vary radically. What is variable is the grade level in which they’re taught, based on the way each state organizes its standards. For example, there’s variation in how math standards are sequenced at the high school level—particularly in which standards are included in Algebra I vs. Algebra II.

If you take another look at the image above, you’ll notice a “Position” column to the far right. This indicates each Focus Skill’s location in the overall progression. In this example, these are skills 483, 496, and 499 in the sequence of reading skills that students encounter in Ohio over the course of their K–12 education.

Q: Which grade level has the highest number of Focus Skills?

Although we see variation in the grade level at which particular skills are taught, we see a clear pattern in the distribution of Focus Skills across grades. In the majority of states, grade 1 has the most Focus Skills for reading. This makes sense, given that students are learning fundamental skills in phonics and decoding that will help them to read independently. In math, Algebra I has the highest number of Focus Skills in the majority of states, as students are introduced to the advanced concepts they’ll need for success in high school and college math courses.

This information is especially relevant now, as we think about last spring’s school closures. While this disruption has affected every student, an understanding of Focus Skills helps us to identify those who are most at risk of having missed essential learning—and who will likely benefit the most from review and reteaching this fall. In reading, it’s students who were in grade 1 last year. In math, it’s students who were enrolled in Algebra I.

There are, of course, other key considerations here. We know that students had different levels of access to learning opportunities this spring. Some first graders, for example, were highly engaged in distance learning and spent time reading with a parent or other adult—a practice that likely continued over the summer. Other first graders had a significantly different experience, with little to no access to literacy activities.

Knowing which grade levels and courses involve the most “heavy lifting” is important, and an understanding of Focus Skills helps with this. However, it’s impossible to truly address learning gaps and learning loss until fundamental issues of access and equity have been addressed.

Q: My district has been using “Power Standards” for the last few years. Are these the same as Focus Skills?

The intention is certainly the same. Other authors and agencies have also undertaken the work of identifying the most important skills at each grade level. These have various names, such as Power Standards, Priority Standards, or—in the case of Bob Marzano’s work—Critical Concepts. While there will be some variation between Renaissance’s Focus Skills and other lists, they will have more commonalities than differences.

Q: Does Renaissance update the list of Focus Skills when state standards change?

Yes. Renaissance has created reading and math learning progressions for all 50 US states, along with the District of Columbia, the National Curriculum of England, and Alberta, Canada. A key step in developing a learning progression is identifying the skills that are inherent in the standards. We then analyze this list of skills to identify those that are critical prerequisites for future learning and are essential to progression. As mentioned earlier, these are the Focus Skills.

Each summer, we review and update our learning progressions to reflect any changes to the standards. As part of this process, we may need to update the Focus Skills to help ensure they continue to reflect the intention and organization of the standards.

Q: How much time should I spend teaching Focus Skills this school year?

The short answer is: A lot. Although we see some variation among states, 20–30 percent of the total K–12 math skills are designated as Focus Skills. In reading, it’s generally 30–40 percent. But this doesn’t mean you should spend 20 or 30 percent of your time on these skills. On the contrary, because they’re the most critical skills for students to learn, you should spend the majority of your instructional time on them.

In the book Practice Perfect (2012), Doug Lemov and his co-authors make a point that’s especially relevant to this discussion. They explain that when students are learning a crucial skill, it’s not enough that they simply “know how to do it.” With these skills, the goal is not “mere proficiency”—instead, it’s excellence. To put this another way: Because of Focus Skills’ critical role in advancing learning, it’s worth investing significant time in helping students to master them.

Q: What if students are doing well in a distance-learning environment, and there are no major skill gaps? Are Focus Skills relevant for these students?

Absolutely. Focus Skills existed long before the COVID-19 pandemic, and you can use these skills to guide instruction whether you’re teaching face-to-face, remotely, or in a blended/hybrid model. Because Focus Skills are organized by grade, you can use them in a variety of scenarios:

  • If students are performing below grade level, you might look back at essential skills from prior years. Reviewing and/or reteaching these prerequisites can help students to “catch up” and to build the foundation they need in order to learn grade-level content.
  • If students are performing on grade level, you can use Focus Skills to decide what to teach next—and where to spend the bulk of your instructional time in order to have the greatest impact on student growth.
  • If students are performing above grade level, you might look ahead at the Focus Skills for future years, so you can begin introducing more advanced concepts.

One important note about looking ahead, however. As we noted in the webinar, some students will “get” grade-level skills very quickly—but this is not necessarily an indication of mastery. If students are only practicing these skills at the surface level (say, DOK levels 1 and 2), it’s important to engage them in more complex tasks that require strategic and extended thinking (DOK levels 3 and 4). Once they’ve completed these tasks successfully—and have demonstrated excellence, as noted above—they’re ready to move on.

Q: Are there Focus Skills for Spanish?

This work is currently underway. Renaissance is the only assessment company to provide a learning progression in Spanish, to reflect the way in which literacy develops in Spanish across grades K–12. As with the development of our learning progressions in English, this required us to identify the discrete skills and to place them in a teachable order, as represented in this graphic:

Image 4

With this information, we can then identify Spanish Focus Skills, which are—once again—the essential prerequisites for future learning. We expect to have Spanish Focus Skills available on our website later this school year.

(NOTE: Spanish Focus Skills are now available in Star Assessments. Educators can also access them for free on our website.)

Q: In the webinar, you mention that Focus Skills are embedded in Star Assessments. Where specifically can I see Focus Skills in Star?

As soon as students complete a computer-adaptive Star test, you can view Star’s Instructional Planning Report at the student, group, and/or class level. The report identifies the skills a student is ready to learn, based on his or her current place in the learning progression. Focus Skills are flagged in the report so you can quickly see the most critical skills to move learning forward:

Image 5

If you use Star, you’ll also see Focus Skills in the Planner. Here, you can access aligned instructional resources for each skill, along with pre-made “skill checks” to assess students’ developing mastery.

Before we go, it’s worth noting that math Focus Skills are now available in our Freckle platform as well, on the Standards page and in the Targeted Practice. For those who aren’t familiar with Freckle Math, it supports differentiated instruction and practice, and it integrates with the Star Math assessment. The ability to easily connect Focus Skills to daily practice benefits both teachers and students—and helps to ensure that no matter where learning happens, students remain focused on the skills that matter the most.

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What is social-emotional behavior (SEB)?  https://www.renaissance.com/2020/08/05/blog-what-is-social-emotional-behavior-seb/ Wed, 05 Aug 2020 16:18:00 +0000 https://renlearnstg.wpengine.com/?p=62668 In the past, a traditional school of thought held that K–12 students are successful in school if they’re successful academically. In other words, if students are demonstrating academic achievement, they’ll be “fine” overall. More and more, however, researchers are pointing out the short-sightedness of this view. Recent research shows that students are more successful in […]

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In the past, a traditional school of thought held that K–12 students are successful in school if they’re successful academically. In other words, if students are demonstrating academic achievement, they’ll be “fine” overall.

More and more, however, researchers are pointing out the short-sightedness of this view. Recent research shows that students are more successful in school when they are also able to demonstrate social-emotional and behavioral (SEB) competence.

What does SEB competence involve? Let’s take a deeper look at this important concept in education.

Defining social-emotional behavior (SEB) competence

SEB competence is defined by the presence of social-emotional and academic enabling skills that help students learn and relate to others successfully. These skills include:

  • Self-awareness
  • Social awareness
  • Self-management
  • Relationship skills
  • Responsible decision making
  • Motivation
  • Academic achievement

SEB competence is also defined by the absence of problem behaviors that prohibit learning and interfere with healthy relationships, such as:

  • Aggression
  • Noncompliance
  • Disruption
  • Worry or fear
  • Withdrawal or avoidance

Social-emotional behavior competence as a protective factor

Research shows that SEB competence can serve as an important protective factor. In other words, students who are exposed to a number of risk factors, such as the limited availability of resources in the home and community, are more likely to achieve academically if they have demonstrated SEB competence.

As the following definition from Innis (2014) emphasizes, skills that are key to SEB competence—such as focus, persistence, and problem solving—are also essential for academic success, and for students’ well-being more generally:

“Social and emotional competence is a child’s ability to interact in a positive way with others, communicate feelings positively, and regulate behavior. Skills needed for healthy social and emotional development can include self-esteem, self-confidence, friend-making skills, self-control, persistence, problem solving, self-sufficiency, focus, patience, good communication skills, empathy, and knowing right from wrong. All of these skills play a critical role in a child’s overall wellbeing.”

Supporting the whole child

Discover Renaissance solutions for identifying students’ academic and SEB needs.

Social-emotional behavior competence as a mediator

SEB functioning is also an important mediator between high-quality instruction and students’ academic growth. How so? It is commonly assumed that high-quality classroom instruction will lead directly to academic skill growth and, eventually, to overall academic achievement.

Research tells us, however, that this isn’t necessarily the case for all students. Instead, educators can think of SEB competence as a mediator between instruction and achievement.

If students are struggling with an SEB skill, for instance…

  • Not attending to instruction
  • Not studying for quizzes and tests
  • Struggling to get along with peers
  • Struggling to effectively participate in academic groups; or
  • Struggling to work independently and meet deadlines

…it will impede the student’s ability to access that high-quality instruction and build the academic skills over time that lead to mastery of grade-level standards. The relationship between SEB competence and academic skill growth can be represented as follows:

social-emotional behavior graphic
SEB competence as a mediating factor (based on DiPerna 2006)

How is social-emotional behavior competence nurtured?

SEB competence is nurtured through a combined learning approach that addresses both social-emotional skills and behavior, often as part of a district’s multi-tiered system of support (MTSS). The following figure shows how SEB incorporates key elements of both social-emotional learning, or SEL, and a positive behavioral interventions and supports framework, or PBIS:

social-emotional behavior graphic
Important connections between SEL, SEB, and PBIS

Why is it important to nurture social-emotional behavior competence?

Nurturing social-emotional and behavioral competence in all students is essential for several reasons:

  1. Academic success: As noted earlier, social-emotional and behavioral competence is strongly correlated with academic achievement. Students who have well-developed social-emotional and behavioral skills are better able to manage their emotions, focus on learning, and have positive interactions with teachers and peers, all of which contribute to academic success.
  2. Positive relationships: Social-emotional and behavioral competence is essential for building positive relationships with others. Students who have strong social-emotional and behavioral skills are better able to communicate effectively, resolve conflicts, and collaborate with others, which leads to positive social interactions and the development of healthy relationships.
  3. Mental health: Social-emotional and behavioral competence is closely tied to mental health and well-being. Students who have well-developed social-emotional and behavioral skills are better able to cope with stress, manage their emotions, and maintain positive relationships, all of which contribute to positive mental health outcomes.
  4. Life success: Social-emotional behavioral competence is essential for success in all areas of life, including relationships, work, and community involvement. Students who have strong social-emotional and behavioral skills are better equipped to navigate the challenges of life, make positive choices, and achieve their goals.

For these reasons, educators and caregivers must support the development of these skills in children and youth to help them reach their full potential.

How long does it take for children to develop social-emotional skills?

The development of social-emotional skills is a gradual process that occurs throughout childhood and adolescence. It is difficult to give a specific timeline for the development of these skills because it can vary widely from child to child and depends on factors such as:

  • Individual temperament
  • Life experiences
  • Environmental factors

That being said, research suggests that children begin to develop social-emotional skills in the first year of life and continue to develop and refine these skills throughout childhood and adolescence. For example, infants start to develop the ability to recognize and respond to facial expressions and emotions, while toddlers begin to develop empathy and emotional regulation skills.

By preschool age, most children have developed the ability to recognize and label emotions and can use language to express their own emotions. During the elementary school years, children continue to develop their social-emotional skills, such as empathy, perspective-taking, and problem-solving.

During adolescence, social-emotional development shifts to focus on identity formation, peer relationships, and the development of more complex emotional regulation skills. However, adolescents are also more likely to experience social-emotional challenges, such as depression, anxiety, and social isolation.

While the timeline for the development of these skills can vary widely, it is important to provide children and youth with opportunities to develop and practice their social-emotional skills throughout childhood and adolescence.

Renaissance: Providing social-emotional behavior screening and whole child data

At Renaissance, we understand the importance of pinpointing students’ SEB needs while also understanding the effectiveness of your district’s SEL programming. For this reason, we’re proud to offer the Social, Academic, & Emotional Behavior Risk Screener (SAEBRS) for K–12 students.

SAEBRS is the only universal screener for SEB that has been demonstrated to meet the psychometric criteria established by the National Center on Intensive Intervention for convincing evidence of reliability, validity, and diagnostic accuracy.

To learn more about SAEBRS and other Renaissance solutions to support your students’ academic and social-emotional behavior success, connect with an expert today.

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What students and parents need to know about remote testing https://www.renaissance.com/2020/07/30/blog-what-students-parents-need-to-know-remote-testing/ Thu, 30 Jul 2020 13:10:32 +0000 https://renlearnstg.wpengine.com/?p=48452 In our previous blog, we discussed key considerations for educators around the remote administration of Star Assessments. This includes issues like scheduling, maintaining test security, and accurately interpreting the results. In this blog, we’ll look at additional remote testing considerations—but this time from students’ and parents’ points of view. Students certainly had varying reactions to […]

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In our previous blog, we discussed key considerations for educators around the remote administration of Star Assessments. This includes issues like scheduling, maintaining test security, and accurately interpreting the results. In this blog, we’ll look at additional remote testing considerations—but this time from students’ and parents’ points of view.

Students certainly had varying reactions to last spring’s sudden school closures. Some students celebrated, thinking that summer vacation had arrived early. Others were disappointed and anxious, given the loss of familiar routines and fears about the pandemic’s effect on their families and friends. Students had a lot of questions about how things would change, how “school” would work in the coming weeks, and when they’d see their teachers and classmates again.

As schools adopted various forms of distance learning, students who’d attended traditional “brick-and-mortar” schools likely felt that their familiar world had been turned upside down. They had to quickly adapt to the new routine of learning from home—assuming, of course, that they had access to the technology that’s needed to participate in online learning. Even if they could participate, they may have felt isolated or unengaged at times, given that they could no longer raise their hand or walk up to their teacher’s desk for assistance.

As we gear up for the new school year, many districts will once again rely on distance learning, whether full or part time. As always, educators will have two critical tasks at the start of the year. First, to build personal connections with students, which can be challenging—but certainly isn’t impossible—in a remote environment. Second, to determine where students are in their learning, so they can strike the right balance between the introduction of new content and the review of important prerequisite skills from the prior year.

Many schools administer Star Assessments early in the fall to identify students’ current level and pinpoint their instructional needs. Because Star can be administered remotely, schools can follow a similar process this year. To make sure that students and parents understand the purpose of the Star test, as well as the differences involved in taking the test remotely, we suggest clearly communicating the answers to the four questions below.

Q: Why are students taking the Star test?

Star provides teachers and principals with data they need to make important decisions about student learning. Whether instruction is provided face-to-face, remotely, or in a combination of the two, data from Star helps educators to:

  • See what students have already learned—and what they’re ready to learn next
  • Gauge the effectiveness of instruction, so they can make adjustments when necessary
  • Identify students who are struggling and may need extra support
  • Compare students’ performance to that of their grade-level peers across the US
  • Set goals for student growth, and track progress toward these goals
  • See how students are performing against grade-level standards
  • See how students are likely to perform on the state summative test

Educators can review the results of a Star test as soon as the student finishes testing. While Star scores have multiple uses, many educators find it particularly helpful to review Star’s instructional planning information in detail, so they can see which skills students are ready to learn next.

How does Star identify these skills?

Regardless of whether students are performing at, above, or below grade level, Star pinpoints their current location on the progression of skills in either reading or math, according to your state standards:

Image 1

Because skills are placed in a teachable order from Kindergarten through grade 12, Star is able to “look ahead” in the progression and identify the next best skills to teach in order to keep each student moving forward. This information will be especially useful in fall 2020, as educators seek to strike the right balance between the introduction of new content and review of key prerequisite skills taught in prior years.

Q: What’s it like to take the Star test?

Star is different from the traditional end-of-unit tests or short “pop” quizzes that students are most familiar with.

First of all, the Star test is a general measure of what students know and can do. It’s not an assessment of, say, how much they remember from the textbook chapter they read last week. Star is also a computer-adaptive test, meaning that the student’s response to a question determines the question the student sees next. When students answer a question correctly, the next question will be slightly more difficult. When they answer a question incorrectly, the next question will be slightly less difficult. The test continues this way, moving up and down the scale until it finds the student’s current level with a high degree of certainty:

Image 2

As this image shows, a major benefit of computer-adaptive tests is their ability to provide accurate information without requiring a large number of questions. While non-adaptive tests might need to ask five to seven questions about every skill in order to determine whether students know it, adaptive tests are able to draw reliable conclusions about skill mastery while the student is still in the process of testing. To give just one example: If a student can solve 32 x 74 on the Star Math test, there’s no reason to ask the student to also solve 3 x 4. The test assumes that if students can multiply two-digit integers, they have mastered the earlier skill of multiplying single-digit integers.

Once students understand the nature and purpose of the Star test, it’s important to review the testing guidelines. Students cannot use outside resources like calculators or dictionaries when testing, although they can use a pen or pencil and scratch paper for Star Math. Prior to testing, the test administrator should review these and other instructions, so students know what is allowed and what isn’t. Administrators are provided with a script to follow, to help ensure that every student receives the same information.

When students take a Star test in the school building, they’re typically in the same room as the test administrator. For a remote administration, the teacher may instead provide testing instructions using an online video conferencing tool, as modeled in this example. In other cases, schools may decide to involve a parent or another adult in the household to serve as the test administrator.

Q: How can students do well on the Star test?

Regardless of where students test, the answer to this question is the same: Put in your best effort to show what you know and can do.

It’s important to remember that the purpose of Star is measurement. Students’ goal isn’t to answer every question correctly but rather to do their best. As noted earlier, no matter the student’s final score, their teachers will use the Star data to plan daily instruction.

If testing tends to make students anxious, or if they have questions about how to prepare for a Star test, you might share the following tips:

  • Students will likely receive questions about things they don’t know, covering skills they haven’t been taught yet. This is normal and there’s no cause for panic. They should simply choose the answer that seems most likely and move on to the next question, because the test will automatically adapt to their level.
  • Students can’t study for a computer-adaptive test, just as they can’t “will” themselves to grow taller the night before having their height measured. The best thing they can do to improve their performance is to put effort into learning new things and practicing the reading and math skills they’ve been taught.
  • There’s a time limit for each question on the Star test, but not for the test as a whole. It takes most students about 20 minutes to finish. The reason for the time limit is not to make students nervous but to keep the test moving, so students do not spend large chunks of time trying to figure something out that’s too complex for them.

Q: What do parents need to know about Star?

The primary message to parents and other caregivers is to focus on the student’s effort.

When students are taking a Star test at home, parents may feel tempted to provide a few hints or—in the case of younger children—to read the questions and answer choices aloud. This is understandable. It can be difficult to watch a child struggle or to select an incorrect answer. In the case of a Star test, however, parents can best help their children by not helping them at all. In order to provide the instruction and support that students need for success—both now and in the future—teachers must have a clear understanding of what students can do on their own, not what they can do with a parent’s help.

Parents might also be inclined to give children a reward for a high score on a Star test, or consequences for a low score. Unless there’s an indication that the student rushed through the test or didn’t take it seriously, this is probably misplaced. A better solution is to praise the child’s effort, using a statement like “I could see you were really thinking through all of those questions” or “You really worked hard to answer as many questions as you could.”

If you can connect the test to the student’s work completing assignments, practicing reading and math skills, and asking for help while they’re learning, so much the better.

Adjusting to the new normal

Whether Back-to-School 2020 involves in-person, remote, or blended learning, understanding students’ instructional needs will be critical. After giving students time to acclimate to the new school year, administering Star—whether in the school building or remotely—will provide key information to guide daily instruction and practice. By communicating the test’s purpose and the testing procedures to students and their parents, you can help to calm anxiety or uncertainty around testing—and help to ensure you receive the accurate, actionable information you need to move learning forward.

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What teachers and administrators need to know about remote testing https://www.renaissance.com/2020/07/28/blog-what-teachers-administrators-need-to-know-remote-testing/ Tue, 28 Jul 2020 13:29:55 +0000 https://renlearnstg.wpengine.com/?p=48192 As summer starts to wind down, you’re no doubt thinking about the new school year. This year, Back-to-School involves a lot of new questions and challenges due to COVID-19. How can you keep everyone safe? Will students be learning in the school building, remotely, or a combination of the two? After these key questions are […]

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As summer starts to wind down, you’re no doubt thinking about the new school year. This year, Back-to-School involves a lot of new questions and challenges due to COVID-19. How can you keep everyone safe? Will students be learning in the school building, remotely, or a combination of the two?

After these key questions are answered by local officials, the school board, and the community, you will probably be asked to make distance learning work, whether it’s full or part time. What tools can provide a continuous learning experience between home and school? How can you get a good sense of student learning if you’re not interacting face-to-face? How can you be sure students are engaged and growing?

Prior to the pandemic, various types of formative assessment helped teachers, administrators, parents, and even students guide daily learning, answering questions like: Review or move on? Speed up or slow down? Have they “got it” or do they need more practice? Formative tools ranged from quick classroom observation (to see who was engaged and who might be struggling) to nationally normed assessments. With these and many other options available, educators applied their experience and expertise to decide which tool to use, depending on the situation.

So, will the same techniques work in a distance learning environment? Observational data is certainly harder to gather—and may be harder to interpret—when students are not physically present in the classroom. While it’s true that other types of formative assessment are available, you may be wondering whether they’re as accurate, reliable, or useful when administered remotely.

Our answer to this question is “yes.” With the right planning and processes, you can use Renaissance Star Assessments to gather formative data in a remote learning environment. To demonstrate this point, we recently compared Star data from schools where students completed fall, winter, and spring assessments during both the disrupted 2019–2020 school year and the much more normal 2018–2019 school year. The following graphic shows the results for Star Math across grades 1–12:

Image 1

As you can see, students’ performance in spring 2020—when the vast majority tested remotely—is generally consistent with performance in spring 2019, when most students were tested in the school building. Although this analysis is preliminary and is based on a limited data sample, the results show that remote testing with Star can help you keep a “pulse” on student learning.

This isn’t to say that remote administration of Star looks exactly the same as administration within the school building. Remote testing involves some unique considerations for both teachers and administrators to help ensure that you’re getting the same level of high quality data from the remote testing experience.

We review four of these considerations below.

Define your purpose for testing.

The testing process will run more smoothly when everyone understands how test results will be used: Students will put in their best effort, parents will recognize that the data will be used to tailor instruction to their child’s needs, and teachers and administrators will be prepared to analyze and act on the results.

Defining your purpose will also help you to avoid over-testing, which eats into valuable instructional time. Instead, test only when you’ll use the data, whether it’s to identify students who are struggling, guide instruction and intervention decisions, ensure that all students are learning and growing, or all of these things.

Remember the Star Math data we discussed above? If you look carefully at the data for grades 1–3, you’ll notice that student performance actually improved in spring 2020—quite the opposite of the projected “COVID-19 Slide” that has received so much attention in the media:

Image 2

Renaissance researchers theorize that—with nearly all students learning from home last spring—parents of younger children became accustomed to providing direct support, which carried over into the assessment. Of course, it’s understandable that parents want their children to do well, and if their child asks for help, it’s natural for them to want to use it as a “teachable” moment rather than as a testable one. However, when parents understand how computer-adaptive assessments work and how the data will be used, they can see that helping students “get the right answer” doesn’t really help them at all.

Defining your purpose is an important first step because it will guide other decisions about timing, administration procedures, and communication.

Consider your timing.

Timing isn’t everything, but it’s a key part of the test administration process. Figuring out when and how often to test will relate to your purpose for assessing and will help to ensure that the data you get portrays an accurate picture of student achievement.

You’ll want to schedule the initial test early enough in the year to get the data you need to make instructional decisions—but only after you’ve had time to get to know your students and their situations and challenges. Older students, particularly those who have tested with Star before, may feel comfortable testing earlier than those who are new to online testing and may be feeling vulnerable.

In terms of time of day, think about when students will be able to do their best and set up your testing schedule to reflect this. In general, avoid having testing be the first or last thing the student does in a day, so they’re less likely to rush through it.

Also, starting an assessment five minutes before lunch or late in the afternoon will probably not provide an accurate reflection of students’ best efforts. One of the benefits of Star is that each assessment can be completed in about 20 minutes—far less than the 60 or even 90 minutes that other assessments can require. If your test is longer, think about how to manage breaks and how to space tests to get the best effort from students.

Provide clear testing instructions.

How you set up the remote testing experience will depend on your situation and the resources you have available. Educators we’ve spoken with have found that having a teacher administer the test to small groups of students using video conferencing software provides a good experience for both students and teachers. The teacher begins by providing students with clear testing instructions, as modeled in this video example.

Another option is to have a parent or other adult family member—someone who’s in the same location as the student—serve as the proctor. No matter who supervises the testing experience, make sure they understand the test’s purpose and their responsibilities. Our Teacher Guide for administering Star Assessments remotely lays out what to say and do to ensure a smooth experience that yields results you can use.

Test security and cheating are often educators’ biggest concern about remote testing. One of the best ways to prevent cheating is also the simplest: to clearly explain the test’s purpose. When students understand that the test is not meant to judge them but rather to help teachers understand what they need, they’re less likely to feel the need to cheat. When teachers and parents reward effort instead of results, they’re showing students that trying their best is what they really value.

The computer-adaptive Star Assessments also have security measures built right in. Each question is timed so the test keeps moving and doesn’t provide too much time for students to solicit help. Administrator passwords can prevent students from starting a test before the proctor is ready. Teachers can also view testing times and results right after the student finishes, so if the testing time is exceptionally short (meaning the student may not have taken the test seriously), or if the results are wildly out of place, they can discuss this with the student immediately.

Also, for parents who may still be tempted to help their child answer a particularly challenging test item, give parents the words to say to help students move on. “Choose an answer and you’ll get a new question.” No shame, no judgement.

Communicate clearly with parents and students.

Once you’ve decided how to implement remote testing, sharing your plans is important for a successful experience. As noted earlier, the first thing you’ll want to communicate is your purpose for testing and how you’ll use the data.

People have different ways of taking in information, so consider using a variety of communication channels. Keeping your messages short and targeted will improve the likelihood that others will take the time to read and understand them. You’ll also want to tailor the message for each audience:

  • Parents and guardians need to understand the purpose of the test and their role in the testing process. You’ll also want to explain how a computer-adaptive test works—that it’s designed to pinpoint students’ performance level by asking a series of questions in either ELA or math. Some questions will be easy to answer and others will be difficult, covering material the student hasn’t encountered before.
  • Students need to know what to expect during testing, especially if they’re unfamiliar with the online testing process. Explain that you’ll use the test results to plan the lessons and activities you’ll be doing in the future. Tell students that on a computer-adaptive test, they’ll encounter questions they don’t know the answer to—and this is OK. What’s important is that they make their best effort.
  • Community members may have concerns about over-testing, or about the amount of “screen time” involved in distance learning. Others may worry that data gathered from remote test administration will be incomplete or unreliable, making it difficult to evaluate students’ performance. Sharing your plans via your district website or social media is a way to assure the local community that you have clear procedures in place, and that you’re striking the right balance between assessment and instruction in the new school year.

Supporting uninterrupted learning

Throughout our 20+ years of providing assessments to guide instructional decision-making, we’ve spoken with countless teachers and administrators who’ve helped us to understand what makes for a positive and productive testing experience for both educators and students. Lately, we’ve also talked extensively with educators about their experiences administering Star Assessments remotely, and their input is directly reflected in our remote testing resources.

If your plans for the 2020–2021 school year include remote testing, there are clear steps you can take to help ensure that your Star data provides reliable insights to guide student learning: Define your purpose, consider your testing schedule, keep instructions clear and simple, and communicate openly with parents, students, and your community.

The new school year will present unique challenges, but with a well-defined plan in place, you can gather the formative data you need to keep every student moving forward.

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Star Reading and Star Early Literacy Approved As K–3 Literacy Screeners in North Carolina https://www.renaissance.com/2020/07/21/news-star-reading-star-early-literacy-approved-literacy-screeners-north-carolina/ Tue, 21 Jul 2020 13:38:05 +0000 https://renlearnstg.wpengine.com/?p=48149 Schools and districts in North Carolina can now use Star Assessments as an approved provider to comply with the K–3 Read to Achieve mandate for the 2020–2021 school year. Bloomington, Minn. (July 21, 2020) – Renaissance, a global leader in pre-K–12 education technology, today announced that Star Reading and Star Early Literacy were approved as […]

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Schools and districts in North Carolina can now use Star Assessments as an approved provider to comply with the K–3 Read to Achieve mandate for the 2020–2021 school year.

Bloomington, Minn. (July 21, 2020)Renaissance, a global leader in pre-K–12 education technology, today announced that Star Reading and Star Early Literacy were approved as K–3 literacy screeners in North Carolina for the 2020–2021 school year.

The North Carolina State Board of Education highlighted several requirements. To be approved, assessment solutions needed to have a Lexile linking study, be a state-approved third-grade alternative assessment, meet the requirements for remote learning and social distancing, and satisfy Education Value-Added Assessment System (EVAAS) compatibility. Together, Star Reading and Star Early Literacy will help educators in the state identify students at risk for reading difficulties, monitor students’ reading proficiency, and inform instruction.

According to the NCDPI Local Testing Report from December 2019, a large number of schools and districts across the state already use Star Reading and Star Early Literacy—key components of Star Assessments—to measure student progress. While North Carolina educators know the power of Star Assessments, they can now comply with the Read to Achieve mandate by using Star Assessments with K–3 students.

“We couldn’t be happier to continue supporting educators in North Carolina,” said Laurie Borkon, vice president of government affairs at Renaissance. “This fall will be especially important for identifying learning gaps in order to provide additional support and keep students on track to achieve third-grade reading proficiency. Star Assessments will help educators in the state screen students and use that valid and reliable data to move quickly and inform instruction.”

To learn more about Renaissance, visit www.renaissance.com.


About Renaissance

As a global leader in assessment, reading, and math solutions for pre-K–12 schools and districts, Renaissance is committed to providing educators with insights and resources to accelerate growth and help all students build a strong foundation for success. Renaissance solutions are used in over one-third of US schools and in more than 100 countries worldwide. The Renaissance portfolio includes Star Assessments, for reliable, accurate insights into K–12 student learning; myIGDIs, for accurate assessment of early learning; myON, to increase students’ access to high-quality reading materials; Accelerated Reader, to support independent reading practice; Freckle, for teacher-led differentiated instruction; and Schoolzilla, to give educators actionable insights into trends in student attendance and achievement. For more information, visit www.renaissance.com.

Contact for Media Inquiries Only:

Ken Stoflet
Communications Specialist
Renaissance
(715) 424-3636 ext. 2332
ken.stoflet@renaissance.com

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Star Arizona Literacy Assessment Added to List of Approved Literacy and Dyslexia Screeners https://www.renaissance.com/2020/07/08/news-star-arizona-literacy-assessment-added-list-approved-literacy-dyslexia-screeners/ Wed, 08 Jul 2020 13:23:27 +0000 https://renlearnstg.wpengine.com/?p=48033 Schools and districts in Arizona can start using the Star Arizona Literacy Assessment this next fall during the 2020–2021 school year. WISCONSIN RAPIDS, Wis. (July 8, 2020) – Renaissance, a global leader in pre-K–12 education technology, today announced that the Star Arizona Literacy Assessment was added to the state’s list of approved literacy and dyslexia […]

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Schools and districts in Arizona can start using the Star Arizona Literacy Assessment this next fall during the 2020–2021 school year.

WISCONSIN RAPIDS, Wis. (July 8, 2020)Renaissance, a global leader in pre-K–12 education technology, today announced that the Star Arizona Literacy Assessment was added to the state’s list of approved literacy and dyslexia screeners for the 2020–2021 school year.

In Arizona, A.R.S. §15-701 requires that all kindergarten through third-grade students are administered a universal literacy screener within the first month of school to determine any deficiencies in reading skills or characteristics of dyslexia. The Star Arizona Literacy Assessment aligns with the requirements set by the Arizona Department of Education and also meets the requirements of the Move On When Reading legislation.

Screening assessments are required to measure phonological awareness, phonemic awareness, rapid naming skills, phonics, correspondence between letters and sounds, sound-symbol recognition, nonsense word fluency, oral reading fluency, and comprehension—plus have strong reliability and validity.

The Star Arizona Literacy Assessment is designed to provide feedback on where students are at, as well as where additional support is needed. The amount of insight and student data provided will be crucial in helping educators identify any deficiencies in reading skills or characteristics of dyslexia this fall and beyond.

“We couldn’t be more excited to work with the great educators in Arizona,” said Dr. Luann Bowen, vice president of government affairs at Renaissance. “Assessing students’ current progress and where to provide additional support and instruction will be crucial this fall. We look forward to helping educators ensure their students are set up for success.”

To learn more about Renaissance, visit www.renaissance.com.


About Renaissance

As a global leader in assessment, reading, and math solutions for pre-K–12 schools and districts, Renaissance is committed to providing educators with insights and resources to accelerate growth and help all students build a strong foundation for success. Renaissance solutions are used in over one-third of US schools and in more than 100 countries worldwide. The Renaissance portfolio includes Star Assessments, for reliable, accurate insights into K–12 student learning; myIGDIs, for accurate assessment of early learning; myON, to increase students’ access to high-quality reading materials; Accelerated Reader, to support independent reading practice; Freckle, for teacher-led differentiated instruction; and Schoolzilla, to give educators actionable insights into trends in student attendance and achievement. For more information, visit www.renaissance.com.

Contact for Media Inquiries Only:

Ken Stoflet
Communications Specialist
Renaissance
(715) 424-3636 ext. 2332
ken.stoflet@renaissance.com

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Keep moving forward: Promoting positive outcomes for all learners https://www.renaissance.com/2020/06/26/blog-keep-moving-forward-promoting-positive-outcomes-for-all-learners/ Fri, 26 Jun 2020 12:59:57 +0000 https://renlearnstg.wpengine.com/?p=47783 What can Star data tell us about the efficacy of distance learning? Why will interim assessment be key in 2020–2021 and beyond?

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Note: This is the final blog in our series on using your assessment data to address learning gaps during the 2020–2021 school year.

Most people are familiar with Nike’s long-running “Just do it” marketing campaign. Shortly before this wildly successful campaign launched, Nike ran a far less famous—and shorter-lived—one. That earlier campaign, however, provided a slogan that one of our colleagues has used for years when discussing education: “There is no finish line.”

In particular, he used this message with his teaching staff each March, after the state test had been administered. Relieved to have state testing behind them, a few teachers would say, “Now we can relax.” For this reason, he sent an email the day after testing, reminding teachers that “There is no finish line! Today is the first day of next year’s scores.” He even found an original Nike t-shirt with this slogan and would wear it on those days to reinforce this message.

Why change is the only constant

Over time, many of us have come to understand that “There is no finish line!” is an enduring truth about our profession. It is a mantle we take on when we become teachers. There will always be more that we could do, more that we could teach our students. Our finish lines are typically drawn by time rather than by having met every predetermined outcome. We teach right up to the last minute of the class, the last moment before the test, and the last lesson before graduation, trying to give our students every skill, every piece of knowledge, and every advantage possible.

There’s also a clear benefit of not having a finish line. It gives us the opportunity every school year to reinvent ourselves. Our summers have typically been a time of rejuvenation and reflection about how to improve student outcomes in the new year by refining our craft, our pedagogy, and our commitment. This year, that challenge is even more apparent—and even more necessary.

COVID-19 has brought unforeseen disruptions to education and a heightened concern about the 2020–2021 academic year. Fears abound that students will have fallen behind and that there will be wider performance gaps than we’ve seen before. But, as we explained at the outset of this blog series, no teacher has ever started the school year with every student performing just as expected. We know how to deal with this. And yes, there will likely be a lot of variance in student performance this fall, but no teacher has ever taught a class where every learner is at precisely the same level. We have ways to address this as well.

Having said that, the global pandemic and this spring’s school closures have precipitated some changes—and have raised some important questions that require our consideration.

Benchmarks in the COVID-19 era

First and foremost, educators are asking: Should we keep the same benchmarks we used last year? Or should we make adjustments, in order to account for COVID-related learning loss?

Star Assessments offer several benchmark options to choose from, including default percentile-based benchmarks, benchmarks tied to state-proficiency projections/your summative test, and custom benchmarks defined by your district.

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Even though the 2019–2020 school year was disrupted and lower levels of student performance are predicted, we highly discourage the changing of benchmarks for 2020–2021. While keeping existing benchmarks in place may result in higher numbers of students below your proficiency targets, it is best not to look at data through the rose-colored glasses that lowered benchmarks would offer. Leadership guru John Kotter (1996) notes that “without a sense of urgency, people won’t give that extra effort which is often essential.” The lowering of a benchmark can quickly lower the sense of urgency, and we need to feel great urgency about addressing any unfinished learning and the “COVID-19 Slide.”

Also, to date, no states have changed their performance expectations in light of the pandemic, so we still have the same levels of performance expected of our students.

Promoting equity and access

Perhaps the most profound change that we’ll face in the new school year is the manner in which we deliver services. While many states and districts will attempt to conduct a “normal” school year—meaning, kids will be physically present in school buildings—this may not always be possible. Some students and staff members have health conditions that make returning to buildings challenging at best. At the other end of the spectrum, many parents and guardians depend on the custodial assistance that schools provide, because their jobs do not permit or allow them to work from home. Their kids must have somewhere to go. Larry Ferlazzo (2020) argues that a “hybrid option”—where there is support for face-to-face instruction, remote delivery of instruction, and a combination of the two—is “the only solution that…works” in the era of COVID-19.

This creates a never-before-seen dynamic. We could, conceivably, have students in the same district receiving services through three different modes of delivery this fall. While most schools only had one mode of delivery this spring—typically remote/online instruction—we are deluding ourselves if we think that services were received uniformly. In some households, each individual has a personal device for online access. In other homes, everyone might share a single device, or there might not be any. Similarly, connectivity capable of streaming content nonstop to multiple devices is the norm in some homes, while others depend on community hotspots that may or may not be physically close to their homes. Still other households have no internet connection at all.

This creates an entirely new need for data disaggregation. For this very reason, an upload of custom demographics is now available in our Schoolzilla data-visualization platform that will allow you to disaggregate student data based on both access to technology (devices) and connectivity, if you tag students with those demographics in your student information system.

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In districts that do not have Schoolzilla, something similar could be accomplished in the Renaissance platform by using the “user-defined characteristics” to indicate students’ access to a device and connectivity at home. The process is a bit labor-intensive, but the insights provided will be worth the effort in terms of monitoring student performance in relation to mode of delivery—and understanding the impact of access (and lack of access) on student outcomes.

Resources to move learning forward

As we conclude this blog series on planning for the 2020–2021 school year, it will serve us well to consider what has changed and what hasn’t. The primary change—as mentioned above—is the mode(s) in which we’ll likely deliver instruction. In terms of what hasn’t changed, we’ll still have students who are performing below benchmark, and we’ll still encounter gaps in student learning. We’ll still have the need for valid and reliable interim assessments, for quality formative assessment tools, and for the direction that decision-making frameworks like RTI and MTSS provide.

You’ll still be able to rely on Star Assessments for actionable insights on what your students know, what they’re ready to learn next, and which skills are absolutely essential for moving learning forward.

And, of course, there still won’t be a finish line.

In the new school year, we’ll continue to run the race, but we may also see the start of something new. It’s very possible that we’ll see more and more people coming out to support us. The past several years have seen record low morale among teachers, particularly in public schools. Weighed down by decades of high-stakes accountability requirements and increasing societal pressures, the teaching profession has seen declining entrances and accelerating exits.

But COVID-19 has caused many parents and guardians to re-think the value of school. They found, when they had to assume a large part of the job, that teaching was much harder than they thought. Then, beyond the academic role of school, they found that they greatly missed the social and custodial aspects that school provides for their children. Having a safe place for kids to go for a major portion of the day so that parents could work was profoundly missed.

As a result of the pandemic, many people have become acutely more aware of the scope of services that schools provide. Our “race without a finish line” continues, but more people are cheering us on, with a new-found appreciation of the true scope of our task.

Our challenge—and also our opportunity—in the new school year is to use this increased support, along with our training, our technology, and our commitment to education, to overcome any obstacle in order to move learning forward.

References

Ferlazzo, Larry. (2020). A superintendent’s thoughts on reopening schools this fall. Retrieved from: http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2020/05/a_superintendents_thoughts_on_re-opening_schools_in_the_fall.html
Kotter, John. (1996). Leading change. Boston: Harvard Business School Press.

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Measure student growth: Monitoring progress throughout the year https://www.renaissance.com/2020/06/26/blog-measure-student-growth-monitoring-progress-throughout-the-year/ Fri, 26 Jun 2020 12:59:35 +0000 https://renlearnstg.wpengine.com/?p=47781 How will school closures impact student growth? And how can you best measure growth during the 2020–2021 school year?

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Note: This is the seventh in a series of blogs on using your assessment data to address learning gaps during the 2020–2021 school year.

When talking about assessment, educators often find themselves using medical analogies. It’s not uncommon, for example, to hear summative testing described as a “post-mortem,” in the sense that summative test results tell us what happened—but only after it’s too late to make changes. What would be beneficial is actually earlier and more frequent formative assessment, which we might compare to regular “check-ups” with the family doctor.

As we’ve noted in earlier blogs, formative and interim assessment will be extremely important during the 2020–2021 school year. Because of the learning loss resulting from this spring’s school closures, there is a heightened interest in more closely monitoring the progress of all students. This is very much like when a physician says, “We need to monitor you more closely due to risk factors.” The disruptions that affected schools this spring have surely created “risk factors” for many students. How do we monitor their performance and progress more closely in the new school year?

First, we should note that the topic of this blog is “monitoring progress” in a broad sense, not formal Progress Monitoring. We use capitalization here to refer to the specific process associated with tracking the performance and growth of students within formal Tier 2 or Tier 3 interventions as part of an RTI or MTSS model. This should not be confused with “progress monitoring” or “monitoring the progress” of all students through formative assessment tools and strategies.

The previous blog in this series also addresses progress monitoring, but it focuses specifically on discrete skills and the mastery level of tracking. This level of detail is specific to the daily practice of teachers, while this blog focuses on monitoring progress at a higher and broader level, one more appropriate for administrators. In the discussion that follows, we explain how, as an administrator, you can best keep your finger on the pulse of what is happening academically next school year, particularly in light of the “risk factors” to performance that so many students have experienced.

Before we begin, we want to stress that you can achieve an “early win” by gathering your baseline data now, as we describe in the third blog in this series. Spending a small amount of time pulling key metrics from 2019–2020 will give you an orientation and immediate insights once your first fall screening is over.

Two options for monitoring students’ progress

As we look to plans for the 2020–2021 school year, we’ll frame our discussion by making reference to two ends of a continuum. You’ll need to decide where your district falls on this continuum based on your systems and tools, your resources, and your data culture. Our goal is to present options; you are best positioned to decide which of these options makes the most sense for you.

Regardless of the option you choose, we suggest adhering to the typical screening windows of fall, winter, and spring for all students. This represents the standard schedule for physical exams. But beyond these regular “check-ups,” we’ll need closer monitoring of student progress.

Option 1: Monitoring daily reading and math practice

Digital practice programs were a tremendous benefit this spring, because they allowed students to continue to practice literacy and math skills online while school buildings were closed. If your district uses digital practice programs that report key metrics about student activity and progress, and if you’re actively using formative assessment resources in Star, then you’re receiving a continual flow of information. This information, if it is both regular and robust, provides a way to monitor student progress between your formal screening windows.

For example, districts that use Accelerated Reader and/or the myON digital reading platform receive a regular flow of information about student reading practice. If students are engaged in independent reading and are performing well on comprehension quizzes, there is little to be concerned about with regard to reading performance. Similarly, districts that use our Freckle ELA and Freckle Math programs receive ongoing insight into students’ activity and progress, both on independent practice and on teacher-assigned ELA and math activities.

In our previous blog, we explain how the skills checks included in the Star Assessment suite can aid in assessing students at the mastery level. These tools represent a granular level of formative assessment that perfectly complements the computer-adaptive tests (Star Early Literacy, Star Reading, and Star Math). Also, with the recent addition of Schoolzilla to the Renaissance family, data from our practice programs can be presented to administrators in intuitive and dynamic ways, as described in more detail below.

The ultimate question to determine whether you fall on this end of the continuum is, Do you feel that you have a regular, robust, and sufficiently specific flow of data about the daily/ongoing work of your students? If so, the three standard screening windows plus this flow of data from your practice programs is likely all that you need to monitor progress.

Option 2: Adding a fourth screening window

If you do not have a regular and reliable flow of data about students’ daily practice, you may instead want to rely a bit more on your interim assessment tools. One possible approach is referred to as “3+1,” where the three typical screening windows (fall, winter, and spring) are supplemented by an additional screening that occurs in late fall (e.g., early November), between the standard fall and winter screenings.

The rationale behind this approach is that it:

  1. Expands your ability to make proficiency projections in Star (some reports require a specific number of test administrations to generate projections).
  2. Provides an additional school-wide opportunity to plot students’ performance against important benchmarks.
  3. Is an additional early check to ensure that students aren’t sliding.
  4. Provides updated instructional planning information.

That said, our cardinal rule around assessing students with Star is, Do not give the assessment unless you are actively planning to review and act on the results. Before adding a fourth screening, you’ll need to ensure that your data team structure has the capacity to support reviewing and acting on the data created by an additional screening window. If it does, then “3+1” is an option for you. If not, then there’s no point in scheduling an additional screening.

Another option is a “+1” window that is limited to certain students or grades. Given common accountability requirements around grade 3 reading proficiency, for example, and given the disproportionately high number of reading Focus Skills covered in grades K–2, you might choose to add the “+1” screening only for students in grades K–3. You might also limit the “+1” screening to only those students who were below benchmark during fall screening and who were not placed in a formal intervention. The additional screening would help to ensure that these students are not slipping in terms of performance.

When adding an additional screening window, it is important that your standard screening windows do not shift drastically. The point of “3+1” is to get an additional round of screening in before the middle of the school year. This provides sufficient time and data to adjust instruction and address any gaps while there is still time to impact student outcomes.

Also, remember that Star’s Student Growth Percentile (SGP) score requires that tests be administered within certain windows. Keeping these windows in mind when building your assessment calendar is important for making use of this key growth metric.

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Putting it all together

We noted earlier that Schoolzilla is now part of the Renaissance family. We’re excited about this addition because Schoolzilla allows you to disaggregate data by multiple demographics, to monitor longitudinal trends, and to create specific groupings of students to monitor more closely, based on a variety of “risk factors” (e.g., no home internet access, chronic absenteeism, reading below grade level, etc.).

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For districts that do not already have platforms for data warehousing and visualization, Schoolzilla offers the ability to merge Renaissance data with the information in your student information system, state test data, and data from a variety of other systems for a comprehensive view of what’s happening across your district and in each of your schools.

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We began this discussion with a reference to medical analogies, and we’ve seen how progress monitoring is like the regular physical exams (“check-ups”) that are designed to manage different risk factors. Rick Stiggins (2014) takes this analogy one step further. He contends that the pre-service training teachers typically receive on assessment is “akin to training physicians to practice medicine without teaching them what lab tests to request for their patients, or how to interpret the results of such tests.” We hope that this discussion of progress monitoring has shed light on the best “lab tests” for your students, and has provided guidance on how to interpret the results.

In our next blog—the last in this series—we’ll explore some final questions about the 2020–2021 school year, including the appropriate benchmarks to use. We’ll also discuss the potential impact as schools consider multiple options for delivering instruction (e.g., all remote, all face-to-face, or a hybrid model), and we’ll explain how to disaggregate your data based on these factors.

References

Stiggins, R. (2014). Revolutionize assessment: Empower students, inspire learning. Thousand Oaks, CA: Corwin.

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TEA and Renaissance Partner to Provide Students Access to Thousands of Digital Books and News Articles this Summer https://www.renaissance.com/2020/06/23/news-tea-renaissance-partner-summer/ Tue, 23 Jun 2020 17:29:03 +0000 https://renlearnstg.wpengine.com/?p=47985 Students and families will have unlimited access to age-appropriate reading materials developed for pre-K through grade 12 WISCONSIN RAPIDS, Wis. (June 23, 2020) – Renaissance and the Texas Education Agency (TEA), today announced an initiative to provide students across the state access to thousands of digital books and daily news articles this summer. Through this […]

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Students and families will have unlimited access to age-appropriate reading materials developed for pre-K through grade 12

WISCONSIN RAPIDS, Wis. (June 23, 2020)Renaissance and the Texas Education Agency (TEA), today announced an initiative to provide students across the state access to thousands of digital books and daily news articles this summer.

Through this partnership, students and their families can read on the myON by Renaissance platform using a shared account. They will have unlimited access to enhanced digital books in English and Spanish, with optional reading supports like naturally-recorded audio, text-highlighting, and an embedded dictionary.

Daily news articles in English and Spanish with multimedia resources are also available on the platform. All news articles are reviewed by a child psychologist for age-appropriate content.

To read on myON, students just need the login credentials found on these student-friendly bookmarks, available in English and Spanish. Students can access myON on almost any device and even download up to 20 digital books at a time for offline reading.

“We couldn’t be more excited to work with educators across the great state of Texas,” said Chris Bauleke, CEO of Renaissance. “We’re thrilled that so many families and their children will get to experience myON for the first time this summer—helping parents keep their children engaged, learning, and prepared for fall.”


About Renaissance

As a global leader in assessment, reading, and math solutions for pre-K–12 schools and districts, Renaissance is committed to providing educators with insights and resources to accelerate growth and help all students build a strong foundation for success. Renaissance solutions are used in over one-third of US schools and in more than 100 countries worldwide. The Renaissance portfolio includes computer-adaptive assessments, for reliable, accurate insights into K–12 student learning; myIGDIs, for accurate assessment of early learning; myON, to increase students’ access to high-quality reading materials; Accelerated Reader, to support independent reading practice; Freckle, for teacher-led differentiated instruction; and Schoolzilla, to give educators actionable insights into trends in student attendance and achievement. For more information, visit www.renaissance.com.

Contact for Media Inquiries Only:

Ken Stoflet
Communications Specialist
Renaissance
(715) 424-3636 ext. 2332
ken.stoflet@renaissance.com

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Check for mastery: Closing gaps in student learning https://www.renaissance.com/2020/06/19/blog-check-for-mastery-closing-gaps-in-student-learning/ Fri, 19 Jun 2020 13:15:52 +0000 https://renlearnstg.wpengine.com/?p=47779 Is “mastery” a realistic goal in the new school year? If so, how can you measure it—and help your students achieve it?

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Note: This is the sixth in a series of blogs on using your assessment data to address learning gaps during the 2020–2021 school year.

As we noted at the outset of this series, you may feel as if you have more questions than answers about Back-to-School (BTS) 2020. Will you be able to safely reopen school buildings? How much will your students be affected by COVID-related learning loss? Will you have to make up all of the lost ground during the 2020–2021 school year? If so, where do you even begin?

This blog series is meant to help you answer these questions, providing insights and tips on planning for multiple school-opening scenarios, on gathering baseline data, and on preparing to meet students’ social-emotional needs. We also discussed a type of content unique to Renaissance—our Focus SkillsTM—which are the most essential reading and math skills at each grade level, based on your state’s learning standards. In our last blog, we suggested that concentrating instruction on Focus Skills will be critical for closing learning gaps in the new school year.

In this blog, we’ll continue this discussion by explaining why mastery is a realistic goal for every learner in the new school year. We’ll also consider the relationship between Focus Skills and mastery, and explain how you can best monitor and support each student’s journey toward mastery. Before we begin, we encourage you to explore the reading and math Focus Skills for your state, if you haven’t done so already. You can easily access Focus Skills online—along with a research brief describing how Renaissance identifies these essential skills—by clicking here.

Proficiency vs. mastery: What’s the difference?

A lot of time and ink have been devoted to discussions, white papers, policies, and practices related to proficiency and mastery, often treating these terms as if they’re synonymous. They are separate concepts, however. Proficiency refers to meeting grade-level benchmarks at specific points within the academic year. Reading proficiently by the end of third grade, for example, indicates that a student is at the right point along the journey.

By design, proficiency represents “good enough for now”—and that’s fine. We need clearly delineated checkpoints along the way to see whether students are progressing at an appropriate pace. Are we on the right track? If not, how do we pivot? But even when a student has reached a specific point along the journey, the eventual destination—mastery—may not yet have been reached.

In contrast to proficiency, the French gave us the word mastery, which is described as “intellectual command,” a confident, authoritative grasp of learning. What would the 2020–2021 school year look like if students became confident in their mastery of Focus Skills—confident to the point that they saw themselves as authorities, for example, on drawing lines of symmetry (a grade 4 Focus Skill), or applying context clues to recognize vocabulary (a kindergarten Focus Skill), or explaining the impact of the author’s word choice on the reader (a grade 7 Focus Skill)?

Why mastery is the goal

A discussion of Focus Skills and mastery is important because, as Lemov et al. (2012) point out, “If you are practicing one of those important skills—the 20 percent of skills that drive 80 percent of the results—don’t stop when your participants ‘know how to do it.’ Your goal with these 20 percent of skills is excellence, not mere proficiency.” Further, Lemov and his co-authors urge us to focus so that our students become “great at the most important things.”

This is how we will get students definitively back on track after the disruptions caused by COVID-19. Further, these skills will transfer well in the future. A continued focus on mastering the most critical skills continually prepares learners for what is to come.

So, how do we gauge students’ mastery of Focus Skills? Star Custom, which is part of the Star Assessments suite, is a mastery measure. By definition, a mastery measure focuses on a single skill and seeks to find each student’s level of mastery of that skill. Typical mastery measures, often called probes, are designed to gauge mastery quickly. Most often, scoring 80 percent (e.g., 4 out of 5 items answered correctly) indicates mastery. Granted, you may not be an authority at 80 percent, but you are well on your way.

Mastering the most critical skills

Because of the disruptions caused by COVID-19, many educators are facing questions they haven’t dealt with before. How can you best monitor the success of your remote learning activities? Are students still learning, even though they’re not physically in school? How do you monitor the efficacy of interventions?

Renaissance has been helping educators answer questions like these for a long time, and we’re here to support you during this global pandemic. Perhaps your district decided not to administer the Star Reading and Star Math tests remotely this spring or summer. You still have assessment options.

Several years ago, our customers asked us for a formative assessment tool to serve as a companion to the computer-adaptive Star tests. They told us, “We administered Star, so we know what to teach next, but we want to be able to measure what we just taught and set up a cycle of informed instruction.” We listened, and we created Star Custom in response. Currently, Star Custom includes skill checks for nearly all of the Renaissance Focus Skills—as well as for many non-Focus Skills. If you have the full Star Assessment suite, you have access to Star Custom.

Star Custom has items for nearly every skill on the learning progression, and teachers can create assessments for as many skills and standards as they’d like. As mentioned above, we have also created skill checks that can easily be discovered by teachers and assigned to students. These skill checks are mini-assessments of 5–7 questions that assess an individual skill, and many Focus Skills have multiple skill checks available. Teachers can use the Renaissance Planner to choose the skills they are teaching and to find both assignable resources and Star Custom skill checks to support instruction and assessment.

So, what does this process look like?

When students log in, they see the skill check(s) assigned to them, as shown below.

Star Custom student interface

A simple click starts the test, and students get immediate feedback when they finish. This is in line with research showing the important role of constructive feedback (e.g. Marzano et al., 2001; Rattan and Good, 2012). It also provides students with the opportunity to review their responses and learn from their errors.

Star Custom Instant Feedback

In fact, when students review, respond to, and learn from errors, assessment becomes another resource for learning. As Stiggins (2017) writes, assessment as a resource for learning is something done not to students but in partnership with them. “The inferences students make about themselves based on their interpretation of their assessment results are as important as decisions made by their teachers and school leaders,” he adds.

Monitoring progress toward mastery

Student results on Star Custom skill checks are immediately visible to teachers in multiple reports, including a detailed item analysis.

Star Custom Item Responses Report

Data from Star Custom also flows into Star’s mastery views and supplements the data from the computer-adaptive Star tests that is already there. However you use Star Custom, the data flows into the mastery view at the skill level, so you can monitor student mastery in real time and better tailor instruction to meet students’ specific needs—both at BTS 2020 and throughout the new school year.

Star Mastery Dashboard

Star Custom skill checks can be used to pre- and post-test students in order to assist teachers in determining the efficacy of an intervention or the success of a small-group lesson. Longer, teacher-created Star Custom assessments can measure the success of a unit of instruction or serve as a weekly review. The Skills Status Report allows you to monitor progress on the specific skills you have taught and assessed.

Star Custom Skills status report

For a quick overview of how to make the most of Star Custom, watch this short walk-through video:

Creating and assigning skill checks in Star Custom

Data and insights to close gaps in learning

This brings us to the final part of our discussion: Is mastery a realistic goal for the 2020‒2021 school year, given the ground that we’ll need to make up after this spring’s extended school closures?

In response to this question, picture a kindergarten student confidently leading her peers in the power of using context clues to recognize words. Or a grade 4 student having an “ah ha” moment after guiding her classmates to finally “get” symmetry and understand why it’s so important. Or a grade 7 student deep in debate, defending an author’s word choice—and using evidence from the text to support his argument.

Mastery is not only possible but absolutely critical for reversing COVID-related learning loss. Star Assessments—including Star Custom and Renaissance Focus Skills—provide tools and resources to support you and your students every step of the way. We fully acknowledge that BTS 2020 will present unique challenges—but we also believe there are clear steps you can take to help every student thrive.

In our next blog, we’ll take an in-depth look at student growth, including how best to measure growth in the new school year.

References

Marzano, R., et al. (2001). Classroom instruction that works. Alexandria, VA: ASCD.

Lemov, D., Woolway, E., & Yezzi, K. (2012). Practice perfect: 42 rules for getting better at getting better. San Francisco: Jossey-Bass

Rattan, A., and Good, C. (2012). “It’s OK—Not everyone can be good at math”: Instructors with an entity theory comfort (and demotivate) students. Journal of Experimental Social Psychology 48(3): 731–737.

Stiggins, R. (2017). The perfect assessment system. Alexandria, VA: ASCD.

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Renaissance Releases K–12 Focus Skills to Help Educators Predict and Mitigate COVID-19 Learning Gaps https://www.renaissance.com/2020/06/16/news-renaissance-releases-focus-skills-predict-mitigate-learning-gaps/ Tue, 16 Jun 2020 12:45:14 +0000 https://renlearnstg.wpengine.com/?p=47937 Focus Skills help educators identify and teach critical reading and math skills known to have the greatest impact on learning WISCONSIN RAPIDS, Wis. (June 16, 2020) – Renaissance, a global leader in pre-K–12 education technology, has released Focus Skills tailored for each state to help educators bring students up to speed quickly following the extended […]

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Focus Skills help educators identify and teach critical reading and math skills known to have the greatest impact on learning

WISCONSIN RAPIDS, Wis. (June 16, 2020)Renaissance, a global leader in pre-K–12 education technology, has released Focus Skills tailored for each state to help educators bring students up to speed quickly following the extended school closures caused by COVID-19.

Determined through extensive research to be the skills most critical for accelerating learning and closing learning gaps, Focus Skills unlock student understanding of key ideas in the subjects students are studying. Identified as key skills within Renaissance’s learning progressions—the path students take as they move from a novice to an expert level of understanding, according to the standards of each state—Focus Skills are essential for student progression and are prerequisites for learning future skills. Focus Skills are also transferrable skills that help students achieve success in adjacent domains and subjects.

Though the acquisition of any new skill affects learning, Focus Skills are the smaller subset of key building blocks that are vital for furthering learning. By prioritizing mastery of Focus Skills, educators can help students develop the essential knowledge and skills to move to the next level. To help educators create a triage plan for their students this fall to bring them up to speed, Renaissance has released a collection of Focus Skills assets, including:

  • Interactive visualizations of each state’s Focus Skills and domains, with the ability to drill down into specific skill details, offering quick insight into key skills students may have missed in previous years.
  • A research brief explaining the importance of Focus Skills and how they inform teachers as they decide how to best help students recover from learning disruptions and get back on track for the new academic year.

“When students return to school this fall, educators across the country will encounter the greatest diversity of skill levels they’re likely to have seen in their careers,” said Dr. Katie McClarty, VP of research and design at Renaissance. “Knowing which skills to prioritize will go a long way toward mitigating learning losses. We believe that Focus Skills will be a critical piece of making that work manageable and help us understand where students need additional support.”

Educators can access Renaissance’s Focus Skills at www.renaissance.com/focus-skills.

In addition to making Focus Skills widely available, Renaissance is conducting new research to answer questions like “Without summative testing data, what information do we have about how students performed this spring?” and “How will students perform when they come back to school in the fall?” The answers to these questions will shed greater light on the true impact of the COVID-19 pandemic on K–12 education.


About Renaissance

As a global leader in assessment, reading, and math solutions for pre-K–12 schools and districts, Renaissance is committed to providing educators with insights and resources to accelerate growth and help all students build a strong foundation for success. Renaissance solutions are used in over one-third of US schools and in more than 100 countries worldwide. The Renaissance portfolio includes Star Assessments, for reliable, accurate insights into K–12 student learning; myIGDIs, for accurate assessment of early learning; myON, to increase students’ access to high-quality reading materials; Accelerated Reader, to support independent reading practice; Freckle, for teacher-led differentiated instruction; and Schoolzilla, to give educators actionable insights into trends in student attendance and achievement. For more information, visit www.renaissance.com.

Contact for Media Inquiries Only:

Ken Stoflet
Communications Specialist
Renaissance
(715) 424-3636 ext. 2332
ken.stoflet@renaissance.com

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Focus your efforts: Identifying what matters the most https://www.renaissance.com/2020/06/12/blog-focus-your-efforts-identifying-what-matters-the-most/ Fri, 12 Jun 2020 13:22:07 +0000 https://renlearnstg.wpengine.com/?p=47777 Which skills are most critical at each grade level? Will focusing on these skills really help you to reverse learning loss?

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Note: This is the fifth in a series of blogs on using your assessment data to address learning gaps during the 2020–2021 school year.

Last January (which now seems like a lifetime ago), state education leaders, researchers, and teachers gathered for a summit focused on evidence-based strategies for reading instruction. A grade 3 teacher was among the summit’s panelists. She explained that in her first year of teaching, she poured over her interim assessment data and was alarmed at what she found: “I could see that the students were not learning to read, but I didn’t know what to do.” With support from more experienced colleagues, however, she discovered what to do: Identify the most critical skills for learning to read, and focus daily instruction there.

As you reflect on the many unknowns around Back-to-School (BTS) 2020, you may feel as if you’re facing another “first year of teaching”—but with one key difference. This time, you know exactly what to do. Over the course of this blog series, you’ve focused on using the basics of assessment to inform teaching and learning. You’ve remained flexible in considering varied school-opening scenarios, and in establishing baselines for measuring proficiency and growth. You’ve considered both the academic and the social-emotional needs of students, teachers, and the wider community.

Your focus has been unwavering, which is no easy task, because focus is more than simply paying attention. It is a state of mind.

Understanding states of mind

As Sood (2013) points out, we operate in two states of mind—default and focus. Both states are critical to survival. In the default state, you are attuned to everything (e.g., breathing, maintaining heart rhythm, sitting upright) while ready to spring into action when focus is required. When your brain is in the focus state, it engages your “task-positive network” and “mutes the dialogue” of some tasks, so that you are fully immersed in the present experience. In this mode, you have clarity, you have direction, and you get things done.

At this point in planning for BTS 2020, most educators are operating in the default state and attending to everything. For example, school leaders, teachers, parents, and the community are evaluating multiple onsite scenarios to return to school, as well as a collection of hybrid/blended “brick to click” or “click to brick” models. Further, as educators analyze the impact of varied remote learning experiences, they seek to understand which learners thrived and which ones did not. Educationally speaking, we are operating in default mode and attending to everything (with immense efficiency), yet are prepared to spring into action when focus is required.

Two ends of a continuum

In addition to considering where learning happens, how each student thrives requires concentrated focus. As you determine where students are in the context of grade- or course-level placement, what they know, and what they’re ready to learn, you’ll also need to consider approaches to remediate learning that was disrupted by the pandemic. Decisions about teaching and learning find focus within two ends of a continuum: providing instruction at grade level at a slower pace, with attention to prerequisite skills, scaffolding, and tutoring; or, meeting learners where they are with targeted instruction to close skill gaps.

Star Assessments, along with your knowledge of your data and classroom dynamics, provide information and resources to bring to light focal points for student learning. In this blog, we explore scenarios and provide strategies for doing just this—in other words, for designing instruction that’s focused on the most critical skills for accelerating student learning.

How do you know which skills are most critical?

The “backbone” of Star Assessments is an empirically validated learning progression for both reading and math. Mosher (2011) describes the idea of a learning progression in this way: “Kids learn. They start out by knowing and being able to do little, and over time they know and can do more.” In other words, learning to perform specific tasks happens in a somewhat consistent pattern, over a somewhat predictable amount of time. Mosher expands his discussion of learning progressions from what children know and can do to how their thinking becomes more sophisticated as they respond to instruction and experience both in and out of school.

Renaissance has been working with learning progressions in reading and math for over a decade, creating progressions for each state, country, or locality in which we work. Our content experts take each state’s or country’s educational standards and break them down into discrete, teachable skills. Then, working in consultation with leading authorities in reading and math, we organize these skills in the most ideal teachable order, so educators can help students move along the pathway to greater mastery, as shown in the following graphic.

Progresion de la lectura de Renaissance

Using Focus Skills to accelerate learning

Learning progressions show the steps between standards—the focus of day-to-day learning.
—Margaret Heritage

During the process of translating educational standards into discrete skills, we were able to identify a subset of skills that are fundamental to students’ development at each grade level. We refer to these as Focus Skills™.

The Renaissance process for identifying Focus Skills is profiled by Kirkup et al. (2014), who state that these skills meet one or more of the following criteria:

  • Are essential to the progression, involving concepts learners must master in order to move to the next step
  • Support the development of other skills, serving as prerequisites for skills to come
  • Reflect the emphasis of the curriculum

What about the non-Focus Skills? We recognize that acquiring any new skill impacts learning, but multiple studies have suggested that the typical grade-level list of standards represents more than can be taught in a single school year. To accelerate learning, we need to identify the most critical skills at each grade level, meaning those that drive the most student growth. As Fogarty, Kerns, and Pete (2017) note, “We have intuitively known that not all skills are created equal, but we often fail to consistently use that knowledge in our planning and prioritization.”

When you can easily identify the most critical skills, you know exactly where to focus instruction and resources to move students forward. Just as importantly, you also know the most critical skills from prior grade levels, which helps you to determine what to review and—when needed—what to set aside. The well-known Law of the Vital Few (also known as the Pareto Principle or the 80/20 Rule) is true for Focus Skills as well: 80 percent of the results come from 20 percent of “the knowledge acquired, or the skills developed, within a domain” (Lemov et al., 2012).

For BTS 2020, Focus Skills can become your “vital few,” with intense work on these skills producing the greatest returns in student learning. So, where can you see Renaissance Focus Skills? They’re highlighted on the Instructional Planning Report in Star Reading, Star Math, and Star Early Literacy. Teachers have the option of generating the Instructional Planning Report at the class level to identify the “vital few” for core instruction. Likewise, teachers can create instructional groups based on students’ Star data, and they can then run an Instructional Planning Report for each group. Finally, teachers may choose to run the Instructional Planning Report for individual students.

To see this process in action, let’s take the example of a grade 5 student named Michelle, who receives both grade-level instruction with scaffolding, and additional supportive instruction to address learning gaps. Michelle’s Star Reading score suggests the skills she’s ready to learn, which—in the state where she lives—are mostly at the grade 3 level. All of these skills are listed on Star’s Instructional Planning Report and are organized by domain, as shown below.

Star instructional planning report

Note that in the Key Ideas and Details (Informational Text) domain, Michelle is ready to work on three skills. However, the report clearly identifies the Focus Skill—Explain how key details support the main idea—that is essential to Michelle’s growth. In fact, we need to accelerate Michelle’s growth substantially this school year, to help her meet grade 5 expectations. Concentrating on the Focus Skills will be an important step in accelerating her learning.

In addition to running the Instructional Planning Report, you can also see Focus Skills in the Renaissance Planner. The Planner enables you to view more detailed information about each skill, including related academic vocabulary, prerequisites, state standards alignment, and grade-level domain expectations.

Skills details

Once you select a Focus Skill for a student, student group, or entire class, you can then use the Planner to access aligned resources to support instruction and practice, and to monitor student mastery. These resources include performance tasks and activities created by Renaissance, along with curated open educational resources (OERs) from Khan Academy, EngageNY, and other providers. Taken together, these resources help you to extend student engagement with Focus Skills beyond the classroom, and to support student learning wherever it occurs.

Where to find Focus Skills in Star Assessments

Closing COVID-19 learning gaps

Educators who use Star Assessments have multiple options for easily accessing Focus Skills. But given the urgency around reversing COVID-19-related learning loss, we’re making the full list of our Focus Skills available to all educators, parents, community members, and even students in an interactive, engaging format. We encourage you to dig into the reading and math Focus Skills for your state, and to see the distribution of Focus Skills across grade levels. Equipped with this knowledge, you can reasonably infer the grade levels with the greatest potential for student learning loss, as determined by the number of Focus Skills. You can also use these lists to identify the most critical building blocks of learning at each grade level, so you know where to focus your efforts for the greatest return in student growth.

We began this blog with the story of a first-year teacher who helped her students close gaps in learning by focusing on what matters the most. Now that you know the power of Focus Skills and how to access them both in Star Assessments and online, we hope you see why these skills will be so critical in the new school year—and the key role they can play in helping students make up lost ground resulting from this spring’s unexpected school closures.

In the next blog in this series, we’ll continue this discussion by focusing on the concept of student mastery—and why mastery is a thoroughly achievable goal in the 2020–2021 school year. To read this blog, click here.

References

Fogarty, R., Kerns, G., & Pete, B. (2017). Unlocking student talent: The new science of developing expertise. New York: Teachers College Press.

Heritage, M. (2017). Personal communication.

Kirkup, C., et al. (2014). Developing National Curriculum-based learning progressions: Reading. Slough: National Foundation for Educational Research. Retrieved from: http://www.renlearn.co.uk/wp-content/uploads/2014/03/developing-national-curriculum-based-learning-progressions-in-reading.pdf

Lemov, D., Woolway, E., & Yezzi, K. (2012). Practice perfect: 42 rules for getting better at getting better. San Francisco: Jossey-Bass.

Mosher, R. (2011). The role of learning progressions in standards-based education reform. CPRE Policy Briefs. Retrieved from http://repository.upenn.edu/cpre_policybriefs/40

Sood, A. (2013). The Mayo Clinic guide to stress-free living. Boston: Da Capo Press.

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Consider the whole child: The power of social-emotional learning https://www.renaissance.com/2020/06/05/blog-consider-the-whole-child-the-power-of-social-emotional-learning/ Fri, 05 Jun 2020 13:21:46 +0000 https://renlearnstg.wpengine.com/?p=47773 What emotional impact did the recent school closures have on students? Why will SEL be so critical in the new school year?

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Note: This is the fourth in a series of blogs on using your assessment data to address learning gaps during the 2020–2021 school year.

One of our Renaissance colleagues has an eight-year-old granddaughter named Lillian. After ten weeks of learning from home, Lillian engaged in the final assignments of the 2019–2020 school year: Watching a video of astronauts in the International Space Station experimenting with slime, observing clouds and determining their type, and participating in a class meeting via Zoom.

As Lillian’s co-teachers moved to the final item on the class meeting agenda—asking what the children had liked most about second grade—the meeting became more than academic. Students mentioned their teachers and friends. They talked about class events and reading time. Overwhelmingly, they talked about the STEM unit that required multiple tasks involving toilet paper. They seemed genuinely proud of their learning. After the giggles and goodbyes, the Zoom window closed.

“I don’t know why, but I’m sad,” Lillian reflected. “Is school over? Am I a third grader now?”

Why school is more than academics

Academic attainment is clearly at the heart of education, but school involves much more than academics. There are physical, social, and academic routines inherent in school that students, families, and the community embrace. Working within these routines, students develop independence, learn to manage a schedule, discover favorite writers, engage in debates, conduct experiments, solve problems, and help one another.

These routines are bookended by two significant rites of passage—the first day of kindergarten, which marks the start of K–12 education, and high school graduation, which marks its conclusion. Perhaps closing the 2019–2020 school year without typical routines and traditional rites of passage seems, to some students, families, and communities, incomplete.

Yet, kindergarten children did experience their first day of school in 2019, and high school seniors did graduate—some in very creative ways. Take, for example, leaders from 23 north Texas high schools, who worked in partnership with local businesses—particularly the Texas Motor Speedway—to host commencement ceremonies. While family members watched via livestream from their cars in the parking lot or from home, seniors walked Victory Lane to receive their diplomas. Other community, school, and business leaders engaged in equally unique solutions to honor students’ accomplishments.

Reason and the whole child

School leaders are preparing for multiple scenarios for Back-to-School (BTS) 2020, as well as for the potential for significant gaps in student learning. There will certainly be an intense focus on screening students to determine where they are academically, and to identify the best ways to accelerate their learning. Additionally, we’ll need to take a reasoned approach to assessment and learning expectations as we consider where students are affectively as well as academically.

What do we mean by “affect”?

The Collaborative for Academic, Social, and Emotional Learning (CASEL) describes social and emotional learning (SEL) as the process through which children and adults understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions. By design, CASEL focuses on both academic and social and emotional growth.

The relationship between the academic and the affective is, of course, not at all new. Euclid famously lectured Ptolemy about the emotional strength necessary to withstand the rigors of geometry, and Plato charged the community with taking an active role in education to bring up students of good character. A couple of millennia later, James Comer and his colleagues developed the Comer Process, focused on improving educational experiences of poor, minority youth via a positive school climate. The Comer Process established the foundation for present-day approaches to academic, emotional, and social growth.

Research on SEL has shown that specific attention to social and emotional competencies has a positive impact on students’ academic growth—especially when SEL is embedded in the curriculum and linked to content (Sparks, 2015; O’Conner et al., 2017). A helpful review of this research—along with questions to consider as you implement—is available at the Educational Endowment Foundation website.

Familiar instructional practices and routines—such as appropriate math challenges, science experiments, social studies discussions, a focus on creativity across the arts, opportunities for building up the physical body, and dedicated time for independent reading—all embed SEL competencies across the curriculum.

So, how does a consideration of SEL affect your fall assessment plans? Even with the urgency related to identifying and addressing learning gaps at BTS 2020, we’d be wise to “ease into” fall screening. Consider scheduling screening two or three weeks after the academic year begins, so students have time to absorb and become accustomed to new routines. Also, consider the potential impact of staggered school attendance and how this form of social distancing may impact screening windows. Working with smaller groups of students allows for more time to address the social and emotional needs of each child—but will also require more “hands on deck” for each course of study.

Resources to support the whole child in learning

Whether students return to school buildings this fall or continue to learn remotely, attention to students’ academic and emotional responses to assessment and learning should remain a central focus. As Stiggins (2017) points out, “A student’s emotional response to assessment results will determine what that student decides to do about those results: keep working or give up.”

After all of the COVID-19 “dragons” that we’ve collectively conquered over the past few months, we simply cannot allow students to “give up.” To help ensure they remain optimistic about learning, consider the following strategies, all based on SEL principles:

Use developmentally appropriate challenges to build community. One example of this is the 1, 2, 3, 4 math problem—also known as the Principal’s Math Challenge. The setup is simple: the building principal challenges students to write mathematical expressions for each number from 0–50, using only the numbers 1, 2, 3, and 4. All operations are permitted, but each number must be used—and can only be used once.

Students can work independently, with partners, or in teams to write the expressions. Once verified as accurate by other students or by the teacher, students submit their answers to the principal, who posts them publicly. The focus is on creativity in expressions, resiliency in finding multiple solutions, collaboration and sharing among peers, and celebrating achievement.

Ensure adequate time for independent reading. Reading provides another avenue to build social and emotional competencies. Reading fiction improves students’ ability to walk in other people’s shoes and flex their imaginations. Experiences we read about—whether in fiction or nonfiction—activate areas of the brain as if we were physically engaged in them (Clark, 2013). Independent reading builds vocabulary, knowledge, reading confidence, reading stamina, and social and emotion competencies related to empathy.

Renaissance’s What Kids Are Reading report is a helpful resource to support daily independent reading. In addition to listing the most popular books at each grade level (based on Accelerated Reader data), the report also highlights popular digital reads on myON and includes cross-curricular booklists that focus on SEL, the arts, social studies, and science.

Establish routines that promote inclusion and engagement. In response to the COVID-19 crisis, CASEL established a CASEL CARES website, with resources to support both distance learning and planning for BTS 2020. You may find their Three Signature Strategies document particularly helpful. The strategies are divided into three broad groups:

  • Welcoming/inclusion activities
  • Engaging strategies, brain breaks, and transitions
  • Optimistic closures

Here is an example of a welcoming/inclusion activity, appropriate for middle- and high-school students, based on a ritual used in the US Supreme Court. Each justice begins the workday by shaking every other justice’s hand. This makes a public statement that—despite strongly held differences of opinion—civility, respect, and personal connections are vital for getting the work done. Even in an era of social distancing, when literal hand-shaking may not be possible, creating a ritual and making a public statement that learning requires civility, respect, and personal connections brings greater importance to the tasks at hand.

In addition to these strategies, you’ll find ideas in a special report on SEL from Education Week. The report includes guidance from school leaders on implementing SEL to an even greater degree during the 2020–2021 school year. It also includes six commentaries, along with national survey data, describing how district, school, and classroom leaders view SEL and how a high school is embedding SEL into daily routines.

A recent article in NEA Today offers further guidance on making SEL a priority as we approach BTS 2020. Also, as Turner (2020) notes, Dan Siegel’s Hand Model of the Brain video is a must-see for every educator who’s engaged in BTS planning.

Connecting thinking and feeling

Let’s return to Lillian and her question about whether she’s really a third grader now.

Lillian has continued to think and talk about her second-grade experience, and she’s shared her frustration that she couldn’t “change why the school shut down.” Of course, none of us could change why school buildings had to close, yet we did work diligently in the hope that teaching and learning would continue. And in Lillian’s case, it did.

The topic of “slime in space” led to several discussions of polymers, gravity, and astronauts. Observing the clouds became a routine part of outdoor activities. Lillian comes from a family of educators, and school is almost part of her DNA. Although she was engaged, she still felt that something was missing from her virtual school experience. If Lillian felt this gap, imagine how students feel who experienced limited or no access to online learning, little engagement with peers, and no support from a caring adult. It didn’t take a pandemic to demonstrate that school involves more than academics; it also provides supports that many students count on to fill gaps in their daily lives. Every educator understands that learning is both a cognitive and emotional enterprise.

So, what conclusions can we draw?

BTS 2020 will need to focus—even more strongly than in previous years—on the whole child, the whole educator, the whole parent, and the whole community. Attending to the whole person in teaching and learning comes down to two essential questions:

  • Are you OK?
  • What did you learn today?

If students are OK, they are learning. If students are learning, they will be OK. As Antonio Damasio famously remarked, “We are not thinking machines. We are feeling machines that think.” As we look ahead to fall, let’s keep these two simple questions in mind—so we stay focused on what matters the most.

In our next blog, we’ll explore the related topic of identifying your instructional focus for fall. Specifically, we’ll discuss how to identify the most essential skills in each domain, so you can get the greatest return from every minute spent on instruction.

References

Clark, C. (2013). A novel look at how stories may change the brain. Retrieved from: http://esciencecommons.blogspot.com/2013/12/a-novel-look-at-how-stories-may-change.html

Damasio, A. (2010). Self comes to mind: Constructing the conscious brain. New York: Pantheon.

O’Conner, R., et al. (2017). A review of the literature on social and emotional learning for students ages 3–8: Characteristics of successful social and emotional learning programs. Retrieved from: https://files.eric.ed.gov/fulltext/ED572721.pdf

Sparks, S. (2015). Positive mindset may prime students’ brains for math. Retrieved from: https://www.edweek.org/ew/articles/2015/12/09/biological-evidence-found-for-mindset-theory.html

Turner, W. (2020). Social emotional learning: Not just for kids. Retrieved from: https://www.cultofpedagogy.com/sel-adults

Stiggins, R. (2017). The perfect assessment system. Alexandria, VA: ASCD.

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Get your baseline: Measuring proficiency and growth https://www.renaissance.com/2020/05/29/baseline/ Fri, 29 May 2020 13:19:45 +0000 https://renlearnstg.wpengine.com/?p=47745 Which data points should you collect now to prepare for Back-to-School? What should you consider when screening students this fall?

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Note: This is the third in a series of blogs on using your assessment data to address learning gaps during the 2020–2021 school year.

It’s shockingly quiet in most school buildings these days. The constant sound of voices and the continual movement of students and staff going from place to place have largely been replaced by silence. If we’re lucky, these conditions allow for a little more reflection than usual. If we take a few moments to envision and prepare for the potential academic realities we’ll face in the new school year, we’ll be a lot better off. As we noted in our first blog, multiple predictions about Back-to-School (BTS) 2020 have already been published. Will we see the dire “COVID-19 Slide” that some have predicted? If so, how significant will this slide be?

The authors of one recent analysis made some alarming predictions, based on the typical “summer slide” (Kuhfeld and Tarasawa, 2020). However, findings about the impact of summer learning loss actually vary widely. Koury (2019) noted that “the recent research on summer learning loss is quite mixed, with some studies showing significant loss and others finding little evidence” (emphasis added). Indeed, one of the authors of the aforementioned analysis acknowledged in 2018 that “there are significant gaps in our research about summer learning loss” (Kuhfeld, 2018).

This raises a further question: To what extent do recent school closures truly reflect the dynamics of a typical summer? During a typical summer, the majority of students are off from school and are not necessarily engaged in learning activities of any kind. During COVID-19, the majority of students have had learning continue in some form, whether online or with printed packets provided by their schools.

Another author recently mused about the potential academic impacts of COVID-19 by looking at longitudinal performance data around long-term school closures in Argentina, which were caused by extensive teacher strikes in the 1980s and 1990s (Barnum, 2020). The amount of time students were away from school had some parallels to recent events, but the context does not. The researcher who originally analyzed the Argentinian data echoes an idea we noted above, explaining that conclusions likely cannot be drawn because “the situation today is much different,” as schools “have online learning” that “would at least mute part of the negative results” (Jaume cited in Barnum, 2020).

Educational heroes of the COVID-19 era

In some ways, the dire decline in student performance that some have projected unintentionally belittles the tremendous efforts that so many educators have put forth to pivot to different learning activities. And this has been no small feat. Most schools have had an “all-hands-on-deck” sense of urgency to make sure that learning continues, despite the sudden school closures. During the spring of 2020, a massive amount of schoolwork was completed, often via distance learning, and social media feeds are rife with evidence that many parents are also actively involved in keeping things going for their children academically. There are even conversations about making this summer more academic than most.

It’s been a century since the last global pandemic. During this time, technology has transformed the world almost beyond recognition. We have more ways to support remote learning than ever before, and educators have made the most of these resources over the last few months to make this transition a reality. They are clearly among the heroes of the COVID-19 response.

An all-important first step

Let’s return to the dire predictions we discussed earlier. In a broad sense, the core of these predications is accurate: We will likely see lower test scores and a wider variance in scores when the new school year begins this fall. However, the magnitude of the impact is the primary unknown. There does not appear to be a viable way to predict the scale of the decline or the range of score variability with any degree of reliability.

Ultimately, however, these predictions do not matter. They will not change the realities we’ll face in the next academic year. Let’s not spend too much time wringing our hands over dire predictions; instead, let’s “control what we can control” and make plans for using our assessment data to guide teaching and learning in the new school year.

An excellent first step that school leaders can take right now is getting their hands firmly around their “baselines” for student proficiency and growth. In other words, take the time now to gather data you can use to compare performance during the more-typical BTS 2019 with the anything-but-typical BTS 2020. Before we can fully understand the new realities of the 2020–2021 school year, we must have a firm grasp of how things were going before the disruptions. These are our baselines.

Identifying metrics to compare

Most districts have key metrics on which they rely to make decisions and drive instruction, and there are valid reasons for using various scores. Some use Percentile Rank (PR) scores, while others favor Student Growth Percentile (SGP), Normal Curve Equivalent (NCE), Instructional Reading Level (IRL), Lexile level, Quantile measure, Grade Equivalent (GE), or—more likely—a combination of these.

Other districts may be less sure of which scores to consult. For those seeking guidance, we suggest that you have scores that provide each of the following:

  • A normative reference
  • A proficiency-based reference
  • A growth reference

Some type of normative reference is critical because it provides a position within a national sample. While many districts gravitate toward Percentile Rank (PR) because it’s considered intuitive, we’re suggesting the use of the Normal Curve Equivalent (NCE) score. This is a norm-referenced score similar to PR. The two scores are presented and interpreted quite similarly (both have a range of 1 to 99); the key difference is that NCE scores are based on an equal interval scale. This means that the difference between any two successive scores has the same meaning throughout the scale (e.g., 1 to 2, 49 to 50, 98 to 99, etc.).

NCE scores are particularly useful in making comparisons between different achievement tests and for statistical computations, such as determining an average score for a group of students. Depending on how scores are distributed, PRs could over- or understate any losses/gains, based on where students fall within the overall distribution. The equal-interval nature of NCE scores prevents this.

Another helpful reference is a proficiency-based score. Given that Star Assessments are statistically linked to most high-stakes tests, many of our customers use benchmarks tied to their state test performance levels when they view Star Screening Reports. Those reports, then, reflect data through the lens of likely performance on the eventual summative test, and they provide estimates of the number of students who fall above or below proficiency, as defined by the state.

Star screening report Arizona

Proficiency-based scores, which frame things through the lens of a school’s or district’s own students in relation to a criterion-based assessment, add an element not provided by normative scores. While an observation such as “we saw a 6-point drop in the average NCE score among incoming sixth graders” provides a helpful norm-referenced perspective, the proficiency-based score can provide additional insight, such as “we now have 32 more students falling below benchmark.”

Finally, it’s also important to have a reliable growth reference. Historically, many schools used a pre-test/post-test model, which is easily accommodated by Star’s Growth Report. But with the advent of Student Growth Percentile (SGP) scores—which are also clearly displayed on the Growth Report—many now look to this metric instead. SGP scores consider additional elements (e.g., the phenomenon of “regression to the mean,” comparing students to their true “academic peers,” etc.) that are not considered in a pre-test/post-test model, resulting in a more comprehensive measurement of student growth.

Star Growth report

Ensuring educational equity

Once you’ve identified the metrics that are representative of overall performance, the final step, if at all possible, is to disaggregate your data to check for any variances in performance by student subgroup. Many authors have suggested that our most disadvantaged students will be disproportionately impacted by the COVID-19-related school closures. In analyzing your data, you might find, for example, only a small dip in scores overall, but a more significant decrease for Free/Reduced Lunch students or for EL/ESL students. Understanding performance across subgroups is critical for ensuring equity.

Depending on how your Renaissance site was set up, you may or may not have imported the demographic information necessary to disaggregate scores by subgroup. The customization fields within Star reports support disaggregation when this demographic data is available.

Outside of Star, data platforms like Schoolzilla greatly facilitate this process.

Resources for getting started

So, how can you most effectively gather baseline data? We’ve created a Gather Insights from Star Assessments worksheet to help you identify the data you want to collect as a baseline for later comparison. We’ve also created two videos—one for teachers and principals, and the other for district administrators—that show you how to access and work with the relevant Star reports.

See where teachers and principals can access key metrics in Star

See where district administrators can access key metrics in Star

Of course, getting your baselines will help you prepare to meet students’ academic needs during the new school year. In the next blog in this series, we’ll discuss another critical component of planning for BTS 2020: the social-emotional aspect of student learning.

References

Barnum, M. (2020). The coronavirus double whammy: School closures, economic downturn could derail student learning, research shows. Retrieved from: https://www.chalkbeat.org/2020/3/24/21196123/the-coronavirus-double-whammy-school-closures-economic-downturn-could-derail-student-learning-resear

Koury, A. (2019). Do kids really lose their school learning during summer break? A researcher finds mostly not. Retrieved from: https://www.washingtonpost.com/health/do-kids-really-lose-their-school-learning-during-summer-break-a-researcher-finds-mostly-not/2019/08/02/207bf9d2-ac8c-11e9-8e77-03b30bc29f64_story.html

Kuhfeld, M. (2018). Summer learning loss: What we know and what we’re learning. Retrieved from: https://www.nwea.org/blog/2018/summer-learning-loss-what-we-know-what-were-learning/

Kuhfeld, M., and Tarasawa, B. (2020). The COVID-19 slide: What summer learning loss can tell us about the potential impact of school closures on student academic achievement. Retrieved from: https://www.nwea.org/content/uploads/2020/05/Collaborative-Brief_Covid19-Slide-APR20.pdf

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Be flexible: Have multiple plans for Back-to-School https://www.renaissance.com/2020/05/22/blog-be-flexible-have-multiple-plans-for-back-to-school/ Fri, 22 May 2020 13:10:05 +0000 https://renlearnstg.wpengine.com/?p=47701 How are other schools and districts planning for fall? Should you include remote test administration in your plans?

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Note: This is the second in a series of blogs on using your assessment data to address learning gaps during the 2020–2021 school year.

“Flexibility is nothing new for educators. It’s a way of life.”

This statement is from one of our Renaissance colleagues, a former district administrator who used to keep a green Gumby figure on her desk (a familiar and oh-so-flexible figure). But in our current environment, conversations about “being flexible” feel very different. As we look ahead to fall, we see a lot of unknowns—but we can be sure that the new school year will look very different from the “back to schools” we’ve experienced in the past.

Who had any idea how much change 2019–2020 would bring, and how quickly? In a matter of weeks, the academic year was transformed from something fairly typical into something we’ve never seen before. As schools suddenly closed, we all had to become very flexible very quickly—and with that flexibility, we became increasingly responsive.

To be sure, Back-to-School (BTS) 2020 won’t involve “business as usual.” Reopening schools will require flexibility in day-to-day operations, and responsiveness to student and teacher needs in a still-evolving learning environment. But with the right planning, we can establish reasonable expectations for accelerating student learning—which, in turn, will reassure both families and the community.

Planning for the unknown

With flexibility and responsiveness in mind, school and district leaders across the country are planning for multiple scenarios. In fact, many have a Plan A, a Plan B, and even a Plan C. For example, Eric Gordon, CEO of the Cleveland Metropolitan School District, has suggested options including staggered school days or extended hours to reduce class size. Michael Hinojosa, superintendent of the Dallas Independent School District, is looking toward a hybrid model where students participate in both distance and face-to-face learning. Just as a hybrid car switches between equally powerful fuel sources based on driving conditions, so instruction, assessment, and engagement would be equally powered by face-to-face and distance learning, as the content demands.

A responsive plan for BTS 2020 must also consider that the upcoming academic year—while challenging—will not necessarily be characterized by learning loss and educational despair, as some commentators have suggested. Eric Gordon, the Cleveland schools chief, recently noted that “just because a student would’ve learned something in eighth grade in a normal year doesn’t mean they can’t learn it in ninth grade in this new world.”

“New things will come out of this. We’re optimistic,” he added.

Answering critical questions

New practices and procedures will clearly be necessary for BTS 2020. Educational technology companies, like school and district leaders, must also focus on flexibility and responsiveness. As our Renaissance colleague Din Heiman writes, there has never been a time when educators and learners relied so heavily on technology. And at Renaissance, we’re responding.

How so?

The one absolute in all of this is the need—now more than ever—to quickly and efficiently ascertain where students are in terms of learning and achievement. While we can anticipate an appreciable amount of “learning loss” and larger gaps in performance due to recent school closures, we know what we need: Definitive answers about where students are and how we can move them forward in their learning.

While summative assessments have been cancelled and the use of interim assessment has dropped drastically this spring, when we face the challenges of BTS 2020, we will be anxious for and will desperately need the information that interim assessments provide.

The first step is familiar: Screen all students. In the fall of 2019, we called this “what we do at the beginning of every school year.” For BTS 2020, we now know to label this “screen-students-at-school” protocol “Plan A.” BTS 2020 also requires a “Plan B”—an option to administer Star Assessments remotely in order to understand where students are and where they need to grow.

In other words, you need a definitive starting point from which to design a reasonable plan to accelerate learning. We understand this, and we’re here to help.

Administering Star Assessments remotely

Beginning in March 2020, Renaissance initiated support for school and district leaders in the remote administration of Star. This support included guidelines and best practices to establish test fidelity, and resources for administrators and faculty. In addition, we provided districts with resources to share with families to ensure they understand why and how we are assessing their children—and guidelines for those who may be proctoring the remote test administration. Our best practices include video monitoring of students as they test (as modeled in the video below) and narrow test windows for each student.

We have updated these resources to ensure they remain relevant for summer and BTS 2020.

Video monitoring during a remote testing session

Staying strong in uncertain times

Flexibility requires great strength, but—as we noted in our previous blog—you already have tools and resources to accomplish this. Be flexible in planning, yet strong in purpose: To ascertain as quickly and efficiently as possible where your students are and how best to move them forward.

In physical endeavors, the greater your strength, the more you can relax your muscles while still maintaining force. This builds even greater flexibility, especially when working among extreme ranges of motion. Even though “relaxing” seems out of the question for BTS 2020, “maintaining force” is very much on point.

BTS 2020 holds the potential for extreme ranges in learning gains or losses, in day-to-day schedules, in equitable access to distance-learning tools, and to ongoing professional learning. In each case, we must remain flexible to the point that we can relax while still maintaining the force required to address each of these issues.

To support greater strength and flexibility, we’ll close with a list of six points to ponder as you plan for BTS 2020.

  • We’ll need to navigate a new normal: hybrid learning. What challenges does this model present? Training teachers, staggering schedules, and designing instruction are just a few. The first step is to envision multiple hybrid scenarios when developing your plans. The key to providing education in the new normal is reliable internet connectivity; equity and access are non-negotiable and must be part of every plan. What resources are available to your school or district to support expansion and accountability for hybrid learning?
  • We’ll need to rethink the “typical” school day. Supplying personal protective equipment (PPE) and developing health protocols will be coordinated with state and local health officials as part of a unified public-health strategy. Social distancing is a complex challenge. Hybrid learning can be utilized, but the entire community will be involved in daily life changes. Solicit input from all groups for support. Bus transportation, meal provision and delivery, and extracurricular activities will likely need to be restructured.
  • We’ll need to group students in new and different ways. As you assess students upon return, think of innovative ways to group them. Perhaps low-scoring third graders could be grouped with high-scoring second graders. How would this play out in secondary schools? This could be your initial step to implementing a mastery model, and Renaissance is here with mastery data for you.
  • We’ll need to be ready for curriculum challenges throughout the school year. Meeting students where they are requires intervention and enrichment activities, but this is what you do every day, in every school year. Renaissance provides Focus Skills to help you narrow instruction by grade level and domain, so students acquire foundational knowledge to move forward. Request teacher input on cross-curricular instruction. Is it possible to blend math with science? Social studies with ELA? We offer ideas for cross-curricular connections in the 2020 edition of the What Kids Are Reading report.
  • We’ll need to prepare for periodic school closures. One of your scenarios should address seamless transfer of instruction from classroom to online learning. Depending on the length of these closures, consider remote administration of Star Assessments, with uninterrupted progress monitoring.
  • We’ll need—more than ever—to inspire confidence in our learners. Regardless of whether school buildings reopen, begin the new school year by checking each student’s “vital signs.” Offer reassurance and confidence that educators are ready to support each learner as you assess what each one needs for academic success—and for social and emotional well-being.

In our next blog, we’ll continue the discussion by addressing the next key step: getting each student’s baseline for BTS 2020. Once you’ve established your starting point and identified students’ instructional needs, you can move more quickly into planning high-impact daily instruction.

References

Ayala, E. (2020). What will school look like in August? Not business as usual, Dallas superintendent says. Retrieved from: https://www.dallasnews.com/news/education/2020/05/04/what-will-school-look-like-in-august-not-business-as-usual-dallas-superintendent-says/

Bailey, J., & Hess, F. (2020). A blueprint for reopening this fall: What will it take to get schools ready? Retrieved from: https://www.edweek.org/ew/articles/2020/05/01/a-blueprint-for-reopening-this-fall-what.html

Chappuis, J. (2015). Seven strategies of assessment for learning. 2nd ed. New York, Pearson.

Gonser, S. (2020). School leaders debate solutions for an uncertain 2020-21. Retrieved from: https://www.edutopia.org/article/school-leaders-debate-solutions-uncertain-2020-21

Heiman, D. (2020). Nobody designed edtech tools for this crisis. Here’s why yours must evolve. Retrieved from: https://www.edsurge.com/news/2020-05-05-nobody-designed-edtech-tools-for-this-crisis-here-s-why-yours-must-evolve

Krouse, P. (2020). What might your child’s school look like when it reopens? Retrieved from: https://www.cleveland.com/news/2020/04/what-might-your-childs-school-look-like-when-it-reopens.html

Ralph, M. (2020). Teaching strategies of award-winning online instructors. Retrieved from: https://www.edutopia.org/article/teaching-strategies-award-winning-online-instructors

Zalaznick, M. (2020). Online? In-person? How fall 2020 is taking shape for schools. Retrieved from: https://districtadministration.com/online-in-person-how-fall-2020-is-taking-shape-for-schools

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Renaissance Offers Summer Resources to Ensure Continuous Learning https://www.renaissance.com/2020/05/19/news-renaissance-summer-resources-ensure-continuous-learning/ Tue, 19 May 2020 13:27:26 +0000 https://renlearnstg.wpengine.com/?p=47662 The global edtech leader’s reading and math programs, on-demand webinars, and resources will help school leaders and educators keep students engaged, learning, and prepared for fall WISCONSIN RAPIDS, Wis. (May 19, 2020) – Renaissance, a global leader in pre-K–12 education technology, today announced the release of its list of curated summer resources to help school […]

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The global edtech leader’s reading and math programs, on-demand webinars, and resources will help school leaders and educators keep students engaged, learning, and prepared for fall

WISCONSIN RAPIDS, Wis. (May 19, 2020)Renaissance, a global leader in pre-K–12 education technology, today announced the release of its list of curated summer resources to help school leaders and educators ensure continuous learning during the summer months. The offerings range from customizable toolkits to on-demand webinars to virtual professional development options.

To help navigate remote learning together, several Renaissance programs can be used at home over the summer months:

  • Accelerated Reader provides more than 200,000 quiz titles to choose from, so students can continue to grow as lifelong readers throughout the summer.
  • Freckle Premium helps students build their math, ELA, social studies, and science skills through engaging practice and activities.
  • myON provides students 24/7 access to thousands of digital books and age-appropriate news articles.

Educators can gain insight into their students’ reading and math progress virtually through reports and unlimited access to supplementary assignments. To further support district leaders and educators who are grappling with student learning loss, Renaissance is offering on-demand webinars that detail best practices for each program and tips for this summer.

“As districts across the country forge ahead with a remote learning model that may well extend to the 2020–2021 academic year, we’re putting our programs and expertise at their disposal,” said Todd Brekhus, the chief product officer at Renaissance. “In these uncertain times, we’re dedicated to moving education forward by strengthening the access to quality, learning tools and the connection between schools, parents, guardians, and students.”

In addition, Renaissance has resources available to help school leaders and educators navigate the CARES Act, a financial aid grant, and other COVID-19 funding opportunities, along with government and nonprofit funding sources to ensure students are set up for success this summer.

To access Renaissance’s summer resources, visit www.renaissance.com/summerlearning/.


About Renaissance

As a global leader in assessment, reading, and math solutions for pre-K–12 schools and districts, Renaissance is committed to providing educators with insights and resources to accelerate growth and help all students build a strong foundation for success. Renaissance solutions are used in over one-third of US schools and in more than 100 countries worldwide. The Renaissance portfolio includes Star Assessments, for reliable, accurate insights into K–12 student learning; myIGDIs, for accurate assessment of early learning; myON, to increase students’ access to high-quality reading materials; Accelerated Reader, to support independent reading practice; Freckle, for teacher-led differentiated instruction; and Schoolzilla, to give educators actionable insights into trends in student attendance and achievement. For more information, visit www.renaissance.com.

Contact for Media Inquiries Only:

Ken Stoflet
Communications Specialist
Renaissance
(715) 424-3636 ext. 2332
ken.stoflet@renaissance.com

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Using qualitative data to improve student outcomes https://www.renaissance.com/2020/05/18/blog-using-qualitative-data-to-improve-student-outcomes/ Mon, 18 May 2020 16:12:00 +0000 https://renlearnstg.wpengine.com/?p=63261 Are our students learning successfully? Are they ready to learn in terms of well-being and mental health? Prior to the COVID-19 pandemic, teachers and leaders would likely have been able to answer these questions by referring to quantitative data—data such as: However, when teachers don’t have immediate access to test scores or performance-based measures, they […]

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Are our students learning successfully? Are they ready to learn in terms of well-being and mental health? Prior to the COVID-19 pandemic, teachers and leaders would likely have been able to answer these questions by referring to quantitative data—data such as:

  • Test scores
  • Number of student absences
  • Number of behavior incidents
  • Other numerical sources

However, when teachers don’t have immediate access to test scores or performance-based measures, they can rely on qualitative data to help answer these questions.

Let’s explore this point.

What is qualitative data?

Qualitative data is any type of data that can be observed and described non-numerically (generally by using words or letters). The results are used to gain insights about the experiences or beliefs of certain groups or individuals.

In traditional settings, examples of qualitative data in education include:

  • Observations
  • Journal entries
  • Document analyses
  • Interviews
  • Focus groups

In a remote learning environment, qualitative data could expand to include:

  • Check-in records
  • Notes from students
  • Personal surveys about well-being
  • Observations from online classes and conferences

Qualitative data are crucial to monitoring students’ learning and well-being—and might be the main data sources that we’re able to obtain from students at the moment. In this light, what are some practical tips on how to go about using and organizing qualitative data?

preteen boy on tablet

Examples of qualitative data in education

Qualitative data in education can come in many forms and is often collected through various methods. Here are some qualitative data examples in education:

  1. Student and teacher interviews. Interviews with students and teachers can provide rich qualitative data about their experiences in the classroom, including their perceptions of teaching and learning, their attitudes toward different subjects, and their views on school culture and climate.
  2. Classroom observations. Observations of classroom activities and interactions can provide valuable qualitative data about teaching practices, student engagement, and the learning environment. These observations can help identify improvement areas and inform decisions about instructional strategies.
  3. Focus groups. Focus groups with students, parents and guardians, or teachers can provide qualitative data about specific topics or issues, such as student motivation, parent involvement, or teacher professional development needs.
  4. Open-ended surveys. Surveys that allow for open-ended responses can provide qualitative data about student and teacher perceptions of teaching and learning, school culture and climate, or specific instructional strategies.
  5. Student work samples. Student work samples can provide qualitative data about student learning and progress over time, as well as insights into student thinking and problem-solving strategies.
  6. Case studies. Case studies of individual students or classrooms can provide in-depth qualitative data about specific teaching and learning practices, including student engagement, motivation, and learning outcomes.

Overall, qualitative data in education can provide rich and nuanced insights into the complex dynamics of teaching and learning and can inform decision making at the classroom, school, and district levels.

Are screeners qualitative data?

Screeners can provide both qualitative and quantitative data, depending on the type of screener used. Screeners are typically used to identify students who may need additional support or interventions in academic or social-emotional areas.

Some screeners may be more quantitative, involving standardized assessments or surveys that produce numerical scores or ratings. These types of screeners can provide data that is more easily analyzed using statistical methods and can provide a clear understanding of how students are performing relative to their peers—either academically or in terms of social-emotional behavior.

Other screeners may be more qualitative, involving open-ended questions or observations that provide more descriptive information about students’ strengths, challenges, and needs. These types of screeners can provide more nuanced information about students’ experiences, and can help educators to identify specific areas where support may be needed.

Overall, screeners can provide valuable data for educators to identify students who may need additional support or interventions. Whether the data is qualitative or quantitative, it can be used to inform decisions about:

  • Instructional strategies
  • Individualized support
  • Overall program planning

Providing qualitative data for educators

Improve academic outcomes by making data-driven decisions with resources from Renaissance.

5 ways to get started using qualitative data to support students

Qualitative research can be time-consuming and requires careful planning and execution. However, the insights gained from qualitative data can be invaluable in improving teaching and learning.

Here are five suggestions on how to get started:

#1: Create a common method of gathering & recording data

Having a general consensus among your team about how to approach the data collection process is essential. Do you want to perform personal surveys or compare observation notes?

Having an agreed-upon method will allow you to establish a set standard of performance and be consistent in the analysis and interpretation of the data. Also, decide on a common form within a platform to which all collaborators have access (e.g., a shared Google Drive or folder).

Whichever option you choose, enable your collaborators to have easy access and add input as needed to make decisions regarding next steps.

#2: Develop a protocol for red flags

Ensure there’s a process in place for responding to any glaring concerns about the data. For instance, who needs to know if a student self-reports that he’s feeling severely depressed and is at risk for self-harm? Does this incident require the attention of a school counselor or principal?

Having the right protocol in place for escalation will make it easier when multiple parties need to be involved.

It’s also crucial for all school staff members to be familiar with the risk factors and warning signs of harmful behavior, and work towards creating a safe environment for students to share information.

#3: Discover trends based on your current data

Collecting the data is just the first step. Next, you’ll need to interpret the results.

When reviewing the data, what patterns or trends can you identify? What does the data tell you about the needs of students right now?

Looking closely at your data, you might discover that students need more or different supports than you had been expecting. Perhaps it’s increased opportunities for collaboration, more informal meet-ups, or new motivations to re-engage with learning.

A major factor for success in any learning environment is being able to adapt quickly and pivot if necessary.

#4: Use the data to plan ahead

Use your data now to plan for the upcoming school year. See what adjustments you can make over the summer to better prepare for supporting students this fall, whether they’re returning to school buildings or continuing to learn remotely.

Perhaps the qualitative data is showing a higher number of students being impacted by trauma related to the pandemic. Convene with your team to decide whether it’s time to invest in more professional development or hire more specialized staff.

#5: Make sure it lives with other whole child data

Qualitative data should not exist in a vacuum or silo. Ideally, your platform should be able to house all of your students’ academic, behavioral, social-emotional, and cultural data in one place—including both quantitative and qualitative data.

This will allow you to review all of the pieces together to get a more complete picture of each student. You’ll be able to observe social-emotional data alongside performance measures, providing you with a better indicator of overall student health.

If your system doesn’t currently allow for a whole-child view of your students, talk to your team and/or administrators to determine if this is an issue that could be resolved before the start of the new school year.

Renaissance: Bringing together quantitative and qualitative data

To sum up, qualitative data provides critical insights into your students’ needs. When documented correctly, the data can live as part of the whole child picture and be analyzed like any other data.

Qualitative data can also help you align resources now and strategize for the coming year in terms of programming, professional learning, and more.

Renaissance’s eduCLIMBER platform provides a holistic view of the whole child, including quantitative and qualitative academic, social-emotional learning, behavioral, and intervention data. With eduCLIMBER, you can easily and accurately identify student needs in real time through current and historic data that shows where each student may be struggling.

Connect with an expert to learn more about eduCLIMBER and other Renaissance solutions built for today’s classrooms.

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Remember the basics: An assessment plan for Back-to-School 2020 https://www.renaissance.com/2020/05/15/blog-remember-the-basics-an-assessment-plan-for-back-to-school-2020/ Fri, 15 May 2020 15:16:52 +0000 https://renlearnstg.wpengine.com/?p=47464 Will students experience a “COVID-19 Slide”? If so, what are the best steps you can take to reverse this?

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“It’s difficult to make predictions—especially about the future.”

This line—which has been attributed to Mark Twain, Yogi Berra, and Samuel L. Goldwyn—certainly holds true today, when there’s no shortage of predictions about what we can expect for Back-to-School 2020. After cutting through all the noise, two key ideas stand out: (1) That fall 2020 grade-level cohorts will enter school behind cohorts in previous years; and (2) That learning gaps will almost certainly have widened.

Once we accept these predictions, our minds immediately shift to the implications. How will we help students to catch up? Will we have to make up all of the lost ground during the 2020‒2021 school year? Should we begin the new year by focusing exclusively on reviewing content from the previous grade-level? If so, what current grade-level content will we cut to make time for this? Which grade levels and subject areas will be impacted the most? And how can we possibly prepare for all of this?

If you feel overwhelmed while thinking about these questions, you’re not alone. We know that emotions and stress impede cognitive functions, causing us to shut down. Now more than ever, it’s important to remember the old saying: “Just breathe!”

Finding stability in uncertain times

Reminding ourselves to breathe may seem strange, but people who are experiencing stressful situations often need to be reminded of just this. Overwhelmed by sudden events and the loss of control, they become cognitively overloaded and shut down, unable to do things that were previously automatic. And for most of us, recent events have been overwhelming (to say the least). In the short term, we struggled to create a “new normal” in which teaching and learning could continue. Now, with state summative tests cancelled and buildings closed for the remainder of the school year, we’re beginning to wonder what lies ahead. What will fall 2020 look like? How will it differ from the “normal” back-to-school (BTS) period we’re familiar with? How will we adapt to what we find?

If we tune out the endless drone about “the great unknown,” we can find a basic message that’s as fundamental as “Just breathe.” As educators, we already have tools and resources to deal with any eventuality—and to help us to meet our learners where they are.

Yes, it’s likely that many students will be behind in the fall, but we have ways to address this.

And yes, there will likely be a lot of variance in student performance this fall, but no teacher has ever taught a class where every learner is at precisely the same level, and we have ways to address this as well.

And now for some good news…

For more than a decade, schools across the country have been using the assessment tools and implementing the decision-making frameworks—namely, RTI and MTSS—that they need to deal with any eventuality, even those that await us post-COVID-19. BTS 2020 will clearly bring new challenges, but we do not need to search out new tools and processes to address them. On the contrary, we need to rely even more heavily on our interim assessment tools and RTI/MTSS-based decision-making frameworks—and implement them with an even higher degree of fidelity.

Both new and long-time users of Star Assessments will find themselves well supported for BTS 2020. Star Assessments are highly reliable and valid for both screening and progress monitoring. Plus, their detailed learning progressions, developed specifically for each state, provide extensive information to support instructional planning, whether students are performing at, above, or below grade level.

Immediately after screening students, educators are able to see how they’re performing against school, district, or state benchmarks. Star users with historical data will also be able to compare their students’ performance to prior years, revealing the extent of any “COVID-19 slide.”

One of our Renaissance colleagues recently used the term “instructional triage” to describe the heightened sense of urgency educators will feel once they’ve reviewed their fall screening data. How will students perform after so much time away from school? What specific support will they need?

The similarities between RTI/MTSS models and medical triage have been noted before. In fact, the screening aspect of RTI/MTSS models closely parallels medical triage, which involves assigning degrees of urgency in order to meet the most critical needs. Although we’ll have a greater sense of urgency for BTS 2020, and although we’re likely to uncover a wide range of student needs, the fundamental process remains the same.

Assessment + aligned resources = We’ve got you covered

To fully understand the power of Star Assessments, it’s important to recognize the value of the instructional resources that are included in the program. Thousands of quality open educational resources (OERs) are indexed to the skills in Star’s learning progressions for reading and mathematics. As a result, Star not only identifies the areas that are appropriate for instruction but also provides educators with an extensive library of resources (lesson plans, activity ideas, performance tasks, etc.) to address the specific student needs identified by the assessment.

We’ve added many new features to Star over the past several years, and we know that in order to make the best use of Star to meet your students’ needs, you need to fully understand all that Star has to offer. To provide you with this ongoing support, we’re launching this series of blogs that will provide step-by-step guidance for using Star throughout the 2020‒2021 school year.

Topics we’ll address in future blogs include:

  • How to compare BTS 2020 screening data to previous years in order to gauge the effect of the “COVID-19 Slide”
  • How to identify the skills that are most critical to your students’ academic success
  • How best to track students’ mastery of these skills
  • How to monitor progress and growth throughout the new school year

As noted above, the first step in dealing with a stressful situation is to go back to the basics. The first step for BTS 2020 will involve a similar turn: Screening students at key points during the school year, then using the screening data to prioritize delivery of services, and then regularly monitoring progress.

In the next blog in this series, we’ll take an in-depth look at the unique dynamics that BTS 2020 will present, and we’ll discuss options for administering Star Assessments remotely—in the event that “back to school” does not involve a return to the school building.

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Considerations for remote testing https://www.renaissance.com/2020/04/30/blog-considerations-for-remote-testing/ Thu, 30 Apr 2020 18:17:23 +0000 https://renlearnstg.wpengine.com/?p=47392 Should we be assessing our students during this time of school closures? Because Renaissance is one of the nation’s leading K–12 assessment providers, it was inevitable that we would receive this question during the spring of 2020. With school buildings shuttered but learning activities continuing, many school and district leaders have reached out to us […]

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Should we be assessing our students during this time of school closures?

Because Renaissance is one of the nation’s leading K–12 assessment providers, it was inevitable that we would receive this question during the spring of 2020. With school buildings shuttered but learning activities continuing, many school and district leaders have reached out to us to ask whether Star Assessments can be administered remotely.

From a technical perspective, the answer is: Absolutely. With appropriate internet protocol (IP) restrictions lifted, Star Assessments can be administered in a remote learning environment. The more nuanced considerations, however, are why schools would or would not want to administer the tests remotely, and how the results from a remote administration might be impacted.

Let’s begin with the reasons why some schools have considered remote administration of Star. During regular school operations, data from Star is used for a variety of purposes, including formal progress monitoring of interventions and program placement. With the dropping of most federal- and state-mandated testing requirements for spring 2020, many of these considerations have fallen by the wayside—yet many educators still have a fear of missing out on something. They ask, in particular, about scores like Student Growth Percentile (SGP) and specific Star reports they rely on that require that tests be taken within certain time windows.

What would a school gain from testing remotely this spring? With a spring test administration, schools would have the following for students:

Winter to Spring and Fall to Spring SGP scores. As growth scores based on detailed calculations, SGPs require tests to be administered within specific timeframes, as shown in the graphic below. If no tests occur in the Spring timeframe, generating Winter to Spring and Fall to Spring SGP scores becomes impossible. (A potential workaround, however, is discussed below.)

SGP testing timeframes

Forecasts of high-stakes test performance. Educators use Star to forecast student proficiency on a variety of high-stakes tests—including state summative tests, the ACT, and the SAT. These projections can be generated at any point during the school year, but if a Star test occurs, say, six months before the state summative test date, Star can only make a projection by assuming typical student growth over the six months until the high-stakes test is administered.

Many educators prefer to have a Star test administration much closer to the date when the high-stakes test would have occurred, minimizing the need of any statistical projections of typical student growth.

Instructional planning information. Once a Star test is administered, educators can access detailed reports showing the specific skills that individual students—as well as groups and entire classes—are ready to learn next.

Star Instructional planning reports

However, instructional planning information based on a test that was administered yesterday is one thing; information based on a test that was administered three months ago is something very different. When there is a gap between the testing date and the request for instructional planning information, Star assumes typical growth and adjusts the recommendations accordingly.

To the extent that what is occurring with your students now is or is not “typical,” instructional planning recommendations based on a Star test given months ago risk becoming a bit stale.

Now that we’ve reviewed these points, it’s worth pointing out that the opposite is also true: If schools do not administer Star tests during the spring timeframe (April 1–July 31), they risk missing out on the above information.

Knowing that SGP scores are of particular interest to many educators, we will note that if your students tested in the regular Fall and Winter windows, you will have a Fall to Winter SGP for 2019–2020: in other words, an SGP score for the first half of the school year, which was fairly typical.

Then, when students return to school this fall, you will be provided with a Fall to Fall SGP that will depict growth across the full academic year and the summer. Comparing the fairly normal period (Fall to Winter) to the whole, disrupted one (Fall 2019 to Fall 2020) will provide some insight on the extent to which student growth was impacted by school closures.

Of course, to ensure all key metrics are available to you in the fall, it is advisable to save hard copies now of key Star reports that list SGPs. You’ll find helpful information on this topic, including a list of the relevant Star reports, by clicking here.

Additional remote testing considerations

Beyond the functional nuances of Star discussed above, we must also consider current conditions. Most schools have rarely—if ever—administered Star Assessments remotely, so the following key questions come into play:

  • Will all students have access to a testing environment that will be controlled and free of distractions?
  • Do all students have internet connectivity and access to a device that meets the technical requirements for administering a Star test?
  • Have you consulted all stakeholders who need to be involved in the decision-making process regarding testing students remotely?
  • Do you have processes in place to ensure fidelity of testing in a remote setting?

These and other considerations are covered in our remote testing guide for administrators, but the ultimate question may be this: Does the benefit of having spring assessment data outweigh the time and effort needed to administer the test with fidelity?

Finally, any consideration of remote testing must also acknowledge that, given these atypical testing conditions, there is likely to be greater variability in test results. Some students will inevitably test with distractions, and others will receive more outside assistance than appropriate. While scores from a remote administration can be an informative data point, we should not interpret them too rigidly through the lens of traditional norms. Norms suggest controlled conditions and, clearly, much of education has been disrupted this spring.

Conversations about whether to test remotely are not unique to Renaissance or to Star Assessments. Every assessment provider from preschool through university and professional levels is similarly advising its customers. Some have even gone so far as to say that their assessments are absolutely not available for remote administration. At Renaissance, we believe that the decision of whether to test is one that belongs with the school and district administrators who are using Star. You know your specific needs and your capabilities far better than we do, and we stand ready to support you with advice and resources to support your successful use of Star Assessments, no matter which decision you ultimately make.

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Renaissance Offers Support for Students, Guardians, and Educators with Free Remote Learning Resources https://www.renaissance.com/2020/04/09/news-renaissance-free-remote-learning-resources/ Thu, 09 Apr 2020 14:35:00 +0000 https://renlearnstg.wpengine.com/?p=47167 Renaissance is providing complimentary math and literacy programs, increased customer support, on-demand webinars, and much more WISCONSIN RAPIDS, Wis. (Apr. 9, 2020) – Renaissance, a global leader in pre-K–12 education technology, today highlighted support efforts for students, guardians, and educators navigating the challenges of remote learning and school closures due to the COVID-19 pandemic. To […]

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Renaissance is providing complimentary math and literacy programs, increased customer support, on-demand webinars, and much more

WISCONSIN RAPIDS, Wis. (Apr. 9, 2020)Renaissance, a global leader in pre-K–12 education technology, today highlighted support efforts for students, guardians, and educators navigating the challenges of remote learning and school closures due to the COVID-19 pandemic.

To ensure continued access to Renaissance programs and familiarize guardians with the programs that their children use in the classroom, Renaissance has created and curated several live and on-demand webinars, implementation guides, and other at-home resources. Resources are being added to the dedicated webpage each week and changing based on feedback from customers.

In addition, Renaissance is working with individual schools and districts to make the most of their current Renaissance programs—and to introduce them to new ones—to support remote learning.

Renaissance is encouraging customers and non-customers to explore Freckle, a free online program that allows students to practice both math and ELA at their own level from home. Educators can also use Freckle to assign practice in math, ELA, social studies, and science to engage an entire class remotely.

“These are unprecedented times for us all,” said Chris Bauleke, CEO of Renaissance. “While the safety of our employees and customers is the top priority, we’re committed to providing meaningful resources to ensure continued learning outside of the classroom.”

To access Renaissance’s at-home resources, head to www.renaissance.com/renaissance-at-home/.


About Renaissance

As a global leader in assessment, reading, and math solutions for pre-K–12 schools and districts, Renaissance is committed to providing educators with insights and resources to accelerate growth and help all students build a strong foundation for success. Renaissance solutions are used in over one-third of US schools and in more than 90 countries worldwide. The Renaissance portfolio includes Star Assessments, for reliable, accurate insights into K–12 student learning; myIGDIs, for accurate assessment of early learning; myON, to increase students’ access to high-quality reading materials; Accelerated Reader, to support independent reading practice; Freckle, for teacher-led differentiated instruction; and Schoolzilla, to give educators actionable insights into trends in student attendance and achievement. For more information, visit www.renaissance.com.

Contact for Media Inquiries Only:

Ken Stoflet
Communications Specialist
Renaissance
(715) 424-3636 ext. 2332
ken.stoflet@renaissance.com

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Renaissance Named 2020 SIIA CODiE Finalist in Four Categories https://www.renaissance.com/2020/04/07/news-renaissance-2020-siia-codie-finalist-four-categories/ Tue, 07 Apr 2020 13:33:52 +0000 https://renlearnstg.wpengine.com/?p=47155 Star Assessments, myON, and Schoolzilla all earn prestigious industry recognition. WISCONSIN RAPIDS, Wis. (Apr. 7, 2020) – Renaissance, a global leader in pre-K–12 education technology, is proud to announce that three of the organization’s products—Star Assessments, myON, and Schoolzilla—have been named 2020 SIIA CODiE Award finalists. Star Assessments were named a finalist in the Best […]

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Star Assessments, myON, and Schoolzilla all earn prestigious industry recognition.

WISCONSIN RAPIDS, Wis. (Apr. 7, 2020)Renaissance, a global leader in pre-K–12 education technology, is proud to announce that three of the organization’s products—Star Assessments, myON, and Schoolzilla—have been named 2020 SIIA CODiE Award finalists.

Star Assessments were named a finalist in the Best Summative Student Assessment Solution category, myON in both the Best ESL, ELL, or World Language Acquisition Solution category and the Best Education Cloud-Based Solution category, and Schoolzilla in the Best Data Solution category.

“It’s an honor for not one or two, but three of our products to be recognized,” said Todd Brekhus, chief product officer at Renaissance. “Together, Star Assessments and Schoolzilla provide educators with a powerful, complete view of their students, while myON continues to put books in the hands of students—now more than ever with remote learning taking place across the US.”

myON is a digital reading platform that provides students with 24/7 access to thousands of fiction and nonfiction books and news articles—in English, Spanish, and additional languages. Built-in close reading tools, customizable literacy projects, and a large collection of nonfiction titles support lesson plans centered on reading and writing skills.

Star Assessments deliver valid, reliable screening and progress monitoring to give educators the data they need to make informed decisions, while Schoolzilla’s data-driven dashboards give educators actionable insights into trends in student attendance and achievement, helping them to identify opportunities to improve outcomes for all learners.

Acknowledged as the premier awards program for the software and information industries for 35 years, the SIIA CODiE Awards are produced by the Software and Information Industry Association (SIIA), the principal trade association for the software, education, media, and digital content industries. Star Assessments, myON, and Schoolzilla were honored as three of the 157 finalists across the 35 education technology categories.

“We are thrilled to unveil the 2020 CODiE Award finalists, the best in education technology,” said SIIA President Jeff Joseph. “These exciting innovations are setting the pace to improve outcomes in education for students, educators, and administrators.”

The SIIA CODiE Awards are the industry’s only peer-reviewed awards program. Educators and administrators serve as judges and conduct the first-round review of all education nominees. Their scores determine the SIIA CODiE Award finalists and account for 80% of the overall score. SIIA members then vote on the finalist products. The scores from both rounds are tabulated to select the winners.

Winners will be announced during an online winner announcement celebration on May 19, 2020.

A full list of the finalists can be found here: www.siia.net/codie/2020-Finalists.


About Renaissance

As a global leader in assessment, reading, and math solutions for pre-K–12 schools and districts, Renaissance is committed to providing educators with insights and resources to accelerate growth and help all students build a strong foundation for success. Renaissance solutions are used in over one-third of US schools and in more than 90 countries worldwide. The Renaissance portfolio includes Star Assessments, for reliable, accurate insights into K–12 student learning; myIGDIs, for accurate assessment of early learning; myON, to increase students’ access to high-quality reading materials; Accelerated Reader, to support independent reading practice; Freckle, for teacher-led differentiated instruction; and Schoolzilla, to give educators actionable insights into trends in student attendance and achievement. For more information, visit www.renaissance.com.

About the SIIA CODiE Awards

The SIIA CODiE Awards is the only peer-reviewed program to showcase business and education technology’s finest products and services. Since 1986, thousands of products, services, and solutions have been recognized for achieving excellence. For more information, visit www.siia.net/CODiE.

Contact for Media Inquiries Only:

Ken Stoflet
Communications Specialist
Renaissance
(715) 424-3636 ext. 2332
ken.stoflet@renaissance.com

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Star Early Literacy, Star Reading, and Star Math Approved as K–3 Assessment Tools in Alabama https://www.renaissance.com/2020/03/30/news-star-early-literacy-star-reading-star-math-approved-alabama/ Mon, 30 Mar 2020 17:20:43 +0000 https://renlearnstg.wpengine.com/?p=46986 Star Early Literacy, Star Reading, and Star Math provide efficient, valid measures of screening and progress monitoring, including characteristics for dyslexia. WISCONSIN RAPIDS, Wis. (March 30, 2020) – Renaissance, a global leader in pre-K–12 education technology, today announced that Star Early Literacy, Star Reading, and Star Math were approved as K–3 assessment tools in Alabama […]

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Star Early Literacy, Star Reading, and Star Math provide efficient, valid measures of screening and progress monitoring, including characteristics for dyslexia.

WISCONSIN RAPIDS, Wis. (March 30, 2020)Renaissance, a global leader in pre-K–12 education technology, today announced that Star Early Literacy, Star Reading, and Star Math were approved as K–3 assessment tools in Alabama for the 2020–2021 school year.

In accordance with the FY20 ETF Appropriations Bill, districts and schools in Alabama can use Star Early Literacy, Star Reading, and Star Math for real-time monitoring of reading and math progress for students in grades K–3, as well as important adjustments to instruction and intervention. Not only will schools be able to use the three assessments for the identification of students at risk—including for characteristics of dyslexia—but Star Reading may also assist schools and districts in meeting annual screening and reporting requirements for the Alabama Literacy Act.

“We’re excited to partner with educators across Alabama and help them set their students up for success this fall,” said Darice Keating, senior vice president of government affairs at Renaissance. “We look forward to supporting educators in Alabama’s schools by providing information at the right time for instructional decisions.”

Together, Star Early Literacy, Star Reading, and Star Math deliver a wide range of actionable data to spark student achievement and sustain growth in minimal testing time. The three provide essential insights to help students get on track for reading and math success and help educators determine which students are struggling, the specific skills and subskills they’re struggling with, and resources and practice activities to remedy those skill gaps.

For more information about Star Early Literacy, Star Reading, or Star Math, please visit www.renaissance.com.


About Renaissance

As a global leader in assessment, reading, and math solutions for pre-K–12 schools and districts, Renaissance is committed to providing educators with insights and resources to accelerate growth and help all students build a strong foundation for success. Renaissance solutions are used in over one-third of US schools and in more than 90 countries worldwide. The Renaissance portfolio includes Star Assessments, for reliable, accurate insights into K–12 student learning; myIGDIs, for accurate assessment of early learning; myON, to increase students’ access to high-quality reading materials; Accelerated Reader, to support independent reading practice; Freckle, for teacher-led differentiated instruction; and Schoolzilla, to give educators actionable insights into trends in student attendance and achievement. For more information, visit www.renaissance.com.

Contact for Media Inquiries Only:

Ken Stoflet
Communications Specialist
Renaissance
(715) 424-3636 ext. 2332
ken.stoflet@renaissance.com

The post Star Early Literacy, Star Reading, and Star Math Approved as K–3 Assessment Tools in Alabama appeared first on Renaissance.

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How to build a summer reading program that engages students and families https://www.renaissance.com/2020/03/13/blog-summer-reading-program-engages-students-families/ Fri, 13 Mar 2020 13:26:54 +0000 https://renlearnstg.wpengine.com/?p=46802 As the summer months approach, our thoughts are focused on keeping students engaged in reading when school is out. Research shows that reading at least 20 minutes a day, every day, all year long, can make a world of difference for students, regardless of their ages or grade levels. We know that daily reading practice […]

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As the summer months approach, our thoughts are focused on keeping students engaged in reading when school is out. Research shows that reading at least 20 minutes a day, every day, all year long, can make a world of difference for students, regardless of their ages or grade levels.

We know that daily reading practice also helps students avoid the dreaded summer slide, which can rob them of gains they made the previous school year—and that puts disadvantaged students even further behind when they return to school in the fall.

How to engage students in reading is a challenge that educators face daily within the school setting. It becomes an even bigger challenge during those times when students are out of school: over weekends, during school holidays, for unexpected school closures, and especially during the long summer break.

Cultivating a culture of summer reading

To help turn the summer slide into summer growth, our team works with districts and schools to develop and implement best practices that increase the time students spend reading when their regular school year has ended. We call this approach “cultivating a culture of summer reading.”

Our overall goal is to ensure that students are reading just-right books wherever they may be—in formal summer school programs, within their communities, at home, or on the go—and that they are having fun reading. This is summertime, after all!

Formal summer school programs

Schools that are in session during the summer months can mirror many of the best practices they employ all year long. Here are some basic steps that educators can take:

  • Work with students to set reading goals. Our team encourages 20 minutes of independent reading daily to build stamina.
  • Ensure students know how to track their own progress, which helps them to take ownership over their reading. If students are using a digital reading platform like myON, their reading activity will be seamlessly captured and visible within their accounts. Online or hard copy reading logs are another option.
  • Reinforce reading routines with students to help them begin to develop strong reading habits. Setting a designated time for reading each day like D.E.A.R. (“Drop Everything and Read”) is one way to accomplish this.
  • Embed themed literacy projects that incorporate reading and writing activities within the summer school curricula, enabling students to practice reading skills while engaging with subject-matter content.
  • Establish summer book clubs to motivate students to read and help build other communication skills as they share their reading experiences with peers and teachers.
  • Create summer reading challenges that allow students to achieve their own personal best, rewarding them with certificates of achievement or other awards.
  • Set up contests that motivate students to compete for specific goals—individually or by group, class, or grade level. Multiply the fun by selecting weekly winners, then entering those winners into an end-of-program drawing for prizes and other forms of recognition.
  • Celebrate reading successes at end-of-summer events, which can include themed activities complete with refreshments, games, and awards. Events can be held at the school or a nearby location, and feature guest appearances by local celebrities.

In the community

Working within the community to support summer reading may involve partnering with public libraries and local organizations that offer summer programming, as well as businesses and organizations that can provide other types of support. Here are some proven strategies for including them all:

  • Begin by setting goals for summer reading with community partners, and enlist their support to help launch and communicate information about your summer reading initiative through a variety of channels—signs and posters, local media, social media, and word-of-mouth.
  • Collaborate with community partners to help identify opportunities and locations where students and their families can access reading resources over the summer months. This includes information on local public libraries and mobile book buses that visit sites within the community, as well as other locations that offer children their own free books.
  • Provide information on Wi-Fi access points to support student reading of digital resources, some of which may be within buildings owned or operated by partner organizations.
  • Work with partners to recruit and train volunteers to support summer reading activities within the community. Consider planning challenges and events that can be co-sponsored by one or more community partner organizations. Factor end-of-summer reading celebrations into your planning, too.
  • Distribute summer reading information to students and families at the end of the school year, before the summer break begins, and reinforce a strong reading message all summer long in collaboration with community partners.

At home or on the go

Whether students are enrolled in formal summer programs or reading independently, it is important to engage families and promote reading at home. These basic strategies work when families are on the go as well:

  • Rely on that critical school-to-home connection to help families understand how important it is for students to read at least 20 minutes a day, every day. Explain that providing a reading space and setting aside time in their student’s schedule every day to read—independently or together with family members—is essential.
  • Provide families with information about their student’s reading level so they can help them find just-right books.
  • Offer students and families connections to print and digital reading resources, along with opportunities to read together, including those provided within the community. Also, share the latest edition of What Kids Are Reading, a free report that lists popular books and digital reads at every grade level.
  • Remind families to ask their children questions before and after reading. Help them understand how they can extend a reading experience by finding and reading other books on a popular topic or theme.
  • Encourage families to celebrate reading with their children. They might plan a special family experience, such as a trip to the zoo, a museum, or the aquarium, once students have met their reading goals—or celebrate at home with a pizza or movie night.

Funding your summer reading initiative

Finding and securing funding is a topic that can make heads spin—but there are key strategies that can help you sort it out and make the best choices to support your summer program needs.

Three potential sources of funding—your district or school budget, grants from foundations, and contributions from corporations—have the potential to fund your summer learning program, either as the sole source or in combination with one of the other two.

The first place to look for dollars to fund summer learning is in district or individual school budgets:

  • Federal formula funds that are allocated according to a specific population of students are generally referred to as Title funds, and they can be used to support summer reading programs.
  • Competitive grants that have already been awarded, like Striving Readers Comprehensive Literacy or Innovative Approaches to Literacy, may include funding for summer literacy. The five-year Comprehensive Literacy State Development grants, which were awarded to 13 states in 2019, are in the process of being sub-granted to districts now. If your state was awarded and your district is applying, it would be a good idea to include summer literacy as part of your subgrant application.
  • Sometimes a district may receive an increase in federal funding which they consider a windfall—unexpected money—which could fund summer learning.
  • Unspent funds within the budget (local, state, or federal) that are not going to be expended before the end of the fiscal year could be available for summer learning. For example, if a district has more than 15 percent in unspent federal funds, the amount above 15 percent must be spent before the end of the current school year.

Next, look at sources of private money, which are typically foundations and corporations.

When looking for foundation funding, follow these simple guidelines:

  • Start close to home, since local foundations are more likely to offer support than those that are more distant.
  • Do some research to find out which foundations have given to other schools, or to other organizations serving children.
  • Confirm your eligibility by checking foundation websites for their priorities, eligibility requirements, and application process. Capture key ideas or specific language you’ll want to incorporate into your grant proposal.

Finally, when it comes to corporate funding, remember that the same basic approach applies:

  • Look first for corporations with a presence within your community.
  • Think broadly: Which organizations are the largest employers in your area, beyond the school district or local hospitals? Are any companies headquartered nearby or are there corporations with manufacturing plants or distribution centers in the vicinity? Are there companies in which clusters of students’ parents are employed, including large retailers? Which companies does the district do business with—banks, utility companies, office supplies, food vendors?
  • Check out corporate websites for a section related to funding opportunities, which may be labeled corporate responsibility, community involvement, request a donation, or something similar, and look for information on how to submit an application.

Whether you are applying for corporate or foundation funding, keep your request focused on the students and the need, which is to prevent summer learning loss. Explain why this is a problem. Describe in the most compelling way possible the target population who will benefit from the grant, and what their specific needs are (improved achievement, increased test scores, meeting grade-level proficiencies).

Remember that the summer learning products you plan to purchase, staff you plan to employ, and other resources you will need in order to implement the summer program are the approach or method by which you will meet the need—not the need itself.

Wrapping it all up

Summer reading loss is real and the solution is clear—making sure we get students hooked on summer reading! By setting attainable goals, providing access to engaging, just-right print and digital reading materials, involving families, collaborating with community partners, and celebrating reading successes, students will come out ahead of the curve—and ready for the new school year.

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Star Early Literacy and Star CBM Approved As K–2 Universal Screening Tools in South Carolina https://www.renaissance.com/2020/03/12/news-star-early-literacy-star-cbm-approved-south-carolina/ Thu, 12 Mar 2020 15:50:53 +0000 https://renlearnstg.wpengine.com/?p=46814 Both Star Early Literacy and Star CBM provide efficient, valid measures of screening and progress monitoring, including characteristics for dyslexia. WISCONSIN RAPIDS, Wis. (March 12, 2020) – Renaissance, a global leader in pre-K–12 education technology, today announced that Star Early Literacy and Star CBM—two key components of Star Assessments—were approved as K–2 universal screening tools […]

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Both Star Early Literacy and Star CBM provide efficient, valid measures of screening and progress monitoring, including characteristics for dyslexia.

WISCONSIN RAPIDS, Wis. (March 12, 2020)Renaissance, a global leader in pre-K–12 education technology, today announced that Star Early Literacy and Star CBM—two key components of Star Assessments—were approved as K–2 universal screening tools in South Carolina for the 2020–2021 school year.

In accordance with Act 213, districts and charter schools in South Carolina must screen all kindergarten and first-grade students three times a year for potential reading difficulties, including characteristics of dyslexia. Districts and charter schools must select from the approved tools on the list—which includes Star Early Literacy paired with Star CBM for oral reading fluency—to offer all kindergarten and first-grade students, and second-grade students as needed.

The state’s Learning Disorders Task Force (LDTF) set several requirements for approval: The screener must be brief, the screener must contain normative data for cut points, and the screener must screen for dyslexia and have the ability to progress monitor and measure certain abilities like alphabetic principle, alphabet knowledge, phonological awareness, and more.

“We’re thrilled that Star Early Literacy and Star CBM meet South Carolina’s high standards of assessment quality,” said Laurie Borkon, vice president of government affairs at Renaissance. “We’re looking forward to partnering with educators across the state to further their students’ learning and position them for success.”

Star Early Literacy measures letter sounds, letter naming, phonological awareness, phonics, estimated oral reading fluency, vocabulary, and comprehension. Students typically complete a Star Early Literacy computer-adaptive assessment in 10 minutes.

Star CBM includes letter sounds, letter naming, phonemic segmentation, receptive and expressive nonsense word fluency, and oral reading fluency. There are also rapid automatic naming measures for colors and shapes, which are often used as part of a screening process when determining if a child is at risk for reading problems. Each measure is completed in one minute and administered one-on-one.

For more information about Star Early Literacy or Star CBM, please visit www.renaissance.com.


About Renaissance

As a global leader in assessment, reading, and math solutions for pre-K–12 schools and districts, Renaissance is committed to providing educators with insights and resources to accelerate growth and help all students build a strong foundation for success. Renaissance solutions are used in over one-third of US schools and in more than 90 countries worldwide. The Renaissance portfolio includes Star Assessments, for reliable, accurate insights into K–12 student learning; myIGDIs, for accurate assessment of early learning; myON, to increase students’ access to high-quality reading materials; Accelerated Reader, to support independent reading practice; Freckle, for teacher-led differentiated instruction; and Schoolzilla, to give educators actionable insights into trends in student attendance and achievement. For more information, visit www.renaissance.com.

Contact for Media Inquiries Only:

Ken Stoflet
Communications Specialist
Renaissance
(715) 424-3636 ext. 2332
ken.stoflet@renaissance.com

The post Star Early Literacy and Star CBM Approved As K–2 Universal Screening Tools in South Carolina appeared first on Renaissance.

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MTSS interventions for high school: Examples and strategies for implementation https://www.renaissance.com/2020/03/05/blog-mtss-interventions-for-high-school-examples-and-strategies-for-implementation/ Thu, 05 Mar 2020 15:12:00 +0000 https://renlearnstg.wpengine.com/?p=63194 MTSS is a framework with a tiered infrastructure that uses data to help match academic and social-emotional behavior (SEB) assessment and instructional resources to every student’s needs. But despite educators’ dedication, the work of supporting each and every student’s needs presents clear logistical challenges. And those challenges are even greater for educators working at the […]

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MTSS is a framework with a tiered infrastructure that uses data to help match academic and social-emotional behavior (SEB) assessment and instructional resources to every student’s needs.

But despite educators’ dedication, the work of supporting each and every student’s needs presents clear logistical challenges. And those challenges are even greater for educators working at the high school level.

In this blog, I’ll explain why course placement can’t take the place of an effective MTSS system for secondary students. I’ll also outline three examples of MTSS interventions and provide strategies for making MTSS work at the high school level.

Smiling teen boy in class

The challenges of supporting the needs of high school students

In high school, educators are teaching hundreds of students each day, often in six back-to-back class periods. They’re doing course placement gymnastics to enable credit attainment while still honoring student voice and choice. They’re also supporting students with a heightened number of possible SEB and academic struggles.

As a district-wide MTSS coordinator and secondary math teacher, I felt these challenges deeply. The trouble with having so many demands regarding schedules—credit attainment, college-readiness, graduation eligibility, etc.—is that we sometimes start to think of course placement as our MTSS system for high school students.

There are several problems with this approach, however.

Why can’t course placement be an MTSS?

If a student enters grade 9 without mastering grade 8 math standards, we might place that student in a remedial math class. While this may be an appropriate instructional decision, doing so in and of itself does not constitute implementing a multi-tiered system of supports. Why not?

It pertains to the difference between standards and skills:

  • Standards are the specific, hierarchical learning goals expected of all learners in a given grade, grade range, or area of study. Think of standards as the road students are driving along.
  • Skills are the abilities needed in order to use one’s knowledge effectively and readily in execution or performance. Think of skills as the foundation under the road that allows for smooth travel. With too many missing skills (holes in the foundation), it’s hard to navigate the road.

Standards mastery is provided by high-quality, standards-based curriculum and instruction. Skills gaps can be “filled in” by providing targeted interventions. Every student deserves grade-level standards-based instruction. Every student who struggles with the skills needed to master those standards or who needs additional challenges deserves interventions.

At secondary, just as in primary, each student needs to receive instruction based on grade-level standards. While putting a student in a remedial math class might be necessary in some situations, it also poses two issues:

  1. It sometimes takes students out of the classes that are providing the instruction they should be receiving on grade-level standards.
  2. It doesn’t allow room for them to get any actual intervention (addressing a missing underlying skill), due to the fact that their schedules are now filled up with courses.

Many of the challenges we face in implementing MTSS at the secondary level come down to this very struggle: we have students with a variety of needs, but we also have complexities, obligations, and limitations due to schedules, time, and resources.

So, what can we do?

Smiling girl outdoors

5 strategies for implementing MTSS interventions for high school students

Here are five strategies we used in my district that you might be able to adapt or adopt in your own district, based on your available resources and your students’ level of need.

#1: Build flexible time into the master schedule (Tier 2 and Tier 3)

While moving kids in and out of courses isn’t an intervention (i.e., it doesn’t necessarily help them build a missing skill), our schedules can help us unlock time that we can dedicate to an intervention.

One strategy is to build a flexible period into student schedules to allow an intervention to occur. Some districts refer to this as “WIN Time,” or “What I Need Time.” Here, students aren’t assigned to a classroom teacher—they’re assigned to a certain intervention.

For example, you might have a teacher focus on factoring. Students who struggle with factoring would go to that teacher during WIN Time until they’ve mastered that skill, at which point they can move to another skill if needed. Students who do not need remedial intervention are assigned to an enrichment program during their WIN Time block.

In secondary school, the number of skills that students may be missing can be high, making it confusing to know where to start. There might be two approaches:

  • Isolate the skills that the majority of students are missing.
  • Isolate the skills that underlie your priority standards—even just the top five priority standards. If you aren’t sure which those should be, try asking the teachers in the next grade level which five standards would be most impactful for students’ success in the coming year.

Bolster your data-driven MTSS

Discover solutions from Renaissance that support MTSS interventions in high school.

#2: Combine formative assessment and differentiated, standards-based instruction in the core classes (Tier 1)

There is no one-size-fits-all approach to this, but here is what we did in my district. We started by isolating a class for which our Tier 1 efforts were ineffective—in our case, Algebra 2. Literally, hundreds of students were failing the course. We knew something had to be done at the universal level to ensure the majority of students could succeed.

First, we adjusted our instructional scope and sequence to tightly align to standards, and we then aligned our assessments accordingly. Each class period was devoted to a particular standard or part of a standard. Further, each class had a beginning-, middle-, and end-of-class formative check to quickly determine where students were in relation to mastering that standard. We decided how many questions on that formative check a student had to answer correctly in order to move on (we settled on 2 out of 3 questions).

After the lesson was taught, students were divided into two groups. The students who got two or three questions correct would move on to an enrichment activity about that same standard (as opposed to moving on to a new standard). The students who got fewer than two questions correct would work through a remedial exercise as a group.

As a teacher, this meant that I had one standard to focus on per day, and only two groups of students that I could move between to offer support to—as opposed to having various groups of students at various places on various standards. Every student ended the year having received instruction on the necessary set of standards, and every class period allowed for some amount of differentiation.

While it wasn’t a perfect process and required considerable preparation, it didn’t require additional funding, programming, or training. More importantly, we saw immediate, significant increases in students’ outcomes.

Students had to pass every standard to pass Algebra 2, and with our universal intervention in place, the initial pass rate skyrocketed. Students who didn’t pass returned for summer school to focus on the standards they hadn’t yet mastered. In the end, only two students failed the course. Proficiency on the state assessment increased by over 10% as well.

Teens on bikes

#3: Use your universal data to identify universal issues (Tier 1)

This was embedded in the previous strategy, but it’s worth noting specifically. Use the data you have to find trends in Tier 1 needs. The example above highlights this: the fact that so many students were failing Algebra 2—a rate significantly higher than other courses—was a clear red flag that something was not working in that course.

You can also look at your behavior data, SEB screeners, attendance data, and school climate surveys to identify areas where a large percentage of students are not responding to your current efforts. This is data-driven decision-making, where we’re using data to identify areas of need in our universal efforts.

#4: Use an early warning system to monitor whole child data

We know that academic success can be impacted by a multitude of non-academic factors—the number and complexity of which only increase for secondary students.

Collecting SEB and attendance data is important for identifying Tier 1 trends, but it’s also important for the early identification of individual student needs. Attendance and behavior data can be excellent early indicators that a student is struggling. The challenge comes in (a) being able to monitor those data as they change day by day for perhaps thousands of students, and (b) having the processes in place to take the right next step at the right time. That’s where an early warning system (EWS) comes in.

A quality EWS can be set to look at whole child data—SEB, survey, behavior incident, attendance, and intervention—in addition to academics. Just as importantly, an EWS also allows you to build in the next steps. Should a counselor be notified? Should the principal call a parent or guardian? Should a student plan be initiated?

Data can be powerful, but we need visibility into the data in the moment. An EWS can help secondary schools overcome the challenge of having so much complex data for so many students in order to enable impactful intervention at the time it’s needed.

#5: Create a multi-year plan, start with “why,” and support teachers at every step

Here are some ideas for the logistics of your implementation:

Develop your implementation plan. I suggest considering a 2-year plan. In the first year, focus on creating your plan for each course (instructional materials, scope and sequence by standard, evaluating your assessments) and introducing teachers to the flexible intervention blocks, the new scope and sequence, etc.

In the second year, begin implementing the changes. In your planning, be sure to determine how you will evaluate your successes at the end of the year to continually adjust to better support students.

Support the mindset. For some districts, this type of approach can be a big shift in data culture. Without a clear connection to how this work supports student success and well-being, it will only compound existing frustrations. Provide PD to teachers about the impact of the approaches you’re taking on student outcomes and the support that teachers will be provided as the team grows together.

Create resources. Consider making a bank of instructional resources for teachers to reference on the fly for students who are struggling with a concept (so they can adapt their instruction to the situation at hand). Provide suggested activities for students in the enrichment group as well.

Use high-quality data tools. Use a formative assessment tool that provides immediate results and high-quality distractor rationales. Use an EWS with easy-to-understand reporting that connects to intervention tracking and student plan forms.

Use professional learning communities. Bring teachers who teach the same subject into the same PLC. This streamlines training and materials dissemination and also provides a forum to share challenges and successful instructional strategies.

Teen girl with red laptop

3 Examples of MTSS interventions for high school students

Now that we’ve discussed strategies, let’s look at three interventions that are well suited for the secondary level.

#1: Phone call home

Call the student’s home to share an update on their progress with their family. Specifically, identify something positive about the student’s academic performance or behavior. If no one answers, leave a message encouraging them to call you back.

Why use it?

Parents and guardians can play key roles in student success when they are provided with regular updates about their child. Placing a phone call home engages the student’s family and allows them to partner with the student and school in the student’s success.

How do you implement it?

When calling a student’s parent or guardian, use a conversation template that includes taking points such as:

  1. Share one positive thing about the student’s academic performance or behavior.
  2. Share any areas of concern such as missed assignments, recent attendance issues, or failing grades.
  3. Remind them of the importance of addressing the student’s behavioral, academic, attendance, or social issues.
  4. Ask them if there are any specific challenges the student might be experiencing at school.
  5. Ask if there are specific things you, the class, or the school could do better.
  6. Discuss ideas and action steps for collaborating together to help get the student back on track.
  7. Build trust and rapport with the family by sharing about yourself and your experiences.

After the initial connection, try to make it a point to call or text regularly, just to check in and relay the student’s recent progress.

Teacher working with small group of students

#2: Learning contract

A learning contract is a document that the student voluntarily completes that outlines a plan of action they agree to take to achieve academic success. The contract is signed by the student, the instructor, and the parent or guardian.

Why use it?

A learning contract:

  • Provides academic structure and support.
  • Motivates struggling learners by having them commit to specific, beneficial study habits and behaviors.
  • Is a vehicle that brings the student, teacher, and parent/guardian into agreement on important learning goals and how to achieve them.

How do you implement it?

Learning contacts in the high school setting may be used in various ways, including:

  • Attendance: I will attend at least 85% of class sessions.
  • Study: I will spend a minimum of 1 hour each day reviewing my notes and preparing for exams.
  • Class participation: I will contribute at least one thoughtful, positive comment to every class discussion.
  • Group projects: I will communicate at least once a week with my group members about our shared project.
Boy on tablet

#3: 2×10 relationship building

In relationship building, the teacher spends two minutes each day, for 10 consecutive school days, interacting positively with a specific student. The teacher encourages the student through positive attention and by recognizing their strengths and interests.

Why use it?

Relationship building helps you connect with a student to let them know you are there for them and ensure they feel safe and comfortable in coming to you for help.

How do you implement it?

When the student comes into class for the day, ask them questions such as:

  • “How is your day going?”
  • “How did you feel about today’s assignment?”
  • “Is there anything I can do to help?”

Make it a point to connect with the student via impromptu, brief conversations in other school settings as well, such as extracurricular events.

Teen working in library

How Renaissance supports effective MTSS in high school

eduCLIMBER is a powerful MTSS collaboration and management platform that helps educators to answer essential questions about students’ progress and needs. eduCLIMBER enables you to:

  1. Access all current and historic whole child data in real time from one centralized platform.
  2. Explore interactive data visualizations across measures and years to answer questions around student needs and growth, intervention effectiveness, equity, and more.
  3. Use built-in collaboration workflow tools to problem solve as a team; to drive decisions for the district, schools, grades, and students; and to put next steps into action.
  4. Use one system to answer the question, “Is what we’re doing working?” across all roles, teams, and departments.

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World’s Largest Annual Study of Student Reading Reveals the Truth about Students’ Reading Habits https://www.renaissance.com/2020/03/02/news-worlds-largest-annual-study-student-reading-truth-reading-habits/ Mon, 02 Mar 2020 14:25:37 +0000 https://renlearnstg.wpengine.com/?p=46680 What Kids Are Reading, issued as National Reading Month begins, highlights fiction and nonfiction reading trends, insights into topics students choose, and helpful tools for educators. WISCONSIN RAPIDS, Wis. (March 2, 2020) – Renaissance®, a global leader in pre-K–12 education technology, today released the 2020 edition of its annual What Kids Are Reading report. For […]

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What Kids Are Reading, issued as National Reading Month begins, highlights fiction and nonfiction reading trends, insights into topics students choose, and helpful tools for educators.

WISCONSIN RAPIDS, Wis. (March 2, 2020)Renaissance®, a global leader in pre-K–12 education technology, today released the 2020 edition of its annual What Kids Are Reading report. For more than a decade, What Kids Are Reading has provided educators, families, and communities unparalleled insights into students’ reading habits.

In today’s fast-paced world, full of constant distractions, the simple joy of reading faces massive competition. It can be especially difficult to find content that will spark a student’s interest and keep them engaged in reading on a regular basis. Educators, guardians, and students alike are constantly on the hunt for books that motivate, inspire, build reading skills, and expand knowledge. This year’s What Kids Are Reading report finds that access to reading materials makes all the difference in developing a child’s love of reading and once again, highlights the popular fiction and nonfiction reads with millions of K–12 students across the nation.

“Providing students with reading materials that are culturally relevant, appealing, and accessible cannot be overstated,” said Gene Kerns, vice president and chief academic officer at Renaissance. “What Kids Are Reading provides a unique glimpse into what other students are reading and hopefully sparks new discoveries for others.”

To help educators and families encourage students to read more fiction and nonfiction, the report offers information on the most popular books for each grade, data on popular nonfiction and curricular connections by grade bands, and tips on how to maximize the effects of the time students spend reading. In addition to a Lexile® text complexity measure and ATOS® reading level included with each title, an all-new section highlights the connections between reading and different careers and includes sample Lexile text complexity measures for popular careers students might pursue.

Key findings of the report include:

  • Students read the most nonfiction in grades 3–5, making up an average of 54 percent of their total reading when reading on a digital platform.

  • Three is the magic number: When students read three or more books on a topic, they tend to score higher on comprehension quizzes focused on books in that topic area.

  • The number of topics students read about tends to decrease as they progress through school.

The report also shines a light on how students’ reading interests change as they age. K–2 students gravitate toward poetry and rhymes, so Dr. Seuss books are often the most popular. In grades 3–5, sports and recreation take center stage, and interpersonal relationships become the hot topic as students transition into middle school. Those interests continue to change as students enter high school, with students showing a continued interest in sports, while also balancing assigned reading.

The full report is available now at www.renaissance.com/wkar/, along with additional tools including a Custom Report Builder that uses filters such as state, grade, difficulty level, and more. On March 18, Renaissance is also hosting a webinar that delves more into the findings from this year’s What Kids Are Reading report.


About Renaissance

As a global leader in assessment, reading, and math solutions for pre-K–12 schools and districts, Renaissance is committed to providing educators with insights and resources to accelerate growth and help all students build a strong foundation for success. Renaissance solutions are used in over one-third of US schools and in more than 90 countries worldwide. The Renaissance portfolio includes Star Assessments, for reliable, accurate insights into K–12 student learning; myIGDIs, for accurate assessment of early learning; myON, to increase students’ access to high-quality reading materials; Accelerated Reader, to support independent reading practice; Freckle, for teacher-led differentiated instruction; and Schoolzilla, to give educators actionable insights into trends in student attendance and achievement. For more information, visit www.renaissance.com.

Contact for Media Inquiries Only:

Ken Stoflet
Communications Specialist
Renaissance
(715) 424-3636 ext. 2332
ken.stoflet@renaissance.com

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Analyzing assessment data: Patterns of need and root cause analysis https://www.renaissance.com/2020/02/27/blog-analyzing-assessment-data-patterns-of-need-and-root-cause-analysis/ Thu, 27 Feb 2020 17:32:00 +0000 https://www.renaissance.com/?p=63540 Once your students have taken an assessment, it’s time to start analyzing your data. But where do you start? This blog will explore two data analysis processes to help analyze your students’ assessment data: Patterns of need and root cause analysis. What are patterns of need? Patterns of need are meaningful patterns that emerge when […]

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Once your students have taken an assessment, it’s time to start analyzing your data. But where do you start?

This blog will explore two data analysis processes to help analyze your students’ assessment data: Patterns of need and root cause analysis.

Girl studying on laptop

What are patterns of need?

Patterns of need are meaningful patterns that emerge when data are visualized or organized in a way that supports data analysis and decision making. Patterns and needs should initially be analyzed separately.

Patterns

Patterns are common results in the data for a group of students. A pattern should be specific and allow you to target instruction where it is needed. For example, you might notice that although the average on an assessment was 85%, more than 70% of students missed questions 13, 14, and 15—indicating a pattern in your data. 

Needs

Needs are areas that impact student performance. Continuing with our same example, we might find that questions 13, 14, and 15 were the only three questions that focused on a particular standard—a standard that is clearly causing students to struggle.

Areas of need may be skills-based or content-based. Need does not necessarily mean an area of weakness, however. There could be a need for enrichment if you identify a pattern of student strength.

Smiling teen boy in class

How to identify patterns of need

When looking for patterns of need, we want to look for clusters of students. Doing so is not only more efficient and effective but also provides opportunities for answering “big picture” questions and examining our teaching practices.

When we focus our attention on clusters of students, it can also highlight a weakness in our instruction, curriculum, or another broader area.

Identifying patterns of need provides educators with two invaluable opportunities:

  1. Gaining a deep understanding of trends in students’ challenges and strengths.
  2. Brainstorming collaboratively around instructional strategies for enriching students’ strengths and building on areas where instruction can improve.

Let’s take a look at a specific example, based on the following report:

Class level assessment report
Sample class-level assessment report

First, we review the data to look for patterns or clusters of students. Then, we articulate what we observe in our data (characteristics) and the specific data points that support those findings (the evidence). An example is shown below, focusing on the Period 2 class:

Period 2 assessment data
Patterns observed in Period 2 assessment data

As you complete this work, you may find a number of clusters of students or patterns of need. However, not all patterns of need are equally important. As a team, determine which patterns of need stand to provide the highest impact if solved. These will be your priorities to address first.

Once a priority pattern of need is identified, we often feel a great deal of pressure to act. Solutions may be mandated, sometimes before a problem is fully understood. But without alignment to need, solutions only treat the symptoms of a problem—not the problem itself.

Root cause analysis helps us address the true problem underlying a pattern of need, instead of just the symptoms.

Insights to move learning forward

Discover assessment and analytics tools from Renaissance to better identify students’ needs.

Teacher working with small group of students

What is root cause analysis?

Root cause analysis is a structured approach to uncovering the factors that resulted in a positive and/or negative pattern of need. The Massachusetts Department of Elementary and Secondary Education, for example, refers to a root cause as “an underlying factor or condition that creates a problem and that, if addressed, would eliminate or dramatically alleviate the problem.” 

Too often, we focus on a symptom or quick fix to address an issue, only to find that the issue returns. Root cause analysis helps dissolve the actual problem, not just the symptom. It eliminates “patching” and wasting effort.

Root causes represent the deepest underlying factors that lead to a pattern—whether positive or negative. In other words, these may be either supports (positive) or barriers (negative) to student learning. If these root causes are addressed, educators can prevent negative recurrences and replicate and build upon positive effects. 

What is the purpose of root cause analysis?

The purpose of root cause analysis is to determine:

  1. What happened
  2. Why it happened
  3. A course of action to address the true need or eliminate the root cause

Root cause analysis can help transform a reactive culture into a proactive culture that solves problems before they occur or escalate.

It’s important to note that root cause analysis is not intended to place blame on anyone. Rather, it’s intended to identify where the most energy and attention should be placed in order to get different results.

Root cause analysis template

So, how do we actually go about the process of root cause analysis?

There are a number of protocols that teams can follow. Protocols are based on the premise that adult behavior and district processes impact student learning outcomes. If we believe that all students can learn, and our data show us that students aren’t currently learning successfully, then we need to determine what we can do differently.

For our purposes here, we’ll highlight a frequently used protocol called the Fishbone Diagram Protocol:

Fishbone diagram
Fishbone Diagram Protocol

Here, teams generally pick six possible categories and brainstorm potential root causes for the pattern of need. Examples of categories include:

  • Curriculum
  • Assessment
  • Instruction
  • Professional knowledge and craft
  • Culture and climate
  • School processes
  • Individual teacher
  • Individual learner
  • External factors

From here, the group eliminates any ideas that aren’t root causes—or are root causes that are out of the team’s control. Only some of the causes are controlled by the school, and we must focus solutions on the causes that we can influence in order to be effective.

Next, teams prioritize and choose a root cause area to address. Problems usually have multiple causes—and not all causes are equally important.

Finally, teams start to drill down to the underlying problem by continuing to ask, “Why?” From here, the group is able to design a plan to address the root cause they have identified.

Teacher smiling at boy

How to analyze assessment data and perform root cause analysis in the classroom

Educators use assessment data as a tool in the classroom by collecting and evaluating the data to determine the root cause of an issue and then creating a path to correction through intervention and instruction.

Here are five ways to effectively utilize assessment analysis.

#1: Plan individual instruction and intervention

Whether through an MTSS or an RTI approach, instructional intervention is geared toward helping students improve skills they struggle with.

Analyzing assessment data provides educators with a starting point for creating individualized plans for struggling learners. A personalized plan may include:

  • Skills that need to be addressed in the classroom
  • Extra support strategies for the teacher
  • A way to track progress

Assessment and reporting tools provide the data and statistics to help guide instructional interventions in the classroom.

Educator working at her desk

#2: Develop instructional strategies

When educators can see the big picture, they can develop strategies to help students based on assessment data. Often, this involves grouping students based on the data. Questions such as…

  • How many groups should I form?
  • How will I arrange my schedule to make the time to meet with each group regularly?
  • Where can I get the resources to meet the needs of each student?
  • What are the other students doing while I’m working with a small group?

…can all be answered through analysis of assessment results.

#3: Create targeted goals for teachers and students

Using the information in the assessment analysis will help guide district leaders when determining specific goals that are relevant, measurable, and attainable. Educators can then ensure that student goals are aligned.

When students are involved in their assessment data and goals, they’re more likely to be invested in their overall success.

#4: Monitor progress

Leaders gain valuable information regarding improvements in critical skills, such as reading, math, and social-emotional behavior, with regular progress monitoring. When progress monitoring takes place often, it becomes familiar and expected for everyone involved, including students.

All-in-one assessment tools assess each student on the skills they most need to master. If the tool can adapt to the student’s ability, the student is less likely to become frustrated or discouraged, and the assessment data is going to be more accurate.

#5: Expose professional development gaps

Assessment data not only provides insight into students’ learning gaps but into professional development gaps as well. The information analyzed shows where the students are seeing the least amount of improvement, which may indicate a broader issue with instruction, whether at the universal tier (Tier 1) or in Tier 2 and Tier 3 interventions.

The right assessment tool will support educators by providing insight and guidance into practical and effective educational approaches to support student learning.

Group of students using tablets

Renaissance: Providing valid and reliable data for improving student outcomes

Renaissance supports districts nationwide with assessments, analytics, and professional development that yields high-impact data-driven decisions in the classroom.

Our solutions include:

  • FastBridge and Star Assessments for universal screening and progress monitoring in reading, math, and social-emotional behavior
  • DnA for standards-based custom assessment
  • eduCLIMBER for MTSS collaboration and management

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Intensive intervention: What is it and how does it function within an MTSS framework?  https://www.renaissance.com/2020/02/20/blog-intensive-intervention-what-is-it-and-how-does-it-function-within-an-mtss-framework/ Thu, 20 Feb 2020 16:27:00 +0000 https://renlearnstg.wpengine.com/?p=62972 Intensive intervention is an important tool that educators can use to address the learning needs of students with significant learning deficits. Often referred to as Tier 3 within a multi-tiered system of support (MTSS) framework or a Response to Intervention (RTI) model, intensive intervention is an individualized and data-based iterative process that usually requires a […]

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Intensive intervention is an important tool that educators can use to address the learning needs of students with significant learning deficits.

Often referred to as Tier 3 within a multi-tiered system of support (MTSS) framework or a Response to Intervention (RTI) model, intensive intervention is an individualized and data-based iterative process that usually requires a significant commitment of school resources over a period of time.

This blog provides a detailed look at intensive intervention and its role in helping struggling students to get back on track.

What is intensive intervention?

When used carefully within the problem-solving process of MTSS, very few students will require intensive intervention. But, for those who need it, intensive intervention can create the conditions for their success in both school and life.

How so?

Most students, when provided with evidence-based Tier 1 core instruction, will make effective school progress. But some will not. These students would benefit from an intervention that is provided in addition to the core instruction.

In most tiered instruction models (MTSS or RTI), two distinct levels of additional instruction are identified—Tier 2 and Tier 3. Tier 2 is sometimes known as supplemental or strategic intervention, while Tier 3 is called targeted or intensive intervention.

Tier 3—intensive intervention—comes with its challenges, including finding both the time and the materials to provide either additional or replacement instruction for the students with the biggest learning gaps.

5 features of intensive intervention

Intensive intervention involves direct and systematic instruction in core learning areas, such as reading, writing, math, and social-emotional behavior (SEB).

The National Center on Intensive Intervention (NCII) is an online technical assistance center for resources related to intensive instruction student supports. The NCII identifies five key features of intensive intervention. According to the NCII, intensive intervention is:

  1. A process.
  2. A sustained and ongoing level of support.
  3. Individualized to student needs.
  4. Data-based, with the use of progress monitoring and diagnostic data.
  5. Intended for a small subset of students.

Understanding each of these features separately is important for how well intensive interventions are applied. Let’s explore each feature.

teacher helping students on assignments

#1: A process

Intensive intervention is not meant to be just one lesson or one program provided for a student for a fixed period of time. Instead, intensive interventions are many processes of trying possible options, collecting data, and reviewing the data to see if and how well each option worked.

For example, if the first effort indicates that a student did not respond to the intervention, you don’t just stop there. Instead, as a team, you try again. Ideally, the first choice will work, but this isn’t always the case.

For this reason, school teams need to understand that students who have significant learning difficulties will likely require ongoing efforts to find the best solution.

#2: Sustained over time

Suppose you’ve tried many efforts and have found the right solution. Now, it needs to be provided and applied for as long as it takes for the student to reach his or her goals.

School teams should note that a student who is significantly behind his or her classmates will require dedicated resources in order to catch up. In some cases, the student might not “catch up” before reaching graduation.

For this reason, school teams must understand that intensive interventions require a serious time commitment.

#3: Individualized to student needs

Students might struggle in school for many different reasons. It could be because of social-emotional behavior needs, academic needs, or a mixture of both. Therefore, there are many possible solutions for each student’s success.

Students who continue to struggle in school after participating in the Tier 1 core instruction and Tier 2 standard protocol supports have learning challenges that cannot be met using universal solutions that work for most students.

For this reason, intensive intervention must always be designed for an individual student’s unique needs.

#4: Data-based

By examining student data, teams can find the most promising solutions for students with significant learning challenges.

Where does this data come from? Scores from both Tier 1 universal screening assessments (like benchmarks) and Tier 2 progress monitoring tools are the best sources of information that tell us about students’ specific learning needs. These data also tell us what has worked or what has not worked for students in the past. This is important because there is no benefit to repeating efforts we already know did not work before.

By examining individual student data, teams can identify specific learning needs, as well as rule out instructional practices that did not lead to improvement. Together, this information will shed light on possible next steps.

#5: Intended for a small subset of students

Because the combination of Tier 1 core instruction plus Tier 2 supplemental intervention will lead to school success for the majority of students, intensive interventions should only be required for a small number of learners.

This means that the increased resources and efforts to find solutions for students who require intensive interventions will be specific to a small target group of students. In fact, both statistical models and actual school data indicate that intensive intervention is only necessary for about 5% of all enrolled students in any given school.

Insights to move learning forward

Discover tools from Renaissance that support more effective Tier 3 interventions.

Necessary materials and programs to help plan intensive interventions

There are several materials available that can be used for intensive intervention, including research-based procedures, often accompanied by teaching scripts that incorporate direct and systematic instruction.

These procedures generally include the five following practices:

  1. Modeling, where the teacher demonstrates the skill to the students during a lesson.
  2. Guided practice, where the students try out the skill with a high level of teacher support.
  3. Independent practice, where the students use the skill with limited teacher support.
  4. Mastery, where the students use the skills spontaneously in the classroom for the target purposes.
  5. Generalization, where the students apply the skill to situations different than where it was originally learned.

Here is an example of this five-step process in action:

  1. A student watches as the teacher demonstrates using a pointer to guide the reading of a story.
  2. A student practices using the pointer with teacher assistance to read a story.
  3. A student practices using a pointer while the teacher watches from a distance and intervenes only when necessary.
  4. A student automatically reads an assigned story without any teacher help, using a pointer when necessary to help guide the story.
  5. A student selects and reads a story at home with the help of a pointer to guide the story if necessary.
teacher helping student on tablet

The amount of time required to implement intensive interventions varies. However, creating and using specific time blocks in the student’s schedule will optimize intensive instruction outcomes.

How to create effective scheduling for Tier 3 intensive interventions

The reality is that intensive intervention requires a serious commitment of time to be effective. As all teachers know, there are only so many hours in the school day. Students who require intensive intervention have—most likely—already participated in Tier 1 core instruction and Tier 2 supplemental intervention.

While adding more instructional minutes to a student’s current schedule might be one way to provide intensive intervention, it is unlikely that there are any more minutes available for such activities. Teams also need to keep in mind that prior intervention efforts did not result in the student’s success.

Given that there are a fixed number of minutes in each school day, and that prior existing interventions did not work, Tier 3 intensive intervention can and should be provided in place of Tier 1 and Tier 2 instruction and intervention.

When intensive instruction is provided at the same time as, and in place of, the prior instruction, it is often called “replacement core” instruction.

Understanding staffing needs for intensive intervention

As mentioned, intensive intervention should be for a select few students. This is important because schools most likely cannot provide replacement core instruction for large numbers of students. But, for those students whose learning needs have not been met with the standard core instruction supplemented with intervention, using the time blocks allocated for Tier 1 and Tier 2 makes it possible to have enough time in the school day to implement intensive intervention.

Although using the replacement core instruction option is a great approach to intensive intervention for students who have not found success with the standard program plus intervention, teachers should note that this option requires personnel resources. In other words, additional teachers must be available to help provide this replacement core instruction.

When school teams and leaders examine staffing needs and teacher loads, they need to take this into account and consider which teachers will be assigned to teach the much smaller classes designed for students requiring intensive instruction.

Utilizing progress monitoring with intensive intervention

Intensive intervention should always be accompanied by regular progress monitoring. Given the fact that students participating in such interventions have very significant learning needs, the use of a progress monitoring tool should be much more frequent than with other students.

Consider how often physicians monitor patients with certain health conditions. These patients likely have more frequent visits with their providers and are tested more often. The same concept should be applied to how often students participating in intensive interventions should be monitored.

At Renaissance, we recommend that these students complete progress monitoring assessments either weekly or biweekly to best support their needs. Progress monitoring allows teachers to see how the students are doing at regular intervals, so they can best adjust intensive instruction and supports as needed.

Most importantly, interpreting progress monitoring data requires an accumulation of data over time. When teams utilize progress monitoring more often, they gather more data to review and can implement instructional changes more quickly.

Use Renaissance’s resources to help best create and implement intensive instruction in your school

Educators should be utilizing intensive instruction as a tool to address the learning needs of students with significant learning deficits. Although the number of students enrolled in a school who require intensive instruction is often small, these students deserve the best instruction possible to help them meet their learning needs.

Are you an educator in a school district that doesn’t implement intensive instruction? Your schools could be doing a huge disservice to a target group of students.

At Renaissance, we offer FastBridge and Star Assessments for both universal screening and progress monitoring within an MTSS framework. Both assessments help you to identify students in need of intensive intervention and to then determine whether and how well these students are responding to your intervention efforts.

To learn more about these and other tools from Renaissance to support K–12 learners, connect with an expert today.

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What is Star CBM? https://www.renaissance.com/2020/02/07/blog-what-is-star-cbm/ Fri, 07 Feb 2020 15:00:09 +0000 https://renlearnstg.wpengine.com/?p=46411 With Back to School in 2020, Renaissance will add a new set of measures to our industry-leading assessments of reading and mathematics. Teachers and schools will be able to select Star CBM, which provides curriculum-based measures of reading in grades K–6 and mathematics in grades K–3. In this post, I’d like to address the three […]

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With Back to School in 2020, Renaissance will add a new set of measures to our industry-leading assessments of reading and mathematics. Teachers and schools will be able to select Star CBM, which provides curriculum-based measures of reading in grades K–6 and mathematics in grades K–3.

In this post, I’d like to address the three questions we hear most commonly when we’re discussing Star CBM with educators:

  1. What exactly is curriculum-based measurement?
  2. How do curriculum-based measures fit into a teacher’s or program’s assessment and instruction?
  3. Why did Renaissance decide to develop curriculum-based measures for reading and mathematics?

Defining “CBM”

Curriculum-based measurement, or CBM, has become a common, well-accepted part of educational assessment in elementary and secondary classrooms. Originally developed by Stanley Deno and colleagues in the 1970s (Deno, 1985; Tindal, 2013), CBM has distinguished itself as a psychometrically robust, practically efficient, and instructionally relevant tool for teachers to monitor progress and evaluate intervention in reading, mathematics, written expression, and a number of other content areas.

Deno (1985) identified four essential features of CBM—features that remain relevant and useful today:

  1. The measures have to be trustworthy and meaningful, meeting traditional psychometric standards for assessing educational achievement and making instructional decisions.
  2. The measures have to be simple and easy to use, so that teachers or classroom volunteers can and will use them with fidelity.
  3. CBMs should produce results that are easy to understand and that can be presented in ways that teachers, parents, and students can review and interpret efficiently.
  4. The measures should be relatively inexpensive and not require fancy materials or substantial training, so that they can be implemented in most (if not all) classrooms.

Following Deno’s work, an extensive research literature of more than 1,300 publications has investigated CBM’s design, psychometric features, and application. CBM has also become common in practice. Informal versions developed by teachers and programs, and more formal offerings available online and in the marketplace, are being used by teachers throughout the US.

CBM in the classroom: What you might see

You’ve probably seen the most typical form of CBM: a relatively short passage of text that the child is asked to read aloud to a teacher or other individual for one minute. The number of words the child read correctly in one minute serves as their score, and research shows that this simple score is a good indicator of the child’s overall reading skills.

Other CBMs abound, including forms where children solve mathematical problems, write stories in response to brief “starters,” name letter sounds, or read simple CVC words. In most cases, these tasks last for one minute, and some simple measure (for instance, problems or letter sounds correct) serves as the child’s score for that assessment.

Measures like these seem almost too simple to be useful. However, a long history of research, development, and use in thousands of classrooms across the country demonstrates clearly that CBMs can greatly assist teachers in both identifying students who would benefit from additional instruction, and monitoring progress for those students (and others) to assure that these interventions are working well.

This history of both rigorous research and teacher use is central to making Star CBM a strong resource.

How CBMs provide a “vital signs” check on academic growth

Stanley Deno was a professor of special education at the University of Minnesota and is widely credited with introducing the core ideas of both CBM and general outcome measure (GOM).

In the late 1970s, Dr. Deno was providing supplemental reading instruction to early elementary students in a Minneapolis public school. While he was generally confident in his selection and design of instructional practices, he wanted to be able to evaluate the effectiveness of his “good ideas” for each of the students he was teaching. In particular, he wanted measures that were as easy to use as a thermometer we use to detect illness, or a bathroom scale we use to monitor our weight—measures of “vital signs” for health and well-being. He also wanted measures that carefully reflected each student’s current level and degree of growth of academic achievement, took little time away from his focus on teaching, and could be done frequently to provide early and ongoing feedback about each instructional effort’s efficacy (Casey et al., 1988). At the time, however, there were few (if any) practices that met these requirements.

As Deno experimented with different approaches, his work began to focus on what became a defining feature of CBM and GOMs. In particular, he wanted to find ways for students to demonstrate their growing ability to perform better and better on a task that represented the year-end goal of their current instructional program. This decision was key: The idea is that task demands stay relatively constant over an extended period of time, and that the child’s improved achievement is represented by greater and greater levels of task completion.

Along with two colleagues (Deno et al., 1982), Deno first focused on ways to assess changes in reading achievement using brief, repeatable measures. From this research, a simple but remarkably strong candidate was identified, as mentioned earlier: The number of words a child read correctly from grade-level text in one minute produced a score that was very easy to collect, showed growth over time, and correlated at high levels with longer, standardized tests of reading (both decoding and comprehension).

From this first study, other investigators have demonstrated repeatedly that this simple measure, Words Correct per Minute from passage oral reading, is a robust and useful measure of reading—and a measure that can be used across weeks or grades to describe individual students’ growing reading competence. This solution, reading text for one minute and counting the number of words read in that minute (sometimes called “oral reading fluency”), has endured and is still a common feature of many CBM systems.

This early development in the area of reading led to comparable work in mathematics, spelling, and written expression (Deno et al., 1986). Interest in CBM spread rapidly, both in research and practice (Shinn, 1998; Tindal, 2013). Similar measures, including myIGDIs for Preschool and Infant and Toddler Individual Growth and Development Indicators, are available for preschool-aged children and are bringing this efficient and rigorous assessment to new programs and populations.

By the beginning of the twenty-first century, CBM had been widely accepted in educational practice, become a mainstay of planning and program monitoring in special education and Response to Intervention (RTI), and found its way into a host of teacher-prepared and commercially available products.

The development of Star CBM

Star CBM, the newest version of curriculum-based measures available for elementary students, rests squarely on Deno’s long line of research. In addition to measures of very early reading (e.g., letter-sound correspondence and simple word decoding) and mathematics operations (from numeral recognition to addition, subtraction, and multiplication), Star CBM assesses students’ oral reading achievement with passages written by Dr. Deno and his longtime colleagues Dr. Doug Marston, Dee Deno, and Debbie Marston. Each Star CBM can be administered either on- or offline, with options for the student to read from paper booklets or a digital screen, and for the teacher to score on paper (“by hand”) or using an easy-to-use digital interface.

Sample Star CBM measure (Passage Oral Reading)

We are currently field-testing all measures, in both screening and progress monitoring applications, with thousands of children across the US. Results of this field test, along with ongoing input from teachers and administrators, will help us provide guidance for evaluating student performance during seasonal screening, plan for ongoing progress monitoring of individual students, and give teachers access to clear, useful reports of individuals and groups.

Star CBM Grid

Sample Star CBM report

How CBM helps to accelerate learning for all students

As research and practice with CBM continued to expand, Lynn Fuchs and Stanley Deno provided a further refinement and description of the critical features of this approach to assessment. In particular, Fuchs and Deno argued that curriculum-based measures are part of a larger group of general outcome measures, or GOMs (Fuchs & Deno, 1991).

GOMs are designed to “provide teachers with reliable, valid, and efficient procedures for obtaining student performance data to evaluate their instructional programs” (Fuchs & Deno, 1991, p. 489). Fuchs and Deno go on to note that “the two most salient features of measuring general outcome indicators are (a) the assessment of proficiency on the global outcomes toward which the entire curriculum is directed, and (b) the reliance on a standardized, prescriptive measurement methodology that produces critical indicators of performance” (p. 493, emphasis added).

Fuchs and Deno’s (1991) description of GOMs provides an important foundation for distinguishing between essential and common features of the measures in this class. While the name “CBM” remains common, Fuchs and Deno’s analysis made clear that the focus is ongoing acquisition of a general academic skill taught by any particular curriculum—with less attention to specific skills that might be embedded in (and differentiate) any particular instructional program. Further, this focus on “general outcomes” enlarged the focus of researchers and practitioners to important developmental achievements that may not be taught by an identified curriculum. In particular, this opened the door to application of these ideas to children’s preschool development, where intentional and structured intervention is still somewhat uncommon.

Fuchs and Deno (1991) built on Deno’s earlier work, along with their substantial experience, to identify six key features of General Outcome Measures, including CBMs:

  1. Definition of a domain, or “general outcome,” of academic achievement, rather than specific skills. The focus is on a broadly defined task like “reading at grade level” or “language development for school success.”
  2. Assessment of domains and general outcomes where growth occurs over longer periods of time, most typically an academic year or more.
  3. Clear evidence of the social importance of long-term goals. In simple terms, these outcomes are often described in ways that parents and others understand and value.
  4. A focus on broad goals of a curriculum, as opposed to short-term instructional or other objectives.
  5. A common measurement model that extends across a long period of time, most typically an academic year or longer.
  6. Strong evidence of reliability within and across measurement occasions, and validity for individual measures as well as growth across time.

GOMs fit well with Renaissance’s mission of accelerating learning for all students by providing another set of tools for teachers to target the right intervention to the right students at the right time. We also are investing in ways to provide this information to teachers and programs starting in preschool to improve individuals’ and groups’ outcomes.

Supporting children from age 3 to grade 3

Renaissance offers general outcome measures of language, early literacy, and early numeracy development for preschool students who speak English or Spanish, and of reading and mathematics for students from kindergarten to third grade. These measures—myIGDIs for Preschool and Star CBM for elementary students—are designed for both seasonal screening and progress monitoring for those children receiving supplemental or individualized intervention. Unlike other measures, teachers administer myIGDIs for Preschool and Star CBM individually to students, allowing direct observation of the child’s ongoing development.

Together, myIGDIs for Preschool and Star CBM provide something entirely new in educational assessment: For the first time, educational programs will have access to measures that are both specifically designed and rigorously tested for either preschool or school-age students and that, collectively, describe a child’s growth and development from the early years of preschool through the early grades of elementary school. This aligned set of measures will help teachers identify and serve at-risk students earlier and monitor and adjust each child’s education to move toward important outcomes.

At the same time, these “age 3 to grade 3” measures will allow program managers and developers to better align services across multiple years in ways we expect will contribute to improved outcomes for the students they serve.

CBM + CAT: A comprehensive system of assessment

Test developers often remind us that no test is good for all circumstances. As a result, teachers and programs must select tests and measures that are well-suited to the goals they are trying to achieve. myIGDIs for Preschool and Star CBM provide teachers with access to general outcome measures during critical years of children’s academic development. They also complement the computer-adaptive Star Early Literacy, Star Reading, and Star Math assessments in programs that are responsible for students’ achievement over long periods of time. More choice in assessment means more information about students’ needs—and more opportunity to sharpen our focus on the students who most need our assistance. As educators, we can agree that this is a very good thing.

References

Casey, A., Deno, S., Marston, D., & Skiba, R. (1988). Experimental teaching: Changing beliefs about effective instructional practices. Teacher Education and Special Education, 11(3), 123–131.

Deno, S. L. (1985). Curriculum-based measurement: The emerging alternative. Exceptional Children, 52(3), 219–232.

Deno, S. L., Marston, D., & Tindal, G. (1986). Direct and frequent curriculum-based measurement: An alternative for educational decision making. Special Services in the Schools, 2(2–3), 5–27.

Deno, S. L., Mirkin, P. K., & Chiang, B. (1982). Identifying valid measures of reading. Exceptional Children, 49(1), 36–45.

Fuchs, L. S., & Deno, S. L. (1991). Paradigmatic distinctions between instructionally relevant measurement models. Exceptional Children, 57, 488–500.

Shinn, M. R. (ed.). (1998). Advanced applications of curriculum-based measurement. Guilford.

Tindal, G. (2013). Curriculum-based measurement: A brief history of nearly everything from the 1970s to the present. ISRN Education, 2013, 1–29.

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What is MTSS? How to explain MTSS to almost anyone https://www.renaissance.com/2020/01/16/blog-what-is-mtss-how-to-explain-mtss-to-almost-anyone/ Thu, 16 Jan 2020 15:50:00 +0000 https://renlearnstg.wpengine.com/?p=61377 As an educator, you’ve probably heard the acronym MTSS at some point. But you may not be clear on what it stands for or why it is used. So, what is MTSS? And why are districts implementing it? MTSS is an important piece of the educational support system, and everyone involved should understand it. This […]

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As an educator, you’ve probably heard the acronym MTSS at some point. But you may not be clear on what it stands for or why it is used.

So, what is MTSS? And why are districts implementing it?

MTSS is an important piece of the educational support system, and everyone involved should understand it. This blog explains MTSS in a way that will help all stakeholders to understand this important framework, from staff members to parents to students.

MTSS definition

MTSS stands for multi-tiered system of support. As the name implies, this framework has a tiered infrastructure that uses data to help match academic and social-emotional behavior assessment and instructional resources to each student’s needs.

In this tiered, data-informed framework, educators work to ensure that the majority of students respond to core instruction. Students who need additional support for enrichment or remediation are identified by data and provided that support with the right focus and intensity.

What is the purpose of MTSS in education?

MTSS helps educators to be thoughtful about using resources appropriately and impactfully. It also allows the use of data to continually monitor and improve the effectiveness of their actions. MTSS makes the district-wide system more effective and ensures we’re supporting the needs of every student.

MTSS streamlines and brings cohesion to the good work and best practices that are already happening in a district so that those efforts are no longer happening in isolation. MTSS also helps districts to fill gaps in their standard practices that might exist due to common challenges, like limited resources, difficulty collaborating, and a lack of visibility into program effectiveness.

To better understand MTSS and its different components, let’s look at an analogy.

An MTSS analogy: Visiting the dentist’s office

Each day, we are all providing universal, general care for our teeth in the form of brushing and flossing. Most communities also have a dental office, where general practitioner dentists are staffed to provide regular cleanings. These high-quality, universal best practices—flossing, brushing, and regular cleanings—are intended to be effective for the vast majority of patients.

They are also intended to prevent a high number of patients from needing advanced dental care, such as oral surgery. Oral surgery is an intense treatment, demanding more resources, more training, and specialized staff.

Data, such as pain or medical examinations, may reveal that some patients truly need that intensive care, in which case it’s important to provide support that is well-aligned with the patient’s needs in a timely manner. But if there are many people who need intense treatment, our available resources may be exhausted by the demand.

By providing, monitoring, and continually improving our universal support and preventative actions, we’re better able to care for all patients and limit the need for intensive treatment.

In schools, MTSS functions in a similar way. Educators work to have highly effective instruction in the classroom so that fewer students need intensive interventions to be successful. And if we have a smaller number of students who need additional support and services, we have the resources needed to provide it—and the data needed to align our actions to the need.

Why are districts implementing MTSS?

MTSS in education allows teachers to focus on supporting all of their students using a systematic approach. Districts are implementing MTSS because it enables teams to:

  • Improve the outcomes for all students in terms of academics and social-emotional behavior
  • Address the unmet needs of many students and groups of students
  • De-silo data and make systems and processes more effective and connected
  • Take a whole-child approach to supporting students
  • Help students grow no matter where they start

MTSS and the Every Student Succeeds Act (ESSA)

MTSS is also rooted in policy. When the Every Student Succeeds Act (ESSA) was introduced through legislation in 2015, the focus shifted from addressing “special education” to addressing the needs of “every child.”

This shift allowed MTSS to blossom in districts as school funding began to be directed toward multiple assessments and progress monitoring.

What does an MTSS framework look like?

There is no one correct approach to MTSS. As a result, there can be differences in the frameworks adopted by various states and districts.

For example, one state might refer to a “Multi-Tiered System of Support” while another refers to a “Tiered System of Support for Students.” Districts and states can adopt different essential components within their frameworks or see variance in the specific verbiage used to define or describe those components. Yet, there are often more similarities than differences among MTSS frameworks.

Supporting MTSS in schools

Discover Renaissance solutions that support more effective MTSS.

What is an example of an MTSS framework?

Here is a general MTSS framework that depicts the fundamental processes, tools, and practices that are generally included in MTSS from a national perspective. It also shows the importance of fitting these previously disparate elements into a cohesive framework:

The MTSS framework

Let’s explore each of these components in detail.

Matched assessment, instruction, and intervention

Assessment, instruction, and intervention are interconnected, effective, aligned to student needs, and informed by data. This component typically includes:

  • Whole-child measures (academic and social-emotional behavior): Analyzing data from multiple sources to better understand student needs (as opposed to a singular focus on the academic lens).
  • Comprehensive assessment system: A complete set of high-quality assessment tools that enables careful selection of the right assessment at the right time to provide the right information to inform next steps.
  • Tiered instruction and support for all students (tier 1, 2, and 3): A system-level approach to aligning support at the right intensity according to the student’s need.

Inviting climate and culture

Districts, schools, and classrooms are safe, welcoming, and non-discriminatory environments in which students can focus on learning and feel accepted and supported. This component typically includes:

  • Culturally and linguistically sustaining practices: Ensuring systemic actions support and encourage all students.
  • Emotional, physical, and mental wellness: Dedicated curriculum is implemented to support student well-being as an important component of student success.
  • Bullying prevention: Putting a stop to physical and virtual bullying.

Leadership

Effective leadership involves the deliberate allocation of time and resources for district and site leaders to build capacity and foster continual improvement. This component typically includes:

  • Systematic analysis for patterns and trends with responsive, system-level strategic action: Leadership provides the vision, tools, and time necessary to proactively analyze and improve.
  • Dedicated review of resource allocation: Visibility into (and data-driven decisions around) programming, staff, and other resources.
  • Capacity building, communication, and expectations: Support provided around culturally, linguistically, and community-minded instructional leadership.

Intentionally integrated infrastructure

Districts and schools are intentionally developing, prioritizing, investing in, and providing system-level support to a connected and collaborative ecosystem of people, processes, and tools. This component typically includes:

  • Collaborative professional learning: Support of one another in continually growing and better supporting students.
  • Aligned policies, communication, and data processes: De-siloing efforts to support students and provide stakeholders with access to data and tools required to be successful.
  • Intervention and program effectiveness and evaluation: Continually evaluating the impact of actions to continually increase effectiveness.

Student, family, and community engagement

Effective engagement requires a shared involvement, communication, and investment in students’ success across their wider environments. This component typically includes:

  • Collaborative process and shared responsibility: Working directly with parents to help them understand their child’s needs so they can be supported at home, and working with the community to provide support and educational opportunities that the district does not have the resources to accommodate.
  • Transparency of progress and goal setting: Engaging parents and communities as consumers of data.
  • Student identity, voice, and choice: Actively involving students as the primary stakeholders in their own learning.

The power of a cohesive MTSS framework

Many of the components of MTSS are not new practices. They’re the high-impact actions that school practitioners have been doing for years.

In the past, however, there was a lack of explicit emphasis on aligning those efforts. Many educators would provide support to a student without any idea that concurrent interventions were happening. District-wide data analysis would occur without connecting findings to resource allocation or program needs.

MTSS isn’t reinventing the wheel—it’s simply bringing cohesion to student-centered practices while de-siloing the data-driven decisions that already happen in many districts. When implemented effectively, MTSS not only helps us to increase the effectiveness of our existing efforts, but also uncovers areas in which we may need to adjust or increase our efforts.

How do Renaissance products support MTSS in schools?

Although a variety of Renaissance products are beneficial to student achievement, the three that are most closely aligned with MTSS implementation are eduCLIMBER, FastBridge, and Star Assessments. Let’s break these programs down to show how your school or district may benefit from using them.

eduCLIMBER and MTSS

eduCLIMBER can help strengthen your MTSS framework with:

  • Interactive whole-child data
  • User-friendly collaboration tools
  • Intervention effectiveness reporting
  • And more

It will help your school or district move beyond mere data collection and seamlessly pull whole-child data directly into your daily work and decision making.

eduCLIMBER helps:

  • Identify students in real time
  • Build your best intervention program
  • Improve positive behavioral interventions and support and monitor disproportionality with interactive behavior analytics
  • Collaborate around data and move action steps forward
  • Visualize student growth and progress toward your strategic goals with data dashboards
  • See the students behind the data to advance equity in schools

How does eduCLIMBER work?

There are four main components to the eduCLIMBER system:

  1. Integrate: Access all current and previous whole-child data in real time from one centralized platform. Each user sees the students and data that have been assigned to them.
  2. Analyze: Explore interactive data visualizations across time to answer key questions around student needs and growth, intervention effectiveness, equity, and more.
  3. Act: Use built-in collaboration workflow tools to problem solve as a team. Drive decisions for the district, schools, grades, and students. Then put next steps into action—all without ever leaving the platform.
  4. Evaluate: Use one system to answer the question, “Is what we’re doing working?” across all roles, teams, and departments. Celebrate successes and make timely adjustments where needed.

FastBridge, Star Assessments, and MTSS

Both FastBridge and Star Assessments allow schools to identify which students are at risk, know the right intervention for each student, and measure whether interventions are helping students to catch up—all in one assessment platform.

While there are some differences between the two solutions, both offer curriculum-based measures (CBM) and computer-adaptive tests (CAT) to support screening and progress monitoring across reading and math. Social-emotional behavior screening is also available through the SAEBRS teacher and student self-reporting assessment.

FastBridge and Star Assessments are useful in regard to:

  • Universal screening for academics and social-emotional behavior
  • Progress monitoring to help close learning gaps faster
  • Knowing exactly how to teach and intervene
  • Helping all students become successful readers
  • Strengthening Tier 1 with data-driven program evaluation
  • Driving equitable academic and social-emotional behavior outcomes

How do FastBridge and Star Assessments work?

There are four main components to the FastBridge and Star Assessments systems:

  1. Screen: Screen all students in math, reading, and social-emotional behavior with brief, reliable, and accurate screening tools. Identify which students are at risk and the specifics causing them to struggle.
  2. Plan Tier 1 supports: Drive resource allocation to meet academic and social-emotional behavior needs in the universal tier. Address class-wide skill gaps with whole-group instructional recommendations and easy-to-follow lesson plans.
  3. Plan Tier 2 and Tier 3 support: Accelerate growth with specific and targeted intervention recommendations for small groups and individual students to effectively address skill gaps.
  4. Progress monitor: Determine whether interventions are working—and if they’re working quickly enough—with valid and reliable progress monitoring.

Supporting more effective MTSS

Interested in bringing eduCLIMBER, FastBridge, Star Assessments, or other Renaissance solutions to your district? Connect with an expert today to learn more.

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Renaissance Announces Three-Year Partnership with Ministry of Education of the Seychelles https://www.renaissance.com/2020/01/16/news-renaissance-announces-partnership-seychelles/ Thu, 16 Jan 2020 14:10:44 +0000 https://renlearnstg.wpengine.com/?p=46159 The new programme provides all primary schools in the country with access to Star Assessments, Accelerated Reader, and myON. WISCONSIN RAPIDS, Wis. (Jan. 16, 2020) – Renaissance®, the global leader in pre-K–12 education technology, today announced a three-year partnership with the Ministry of Education of the Seychelles to improve student attainment for reading in English […]

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The new programme provides all primary schools in the country with access to Star Assessments, Accelerated Reader, and myON.

WISCONSIN RAPIDS, Wis. (Jan. 16, 2020)Renaissance®, the global leader in pre-K–12 education technology, today announced a three-year partnership with the Ministry of Education of the Seychelles to improve student attainment for reading in English in all of the country’s primary schools. This expanded implementation follows a successful pilot in five schools last year.

During the pilot, the Ministry saw significant increases in reading amongst 500 primary school students. Utilising Renaissance’s award-winning Star Assessments, Accelerated Reader, and myON products, the programme will increase the availability of books written in English and give teachers the tools, resources, and support to embed and teach literacy across the curriculum.

By increasing access to high-quality, engaging texts, this programme is designed to improve the culture of reading, as reading for pleasure is associated with many additional benefits beyond academic achievement. As part of this partnership, Renaissance will provide in-country support and training throughout the duration of the programme to build local knowledge and confidence.

“We are delighted to have the opportunity to partner with the Seychelles Ministry of Education to improve literacy for their students,” said Chris Bauleke, the CEO of Renaissance. “The pilot we undertook in 2019 allowed us to demonstrate the value our solutions deliver, and we look forward to working with administrators, teachers, parents, and students to truly embed and foster a culture of reading across the Seychelles.”

The Seychelles Minister for Education and Human Resource Development, Mrs. Jeanne Simeon, added: “From planning the original pilot to committing to a full three-year project, we always had confidence that Renaissance had our—and our children’s—best interests at heart. Their ability to understand our needs and practically apply their knowledge and experience in our schools enabled us to gain maximum benefit from the reading programme during the successful pilot. The children of the Seychelles have specific needs in order to reach their full potential, but through the strong and trusted relationship we have built with Renaissance, we are confident that the wider objectives of the full project will be met.”


About Renaissance

Renaissance is a leader in pre-K–12 learning analytics, serving educators and students in more than 90 countries worldwide. With solutions that assess learning, inform instruction, personalise practice, and increase equity and access, Renaissance helps educators, families, and communities fuel student growth so all learners can achieve their full potential. For more information, visit www.renaissance.com or www.renlearn.co.uk.

Contact for Media Inquiries Only:

Ken Stoflet
Communications Specialist
Renaissance
(715) 424-3636 ext. 2332
ken.stoflet@renaissance.com

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How real classroom experiences influence Renaissance products https://www.renaissance.com/2020/01/02/blog-classroom-experiences-renaissance-products/ Thu, 02 Jan 2020 14:40:21 +0000 https://renlearnstg.wpengine.com/?p=45566 When you hear the term “Silicon Valley Start-Up”, what do you imagine? You might picture people who are passionate about changing how we interact with artificial intelligence or someone solving tomorrow’s problems. Yet, plenty of current and former educators are doing just that and working to change the way students learn, solve problems, and shape […]

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When you hear the term “Silicon Valley Start-Up”, what do you imagine?

You might picture people who are passionate about changing how we interact with artificial intelligence or someone solving tomorrow’s problems. Yet, plenty of current and former educators are doing just that and working to change the way students learn, solve problems, and shape the future of education.

Teach for America, otherwise known as TFA, is a nonprofit dedicated to helping students in under-resourced public schools. TFA recruits recent college graduates to become members. Recent graduates and those interested in education are encouraged to join, undergoing a five-week teaching “boot camp” course, before being selected to teach at a predetermined location for a two-year commitment. Each member is employed by the local schools and confronts both the challenges and joys of expanding opportunities for students.

Since its beginnings, TFA members have taught more than 400,000 students all over the United States—giving countless members the chance to get in front of a classroom and make a real difference.

Several of our employees are TFA alumni and continue to make a mark on education. Having taught in Las Vegas, Dallas, and other cities, our colleagues were left their comfort zones, and also learned just how important educators are to their local schools and communities.

Maggie, a Senior Account Executive, and Gracie, an Account Manager, are two of our employees who found a career in education through TFA. We sat down with them recently and talked about their first-ever classroom experience and how it led them to edtech.

Renaissance: How did you both become interested in education?

Maggie: While in high school, I became interested in equity in education, and I found out about TFA while enrolled at the University of Wisconsin. I took the plunge and joined TFA and was assigned to teach middle-school special education in Las Vegas, Nevada—a bit far from Wisconsin.

Gracie: After majoring in public policy at Duke University, I became interested in education policy and reform. I applied to teach in the Northeast or California, but instead, was assigned to an elementary school in Dallas, Texas. I looked at it as a new adventure!

Renaissance: What was it like teaching in a classroom for the first time?

Maggie: Overwhelming. As a recent college graduate fresh out of school, I didn’t feel equipped to meet students’ unique needs. However, I did pick up on the benefits of edtech in the classroom. Our school was a 1:1 school that used iPads, but I noticed the need for additional professional development around iPads and best practices to ensure students remained focused. It was tough to keep students engaged in learning because I had to reinforce that that iPads were tools, not just toys.

Gracie: Like Maggie, I felt not-quite-equipped. I didn’t realize how challenging it would be to have a room full of students reading at different levels and having different learning styles. It also opened my eyes to how much time educators spend on prep.

Renaissance: How did edtech play a role in your classrooms? How did you use it?

Maggie: We used technology quite a bit throughout the school day. The thing that jumped out to me was keeping students engaged. Sometimes, students would get distracted on the iPads or go do something else. It could be difficult moving around and making sure each student remained on task and focused. I feel like professional development about some best practices would’ve helped me that first year.

Gracie: I noticed the impact right away—like how my students’ eyes would light up when they got to use the Chromebooks. I also noticed the positives and negatives of using technology in the classroom. For example, our school used an online math program that had an animated penguin to keep students engaged. However, the program didn’t offer supports or scaffolds when students got stuck. Sometimes, the penguin would waddle back and forth across the screen for 10 minutes as the student sat there—not helpful or motivating. Things like that showed me the importance of both good design in edtech and good implementation, as well as the importance of educators monitoring what students are doing in the programs.

Renaissance: How did teaching in the classroom translate to Freckle? What sticks out?

Maggie: While I interact with educators day-to-day, Freckle’s “Summer Seminar” sticks out to me as a highlight. A full-day workshop, the Summer Seminar brings together more than 50 educators in San Francisco to advise Freckle and be heard. Events like these provide educators the chance to share powerful stories of how they use Freckle in their classrooms to support students. I would have loved something similar while teaching.

Gracie: Two things from me. 1. The educators. Teaching is hard and a great supporting cast makes all the difference. Hearing stories from educators, helping them accomplish their classroom goals, and knowing that we’re making a difference makes it all worthwhile. 2. Small successes. I had a student who arrived several weeks into the fall semester when I was teaching. He got frustrated and would cry, but then went home and bragged to his mom about mastering a concept. Little spurts of growth like that were amazing to see.

Transitioning from the classroom to Freckle

While Maggie and Gracie are just two examples of former educators at Freckle, real classroom experiences like theirs influence our products and continue to guide product enhancements. (Both even heard about Freckle through friends and old colleagues, sparking their initial interest in edtech!)

Speaking to Maggie and Gracie uncovered some things that stood out:

  • Educators have tough, demanding jobs. Perhaps the most eye-opening fact that comes out of doing TFA is the realization of just how much educators have on their plates day-in and day-out.
  • Educators are some of the most giving humans on Earth. Educators often spend their own money on school supplies. According to a recent New York Times article, 94 percent of educators reported spending their own money on school supplies during the 2014–15 school year. (And an average of $479!)
  • Being an educator involves so much more than teaching. In addition to meeting state standards, grading, and ensuring student growth, educators are the rocks in a lot of their students’ lives. This rang true for our TFA alumni, who often served in under-served public schools.
  • Education is so important. This is what leads so many former educators to work at Freckle and Renaissance—a mission to make educators’ lives easier and help accelerate learning for all. While in the classroom, our employees noted the impact that the right technology can have on student learning, which led them here.

These four things, along with so much more, influences the work we do every day. From understanding what reports make the most sense to product enhancements designed to give educators their most-requested features, we put educators first. It’s also why we created Renaissance Royals, giving educators a voice and platform. It comes through in our day-to-day interactions too, such as understanding that it might take a couple of days to get to an email or adjusting coaching schedules to best meet educators’ needs.

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Setting IEP goals for dyslexia to optimize student success https://www.renaissance.com/2019/11/14/blog-setting-iep-goals-for-dyslexia-to-optimize-student-success/ Thu, 14 Nov 2019 16:50:00 +0000 https://www.renaissance.com/?p=63333 Students with dyslexia are likely to make slower progress in reading than other students, which is why the need for creating IEP goals for dyslexia is so great. With appropriate goals, direct and systematic instruction, progress monitoring, and regular data review, students with dyslexia can become proficient lifelong readers. In this blog, I’ll explain the […]

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Students with dyslexia are likely to make slower progress in reading than other students, which is why the need for creating IEP goals for dyslexia is so great.

With appropriate goals, direct and systematic instruction, progress monitoring, and regular data review, students with dyslexia can become proficient lifelong readers.

In this blog, I’ll explain the importance of goal setting, provide information about progress monitoring, and discuss how carefully selected IEP goals for dyslexia can play a role in the best reading outcomes for students.

Teen boy reading

How does dyslexia affect a student’s learning?

Dyslexia is a widely-recognized reading disorder that affects both learning to read and reading skills over one’s lifetime. Individuals with dyslexia can learn to read, although it often requires additional intensive instruction. Once dyslexia is diagnosed, a treatment plan that includes direct and systematic instruction of the major components of reading is needed.

Alongside the treatment plan, students benefit from regular progress monitoring to document reading improvement and attainment of one or more goals—a process I’ll discuss in detail later in this blog.

Dyslexia screening for students

Different assessments are available to help screen students for characteristics of dyslexia. Renaissance offers both FastBridge and Star Assessments, which assess students’ understanding of letters and their sounds, move on to basic phonological awareness and early decoding, and progress to passage reading.

By also utilizing FastBridge or Star Assessments as a progress monitoring tool, educators can use actionable data to see a progression of measures that help track students’ progress toward reading proficiency.

Little girl with a book

Two considerations when setting IEP goals for students with dyslexia

All students—not just those with dyslexia—whose current reading skills are below grade-level expectations need additional instruction to improve and catch up to their peers. The exact amount and type of additional instruction needed will depend on the specific reading deficits that each student has.

Schools often use a multi-tier system of support (MTSS) to organize and provide supplementary reading instruction for those students who need it. When thinking about each student’s reading goals, educators must consider two important factors:

  1. How much growth is needed for the student to catch up to their peers in the current school year?
  2. Should the goals be realistic or ambitious?

Let’s explore each factor in detail.

#1: Achieving catch-up growth

Accelerating reading growth for students who need to catch up to their peers is very important. Without it, poor readers are likely to experience the “Matthew Effect”. This term refers to a quote from the Christian Bible that is often paraphrased as “The rich get richer, and the poor get poorer.” It’s a pattern in which those who begin with an advantage accumulate even more of an advantage, while those who begin with a disadvantage become even more disadvantaged over time.

How does this connect to education? Unless focused efforts are applied, students who learn to read easily and without extra teacher support will go on to enjoy reading and experience a lifetime of reading success. In contrast, students who struggle to learn how to read—whether due to dyslexia or for some other reason—are likely to dislike reading and avoid it, thus continuing to experience literary “poverty” throughout their lives.

To prevent the Matthew Effect, schools need to address students’ reading problems as soon as they are known and focus on helping students to achieve “catch-up” growth. Catch-up growth refers to how students who start the school year behind their grade-level peers need to improve their reading skills at a faster rate than their peers do. This helps them to master missing skills and be able to read as well as classmates who started with stronger reading skills.

An example of utilizing catch-up growth with students

One case study, The Kennewick Model: Annual Growth, Catch-up Growth, conducted in the town of Kennewick, WA, documented the steps needed to provide catch-up growth to students with low reading scores. Sometimes known as the “Kennewick Model,” this school district recognized that too many students were experiencing the Matthew Effect and enlisted the school board, community members, teachers, and parents to provide improved reading instruction and supports for all students.

The Kennewick school board set a goal for at least 90% of students to demonstrate reading proficiency each year. Through a sustained multi-year effort, this goal was achieved.

Key features of the Kennewick Model are:

  1. It was a comprehensive system of support, much like an MTSS.
  2. It allocated school resources for evidence-based reading instruction at all grade levels.

Methods like the Kennewick Model include direct and systematic instruction, which has been shown to be effective for students with dyslexia and other reading difficulties. Importantly, students with dyslexia typically demonstrate very significant reading deficits and need to make catch-up growth to read well enough to graduate from high school.

#2: Setting realistic or ambitious goals

When setting IEP goals for dyslexia, educators should consider whether the goals should be realistic or ambitious. These terms refer to the rates of reading progress that are typical for all students, and the rates necessary for students to achieve catch-up growth.

Realistic goals reflect the typical rate of improvement (ROI) in reading skills for all students when provided with general education (or Tier 1) reading instruction. Research suggests that student reading growth varies across grade levels. Specifically, students typically improve more quickly in kindergarten through grade 2 and then show slower growth in the remaining elementary grades.

For example, students are likely to improve by adding two words read correctly each week in grade 1. This rate changes to adding less than one word read correctly each week by grade 6.

A student’s rate of improvement will also vary in relation to the type and amount of reading instruction provided. Reading instruction that is direct and systematic, and is provided every day, is likely to result in a larger ROI than incidental teaching.

Improving reading outcomes

Discover solutions from Renaissance to give all students a strong start in reading.

Group of young students reading

Utilizing progress monitoring to assist with goal setting

Renaissance recommends that students’ goals be set in relation to the instruction provided. To assist education teams with goal setting, all FastBridge progress monitoring goal values are, for example, labeled to indicate how challenging the goal is using the following terms:

  • Very realistic
  • Realistic
  • Ambitious
  • Very ambitious

Educators are advised to select realistic or ambitious goals because they are linked with expected ROI that will help a student catch up to grade-level expectations. The realistic goal value is set at 1.5 words read correctly (WRC), which is the amount of weekly growth observed in typical readers across grades.

Although higher goals can be set, it’s important to consider whether it’s likely that the student can reach the goal in the time available. Setting a goal that’s significantly higher than the typical growth is likely to result in the student not meeting the goal. Importantly, students with dyslexia often require more time to develop reading proficiency. For this reason, goals higher than 2 WRC per week are not recommended in IEP goals for dyslexia.

Given that students with dyslexia need to make catch-up growth, reasonably ambitious goals that range from 1.6 to 2 WRC per week are recommended.

How to use progress monitoring for IEP goals with dyslexia

In addition to setting an attainable goal, it’s important for progress monitoring to happen often enough for the student and teacher to review the data and adjust instruction if needed. If you’re new to progress monitoring or you’re looking for best practices, utilize our Progress Monitoring Toolkit to get started.

Frequency is key

For students with significant reading deficits, regular progress monitoring is recommended. In FastBridge, weekly assessment with CBMreading or an earlyReading subtest is sensitive to student growth, yet not so frequent as to take time away from instruction.

Data review

To know if a student is making effective progress towards a reading goal, especially when it comes to IEP goals for dyslexia, the data need to be reviewed at regular intervals. That said, there must be enough data points available for the scores to be reliable. Prior research suggested that at least 10 to 12 scores are needed before progress data can be interpreted.

Recently, a new method for calculating the trend and expected direction of future growth was developed in FastBridge, resulting in the FAST Projection line. Using Bayesian statistics, this alternative method can reliably predict a student’s future growth with as few as six data points. Knowing that student progress can vary for many reasons, it’s best to review progress data every four to six weeks to see if ROI is on track to meet the goal or if an instructional change is needed.

Group of teachers

Creating IEP goals for dyslexia

When working through IEP goal development for dyslexia, teachers should create an IEP goal in each area of need. For example, if three separate needs have been identified, you should have three separate goals for the student.

Educators can use these six steps to help build IEP goals for dyslexia:

  1. Choose when the student will master the goal.
  2. Be specific about which skill(s) the student will learn.
  3. Clearly state the setting in which the skill(s) will be measured.
  4. State how the student’s progress will be measured.
  5. Be specific with how accurate the student must be.
  6. State if the student can have any support and still be considered to have met the goal.

What not to do when creating IEP goals for dyslexia

When creating your students’ IEP goals for dyslexia, avoid the following “red flags” to help create realistic, attainable goals for students. Do not:

  1. Lump all of the reading goals together in a single goal.
  2. Take goals away until a reevaluation shows there is no longer a need in that area.
  3. Create goals that aren’t specific.
  4. Create goals that aren’t connected to baseline data.
  5. Create goals that aren’t going to lead to realistic progress.
  6. Create goals that will result in little progress over a school year.
  7. Repeat goals year after year. (If students do not attain a goal, they should be provided with appropriate services and progress monitoring.)
  8. Create goals that do not have appropriate progress monitoring.
Teacher and boy

Use tools from Renaissance to support IEP goals for dyslexia and students who struggle with reading

To sum up, setting IEP goals for dyslexia can vary depending on the needs of the student. What does the catch-up growth look like for the student? Should the goals be reasonable, ambitious, or somewhere in between?

We understand that students with dyslexia are likely to make slower reading progress than other students. However, they benefit from reasonably ambitious goals, depending on the type and frequency of instruction.

With direct and systematic instruction, regular progress monitoring, appropriate goals, and thoughtful data review, students with dyslexia can become proficient leaders.

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Engaging reluctant readers with beloved books https://www.renaissance.com/2019/11/11/blog-engaging-reluctant-readers-beloved-books/ Mon, 11 Nov 2019 19:53:42 +0000 https://renlearnstg.wpengine.com/?p=44179 Something magical happens when a student finds “that” book—the one that speaks to them, delights them, and leaves them hungry for more. Suddenly, they’re devouring pages, chapters, books, and even whole series. Yet “that” book isn’t the same for every child. The challenge is finding the just-right read for every student, based on their interests, […]

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Something magical happens when a student finds “that” book—the one that speaks to them, delights them, and leaves them hungry for more. Suddenly, they’re devouring pages, chapters, books, and even whole series.

Yet “that” book isn’t the same for every child. The challenge is finding the just-right read for every student, based on their interests, reading level, and age.

This can be especially difficult when trying to engage reluctant readers. Whether they’re embarrassed by previous struggles with reading, have been frustrated by too-difficult texts, or just think of reading as “uncool,” these students tend to avoid new reading experiences.

One way to engage reluctant readers is to point them toward their peers’ favorite books—titles that have already proven their ability to capture kids’ attention.

These most popular texts also help add a social aspect to reading: With so many kids reading them, there’s a greater likelihood a reluctant reader can find a peer who’s read the same title and would be excited to discuss plot, characters, or other aspects. Often, a peer’s enthusiasm can be infectious, helping to spark a love of reading in a previously reluctant student.

So how can educators find out which titles are the most popular among students?

World’s largest study

Enter What Kids Are Reading, the world’s largest annual study of K–12 student reading habits. For more than a decade, this report has identified the most-read books in each grade.

For 2019, the researchers behind the report analyzed the reading records of more than 8.7 million students across the United States, who read 289 million books in the 2017–2018 school year. Based on this massive data sample, they were able to identify the most popular books in each grade, along with some key patterns in student reading habits.

Kindergarten to second grade

In the early grades, as students are just learning how to read, one topic seems to dominate: animals.

From domestic animals such as dogs (Biscuit Series by Alyssa Satin Capucilli) and cats (Pete the Cat Series by James Dean) to wilder creatures such as elephants (Elephant and Piggie Series by Mo Willems) and insects (Fly Guy Series by Tedd Arnold), young students can’t seem to get enough of the adventures of these friendly, funny animals.

Most popular, best fiction and nonfiction books for students in kindergarten, first grade, and second grade, early elementary school

Which animals do your young readers like best? Try these titles!

Dogs

  • Biscuit by Alyssa Satin Capucilli
  • Clifford, the Big Red Dog by Norman Bridwell
  • Sleepy Dog by Harriet Ziefert

Cats

  • The Cat in the Hat by Dr. Seuss
  • Pete the Cat: Too Cool for School by James Dean
  • Cat Days by Alexa Andrews

Wild animals

  • Elephants Cannot Dance! by Mo Willems
  • Big Brown Bear by David McPhail
  • If You Give a Moose a Muffin by Laura Numeroff

Insects

  • Hi! Fly Guy! by Tedd Arnold
  • The Very Hungry Caterpillar by Eric Carle
  • Bugs! by Patricia C. McKissack

While nonfiction titles don’t appear among students’ most-read books in these grades, you can start building their nonfiction reading skills with these fun (and true!) books about animals:

  • Animals Everywhere by Ann Corcorane
  • Baby Cats by Bethany Olson
  • Puppies by Colleen Sexton

(You’ll find enhanced digital versions of these three titles, plus many more fantastic nonfiction reads, in your myON library.)

Remember you can find even more great titles, including popular books not about animals, when you download the complete What Kids Are Reading report.

Third to fifth grade

Although animals continue to be popular among this age group (Dog Man Series by Dav Pilkey and Bad Kitty Series by Nick Bruel), they no longer rule the most-read book lists.

Students in the intermediate grades are very interested in the lives of other kids, spending hours with series such as Diary of a Wimpy Kid by Jeff Kinney and Fudge by Judy Blume. Many of these tales focus on kids’ adventures with teachers, principals, and other members of their school community, such as A Fine, Fine School by Sharon Creech or Miss Nelson Is Missing! by Harry Allard.

This theme continues with their nonfiction reading too. True stories of school tribulations such as Smile by Raina Telgemeier and Real Friends by Shannon Hale are particularly popular.

Most popular, best fiction and nonfiction books for students in third grade, fourth grade, and fifth grade, elementary school

Which topic do your students want to read about? Try these popular themes and titles!

Animals

  • Dog Man by Dav Pilkey
  • Charlotte’s Web by E.B. White
  • Because of Winn-Dixie by Katie DiCamillo

Kids like them

  • Diary of a Wimpy Kid by Jeff Kinney
  • Tales of a Fourth-Grade Nothing by Judy Blume
  • Wonder by R.J. Palacio

School adventures

  • A Fine, Fine School by Sharon Creech
  • Miss Nelson is Missing! by Harry Allard
  • Frindle by Andrew Clements

Nonfiction

  • Smile by Raina Telgemeier
  • Real Friends by Shannon Hale
  • The Story of Ruby Bridges by Robert Cole

For more nonfiction titles that are proven to grab—and keep—students’ attention until the very last page, be sure to check out our special What nonfiction books kids are reading blog.

Sixth to eighth grade

Middle school is a time of transition for many students, especially as they move from “young children” to “young adults,” and their reading choices reflect this change.

While they love many of the same books they did in elementary school (especially Diary of a Wimpy Kid), young adult fiction also starts appearing on the most-read book lists. Hunger Games by Suzanne Collins, The Giver by Lois Lowry, and Harry Potter by J. K. Rowling are all popular choices for students in the middle grades.

Another notable pattern is also clear: Book series are big in middle school. Of the top 10 most-read books among students in grades 6–8, nine of the ten are part of a larger series (the sole exception being The Outsiders by S.E. Hinton).

For nonfiction, students seem ready to tackle more challenging topics, including the Holocaust (Night by Elie Wiesel), gender equality (I Am Malala by Malala Yousafzai), and child abuse (A Child Called “It” by Dave Pelzer).

Most popular, best fiction and nonfiction books for students in middle school, middle grades

What kind of genres are your middle schoolers interested in? Here are some great starting points:

Realistic fiction series

  • Diary of a Wimpy Kid Series by Jeff Kinney
  • Brian’s Saga Series by Gary Paulsen
  • Wonder Series by R.J. Palacio
  • Dork Diaries Series by Rachel Renée Russell

Fantasy fiction series

  • Giver Quartet by Lois Lowry
  • Percy Jackson and the Olympians Series by Rick Riordan
  • A Wrinkle in Time Series by Madeleine L’Engle
  • Hunger Games Trilogy by Suzanne Collins
  • Harry Potter Series by J.K. Rowling

Popular nonfiction

  • Smile and Sisters by Raina Telgemeier
  • Night by Elie Wiesel
  • I Am Malala by Malala Yousafzai
  • A Child Called “It” by Dave Pelzer

Fiction inspired by real events

  • A Long Walk to Water: Based on a True Story by Linda Sue Park
  • The Watsons Go to Birmingham—1963 by Christopher Paul Curtis
  • The Diary of Anne Frank (play) by Frances Goodrich
  • The Boy in the Striped Pajamas by John Boyne
  • The Call of the Wild by Jack London

Want to help your middle schoolers practice reading in the content areas? Find themed lists on popular topics—such as robotics, horses, and mysteries—in our blog post, Bonus What Kids Are Reading lists for middle and high school.

Ninth to twelfth grade

Books that are typically assigned to students—rather than picked by the students themselves—tend to top the most-read lists for high schoolers. These students seem to spend much of their reading time with literary classics such as To Kill a Mockingbird by Harper Lee, Of Mice and Men by John Steinbeck, The Crucible by Arthur Miller, and plays by William Shakespeare.

Further down the list, books emerge that are likely self-selected for reading enjoyment. Tucked between more academic texts, educators can find trendy titles such as The Maze Runner by James Dashner, Divergent by Veronica Roth, The Fault in Our Stars by John Green, and The Lightning Thief by Rick Riordan. Notably, these books and series all have associated movies that may serve as a starting point for reluctant readers in the upper grades.

For nonfiction, memoirs seem popular: Night and A Child Called “It” reappear alongside The Glass Castle by Jeannette Walls, Tuesdays with Morrie by Mitch Albom, and Into the Wild by Jon Krakauer.

Most popular, best fiction and nonfiction books for students in high school, upper grades, teenagers

Do your students prefer the wild words of fantasy or sci-fi, or would they rather explore the lives of fellow teens in more realistic circumstances? These are great titles to start with:

Fantasy and sci-fi books with movie adaptations

  • Maze Runner Series by James Dashner
  • Giver Quartet by Lois Lowry
  • Percy Jackson and the Olympians Series by Rick Riordan
  • The Twilight Saga by Stephenie Meyer
  • Hunger Games Trilogy by Suzanne Collins
  • Divergent Series by Veronica Roth

Teenage girls dealing with challenges and drama

  • Everything, Everything by Nicola Yoon
  • The Hate U Give by Angie Thomas
  • The Fault in Our Stars by John Green
  • The House on Mango Street by Sandra Cisneros
  • Speak by Laurie Halse Anderson
  • If I Stay by Gayle Forman

Coming-of-age stories featuring boys

  • A Separate Peace by John Knowles
  • The Catcher in the Rye by J.D. Salinger
  • The Outsiders by S.E. Hinton
  • The Absolutely True Diary of a Part-Time Indian by Sherman Alexie
  • The Perks of Being a Wallflower by Stephen Chbosky
  • Holes by Louis Sachar

Looking for nonfiction titles for teens? Find the Top 10 most popular nonfiction books for grades 9–12 in our special What nonfiction books kids are reading blog, then explore curated collections of fiction and nonfiction titles around themes such as music, true crime, and memoirs in our Bonus What Kids Are Reading lists for middle and high school blog.

Empowering students to choose

For many students, their favorite books are the ones they’ve picked out on their own.

Designed for students as much as for educators, the book lists in What Kids Are Reading are a great place to start. Encourage students to browse the Top 20 list for their grade to find books or series that interest them. Each title is accompanied by both an ATOS® reading level and a Lexile® reading measure, so students can quickly find books that match their reading ability.

If you have myON, the report also highlights popular digital reads for each grade that your students can access anytime, anywhere (at school, at home, or even on the go!) by logging into their myON library.

Once a student has found a book title that fascinates them, make sure they have dedicated time—at least 15 to 30 minutes a day—for uninterrupted reading.

Then sit back and watch the magic begin.

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Renaissance Acquires Schoolzilla to Make Insights Actionable for Education Leaders Worldwide https://www.renaissance.com/2019/10/29/news-renaissance-acquires-schoolzilla/ Tue, 29 Oct 2019 11:00:14 +0000 https://renlearnstg.wpengine.com/?p=42548 Administrators and educators gain a single, complete view of student growth and achievement thanks to the combination of research-driven product lines. WISCONSIN RAPIDS, Wis. (Oct. 29, 2019) – Renaissance®, the global leader in pre-K–12 education technology, today announced that it has acquired Schoolzilla, a company known for its data-driven dashboards that integrate multiple sources of […]

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Administrators and educators gain a single, complete view of student growth and achievement thanks to the combination of research-driven product lines.

WISCONSIN RAPIDS, Wis. (Oct. 29, 2019)Renaissance®, the global leader in pre-K–12 education technology, today announced that it has acquired Schoolzilla, a company known for its data-driven dashboards that integrate multiple sources of student data, including attendance, suspensions, course grades, and more. By adding rich student learning data from Renaissance’s assessment, literacy, and math programs to Schoolzilla’s dashboards, school and district leaders will gain the critical insights needed to evaluate trends in student attendance and achievement, enact change, and improve outcomes for all learners.

“One of our driving beliefs is that students learn better when administrators and teachers have the full picture of learning,” said Todd Brekhus, chief product officer at Renaissance. “Schoolzilla’s ability to aggregate data streams from multiple sources is a perfect fit with our open, interconnected approach to education. Through the current integration between our Star Assessments and Schoolzilla’s dashboards, we’re already providing educators with a true, full-circle view of their students. This acquisition will allow us to further enhance our ability to give education leaders unparalleled insights into progress and performance at the individual, school, and district levels.”

Schoolzilla’s dashboards enable education leaders to track daily progress toward goals around metrics such as chronic absence, grades, assessment growth, and college readiness. The customizable dashboards can aggregate data from over 135 education data sources, including student information systems, assessments (including interim, formative, and state assessments), behavior management systems, and more. Data can be viewed either for the current academic term or longitudinally to compare growth within grade levels and across years.

Classroom educators can also use Schoolzilla dashboards to understand how groups of students, as well as individual students, are doing on these same metrics and then pinpoint opportunities to strengthen teaching and learning to ensure every student has the opportunity to achieve their full potential.

“The combination of Renaissance and Schoolzilla is truly groundbreaking,” said Renaissance’s CEO Chris Bauleke. “This breadth of data, all in one place, all easy to view and sort, will have a significant impact on education leaders’ ability to accelerate growth, both for the whole student and for the whole district.”

“Schoolzilla’s mission has always been to enable educators to use data to run great schools for students,” said Lynzi Ziegenhagen, Schoolzilla’s founder and CEO. “We are focused on making data-fueled leadership possible and practical for today’s educators, and couldn’t be more thrilled to join the Renaissance family and enrich our dashboards with the incredible insights—and expanded reach—their portfolio provides.”

Schoolzilla began as an initiative within Aspire Public Schools—one of the nation’s top-performing school systems serving low-income communities—where Lynzi and her team closely collaborated with educators to solve “the data problem.” After five years with Aspire, Schoolzilla became an independent organization to serve schools across the country. Today, more than 140 districts gain critical insight to inform decisions and improve student outcomes with Schoolzilla’s dashboards. Schoolzilla is also an active member of the Renaissance Growth Alliance, a partnership of best-in-class edtech providers working together to streamline data for educators and improve learning for students.

Schoolzilla customers will continue to receive the support and service they have come to expect and love from the company. Existing Renaissance customers can look forward to learning more about Schoolzilla in the months ahead.

“Third-grade reading and eighth-grade math are key performance indicators for our district, and we monitor them with Star Assessment results,” commented Leigh Anne Scherer, the Coordinator of Assessment Accountability at North Clackamas School District in Oregon, where educators use both Renaissance solutions and Schoolzilla dashboards. “Now that we have Star data in Schoolzilla, we have a more complete view of how we’re progressing at the system level and the school level. That connection has been a key piece for us.”

Schoolzilla is Renaissance’s fourth major acquisition in the past two years. Earlier this year, Renaissance acquired a student-centered differentiation platform with Freckle, along with curriculum-based measurements and early childhood assessments with myIGDIs. Previously, in the spring of 2018, Renaissance acquired the personalized literacy platform, myON. Through these acquisitions, Renaissance has expanded and enhanced educators’ options for personalizing learning, monitoring achievement, and accelerating growth.


About Renaissance

As a global leader in assessment, reading, and math solutions for pre-K–12 schools and districts, Renaissance is committed to providing educators with insights and resources to accelerate growth and help all students build a strong foundation for success. Renaissance solutions are used in over one-third of US schools and in more than 90 countries worldwide. The Renaissance portfolio includes Star Assessments, for reliable, accurate insights into K–12 student learning; myIGDIs, for accurate assessment of early learning; myON, to increase students’ access to high-quality reading materials; Accelerated Reader, to support independent reading practice; and Freckle, for teacher-led differentiated instruction. For more information, visit renaissance.com.

About Schoolzilla

Schoolzilla is a Public Benefit Company with a mission to enable people to use data to improve education for students, especially those from underserved communities. Supporting over 140 school systems in 31 states, Schoolzilla helps school leaders succeed with accurate, timely and visual data to understand students’ needs, develop strategies, monitor progress, and get laser-focused on growth. For more information, visit schoolzilla.com or email info@schoolzilla.com.

Contact for Media Inquiries Only:

Ken Stoflet
Communications Specialist
Renaissance
(715) 424-3636 ext. 2332
ken.stoflet@renaissance.com

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Pumpkins, ghosts, and scares: 15 books students should read this Halloween https://www.renaissance.com/2019/10/24/blog-15-books-students-should-read-halloween/ Thu, 24 Oct 2019 13:57:09 +0000 https://renlearnstg.wpengine.com/?p=42060 Trick-or-treating, homemade costumes, carved pumpkins—Halloween often marks the official transition to fall. While Halloween has roots that can be traced back to the nineteenth century, the holiday has grown to be one of the most popular holidays in the United States. In fact, it’s estimated that a quarter of all the candy sold annually in […]

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Trick-or-treating, homemade costumes, carved pumpkins—Halloween often marks the official transition to fall. While Halloween has roots that can be traced back to the nineteenth century, the holiday has grown to be one of the most popular holidays in the United States. In fact, it’s estimated that a quarter of all the candy sold annually in the United States is purchased for Halloween.

Start a conversation

Below, we’ve highlighted different Halloween-themed books broken down into different grade bands for pre-K–K, 1–2, 3–4, 5–6, and 7–9 students. In addition, all of the books listed have an Renaissance Accelerated Reader® quiz and are available as enhanced digital books on myON® by Renaissance. Take a look! And while looking through the books, encourage your students to discuss Halloween and what it means to them with their peers. Here are a few sample questions to get the conversation started:

  • What do you like most about Halloween?
  • What do you not like about Halloween?
  • Do you and your family celebrate Halloween? If so, how?
  • Are you wearing a costume? What are you going to be?

As students discuss, they’ll start thinking about what Halloween means to them, as well as how their traditions differ from their peers.

Pre-K–K

A

A Short History of Halloween
By Sally Lee | ATOS Book Level: 2.3

Simple text and photographs introduce young readers to Halloween.

Pick a Perfect Pumpkin

Pick a Perfect Pumpkin
By Patricia Toht | ATOS Book Level: 2.3

Readers can follow along with each step, from picking out the perfect pumpkin and taking it home to scooping out the insides and carving a scary face.

Boo, Katie Woo

Boo, Katie Woo!
By Fran Manushkin | ATOS Book Level: 1.9

Katie is disappointed when she doesn’t scare anyone on Halloween.

1–2

Pet Costume Party

Pet Costume Party: A Pet Club Story
By Gwendolyn Hooks | ATOS Book Level: 1.4

Andy is having a Halloween party for the Pet Club. However, he doesn’t know what kind of costume to make for his pet fish, Nibbles.

Scary Stories

Scary Stories
By Anita Ganeri | ATOS Book Level: 3.8

This book teaches young readers how to write scary stories.

Scooby Do

Scooby-Doo! And the Truth Behind Ghosts
By Terry Collins | ATOS Book Level: 3.2

The popular Scooby-Doo and the Mystery Inc. gang teach kids all about ghosts.

3–4

Zeke Meeks

Zeke Meeks vs. the Horrendous Halloween
By DL Green | ATOS Book Level: 3.3

Usually, Zeke loves Halloween, but this year things just seem to be going wrong. He is having trouble finding a good costume, the costume parade at school is a disaster, and he has to take his little sister trick-or-treating.

Monsters Can Mosey

Monsters Can Mosey: Understanding Shades of Meaning
By Gillia M. Olson | ATOS Book Level: 2.8

Through the telling of an original story, this book introduces the concept of shades of word meanings.

The Legend of the Zombie

The Legend of the Zombie
By Thomas Kingsley Troupe | ATOS Book Level: 4.0

This book examines legends related to zombies, describes the methods people believe will kill zombies, and explains how zombies are supposed to act.

5–6

Vampires

Vampires: The Truth Behind History’s Creepiest Bloodsuckers
By Alicia Z. Klepeis | ATOS Book Level: 6.0

This book describes the ancient history, medieval lore, and modern portrayals of vampires in popular culture.

Ghost Writer

Ghost Writer
By Michael Dahl | ATOS Book Level: 2.8

Simon Skull, an embittered writer, is creating strange blank books, which turn the readers into phantoms. The Librarian must reverse the spell and rescue his friends.

Uncovering Mummies

Uncovering Mummies: An Isabel Soto Archaeology Adventure
By Agnieszka Biskup | ATOS Book Level: 4.1

In graphic novel format, this book follows the adventures of Isabel Soto as she researches mummies from around the world.

7–8

Ghoulish Ghost Stories

Ghoulish Ghost Stories
By Joan Axelrod-Contrada | ATOS Book Level: 4.8

This book describes scary ghost stories, including “The Bell Witch” and “The Amityville Horror.”

Ghosts vs. Witches

Ghosts vs. Witches: Tussle of the Tricksters
By Michael O’Hearn | ATOS Book Level: 4.5

This book describes the features and abilities of ghosts and witches and how they may battle each other in a fight.

Werewolf Skin

Werewolf Skin
By Michael Dahl | ATOS Book Level: 2.9

Brothers Lucas and Travis and their father are on a hunting trip deep in the woods, and the cabin where they are staying boasts a wolf skin that supposedly came from a werewolf.

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Tips for enhancing your culturally relevant teaching https://www.renaissance.com/2019/10/10/blog-tips-enhancing-culturally-relevant-teaching/ Thu, 10 Oct 2019 12:53:13 +0000 https://renlearnstg.wpengine.com/?p=41194 According to the US Census Bureau, “More than half of the nation’s children are expected to be part of a minority race or ethnic group” by 2020. By my calculations, this is quite soon! Do you have a good handle on the worldviews, beliefs, language, and values of the learners in your school? Today, it’s […]

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According to the US Census Bureau, “More than half of the nation’s children are expected to be part of a minority race or ethnic group” by 2020. By my calculations, this is quite soon! Do you have a good handle on the worldviews, beliefs, language, and values of the learners in your school? Today, it’s more important than ever to create learning environments that acknowledge and value the culture of all students.

The term “culturally relevant teaching” was coined by Gloria Ladson-Billings in 1994 to describe “a pedagogy that empowers students intellectually, socially, emotionally, and politically by using cultural referents to impart knowledge, skills, and attitudes.” From a pedagogical standpoint, my big takeaway was that being culturally responsive truly connects students’ prior knowledge by making cultural connections to what is currently known and to what is going to be learned and understood. The result is that I started to adapt my delivery of instruction to meet the needs of a diverse group of learners—rather than insisting that all my students interact with the lesson or content in a certain way.

This was also an entry point for me to become more aware of the “iceberg” concept of culture. When we see an iceberg, the portion that is visible above water is only a small piece of a much larger whole. Similarly, people often think of culture as the observable characteristics of a group that we can see with our eyes, like food, dance, music, arts, or rituals. But it is so much more:

Iceberg

Part of the process that guided me towards raising awareness of the cultural “surround sound” that was present in my school and classroom was engaging in a cultural-proficiency investigation as part of a course facilitated by Research for Better Teaching. The objectives of the investigation covered a range of areas and helped me analyze my own practices within students’ school and classroom experience. Just as good teaching asks us to pre-assess our learners before launching an instructional unit, we must also pre-assess ourselves to gauge where we fall on the continuum of cultural proficiency.

After raising my awareness about cultural proficiency and its impact on teaching and learning, I was then able to develop a plan of action that would guide me towards being an advocate for all my learners.

Here are a few entry points for educators to consider for enhancing culturally relevant teaching in the classroom:

Passion projects

When launching passion projects as a classroom teacher, I was amazed how the practice helped augment student voice and choice. The new knowledge of students and their personal, cultural knowledge was explicitly validated by a learning activity connected to the classroom. The combination of active work and the understanding that these projects were ultimately shared with their peers (and maybe even a global audience!) provides a fine example of using community as a source for curriculum experiences.

As a real-world example, I recently assisted in creating an empathy-driven experience for educators and students alongside Participate, which can be viewed at Learning Experiences.

Power of being seen

I love the story of a school in Nevada that makes student/teacher relationships a top priority. Early in the school year, teachers engaged in an activity to go through the entire student roster with colored markers and make check marks under columns labeled “Name/Face,” “Something Personal,” “Personal/Family Story,” and “Academic Standing,” to note whether they knew the child just by name or something more. The result is that some students had check marks next to all of the headings, while others did not—their story and background were shrouded in mystery.

Implementing a similar activity in a classroom setting, either as a reflective experience for the teacher or among the entire class, can be a powerful path to fostering meaningful and lasting relationships.

Skype in the classroom

Talking about being culturally responsive is one thing, but recognizing the wide range of backgrounds among students is another. However, literally knocking down your classroom walls and inviting in others from around the globe is something entirely different. Allowing students to connect with the world and become global citizens is a meaningful way to enrich and reinforce instructional content. After signing up for the Microsoft Educator Community, you can explore five avenues to bring the world to your students through virtual field trips, Skype lessons, Skype collaborations, mystery Skype, and guest speakers.

Flipgrid

I was recently reminded of this blog post where the author provides three tips to make any lesson more culturally responsive. Two out of the three—“Make It Social” and “Storify It”—are very much at the core of the Flipgrid platform, which proclaims on the splash page of their website: social learning for everyone. The key here is to empower students to share their voice and amplify it for years to come. How can you begin to amplify student voice in your classroom? Simple: listen. Flipgrid not only allows teachers to listen to their students but also opens the conversation to an authentic audience and sharing with the world.

Consider one example that also happens to connect nicely with CCSS.ELA-LITERACY.RL.2.2: Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. A teacher might create a Flipgrid Topic that asks learners to seek out and share a story or folktale tied to their own culture. After posting their initial video responses, students can curate replies by sharing their topic with others. Through this process, Flipgrid can support students in becoming stronger communicators, involved digital citizens, and more culturally aware.

Crowdsource a classroom library

Developing a culturally responsive classroom starts with a focus on empathy. A close colleague of mine, Jennifer Williams, recently developed a learning experience for educators around this question: How might we ignite emotions of empathy in our students by creating spaces that serve as “mirrors and windows” in terms of diversity?

One possible solution is crowdsourcing your classroom library. The need for a diverse library speaks volumes to driving a culturally responsive classroom environment. Giving the power and ownership to those who will be reading the books—your students—can focus a powerful lens on valuing all learners.

Students will dive into seeking out titles that include characters, cultures, settings, and topics that match their interests and from a wide range of authors.

Classroom climate survey

Getting an accurate picture of reality is key before making any plans to implement change. One way this can be accomplished is by completing a classroom climate survey to gauge current needs. This particular survey is organized to pull information from three categories: community and mutual support, risk-taking and confidence, and influence.

The Teaching Tolerance website is also a helpful tool for its library of classroom resources and professional development opportunities.

The teacher’s critical role

Seeking out ways to embed more elements of a culturally responsive classroom can be challenging. The more one looks to embed these elements alongside the stated curriculum, the better. It should not be viewed as another thing teachers must do, but as an opportunity to enhance the work that is already being done. And it begins with you, the teacher: know your students, set the vibe for the classroom, seek out positive images/representations of diversity, leverage social media to connect with others, and finally, commit—you’re in this for the long haul.

These changes will not occur overnight. And remember: The goal is for your classroom to integrate culturally responsive practices as an everyday experience, not a “one-and-done” activity in isolation.


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Better input, better outcome: Improving English Learners’ literacy achievement https://www.renaissance.com/2019/09/26/blog-better-input-better-outcome/ Thu, 26 Sep 2019 13:21:55 +0000 https://renlearnstg.wpengine.com/?p=40652 Every minute of every day, students all over the world learn to read in their first language. And millions of students go through this process in a second language as well. For many of these students, the additional language of choice is English. According to research from the British Council, over one billion people are […]

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Every minute of every day, students all over the world learn to read in their first language. And millions of students go through this process in a second language as well. For many of these students, the additional language of choice is English. According to research from the British Council, over one billion people are currently learning English worldwide, and this is expected to double in a little over five years.

Essential to the development of high levels of proficiency in any language is the ability to comprehend texts written and read by native speakers of the language. Despite years of study, however, most students will struggle to achieve this level of literacy in English—the level necessary for opportunities in their future academic and professional careers. According to English First, an organization that has tested and ranked English proficiency around the world for seven years in a row, English Learners in 45 of the 80 countries tested in 2016 failed to demonstrate even moderate English language proficiency. This means that more than half of today’s students learning English as an additional, foreign, or second language are not likely to develop enough proficiency to reap the benefits as adults.

The challenge for English Learners is twofold. First, they are often provided with simplified reading materials that are not generally used in native English-speaking classrooms. Lacking exposure to the complex texts read by native speakers, these students will forever struggle to compete. Simply providing English Learners with access to authentic texts, however, is not enough. Students must understand the texts they are provided. Without comprehension, there are no gains. How, then, do we (1) provide English Learners with access to authentic English-language texts, and (2) facilitate comprehension of those texts?

This post answers these questions by providing context, reviewing research, and suggesting a solution for improving English Learners’ literacy.

Factors affecting English Learners’ literacy achievement

According to the International Literacy Association, “literacy is the ability to identify, understand, interpret, create, compute, and communicate using visual, audible, and digital materials across disciplines and in any context.” Implied without being stated directly in this definition is an important factor that affects reading ability: the reader’s level of language proficiency.

Essential to the improvement of English Learners’ literacy skills is an understanding of (1) the basic components of language, and (2) the relationship between the four language domains (listening, speaking, reading, and writing). Let’s begin with the basic language components—sounds, words, and grammar—and consider how each affects literacy.

Basic language components

Sounds. Every language uses different sounds. Consider vowel sounds. Native speakers of all languages use their vowel sounds when listening, speaking, sounding out words when reading, and spelling words when writing. Think about native Spanish speakers learning English. Spanish has five vowel sounds, while American English has 14 or 15, depending on the dialect. Native speakers of Spanish will easily hear the difference between the English words “boot” and “boat,” because both vowel sounds exist in Spanish. They will likely struggle, however, to hear the difference between “bet,” “bit,” “but,” “bout,” and “bought,” because these vowel sounds do not exist in Spanish. These differences affect comprehension when decoding. Why this matters: The more fully a student acquires the sound system of English, the more easily she or he can decode and determine meaning when reading.

Words. Providing English Learners with texts written and read by native speakers requires knowledge of how many words a native speaker of English generally holds in his or her lexicon. Research by Andy Biemiller (2007) reveals that the highest achieving 25 percent of native English speakers know approximately 8,000 root words by grade 2 (age 7), while those at the lowest 25 percent only know 4,000 words. Further research on grades 3–6 (ages 8–11) reveals that the highest achieving 25 percent of students in grade 6 have added an additional 4,000 words to their vocabulary. Perhaps most shocking is that the lowest achieving 25 percent of grade 6 students only know 8,000 words—the number typical of high achieving grade 2 students. Why this matters: Simply stated, the number of words students know determines what they comprehend when they’re reading. More is definitely better.

Image 1

Grammar. Older students learning English are generally very knowledgeable about grammar. For example, they can easily identify the “third person singular masculine subject pronoun” as “he”—something a native speaker cannot always do. However, a native speaker intuitively understands the difference in meaning between “he’s riding a bike” and “he rides a bike” when reading a passage. Why this matters: Grammatical structure affects meaning. Using grammar matters; explaining rules does not.

Now that we’ve seen how the basic components of language acquisition affect literacy, let’s look at the relationship between language skills and the development of literacy.

Language domains

Taking advantage of the relationship between listening and reading is another way to improve English Learners’ literacy skills. According to reading expert Jim Trelease (2013), listening vocabulary becomes speaking vocabulary, which then becomes reading vocabulary and, finally, writing vocabulary. This means that once students know how to decode English, gains in their listening vocabulary support gains in reading comprehension whenever they encounter the newly learned words in a text.

Gains in the sound system, vocabulary, and grammatical structure support gains in listening comprehension. Collectively, these gains lead to higher levels of reading achievement. It may appear, then, that increased access to listening materials is the answer. The reality is that not all listening opportunities are created equal. Increasing a student’s foundational listening ability requires input that is ”comprehensible.” As with reading comprehension, listening comprehension must be at the right level for the individual. If what students hear is either too basic or too complex, no gains occur.

Making input comprehensible for English Learners

According to researchers Stephen Krashen (1985) and Bill VanPatten (2014), to develop language, learners must hear and see language as it is used to express meaning. There are no shortcuts. Input itself does not guarantee acquisition, however. Nothing does. But acquisition cannot happen in the absence of input. Why this matters: Acquisition develops with comprehensible input.

Listening and reading are receptive skills; both are forms of language input. Improving literacy requires: (1) making both listening and reading comprehensible to the individual student, and (2) understanding that gains in listening support gains in reading. Why comprehensible input is essential is clear. How to make input comprehensible is the next question we’ll consider.

The critical role of vocabulary coverage

Knowing how many words a student knows (vocabulary knowledge) does not address the issue of how many words in a text a reader needs to already know in order to understand it (vocabulary coverage). Research on vocabulary coverage has been prevalent for the past 25 years, particularly in countries with large numbers of students learning English as an additional language. The overall conclusion of these studies is that readers must already know 90–100 percent of the words in any text in order to comprehend it.

Schmitt, Jiang, & Grabe (2011) put this conclusion to the test. Participants in their study already knew 90–100 percent of the words in the passage they were asked to read. Yet text comprehension ranged from just 50 percent for students with 90 percent word coverage, to around 80 percent for students who already knew every word in the text.

As this research shows, knowing every word in a text is not enough to fully understand it. This leads to the second factor that affects reading comprehension: background knowledge. Although the following research is not recent, both studies provide strong evidence of the critical role of background knowledge on reading comprehension.

The critical role of background knowledge

In 1988, Recht & Leslie conducted a study on background knowledge, examining how input affects output. Participants in the study were divided into four groups:

  • Good readers with high baseball knowledge
  • Good readers with low baseball knowledge
  • Poor readers with high baseball knowledge
  • Poor readers with low baseball knowledge

All participants read a story about baseball (the input). They then produced the following output: (1) reenactment of the story on a board showing a baseball diamond, (2) a verbal retelling of the events of the story, and, finally, (3) a verbal summarization of the story. In each instance, participants with a lot of knowledge about baseball outperformed those without such knowledge—regardless of reading ability.

Image 2

The following year, Schneider, Körkel, & Weinart (1989) looked at the effect of background knowledge on reading comprehension and recall. Participants in their study were in grades 3, 5, and 7 and were pretested to determine their overall reading ability, as well as their knowledge of soccer. Students at all three grade levels then read the same passage about soccer. The results of the study showed that at all grade levels, prior knowledge of soccer was more important than general reading ability for comprehension and recall.

Why these studies matter: None of us are good at reading everything. Students are no different. We understand more of what we read when we already have knowledge about—and are more likely to be engaged by—the topic.

Collectively, the research we’ve examined points to two important recommendations for improving English Learners’ literacy:

  • Provide English Learners with more comprehensible input.
  • Take advantage of English Learners’ existing background knowledge.

How digital literacy platforms support English Learners’ literacy achievement

Schools in the US and around the world are increasingly turning to digital literacy platforms—including myON by Renaissance—to provide English Learners with 24/7 access to a wide variety of engaging, authentic texts. myON offers up to 13,000 enhanced digital books—both fiction and nonfiction—from a range of respected US and international publishers. Embedded reading supports and scaffolds, including an English dictionary, professionally narrated audio, and tagging and highlighting tools, help English Learners read texts successfully, while providing educators with deep insight into their students’ engagement and progress.

English Learners use myON in the same way as native English speakers. When they first log in, they take a brief assessment to determine their current English reading level. They also complete an interest inventory to identify the topics that engage them. myON then recommends both fiction and nonfiction texts, based on each student’s reading level and interests. Students can browse recommended books before making their choice; they can also easily search the full digital library to find additional options.

To see this process in action, let’s take the example of a hypothetical English Learner named Bella. The initial assessment shows that Bella’s English reading level—expressed on the Lexile® scale—is 590L. On the interest inventory, she notes that she’s very interested in animals. (In fact, she dreams of becoming a veterinarian!) myON therefore recommends two books to her: Veterinarians Help (reading level: 560L) and A Day in the Life of a Veterinarian (reading level: 590L).

Because these texts are at the appropriate reading level and take advantage of her existing background knowledge, they provide Bella with the comprehensible input she needs for continued literacy growth. Because these texts are authentic, they also expose Bella to language structures (appositives, relative clauses, phrasal verbs) in English, helping her to learn these structures the same way native English speakers do: through natural—and repeated—exposure.

Image 3 Image 4

It’s worth noting that every book in the myON library also includes professionally narrated audio to model the sounds, words, and intonation of English. This audio narration provides additional comprehensible input—at just the right level of complexity—for English Learners and supports their overall language development, in addition to supporting literacy growth.

Taken together, these features—24/7 digital access, authentic texts, a wide range of topics and reading levels, embedded supports and scaffolds, and professionally narrated audio—make a digital reading platform like myON an ideal solution for English Learners. These features also remind us how technology can support our mission as educators, which is to provide every student with the right support at the right time for success.

References

Biemiller, A. (2007). The influence of vocabulary on reading acquisition. Encyclopedia of Language and Literacy Development, 1–10.

Krashen, S. (1985). The input hypothesis: Issues and implications. New York: Longman.
Recht, D., & Leslie, L. (1988). Effect of prior knowledge on good and poor readers’ memory of text. Journal of Educational Psychology, 80(1), 16–20.

Schmitt, N., Jiang, X., & Grabe, W. (2011). The percentage of words known in a text and reading comprehension. Modern Language Journal, 95(1), 26–43.

Schneider, W., Körkel, J., & Weinert, F. (1989). Domain-specific knowledge and memory performance: A comparison of high- and low-aptitude children. Journal of Educational Psychology 81: 306–312.

Trelease, J. 2013. The read-aloud handbook. New York: Penguin.

VanPatten, B. & Williams, J. (Eds.) 2014. Theories in second language acquisition: An introduction. New York: Routledge

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Renaissance Announces William H. Sadlier, Inc. as New Growth Alliance Partner https://www.renaissance.com/2019/09/17/news-renaissance-announces-sadlier-new-growth-alliance-partner/ Tue, 17 Sep 2019 13:29:31 +0000 https://renlearnstg.wpengine.com/?p=40687 The collaboration enables a seamless connection between Renaissance Star Math® and Sadlier® math solutions to help teachers connect assessment data with instruction and practice. WISCONSIN RAPIDS, Wis. (Sept. 17, 2019) – Renaissance®, a global leader in pre-K–12 education technology, today announced that it has welcomed William H. Sadlier, Inc., a respected publisher of rigorous K–12 […]

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The collaboration enables a seamless connection between Renaissance Star Math® and Sadlier® math solutions to help teachers connect assessment data with instruction and practice.

WISCONSIN RAPIDS, Wis. (Sept. 17, 2019)Renaissance®, a global leader in pre-K–12 education technology, today announced that it has welcomed William H. Sadlier, Inc., a respected publisher of rigorous K–12 educational and catechetical programs, as its newest strategic partner. The partnership will pair Renaissance’s Star Math interim assessments with Sadlier’s Progress® in Mathematics and Sadlier Math™ core math programs, empowering teachers in Catholic, private, and public schools to guide even greater personalized learning experiences for students.

The move is the latest partnership in the Renaissance Growth Alliance™, an initiative from Renaissance that shares information among educational programs to offer teachers and administrators a 360-degree view of each student’s strengths and areas in need of improvement. Through the Growth Alliance, educators can connect assessment data with instruction and practice to create individual learning paths for each student.

“Through our Growth Alliance partnerships with the trailblazers and leaders in K–12 education, Renaissance is breaking down silos and improving teacher choice so that educators can easily access all the data and resources they need to support and accelerate student learning,” said Todd Brekhus, chief product officer at Renaissance. “Through this new collaboration with Sadlier, we’re demonstrating our commitment to providing innovative, teacher-first, student-centered solutions to all schools—Catholic, private, public, and more.”

“At Sadlier, we’re honored to provide best-in-class math curricula and learning resources to educators and students across the country,” said Ray Fagan, the President and CEO of Sadlier. “In our new partnership with Renaissance, we look forward to helping teachers make more informed decisions to support their students in even greater math achievement.”

The partnership enables a seamless connection between Star Math, Sadlier Math, and Progress in Mathematics by using Star data to place students at just the right instructional level and pace instruction for their unique needs and learning objectives.


About Renaissance

Renaissance® is a global leader in pre-K–12 educational technology, enabling teachers, curriculum creators, and educators to drive phenomenal student growth. Renaissance’s solutions help educators analyze, customize, and plan personalized learning paths for students, allowing time for what matters: creating energizing learning experiences in the classroom. Founded by parents, upheld by educators, and enriched by data scientists, Renaissance knows learning is a continual journey—from year to year and for a lifetime. Our data-driven, personalized solutions are currently used in over one-third of U.S. schools and more than 90 countries around the world. For more information, visit www.renaissance.com.

About Sadlier

For nearly 200 years, William H. Sadlier, Inc., a family company, has worked closely with K–12 educational institutions to understand their unique needs and provide innovative solutions for mathematics and English language arts in the classroom and beyond. Trust in Sadlier keeps customers returning year after year. Sadlier provides standards-based core and supplemental programs as well as customized professional development. Noted products include Sadlier Math, Progress in Mathematics, Vocabulary Workshop®, and the new From Phonics to Reading™. For more information, visit www.sadlierschool.com.

Sadlier®, Progress®, and Vocabulary Workshop® are registered trademarks of William H. Sadlier, Inc. From Phonics to Reading™ and Sadlier Math™ are trademarks of William H. Sadlier, Inc.

Contact for Media Inquiries Only:

Ken Stoflet
Communications Specialist
Renaissance
(715) 424-3636 ext. 2332
ken.stoflet@renaissance.com

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A deep dive into MTSS tiers and MTSS interventions https://www.renaissance.com/2019/09/13/blog-a-deep-dive-into-mtss-tiers-and-mtss-interventions/ Fri, 13 Sep 2019 14:28:00 +0000 https://renlearnstg.wpengine.com/?p=61551 This probably isn’t the first you’re ever hearing about interventions. All good instructional practices utilize them for long-term learner success. But implementing multi-tiered system of support (MTSS) interventions that are continually being… …could be new for you. What are the best practices of MTSS intervention strategies, and how do they fit in with daily instruction? […]

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This probably isn’t the first you’re ever hearing about interventions. All good instructional practices utilize them for long-term learner success. But implementing multi-tiered system of support (MTSS) interventions that are continually being…

  • Tracked;
  • Monitored; and
  • Tied to program evaluation

…could be new for you.

What are the best practices of MTSS intervention strategies, and how do they fit in with daily instruction? In this blog, you’ll learn more about the different MTSS tiers and how interventions are typically implemented in an MTSS platform in school systems.

What is a multi-tiered system of support in schools?

A multi-tiered system of support (MTSS) is a framework with a tiered infrastructure that uses data to help match academic and social-emotional behavior (SEB) assessment and instructional resources to each and every student’s needs.

It allows educators to be thoughtful about using their resources appropriately and effectively while using data to monitor their actions. The data-informed framework implemented in MTSS systems shows educators how well students are responding to core instruction.

Using the MTSS model, districts can also close the gap on common challenges within their standard practices that might exist, such as:

  • Limited resources
  • Lack of program effectiveness
  • Difficulty with collaboration

MTSS interventions: What are they and how do they work?

An intervention is identified as an additional instructional resource or support that goes beyond high-quality classroom instruction that all students receive, and that is aligned to a specific student’s—or group of students’—needs.

Interventions can take a variety of forms and may look different across districts. An intervention could be:

  • A program adopted by the district that supports skill development, whether as a computer-based program or a hands-on workshop.
  • A change in instructional approaches, such as a double dose of explicit, systematic instruction.
  • A specific instructional strategy intended to align directly to an individualized need that a student or group of students may have.

How do interventions work? MTSS interventions are not only implemented for students who are struggling or who have clear academic needs. In MTSS, educators are systematically looking at each student to identify three areas of need:

  • Academic
  • Behavioral
  • Social-emotional

From there, we implement interventions for students who are struggling or who need more of a challenge.

Key components of MTSS

A multi-tiered system of support takes a proactive approach to identifying students with academic or behavioral needs through early assessment. In the best interest of the student, MTSS must include all key components for optimal success. They include:

  • Universal screening of all students early in the school year and again halfway through
  • Tiers of interventions that can be amplified in response to levels of need
  • Ongoing data collection and continual assessments
  • Schoolwide approach to expectations and supports
  • Parent and family involvement

Implementing MTSS strategies

Discover tools from Renaissance that help you to identify and meet every learner’s needs.

3 tiers of MTSS intervention

Understanding the three tiers of MTSS intervention is key to successfully implementing the strategies in the classroom. The three MTSS tiers help schools to organize levels of support based on intensity so that students receive necessary instruction, support, and interventions based on need.

Keep in mind that students can be in different MTSS tiers for different needs at the same time. For example, you might have a student in Tier 2 struggling with social-emotional behavior needs while succeeding in Tier 1 for reading but in Tier 3 for math.

MTSS Tier 1: Universal instruction

Universal instruction is the largest tier and is the foundation for the entire framework of MTSS interventions.

Tier 1 covers the high-quality classroom instruction that all students receive. This teaching approach works to accommodate the needs and abilities of all learners and eliminates unnecessary hurdles in the process. It includes proactive classroom management strategies aimed at creating a supportive atmosphere.

This tier encompasses best practices and differentiated instruction and is constantly refined by what is working at MTSS Tier 2 and MTSS Tier 3. A district typically likes to see 80–90% of students in MTSS Tier 1.

What is an example of universal instruction?

With universal instruction, educators typically use a teaching style that follows a three-step pattern:

  • Direct
  • Discuss
  • Delegate

Teachers understand that even with universal instruction, all students have their strengths and weaknesses when it comes to learning, so the teacher must implement a variety of methods to teach information.

For example, teachers can utilize digital content over paper content to help meet the needs of many students. With digital content, you can:

  • Use text-to-talk
  • Utilize the internet
  • Increase font size
  • Utilize external links for more detailed information

Educators can also share content in many ways by using multiple means of representation:

  • Utilize the textbook
  • Watch videos
  • Listen to an audio lesson
  • Use manipulatives

Finally, educators can offer choices to students when it comes to test taking. Just as you offered options for how students learn the material, allow them to demonstrate their knowledge in different ways:

  • Demonstration
  • Slideshow
  • Speech
  • Essay
  • Video
  • Digitized test over pencil and paper

MTSS Tier 2: Targeted and group interventions

Once students are identified as struggling, targeted and group interventions—or evidence-based supports—are provided to help. The students in Tier 2 require a little extra assistance in meeting academic and/or behavioral goals, which happens here.

Typically, Tier 2 interventions are implemented in small group settings for students who identify similar needs through their assessments. This also helps with systematic efficiency.

The targeted support in Tier 2 allows struggling students to catch up with their peers. Districts typically expect to see 10–25% of students in Tier 2.

What is an example of targeted, group interventions?

Many classrooms utilize reading groups as a way to implement group interventions. How does this work?

Small groups of students are selected based on their reading needs as identified through diagnostic assessments, with a focus on the big idea(s) in reading that the students need to develop. This might involve reading a lower-level book that follows the same theme as a book the rest of the class is reading, for example.

MTSS Tier 3: Intensive individualized interventions

If students don’t respond well to Tier 2 supports or demonstrate a more intense need, Tier 3 supports provide more frequent, intense, and individualized interventions. Tier 3 interventions include strategies for maximizing student outcomes during core instruction, as well as supports that can be used at home. Individualized supports in Tier 3 can also include assistance from outside agencies such as behavioral counselors or family therapists.

Districts usually expect to see less than 10% of students in Tier 3.

What is an example of intensive individualized interventions?

A student with Tier 3 needs in math may be pulled out of the classroom for extra help with a goal to support the math skills being taught. During this one-on-one time, educators might utilize different methods of learning or incorporate different tools to help a student understand a concept. For example, using math manipulatives as a visual to understand numbers.

This could also look like educators meeting the student at the level of math that they’re at and working with them from there. For example, while the rest of the class is learning long division with numbers with large values, a Tier 3 student might be working on dividing two smaller numbers.

Understanding the MTSS pyramid

The figure below helps educators to visualize the MTSS tiers, with Tier 1 being the largest at the bottom and Tier 3 being the smallest and most intense at the top.

The MTSS pyramid, showing all three tiers

Identifying at-risk students for an MTSS intervention

Typically, districts utilize a universal screening assessment, such as FastBridge or Star Assessments from Renaissance, to help identify at-risk students. Screening should be done at the beginning of the year and again periodically throughout the year for math, reading, and social-emotional behavior.

If a student is identified as potentially at-risk, their specific need is then identified with diagnostics. Diagnostic assessments help pinpoint the exact area of need for better intervention alignment. Utilizing a quality assessment tool helps to combine universal screening, diagnostic, and intervention into a single process.

How to determine which MTSS intervention strategies to implement with a student

Educators should utilize the Problem-Solving Cycle to help decide which MTSS intervention strategies could be best for a student. The Problem-Solving Cycle involves these steps:

Steps 1–2: Use universal screening for data and skill analysis and diagnostics to identify the area of need or acceleration.

Step 3: Based on the data you gather, analyze and select an aligned intervention and create a plan for implementing it. Your plan should specify:

  • The student’s need
  • Measurable goals
  • Specific information about the intervention (what it is, where it’s happening, duration, setting, who is facilitating, etc.)

Next, implement the intervention with fidelity, as described in the plan. Collect all necessary data, record student attendance, the duration, any comments, and fidelity metrics.

Step 4: Frequently administer a progress monitoring measure tied to the intervention needs to help track whether the intervention is improving student outcomes and if it’s working quickly enough.

Step 5: Review the progress monitoring data and intervention data to evaluate and reflect on how the student is responding to the intervention. From here, decide whether to adjust the intervention, continue with it, or fade it out.

It’s crucial that with each step, you are evaluating and adjusting actions to help improve the outcome for students.

Problem-Solving Cycle for MTSS interventions
Problem-Solving Cycle for MTSS interventions

Take advantage of Renaissance resources to provide an organizational structure for students to succeed

MTSS interventions and MTSS tiers are crucial for learner success. Not only do they provide all students with what they need to succeed, but they also help to quickly catch students up to where they need to be in their learning.

By implementing Tier 1 and Tier 2 interventions, educators can ensure that targeted supports are provided without exhausting or debilitating Tier 3 resources.

How can you do this successfully?

Renaissance has the tools and resources educators need to set their students up for success. We support districts nationwide with…

  • Assessments;
  • Intervention tracking and documentation; and
  • Effective evaluation reports

… for successful MTSS implementations. Learn how Renaissance can help you successfully implement MTSS interventions in your school district. Connect with an expert today.

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Renaissance Wins Two 2019 Tech Edvocate Awards https://www.renaissance.com/2019/09/12/news-renaissance-wins-two-tech-edvocate-awards/ Thu, 12 Sep 2019 18:26:09 +0000 https://renlearnstg.wpengine.com/?p=40679 Renaissance-U and Renaissance Accelerated Reader were named two of the best solutions in edtech by a panel of industry thought leaders and educators WISCONSIN RAPIDS, Wis. (Sept. 12, 2019) – Renaissance®, a global leader in pre-K–12 education technology, today announced that it was named a winner in two categories of the 2019 Tech Edvocate Awards. […]

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Renaissance-U and Renaissance Accelerated Reader were named two of the best solutions in edtech by a panel of industry thought leaders and educators

WISCONSIN RAPIDS, Wis. (Sept. 12, 2019)Renaissance®, a global leader in pre-K–12 education technology, today announced that it was named a winner in two categories of the 2019 Tech Edvocate Awards. Three Renaissance products were also honored as finalists.

The winners were selected by a panel of edtech thought leaders and educators. The panel gave top honors to two Renaissance products, awarding Best Professional Development App or Tool to Renaissance-U® and Best Literacy App or Tool to Renaissance Accelerated Reader®. Renaissance-U also won The EdTech Digest award for Best Professional Development Learning Solution earlier this year.

Renaissance myON Reader® was also named a finalist for the literacy category and Renaissance Star 360® earned finalist honors for Best Assessment App or Tool. Renaissance was lauded as a finalist for Best Global EdTech Company.

“It’s an honor to be recognized as a leader in edtech and win not just one, but two Tech Edvocate Awards,” said Todd Brekhus, chief product officer at Renaissance. “Recognition from educators and our industry peers is always especially gratifying. These awards inspire us to continue our mission to continually extend the impact of our solutions.”

Renaissance-U offers educators a blended approach to professional development with a combination of in-person, online, and virtual services. Users get personalized ongoing support, along with access to training sessions, videos, and activities that are available anytime and anywhere.

Accelerated Reader equips educators with unparalleled insight into independent reading practice, research-proven goal-setting tools, activities that span a variety of skills and text types, and a worldwide community of support. It forms an industry-leading literacy ecosystem with myON Reader, a student-centered, personalized learning program that gives students access to more than 6,000 enhanced digital books.

A full list of the 2019 Tech Edvocate Award winners can be found here.


About Renaissance

Renaissance® is a global leader in pre-K–12 educational technology, enabling teachers, curriculum creators, and educators to drive phenomenal student growth. Renaissance’s solutions help educators analyze, customize, and plan personalized learning paths for students, allowing time for what matters: creating energizing learning experiences in the classroom. Founded by parents, upheld by educators, and enriched by data scientists, Renaissance knows learning is a continual journey—from year to year and for a lifetime. Our data-driven, personalized solutions are currently used in over one-third of U.S. schools and more than 90 countries around the world. For more information, visit www.renaissance.com.

Contact for Media Inquiries Only:

Ken Stoflet
Communications Specialist
Renaissance
(715) 424-3636 ext. 2332
ken.stoflet@renaissance.com

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Books to help young learners acclimate to school https://www.renaissance.com/2019/09/12/blog-books-young-readers-acclimate-school/ Thu, 12 Sep 2019 13:22:19 +0000 https://renlearnstg.wpengine.com/?p=40660 School can be an exciting, strange, and even scary experience for our youngest learners! One way to help them adjust to the new environment, schedule, and people is with books that reflect their own experiences and emotions. Through these engaging stories, students can follow along with kids their own age who overcome challenges, make new […]

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School can be an exciting, strange, and even scary experience for our youngest learners! One way to help them adjust to the new environment, schedule, and people is with books that reflect their own experiences and emotions. Through these engaging stories, students can follow along with kids their own age who overcome challenges, make new friends, and learn to love school.

We’ve gathered together a quick collection of titles perfect for young learners (prekindergarten through grade 3). Depending on a child’s skill level and the book’s difficulty level, these could be read independently, read with a partner or an adult, or listened to during a read-aloud.

Bonus: If you have myON Reader, all of these books are included in your core collection!

Joe's First Day

Joey’s First Day / El primer día
By Christianne C. Jones

Description: Joey is nervous about his first day of school, but by the second day he is just excited.
English ATOS Book Level: 0.6 / Lexile Book Level: 130L
Spanish ATOS Book Level: 1.9 / Lexile Book Level: 180L
Genre: Fiction

Enjoy this title? Try Back to School / El regreso a clases by the same author!

First Day no Way

First Day, No Way!
By Lori Mortensen

Description: Kaylee and Jenna have always been in the same class, until this year. Without Jenna by her side, Kaylee has a bad case of the first-day blues.
ATOS Book Level: 1.9 / Lexile Book Level: 170L
Genre: Fiction

Enjoy this title? Try Manners Matter on the Playground by the same author!

Lucky School Bus

Lucky School Bus
By Melinda Melton Crow

Description: School Bus is happy with his job and is ready for the first day of school.
ATOS Book Level: 1.2 / Lexile Book Level: 290L
Genre: Fiction

Enjoy this title? Try Little Lizard’s First Day by the same author!

Max Goes on the Bus

Max Goes on the Bus / Max va en el autobús
By Adria F. Klein

Description: Max likes riding the bus to and from school.
English ATOS Book Level: 1.0 / Lexile Book Level: 270L
Spanish ATOS Book Level: 2.0 / Lexile Book Level: 250L
Genre: Fiction

Buzz Beaker in the Race for School

Buzz Beaker and the Race to School
By Cari Meister

Description: After Buzz misses the school bus twice, he invents a new way to travel to school.
ATOS Book Level: 2.2 / Lexile Book Level: 290L
Genre: Fiction

Manners at School

Manners at School
By Carrie Finn

Description: This book describes how good manners can help you get along with your teacher and friends at school, including on how to pay attention to the teacher and what to do when the teacher asks the class to be quiet.
ATOS Book Level: 2.5 / Lexile Book Level: 520L
Genre: Nonfiction

School Long Ago and Today

Manners at School
By Carrie Finn

Description: This book describes how good manners can help you get along with your teacher and friends at school, including on how to pay attention to the teacher and what to do when the teacher asks the class to be quiet.
ATOS Book Level: 2.5 / Lexile Book Level: 520L
Genre: Nonfiction

School in Many Cultures

Schools in Many Cultures
By Heather Adamson

Description: This book contains simple text and photographs that present different schools from many cultures.
ATOS Book Level: 1.7 / Lexile Book Level: 380L

Community Helpers at School

Community Helpers at School
By Mari Schuh

Description: Using simple text and pictures, this book presents the community helpers, including a teacher’s aide, counselor, and janitor, on the scene at school.
ATOS Book Level: 1.0 / Lexile Book Level: 130L

Welcome to Third Grade Gus

Welcome to Third Grade, Gus
By Jacklyn Williams

Description: On the first day of third grade, Gus worries that his teacher will be a monster, his classmates will call him names, and it will be the worst day of his life, but when it is over, he discovers that most of his fears were unfounded.
ATOS Book Level: 2.8 / Lexile Book Level: 490L

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The State of Washington Recommends Renaissance Star Reading and Star Early Literacy for Universal Screening of Dyslexia https://www.renaissance.com/2019/09/03/news-washington-recommends-renaissance-universal-screening-dyslexia/ Tue, 03 Sep 2019 13:41:20 +0000 https://renlearnstg.wpengine.com/?p=40041 Starting in the 2021–2022 school year, all students in grades K–2 must be screened in the state. WISCONSIN RAPIDS, Wis. (Sept. 3, 2019) – Renaissance®, a global leader in pre-K–12 assessment and learning analytics, today announced that the state of Washington has recommended Renaissance Star Reading® and Star Early Literacy® for universal screening for characteristics […]

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Starting in the 2021–2022 school year, all students in grades K–2 must be screened in the state.

WISCONSIN RAPIDS, Wis. (Sept. 3, 2019)Renaissance®, a global leader in pre-K–12 assessment and learning analytics, today announced that the state of Washington has recommended Renaissance Star Reading® and Star Early Literacy® for universal screening for characteristics of dyslexia.

Starting in the 2021–2022 school year, all students in grades K–2 must be screened in the state. However, early adopters can begin screening as soon as the 2019–2020 school year. Universal screening assessments are required to measure phonemic awareness, phonological awareness, and letter-sound knowledge, plus have strong reliability and validity. Assessments need to demonstrate clear indicators of students at risk and not at risk to be considered.

Star Reading and Star Early Literacy are computer-adaptive assessments that accurately measure the literacy skills of students in kindergarten, as well as older students who are struggling with literacy skills. Highly rated for universal screening, both Star Reading and Star Early Literacy are proven to accurately identify students who are at risk for reading difficulty. More than 32,000 schools nationwide use Star Assessments to provide crucial classroom data that forms the foundation of personalized learning.

“We are elated that Star Reading and Star Early Literacy have been included by the Office of Superintendent of Public Instruction as recommended universal screeners for characteristics of dyslexia,” said Dr. Luann Bowen, vice president of government affairs at Renaissance. “We look forward to working hand-in-hand with educators in the state of Washington to ensure that each student gets the help they need to succeed.”

To learn more about Star Reading or Star Early Literacy, visit https://www.renaissance.com/.


About Renaissance

Renaissance® is a global leader in pre-K–12 educational technology, enabling teachers, curriculum creators, and educators to drive phenomenal student growth. Renaissance’s solutions help educators analyze, customize, and plan personalized learning paths for students, allowing time for what matters: creating energizing learning experiences in the classroom. Founded by parents, upheld by educators, and enriched by data scientists, Renaissance knows learning is a continual journey—from year to year and for a lifetime. Our data-driven, personalized solutions are currently used in over one-third of U.S. schools and more than 90 countries around the world. For more information, visit www.renaissance.com.

Contact for Media Inquiries Only:

Ken Stoflet
Communications Specialist
Renaissance
(715) 424-3636 ext. 2332
ken.stoflet@renaissance.com

The post The State of Washington Recommends Renaissance Star Reading and Star Early Literacy for Universal Screening of Dyslexia appeared first on Renaissance.

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Literacy and numeracy skills: Exploring the connection between key skills in preschool https://www.renaissance.com/2019/08/01/blog-connections-early-literacy-numeracy-preschool/ Thu, 01 Aug 2019 13:49:45 +0000 https://renlearnstg.wpengine.com/?p=38286 Early literacy and early numeracy are two important skills that develop during the early childhood period. These skills are critical for early school success, and children’s performance in these areas tends to be stable over time (e.g., Missall, Mercer, Martinez, & Casebeer, 2012; Morgan, Farkas, & Wu, 2011). Furthermore, these two skill areas appear to […]

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Early literacy and early numeracy are two important skills that develop during the early childhood period. These skills are critical for early school success, and children’s performance in these areas tends to be stable over time (e.g., Missall, Mercer, Martinez, & Casebeer, 2012; Morgan, Farkas, & Wu, 2011).

Furthermore, these two skill areas appear to be related to one another. For example, young children with delays in literacy skill development are often delayed in early math skills as well (Krajewski & Schneider, 2009). Plus, there is growing evidence that both early literacy and early numeracy skills are strong predictors of children’s long-term achievement (e.g., Duncan et al., 2007; Watts, Duncan, Siegler, & Davis-Kean, 2014), with early numeracy emerging as the strongest predictor of later success.

As the foundations of lifelong learning, literacy and numeracy skills empower students to think critically, make meaning, and reach their full potential.

What is the difference between literacy skills and numeracy skills?

Literacy is defined as the ability to read and write, whereas numeracy refers to the ability to understand simple math concepts. Both are essential skills needed in day-to-day life and are considered basic employability skills for most workplaces.

What is literacy?

As defined by UNESCO, literacy is:

“The ability to identify, understand, interpret, create, communicate, and compute, using printed and written materials associated with varying contexts. Literacy involves a continuum of learning in enabling individuals to achieve their goals, to develop their knowledge and potential, and to participate fully in their community and wider society.”

Literacy provides the key to communicating and interacting with the world. While reading and writing abilities differ around the world, the role of literacy remains the same—for students to become socially engaged citizens.

What is numeracy?

Numeracy can be defined as the ability to comprehend and apply basic math concepts in real-world scenarios. Addition, subtraction, multiplication, and division are considered basic math concepts.

Every day, people make a variety of decisions that may require numerical problem-solving, understanding, and processing.

Connecting early literacy and numeracy skills

We typically think of early literacy and numeracy skills as separate areas of development. Generally, we assess these skills using different tasks, and we use different instructional activities to promote skill acquisition in these areas.

However, research suggests that there are important cognitive connections between early literacy and numeracy skill development that may help us to think more broadly about children’s early academic learning. Ultimately, we can use this information to create rich environments that support both early literacy and numeracy skill development.

Developing literacy and numeracy skills for short- and long-term success

Because of the importance of early literacy and numeracy skill development for children’s short- and long-term success, research has explored the relationship between specific skills in these two domains.

Skills frequently targeted in early literacy activities have connections with specific early numeracy skills. These skills include:

  • Knowing letter names and sounds
  • Rhyming
  • Knowledge of print concepts

For example, in one study, letter and number naming were found to be highly related in preschool (Piasta, Purpura, & Wagner, 2010). In another study, general print knowledge, including letter and sound identification, was shown to be uniquely related to early numeracy skills one year later (Purpura, Hume, Sims, & Lonigan, 2011).

Letter knowledge also predicted children’s ability to subtract and add in a story context, while rhyming ability predicted subtraction and addition with concrete materials (Davidse, Jong, & Bus, 2014).

Although the specific skills investigated varied, the overall conclusion is that early literacy and numeracy are likely influenced by some of the same broader cognitive skills, and—more specifically—by children’s developing language.

Why is language so important to early literacy and numeracy?

During the early childhood period, young children’s language skills are growing rapidly, and children’s developing language appears to underlie both literacy- and numeracy-related skill development.

The relationship between language development and early literacy has been well documented (e.g., Cooper, Roth, Speece, & Schatschneider, 2002), and we are now beginning to understand more about how language input influences early numeracy.

For example, to be able to rhyme, children must hear the sound structure of language, and for counting or identifying numbers, children must have a verbal representation or words for numbers.

What does the research say about the connection between literacy and numeracy skills?

A growing body of research supports a relationship between general language skills, particularly vocabulary, and early numeracy skills. General vocabulary knowledge, for example, is related to number-word knowledge in children as young as two years old (Negen & Sarnecka, 2012).

Children’s ability to define specific words has been associated with a range of numeracy skills in kindergarten (Foster, Anthony, Clements, & Sarama, 2015; Purpura, Schmitt, & Ganley, 2017) and preschool (Purpura & Napoli, 2015). In fact, language skills have been associated with differences between children for nearly all early numeracy skills (Purpura & Ganley, 2014).

One theory suggests there are different cognitive pathways to mathematical competence, one of which is a linguistic, or language-based, path (LeFevre et al., 2010). Another theory proposes that many language-based and mathematical skills involve reasoning about relationships: between a sequence of events in the case of narrative, and between numbers and operations in mathematics (Devlin, 2000).

The importance of mathematical language in early childhood

As children develop language more generally, they are also developing mathematic-specific language. As early as age three, many children have developed a significant repertoire of mathematical language, which is defined as a child’s understanding and use of keywords related to early mathematics.

While earlier studies supported a predictive relation between general language and early numeracy skills, more recent research suggests that mathematical language, specifically, is essential to mathematical performance (Purpura & Reid, 2016).

Research with young children suggests there are two dimensions of mathematical language that are important for early mathematical learning (Purpura, Napoli, Wehrspann, & Gold, 2017; Purpura & Reid, 2016):

The first dimension of mathematical language

The first dimension is quantitative language, or the use of terms such as “more than,” “less than,” etc. (Barner, Chow & Yang, 2009). These words help children to describe and compare sets of objects (“This one has more than that one”) or numbers ( “Seven is more than five”). Multiple experiences with these words and their associated concepts build children’s quantitative knowledge (Purpura & Reid, 2016).

The second dimension of mathematical language

The second dimension is spatial language (Pruden, Levine, & Huttenlocher, 2011). Spatial language includes words such as “under,” “above,” and “next to.” Children’s understanding and use of spatial language supports their spatial thinking, defined as their ability to mentally represent the positions of objects and identify objects from various perspectives (Frick, Ferrara, & Newcombe, 2013).

These spatial skills have been linked to mathematical competence (Cheng & Mix, 2014; Verdine, Irwin, Golinkoff, & Hirsh-Pasek, 2014). Interestingly, the development of both quantitative and spatial language appears to be shaped by the kinds of experiences and interactions that young children have with their caregivers (e.g., Gunderson & Levine, 2011; Jirout & Newcombe, 2015; Pruden, Levine, & Huttenlocher, 2011).

How to support mathematical language in the classroom

What do these connections between early literacy and numeracy mean in the preschool classroom? If we focus on language as a foundation for skills in both areas, research suggests that rich language environments may support the development of both early literacy and early numeracy skills.

We typically think of language as a means of addressing early literacy development through:

  • Our conversations with young children
  • Direct instruction
  • Activities such as shared book reading

These same kinds of interactions are important in promoting numeracy development as well—particularly when these interactions have a mathematical focus.

For example, preschool teachers’ use of math talk was related to children’s growth in mathematics over the course of the year (Klibanoff, et al., 2006), and adults and children talk more about mathematical topics when reading mathematically oriented storybooks (Hojnoski, Columba, & Polignano, 2014).

Moreover, shared book reading can be intentionally and systematically structured to support children’s development of mathematical language (e.g., Hendrix, Hojnoski, & Missall, 2019; Purpura, Napoli, Wehrspann, & Gold, 2017), while at the same time modeling early literacy skills, such as concepts about print and the reading process.

Adults can purposefully select books with a mathematical focus for small-group reading. Key mathematical vocabulary and concepts can be identified prior to sharing the book with children to ensure that these points are emphasized in the activity. Book reading can then be followed by hands-on experiences that reinforce vocabulary and concepts and support children’s skill development.

Quality online resources are available to support the integration of mathematics into a commonly occurring classroom literacy routine, such as preschool book lists curated by Stanford University and the Erikson Institute.

Supporting literacy through a stronger focus on mathematics

A stronger focus on mathematics can also lead to increased literacy skills. For instance, children receiving a mathematics curriculum outperformed those receiving typical instruction on story-retelling measures of information, the complexity of the narrative, and inferential reasoning (Sarama, Lange, Clements, & Wolfe, 2012).

As we engage young children in language-rich interactions, whether they are literacy or mathematically focused, we can encourage the:

  • Vocabulary development,
  • Increasingly complex grammar,
  • Conceptual development, and
  • Reasoning skills that are important to both literacy and numeracy skill acquisition.

As the researchers Betty Hart and Todd Risley (1995) noted several decades ago, the language environment of young children is critical to their overall development. We now know that language is particularly important for developing both early literacy and numeracy skills.

As early childhood educators, our efforts to create language-rich environments are essential to supporting skill development in areas that are critical to children’s long-term school success.

Looking for ways to assess your students’ developing literacy and numeracy skills?

Explore myIGDIs for Preschool curriculum-based measures, a research-proven early childhood assessment tool. The myIGDIs suite is a combination of curriculum-based measures for early literacy and numeracy skills and observational tools—known as ProLADR—for social-emotional learning.

Give your educators the measures and tools needed to gain actionable insight into each child’s progress and educational needs.

myIGDIs for Preschool is:

  • Efficient: Brief, focused measures with clear administration and scoring instructions for teachers.
  • Engaging: Fast and fun measures for young students, and 1-on-1 administration promotes positive student-educator interactions.
  • Actionable: Know when your students are meeting growth expectations or when they need more intensive support with seasonal benchmarks.
  • Reliable: myIGDIs measures are designed for both screening and progress monitoring and are backed by more than 20 years of comprehensive research.

Put every preschooler on the path to kindergarten readiness by closing literacy and numeracy skills gaps while keeping students engaged.

References

Barner, D., Chow, K., & Yang, S. J. (2009). Finding one’s meaning: A test of the relation between quantifiers and integers in language development. Cognitive Psychology, 58, 195–219.

Cheng, Y., & Mix, K. (2014). Spatial training improves children’s mathematics ability. Journal of Cognition and Development, 15, 2–11.

Cooper, D., Roth, F., Speece, D., & Schatschneider, C. (2002). The contribution of oral language skills to the development of phonological awareness. Applied Psycholinguistics, 23, 399–416.

Davidse, N., Jong, M., & Bus, A. (2014). Explaining common variance shared by early numeracy and literacy. Reading and Writing, 27, 631–648.

Devlin, K. (2000). The language of mathematics: Making the invisible visible. New York: Holt.

Duncan G., et al. (2007). School readiness and later achievement. Developmental Psychology, 43, 1428–1446.

Foster, M., Anthony, J., Clements, D., & Sarama, J. (2015). Processes in the development of mathematics in kindergarten children from Title 1 schools. Journal of Experimental Child Psychology, 140, 56–73.

Frick, A., Ferrara, K., & Newcombe, N. (2013). Using a touch screen paradigm to assess the development of mental rotation between 3½ and 5½ years of age. Cognitive Processing, 14, 117–127.

Gunderson, E., & Levine, S. (2011). Some types of parent number talk count more than others: Relations between parents’ input and children’s cardinal‐number knowledge. Developmental Science, 14, 1021–1032.

Hart, B., & Risley, T. (1995). Meaningful differences in the everyday experience of young American children. Baltimore: Brookes Publishing.

Hendrix, N., Hojnoski, R., & Missall, K. (2019). Effect of book type and training on parent and child math talk within shared book reading. Topics in Early Childhood Special Education, 39, 45–55.

Hojnoski, R., Columba, H., & Polignano, J. (2014). Embedding mathematical dialogue in parent-child shared book reading: A preliminary investigation. Early Education and Development, 25, 469–492.

Jirout, J., & Newcombe, N. (2015). Building blocks for developing spatial skills: Evidence from a large, representative US sample. Psychological Science, 26, 302–310.

Klibanoff, R., et al. (2006). Preschool children’s mathematical knowledge: The effect of teacher “math talk.” Developmental Psychology, 42(1), 59–69.

Krajewski, K., & Schneider, W. (2009). Exploring the impact of phonological awareness, visual-spatial working memory, and preschool quantity-number competencies on mathematics achievement in elementary school. Journal of Experimental Child Psychology, 103, 516–531.

LeFevre, J., et al. (2010). Pathways to mathematics: Longitudinal predictors of performance. Child Development, 81, 1753–1767.

Missall, K., Mercer, S., Martínez, R., & Casebeer, D. (2012). Concurrent and longitudinal patterns and trends in performance on early numeracy curriculum-based measures in kindergarten through third grade. Assessment for Effective Intervention, 37, 95–106.

Morgan, P., Farkas, G., & Wu, Q. (2011). Kindergarten children’s growth trajectories in reading and mathematics: Who falls increasingly behind? Journal of Learning Disabilities, 44, 472–488.

Negen, J., & Sarnecka, B. (2012). Number‐concept acquisition and general vocabulary development. Child Development, 83, 2019–2027.

Piasta, S., Purpura, D., & Wagner, R. (2010). Fostering alphabet knowledge development: A comparison of two instructional approaches. Reading and Writing, 23, 607–626.

Pruden, S., Levine, S., & Huttenlocher, J. (2011). Children’s spatial thinking: Does talk about the spatial world matter? Developmental Science, 14, 1417–1430.

Purpura, D., & Ganley, C. (2014). Working memory and language: Skill-specific or domain-general relations to mathematics? Journal of Experimental Child Psychology, 122, 104–121.

Purpura, D., Hume, L., Sims, D., & Lonigan, C. (2011). Early literacy and early numeracy: The value of including early literacy skills in the prediction of numeracy development. Journal of Experimental Child Psychology, 110, 647–658.

Purpura, D., & Napoli, A. (2015). Early numeracy and literacy: Untangling the relation between specific components. Mathematical Thinking and Learning, 17, 197–218.

Purpura, D., Napoli, A., Wehrspann, E., & Gold, Z. (2017). Causal connections between mathematical language and mathematical knowledge: A dialogic reading intervention. Journal of Research on Educational Effectiveness, 10, 116–137.

Purpura, D., & Reid, E. (2016). Mathematics and language: Individual and group differences in mathematical language skills in young children. Early Childhood Research Quarterly, 36, 259–268.

Purpura, D., Schmitt, S., & Ganley, C. (2017). Foundations of mathematics and literacy: The role of executive functioning components. Journal of Experimental Child Psychology, 153, 15–34.

Sarama, J., Lange, A., Clements, D., & Wolfe, C. (2012). The impacts of an early mathematics curriculum on oral language and literacy. Early Childhood Research Quarterly, 27, 489–502.

Verdine, B., Irwin, C., Golinkoff, R., & Hirsh-Pasek, K. (2014). Contributions of executive function and spatial skills to preschool mathematics achievement. Journal of Experimental Child Psychology, 126, 37–51.

Watts, T., Duncan, G., Siegler, R., & Davis-Kean, P. (2014). What’s past is prologue: Relations between early mathematics knowledge and high school achievement. Educational Researcher, 43, 352–360.

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What does a great mathematician look like? https://www.renaissance.com/2019/07/18/blog-great-mathematician-look-like/ Thu, 18 Jul 2019 13:20:27 +0000 https://renlearnstg.wpengine.com/?p=37359 Let’s face it: When talking about brilliant mathematicians, even the most experienced teachers tend to talk about the same handful of figures, from Euclid to Sir Isaac Newton. While these individuals made major contributions to the field of mathematics, they represent only a small fraction of the brilliant mathematicians whose insights and discoveries have shaped […]

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Let’s face it: When talking about brilliant mathematicians, even the most experienced teachers tend to talk about the same handful of figures, from Euclid to Sir Isaac Newton. While these individuals made major contributions to the field of mathematics, they represent only a small fraction of the brilliant mathematicians whose insights and discoveries have shaped the field.

Imagine the difference you could make in your classroom and across your district by taking a multicultural approach to providing students with inspirational math role models. Rather than seeing mathematicians as unapproachable geniuses who lived long ago, students will see that people like them—both male and female, of different ages, races, and backgrounds—have been passionate about mathematics, and have truly excelled in this field.

20 faces to help change the picture of a great mathematician

As Natalie Hobson notes in a recent post for the American Mathematical Society, research shows that students are inherently motivated to learn material that relates to their interests, experience, and communities. Research further shows that students conclude they don’t belong in mathematics when they’re only exposed to role models who are white, male, and introverted—in short, not like them.

The following nonfiction book suggestions will help you change this picture by sharing stories of women and minorities who have contributed intellectual rigor to the field of mathematics. The books are organized into three bands by student interest level: K–3, 4–8, and 9–12. This helps you introduce students in all grades and at different reading levels to equally inspiring individuals. It also helps you to engage students in more nonfiction reading, and build stronger cross-curricular connections through reading.

Each book listed below also has a Reading Practice Quiz in Renaissance Accelerated Reader®, so students can demonstrate what they’ve learned by engaging with these texts.

How to use these books to inspire deeper learning in mathematics

Every educator knows the critical role of human connections in student learning. A human connection sparks motivation and ignites energy. Even a small connection can lead to big gains in student interest and engagement. As you introduce students to these books about diverse mathematicians, enhance the learning process by helping them discover connections. Perhaps a student shares a birthday with a mathematician, or was born in the same city, or has a similar family background. Or the student may have the same interest as the mathematician, from rockets to computer programming to astronomy.

Here are a few sample conversation starters to get students thinking and to help them find common ground with the individuals they’re reading about:

  • What fascinates you the most about this person?
  • What did you find most interesting about his or her achievements?
  • What do you think you might have in common?
  • Do you see yourself someday pursuing similar goals?
  • What was this person’s biggest obstacle? How did he or she overcome it?

As students answer these questions, they’ll begin to relate to these individuals—not only as people with similar backgrounds and ambitions, but as role models who pursued a field that they loved.

Books to inspire students in grades K–3 (interest level)

Ada Bryon Lovelace

Ada Byron Lovelace and the Thinking Machine
By Laurie Wallmark

Ada Lovelace, the daughter of the British poet Lord Byron, develops her creativity through science and math. When Ada meets Charles Babbage, the inventor of the first mechanical computer, she writes the world’s first computer program to demonstrate its capabilities.

Benjamin Banneker

Benjamin Banneker: Astronomer and Mathematician
By Allison Lassieur

Benjamin Banneker was a self-taught astronomer and mathematician who helped survey the new city of Washington, DC, in the early 1790s. He also authored several successful almanacs and was the first African American whose work was published.

Ellen Ochoa

Ellen Ochoa
By Pamela Walker

Ellen Ochoa is an engineer, astronaut, and former director of the Johnson Space Center in Houston. In 1993, she became the first Hispanic woman to travel into space, as part of a nine-day mission aboard the space shuttle

Luis Alvaras

Luis Alvarez: Wild Idea Man
By Mike Venezia

Your students may get a few “wild” ideas of their own after reading this book about American physicist and inventor Luis Alvarez, who won the 1968 Nobel Prize for physics. One of his most intriguing projects: A plan to X-ray the Egyptian pyramids to discover secret chambers!

Hypothia

Of Numbers and Stars: The Story of Hypatia
By D. Anne Love

This biography of Hypatia, born in Alexandria, Egypt, in the fourth century, depicts her as one of the most brilliant women of the ancient world. She became an authority in mathematics, astronomy, and philosophy.

Books to inspire students in grades 4–8 (interest level)

Aerospace Engineer

Ada Byron Lovelace and the Thinking Machine
By Laurie Wallmark

Ada Lovelace, the daughter of the British poet Lord Byron, develops her creativity through science and math. When Ada meets Charles Babbage, the inventor of the first mechanical computer, she writes the world’s first computer program to demonstrate its capabilities.

Neil Degrasse Tyson

Astrophysicist and Space Advocate Neil deGrasse Tyson
By Marne Ventura

You and your students may have seen his popular documentary Cosmos, or his television show Star Talk. Now introduce students to the life of astrophysicist and author Neil deGrasse Tyson—who’s also director of the Hayden Planetarium in New York City—with this engaging biography.

Benjamin Banneker

Benjamin Banneker: Mathematician and Stargazer
By Rose Blue and Corinne J. Naden

Middle-grade students will enjoy this biography of the self-taught mathematician and astronomer who
is remembered as the first major African-American scientist. He was also the first African American whose work was published.

Hidden Figures

Hidden Figures: Young Readers’ Edition
By Margot Lee Shetterly

Expand students’ list of role models with the true story of African-American female mathematicians at NASA. These women helped achieve some of the greatest and most memorable moments of the US space program.

Mae Jemison

Mae Jemison
By Sonia W. Black

Inspire dreams by introducing students to the first African-American woman in space. Dr. Jemison was selected for the astronaut program by NASA in 1987, and she went into orbit aboard the space shuttle Endeavour in 1992.

Al Khwarizmi

Al-Khwarizmi: The Inventor of Alegbra
By Corona Brezina

This biography focuses on Muhammad ibn Musa al-Khwarizmi, a Persian scholar who lived during the ninth century. He developed two distinct branches of mathematics, both of which owe their names to him: algebra and algorithms.

Ellen Ochoa

Ellen Ochoa
By Teresa Iverson

This book profiles the first Hispanic-American woman to become an astronaut and travel in space. Students will learn about her childhood, education, and remarkable career with NASA.

Luis Alvaras

Luis Alvarez and the Development of the Bubble Chamber
By Amy Allison

Encourage students to see themselves as mathematicians with this book examining the life of physicist and inventor Luis Alvarez. He developed a powerful tool for tracking atomic particles and was awarded the 1968 Nobel Prize for physics.

Ada Lovelace

Programming Pioneer Ada Lovelace
By Valerie Bodden

Have your students ever wondered who developed computer coding? Here, they’ll discover how Ada Byron Lovelace’s interest in mathematics led to her work on an early computer—and on the first programming algorithm ever used.

Science, Medicine, and Math

Science, Medicine, and Math in the Early Islamic World
By Trudee Romanek

This book discusses key discoveries and inventions by Muslim scholars in the fields of science, medicine, and mathematics from the seventh through the nineteenth centuries.

Books to inspire students in grades 9–12 (interest level)

Benjamin Banneker

Benjamin Banneker: Astronomer and Mathematician
By Laura Baskes Litwin

This is a biography of the eighteenth-century African American who taught himself mathematics and astronomy and helped survey the new city of Washington, DC.

Florence Nightengale

Florence Nightingale: The Courageous Life of the Legendary Nurse
By Catherine Reef

Florence Nightingale is best known as a nurse and social reformer. But in her efforts to improve the survival rates of hospital patients, she also became a pioneering statistician, inventing an early version of the “pie chart” graph.

Hidden Figures

Hidden Figures
By Margot Lee Shetterly

This book shares the true story of the African-American female mathematicians at NASA (Katherine Johnson, Dorothy Vaughn, and Mary Jackson) whose calculations helped fuel some of America’s greatest achievements in space.

Oracle Bones, Stars...

Oracle Bones, Stars, and Wheelbarrows: Ancient Chinese Science and Technology
By Frank Ross, Jr.

This book highlights the achievements of ancient Chinese scholars in astronomy, medicine, science, and engineering, as well as such influential Chinese inventions as paper, printing, gunpowder, and the compass.

20 Women Mathematicians

Profiles in Mathematics: Women Mathematicians
By Padma Venkatraman

This collective biography profiles six female mathematicians (Emilie de Breteuil, Maria Gaetana Agnesi, Mary Somerville, Ada Byron Lovelace, Sonya Kovalevsky, and Emmy Noether) who overcame unique challenges in their lives to make significant contributions to the study and understanding of math.

How to find additional books on diverse mathematicians

Accelerated Reader BookFinder™ is a free online resource for teachers, librarians, parents, and students.

You can easily search in English or Spanish to find books by topic, title, author, fiction/nonfiction, subject, award-winners, and librarians’ picks. You can even choose from state book lists or special collections, and refine your picks by interest level and reading level.

Every book listed has a corresponding Accelerated Reader quiz, and you can also see which books are available in the myON® Reader digital library.

More tips on building math engagement

Introducing students to inspiring role models is just one way to build greater engagement and motivation in mathematics. For more tips, watch our on-demand webinar on helping students achieve math milestones.

To access this free webinar, click the banner below:

Webinar

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Reviewing core instruction in reading  https://www.renaissance.com/2019/07/16/blog-reviewing-core-instruction-in-reading/ Tue, 16 Jul 2019 14:18:00 +0000 https://www.renaissance.com/?p=64397 Schools are responsible for providing effective education to all students. To do this, teachers must consider individual students’ learning needs while also providing daily whole-class instruction. To effectively balance the needs of all students, schools often implement increasingly more intensive instructional support based on students’ needs. Such systems are commonly known as Response to Intervention […]

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Schools are responsible for providing effective education to all students. To do this, teachers must consider individual students’ learning needs while also providing daily whole-class instruction.

To effectively balance the needs of all students, schools often implement increasingly more intensive instructional support based on students’ needs. Such systems are commonly known as Response to Intervention (RTI) or a Multi-Tiered System of Supports (MTSS). A cornerstone of these systems is the adoption and use of core instructional practices as the starting point of all students’ instruction.

This blog will review the key features of core instruction for reading, the importance of conducting universal screening, and methods for strengthening core reading instruction when needed.

What is core instruction?

Core instruction includes the materials and methods in place for teaching ALL students daily lessons in the general education classroom.

The term “core” was used to describe daily classroom lessons in the requirements of the US Department of Education’s Reading First grant program, which was made available to states from 2002–2008. These grants required awardees to select and use a specific “core” reading instruction program for all students in the participating schools.

Such core programs were required to be scientifically based and used as the first level or “tier” of instruction for all students. In the resulting years, the importance of having “core” reading instruction as the starting point for all students’ reading instruction has been reaffirmed through ongoing research that has been conducted to evaluate efforts of improving reading outcomes.

boys looking at books in library

Why is core instruction important?

Utilizing scientifically-based core reading instruction is important because this instruction provides the initial foundation for all students’ reading outcomes.

When used as part of RTI and MTSS efforts, core instruction is also sometimes known as Tier 1. The key features of Tier 1 instruction are that it:

  • Is universal and provided for all students.
  • Incorporates research about effective reading instructional practices (i.e., it is evidence-based).
  • Is implemented accurately by teachers who have been provided with the needed preparation and training to use the materials and methods according to research-based practices.

Tier 1 core instruction is an essential component of RTI and MTSS because it provides the foundation for all students. Many—ideally, most—students will reach their learning goals as a result of Tier 1 core instruction alone. The most effective tiered supports are possible when 80% or more of students meet the learning goals as a result of core instruction.

That said, there are likely to be some students who do not meet the goal when using only core instruction. In order to know the effects of core instruction, universal screening of all students’ reading skills is necessary.

6 components of effective core instruction

The highest quality of core instruction includes the following:

  1. A standards-based curriculum that adheres to state/district standards.
  2. Systematic and explicit instruction, in which skills are taught from simple to more complex through direct, clear, and concise instructional language.
  3. Differentiated instruction that takes into account each student’s level of school readiness and background knowledge and engages each student in active learning that is geared to meet their needs. The process of differentiating instruction also includes teachers analyzing the content of their lessons, their methods of delivery of instruction, the process used for students to demonstrate their understanding, and their choice of the most appropriate environment for learning.
  4. Flexible grouping that includes a combination of individual, whole-group, and small-group instruction and allows teachers to create groups that ebb and flow to meet the ever-changing needs of all students.
  5. Active student engagement that ensures all students are involved throughout instruction. Teachers must provide many opportunities for student response, ample time to practice new skills, and immediate and efficient corrective feedback.
  6. Classroom behavior strategies that explicitly and proactively instruct students in the expected routines and behaviors. This includes the continual use of reinforcement and praise (ideally with a 4:1 positive to negative feedback ratio), efficient transition times, and predictable and consistent teacher responses to behaviors.

Universal screening data

Solid Tier 1 instruction must meet the current needs of 100% of the students. The best way for educators to measure the fidelity of their instruction is by examining universal screening assessment data.

Universal screening involves having all students complete standardized reading assessments so that teachers can review progress toward grade-level learning goals. When all students complete the same assessment, their results can be evaluated to learn both group and individual outcomes.

In other words, universal screening data can show the effectiveness of core instruction, as well as which students need additional help to meet the learning goals.

When the screening scores indicate that 80% or more of students are meeting the learning goals (e.g., benchmarks or standards), the core instruction is generally understood to be highly effective. When fewer than 80% of students are meeting the goal, school teams can take steps to improve core reading instruction.

These steps include implementing teaching practices that will strengthen core instruction, such as reviewing integrity and examining and updating daily teaching schedules to ensure that there is enough time allocated for daily reading lessons.

Improve reading outcomes

Discover tools and resources from Renaissance to enhance Tier 1 reading instruction.

2 key ways of strengthening core instruction

There are two primary ways that core reading instruction can be enhanced so that it is as effective as possible:

  1. Review integrity.
  2. Integrate targeted practices for small groups.

Let’s explore each of these options in detail.

#1: Review integrity

First, teaching integrity should be reviewed to confirm that all of the steps included in the evidence-based procedures are being used in daily classroom lessons. Teaching integrity is an important aspect of core instruction because the accuracy of planned lessons will affect student learning outcomes.

The best way to evaluate teaching integrity is by observing randomly selected reading lessons. These observations should be done using an observation checklist that includes each of the steps in the planned lesson.

Many of the most frequently used core reading instruction programs include observation checklists. Such observations provide information about how the planned lessons are being used.

If the observations reveal that the adopted core instruction is not being implemented with fidelity, then steps to improve accuracy are recommended. However, if the observations show that the core instruction has been implemented accurately, but students’ scores are still much lower than expected, altering and intensifying the core reading instruction is often the best plan.

How to conduct classroom observations

The purpose of lesson observation is to improve instructional practices for reading, not to make individual teachers feel inadequate. Conducting observations requires planning, as well as trust among teachers that the feedback they receive on their teaching practices will be both professional and informative.

Two ways that observations can be arranged include daily “walk-throughs” of classrooms and instructional tours:

  1. Walk-throughs involve having key staff members, such as an instructional coach or team leader, literally walk through each classroom during reading instruction on a daily or weekly basis. During these visits of 10–15 minutes each, the observer can take note of lesson elements and how the instruction matches the core reading instructional best practices.
  2. Instructional tours are a more formal method for conducting observations of reading instruction. These observations are planned in advance, and the teacher being observed might prepare a specific lesson that a few colleagues observe.

The benefits of both walk-throughs and instructional tours will only be realized if the observers share helpful feedback with the teacher. This should be done in a private, planned session where the teacher can also ask the observer(s) questions and plan specific steps to modify their instructional methods and content.

#2: Targeted small-group lessons

The second approach to strengthening core instruction is through the use of targeted small-group lessons as part of daily reading instruction time.

The recommended time block for daily reading instruction in grades K–5 is 90 minutes. Some researchers suggest more time for kindergarten and first grade, but having at least 90 minutes per day is important. Within those 90 minutes, several carefully selected whole-class, small-group, and individual activities should be integrated.

For example, a teacher might present a 20-minute whole-class lesson about a new skill. Following whole-class instruction, the students might spend time practicing and applying the skill either individually or in teams, while the teacher works with selected small groups of students to re-teach and practice the new skill alongside prior learning.

For those students whose screening and other data indicate slower reading progress, these small-group lessons can be a very important time for them to re-experience the lesson and practice the skills with the benefit of immediate teacher feedback.

The small-group time also gives teachers a way to carefully observe how each student is progressing toward reading goals.

students reading on tablets in classroom

How is core instruction used in the classroom?

There are many strategies that educators can use to scaffold core instruction within the classroom to aid student learning. Some of the most popular strategies include:

  • Giving students tools like graphic organizers to help them organize and clarify their learning.
  • Providing tools such as worked examples of math problems to model each step required to solve the problem.
  • Creating sentence frames that allow students to trigger their prior knowledge base or activate their brains by filling in the blanks.
  • Creating rubrics and checklists for students to help ensure they understand the expectations and know how to thoroughly complete the assignment.
  • Using questioning techniques that engage and challenge students and allow them to show their thinking.
  • Teaching concepts through multiple modalities (kinesthetic, spatial, visual, auditory, and/or musical), depending on students’ preferred learning styles.
  • Accessing the students’ prior knowledge base at the start of each lesson to activate their learning.
  • Providing discussion protocols (fishbowl, think-pair-share, turn and talk, etc.) as ways for students to safely and comfortably discuss their learning. These protocols also allow students to understand the type of contribution that is expected of them before they begin.

When to change core instruction

It’s important to note that not all core materials and practices will work for all students. In situations where the current core methods have been implemented with integrity, yet fewer than 80% of students are reaching the learning goals, it might be worth considering different core reading instruction.

In addition, all core instruction should be reviewed on a regular cycle of curriculum adoption and updated as necessary with revised materials and student learning needs.

Curriculum adoption decisions can be less stressful when they include:

  • A formal process that includes a district-wide committee.
  • Rubrics for reviewing materials.
  • Formal presentations by the curriculum publisher to address questions.
  • Detailed plans for professional development to use the new materials.

A common frustration that teachers share is that too little professional development around the implementation of the adopted materials is provided. Given that the majority of schools experience some amount of teacher turnover every year, having a plan for annual professional development for all adopted core materials and practices is an effective way to make certain that all teachers have initial and refresher training to use the core with integrity.

Summary of key points around core instruction

Providing universal “Tier 1” core reading instruction for all students is an essential part of tiered student support.

Core reading instructional materials and methods should be evidence-based and accompanied by regular professional development for all teachers to ensure that the core is implemented with integrity. To know if core reading instruction is effective, universal screening should be conducted using a valid and reliable screener, such as FastBridge or Star Assessments from Renaissance.

Core reading instruction can be strengthened through observations and feedback about lessons, as well as through targeted daily small-group lessons.

Over time, all core reading instruction needs to be reviewed and updated using a systematic process. When core reading instruction is planned, implemented with fidelity, and evaluated carefully, it will result in better reading outcomes for all students.

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Renaissance and Carnegie Mellon University Partner to Provide Educators with New Insights into Student Learning https://www.renaissance.com/2019/07/09/news-renaissance-cmu-new-insights-student-learning/ Tue, 09 Jul 2019 12:26:07 +0000 https://renlearnstg.wpengine.com/?p=35877 The second collaboration between the global edtech leader and the acclaimed university will provide new data and analytics tools for school and district leaders WISCONSIN RAPIDS, Wis. (July 9, 2019) – Renaissance®, a global leader in pre-K–12 education technology, today announced that it has entered a new partnership with Carnegie Mellon University (CMU) to provide […]

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The second collaboration between the global edtech leader and the acclaimed university will provide new data and analytics tools for school and district leaders

WISCONSIN RAPIDS, Wis. (July 9, 2019)Renaissance®, a global leader in pre-K–12 education technology, today announced that it has entered a new partnership with Carnegie Mellon University (CMU) to provide educators with better insights into student achievement and growth.

Graduate students within the Masters of Educational Technology and Applied Learning Science (METALS) program within CMU’s Human-Computer Interaction Institute (HCII) are collaborating with the education and research experts at Renaissance to develop new software tools, providing students with real-world work experience while helping Renaissance create innovative and effective resources for educators.

The new partnership builds on an existing relationship between Renaissance and CMU, who partnered on another research-driven initiative in 2017. In that collaboration, CMU conducted extensive research and surveys to better understand educators’ needs and pain points around complex processes, such as progress monitoring and goal setting. In turn, Renaissance is leveraging these insights to strengthen its products and services, streamlining complex technical tasks and helping educators better understand and utilize student learning data.

“We are thrilled to once again partner with Carnegie Mellon University,” said Eric Stickney, senior director of educational research at Renaissance. “The METALS program at CMU provides graduate students with great exposure to the latest thinking in user design and learning analytics. They are able to work with our leading assessment and learning programs and rich data sets to help us develop cutting-edge tools that benefit educators and students.”

The latest partnership will also leverage CMU’s rigorous research and Renaissance’s advanced reporting capabilities to develop a new analytics tool that will provide school- and district-level leaders with rich data insights currently not available on a national level. The tool will help education leaders gain a deeper understanding of their student learning data and make more informed decisions to improve student outcomes.

“We’ve seen the power that data has to improve performance in many fields, from medicine to movie recommendations. Likewise, educational data is an incredibly powerful tool for improving teaching and learning,” concluded Ken Koedinger, professor of human-computer interaction and psychology at CMU. “We’re delighted to be once again working with Renaissance to provide education leaders with tools that will make their jobs easier and support them in increasing student achievement.”


About Renaissance

Renaissance® is a global leader in pre-K–12 educational technology, enabling teachers, curriculum creators, and educators to drive phenomenal student growth. Renaissance’s solutions help educators analyze, customize, and plan personalized learning paths for students, allowing time for what matters: creating energizing learning experiences in the classroom. Founded by parents, upheld by educators, and enriched by data scientists, Renaissance knows learning is a continual journey—from year to year and for a lifetime. Our data-driven, personalized solutions are currently used in over one-third of U.S. schools and more than 90 countries around the world. For more information, visit www.renaissance.com.

About the METALS Program

Carnegie Mellon’s Masters in Educational Technology and Applied Learning Science (METALS) program is a one-year, interdisciplinary master’s program, jointly taught by leading researchers of learning analytics and educational data mining. As learning engineers and LX (learning experience) designers, our graduates apply science of learning principles, evidence-based research, and large-scale data analysis to design, create, and improve educational resources and technologies that enable both students and instructors to succeed.

About the Human-Computer Interaction Institute

The Human-Computer Interaction Institute is an interdisciplinary department with a focus on the design, development, and study of computer technology in all aspects of life. People are always at the heart of our work as we apply HCI methods to solve real-world problems. The HCII is located in Carnegie Mellon University’s School of Computer Science, widely recognized as one of the first and best in the world.

Contact for Media Inquiries Only:

Ken Stoflet
Communications Specialist
Renaissance
(715) 424-3636 ext. 2332
ken.stoflet@renaissance.com

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Bonus What Kids Are Reading lists for middle and high school https://www.renaissance.com/2019/06/27/blog-bonus-what-kids-are-reading-lists-summer/ Thu, 27 Jun 2019 15:29:30 +0000 https://renlearnstg.wpengine.com/?p=36360 What Kids Are Reading is the world’s largest annual study of K–12 students’ reading habits. The 2019 report examines the reading records of more than 8.7 million students across the United States to identify the most-read books in the country. New this year, the report included themed book lists around key topics in science, social […]

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What Kids Are Reading is the world’s largest annual study of K–12 students’ reading habits. The 2019 report examines the reading records of more than 8.7 million students across the United States to identify the most-read books in the country. New this year, the report included themed book lists around key topics in science, social studies, and social-emotional learning such as earth and space science, civil rights, and grief.

For the researchers who write the report, it was especially hard to decide which book lists to feature in our annual What Kids Are Reading report—there were so many great ones! Here, we’re sharing bonus cross-curricular reading lists for middle and high school that you won’t find anywhere else.

With intriguing themes such as robotics, horses, thrillers, and biographies, these books are a great way to entice middle and high school students to read more. The latest data shows that students’ daily reading practice starts declining in middle school and reaches its lowest levels in high school, so it’s especially important to encourage older students to spend time reading.

It should be noted that these lists aren’t top 10 lists, but instead, curated lists of popular books specifically for middle and high school readers. Let’s dive in!

What are students reading in the content areas?

Middle School: Robotics
Drones, space robots, and Alexa

  • Ungifted series by Gordon Korman
  • How Lunchbox Jones Saved Me from Robots, Traitors, and Missy the Cruel by Jennifer Brown
  • Nothing Can Possibly Go Wrong by Prudence Shen
  • Battling for Victory: The Coolest Robot Competitions by Kathryn Clay
  • Chasing the Milky Way by Erin E. Moulton
  • Drones by Katie Marsico
  • Space Robots by Steve Kortenkamp
  • Amazing Military Robots by Sean S. Price
  • Robots at Your Service: From the Factory to Your Home by Kathryn Clay
  • Robots in Risky Jobs: On the Battlefield and Beyond by Kathryn Clay

Middle School: Horses
Horses, horses, and more horses

  • War Horse by Michael Morpurgo
  • The Horse and His Boy by C.S. Lewis
  • The Girl Who Loved Wild Horses by Paul Goble
  • Horses by Mary Ann McDonald
  • Horses by JoAnn Early Macken
  • In the Footsteps of Crazy Horse by Joseph Marshall III
  • The Horse in Harry’s Room by Syd Hoff
  • Horses by Emily K. Green
  • The Case of the One-Eyed Killer Stud Horse by John R. Erickson
  • Baby Horses by Bethany Olson

Middle School: Mysteries
UFOs, haunted houses, and unsolved mysteries

  • The Bermuda Triangle: The Unsolved Mystery by Connie C. Miller
  • Ghosts: The Unsolved Mystery by Lisa W. McCormick
  • Explorer: The Mystery Boxes by Kazu Kibuishi
  • Room One: A Mystery or Two by Andrew Clements
  • Top 10 Unsolved Mysteries by Kathryn Clay
  • Haunted Houses: The Unsolved Mystery by Lisa W. McCormick
  • Top 10 UFO and Alien Mysteries by Lori Polydoros
  • The Bungalow Mystery by Carolyn Keene
  • Thea Stilton and the Mystery in Paris by Thea Stilton
  • Cover-Up: Mystery at the Super Bowl by John Feinstein

High School: Biographies
Stories of survival, achievements, and shock

  • Tuesdays with Morrie by Mitch Albom
  • Into the Wild by Jon Krakauer
  • Narrative of the Life of Frederick Douglass: An American Slave by Frederick Douglass
  • A Long Way Gone: Memoirs of a Boy Soldier by Ishmael Beah
  • Unbroken: A World War II Story of Survival, Resilience, and Redemption by Laura Hillenbrand
  • American Sniper: The Autobiography of the Most Lethel Sniper in U.S. Military History by Chris Kyle
  • Maus: A Survivor’s Tale, I: My Father Bleeds History by Art Spiegelman
  • The Blind Side: Evolution of a Game by Michael Lewis
  • I Know Why the Caged Bird Sings by Maya Angelou
  • A Stolen Life: A Memoir by Jaycee L. Dugard

High School: Music and the Arts
Hip-hop music, fashion, and journeys to the top

  • Cool Hip-Hop Music: Create & Appreciate by Karen L. Kenney
  • The Hip-Hop Scene: The Stars, the Fans, the Music by Ann G. Gaines
  • The Soloist: A Lost Dream, an Unlikely Friendship, and the Redemptive Power of Music by Steve Lopez
  • The Children of Willesden Lane: Beyond the Kindertransport: A Memoir of Music, Love, and Survival by Mona Golabek
  • The Alternative Rock Scene: The Stars, the Fans, the Music by Wendy S. Mead
  • STEM Jobs in Music by Shirley Duke
  • Fashion Design: The Art of Style by Jen Jones
  • Fashion Design: Learning the Skills to Succeed by Jen Jones
  • Battle of the Bands by K.L. Denman
  • Art Show Mystery (Carter High Mysteries) by Eleanor Robins

High School: Suspense
Murder mysteries, true crime, and thrillers

  • In Cold Blood: A True Account of a Multiple Murder and its Consequences by Truman Capote
  • Murder on the Orient Express by Agatha Christie
  • The Devil in the White City: Murder, Magic, and Madness at the Fair That Changed America by Erik Larson
  • Confessions of a Murder Suspect by James Patterson
  • Confessions: The Private School Murders by James Patterson
  • Getting Away with Murder: The True Story of the Emmett Till Case by Chris Crowe
  • The Innocent Man: Murder and Injustice in a Small Town by John Grisham
  • No Choirboy: Murder, Violence, and Teenagers on Death Row by Susan Kuklin
  • The Family Romanov: Murder, Rebellion & the Fall of Imperial Russia by Candace Fleming
  • The Weekend Was Murder! by Joan L. Nixon

Create custom lists for students

Thanks to the What Kids Are Reading Custom Report Builder tool, you can easily generate a custom list of titles according to your students’ needs and interests.

Start by visiting the Custom Report Builder at www.renaissance.com/wkar-custom.

When you arrive on the page, click on the plus symbol next to “Tips for using the Custom Report Builder” for helpful information about the filters you can use.

Custom Report Builder

On the Custom Report Builder tool, select fiction or nonfiction under the Type filter. Give the tool a moment to reload—remember, it’s looking at millions of reading records—and you’ll see a list of the most popular nonfiction books.

Custom Report Builder

By default, this list will display data for grades 1–12. You can narrow the list to just one grade by using the Grade filter. You can also select multiple grades at a time if you’d prefer to see the top books for a grade range rather than a single grade level.

Custom Report Builder

You can also filter by text complexity level using the ATOS Level slider, Interest Level (select one or multiple), Language (English or Spanish), or State (using the drop-down menu).

When you’re finished, click the green “Generate My Report” button for a PDF of your custom book list, which you can print or save.

The post Bonus What Kids Are Reading lists for middle and high school appeared first on Renaissance.

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Renaissance Accelerated Reader and myON Reader Recognized by SIIA as Best Learning Capacity-Building and Best ESL, ELL or World Language Acquisition Solutions https://www.renaissance.com/2019/06/27/news-renaissance-2019-siia-codie-award-winners/ Thu, 27 Jun 2019 13:39:47 +0000 https://renlearnstg.wpengine.com/?p=36349 This is the third consecutive year that Renaissance has won a prestigious award from the Software & Information Industry Association WISCONSIN RAPIDS, Wis. (June 27, 2019) – Renaissance Accelerated Reader®, a data-driven reading practice and goal-setting program, has been named the Best Learning Capacity-Building Solution as part of the 2019 SIIA CODiE Awards. The company’s […]

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This is the third consecutive year that Renaissance has won a prestigious award from the Software & Information Industry Association

WISCONSIN RAPIDS, Wis. (June 27, 2019)Renaissance Accelerated Reader®, a data-driven reading practice and goal-setting program, has been named the Best Learning Capacity-Building Solution as part of the 2019 SIIA CODiE Awards. The company’s Renaissance myON® Reader, a student-centered personalized literacy program offering thousands of enhanced digital books, has also been named the Best ESL, ELL or World Language Acquisition Solution. The CODiE Awards recognize the companies producing the most innovative business and education technology products across the country and around the world.

“It’s an honor to be recognized as a leader in edtech and win not just one, but two CODiE Awards,” said Todd Brekhus, chief product officer at Renaissance. “We’ve been listening to our users and taking their feedback into consideration this past year, first acquiring myIGDIs as a curriculum-based measure and then Freckle to strengthen our math offering to help maximize student growth. This recognition is another big step forward in our mission to continually extend and expand the impact of our solutions.”

Accelerated Reader equips educators with unparalleled insight into independent reading practice, research-proven goal-setting tools, activities that span a variety of skills and text types, and a worldwide community of support. It forms an industry-leading literacy ecosystem with myON Reader, a student-centered, personalized learning program that gives students access to more than 6,000 enhanced digital books.

This is the third consecutive year that Accelerated Reader has won the Best Learning Capacity-Building Solution category and the second consecutive year that myON Reader has won the Best ESL, ELL or World Language Acquisition Solution category.

“The 2019 CODiE Award winners represent the best of a new class of innovative products that are disrupting education and adding new efficiencies for educators and administrators,” said Jeff Joseph, SIIA President. “These exciting new products are opening doors for learners of all ages by developing and utilizing new technologies to respond to student and educator needs. Congratulations to Renaissance and all our honorees!”

The announcement was made by the Software & Information Industry Association (SIIA), the principal trade association for the software and digital content industries, during the SIIA Ed Tech Conference & CODiE Awards in San Francisco. Thirty-four awards were given for products and services deployed specifically for education and learning professionals, including the top honor of the best overall Education Technology Solution.

A SIIA CODiE Award win is a prestigious honor, as each award winner was first reviewed by expert judges including educators and administrators whose evaluations determined the finalists. SIIA members then vote on the finalist products, and the scores from both rounds are tabulated to select the winners.

A full list of the winners can be found here: https://bit.ly/2FoLKfR.


About Renaissance

Renaissance® is a global leader in pre-K–12 educational technology, enabling teachers, curriculum creators, and educators to drive phenomenal student growth. Renaissance’s solutions help educators analyze, customize, and plan personalized learning paths for students, allowing time for what matters: creating energizing learning experiences in the classroom. Founded by parents, upheld by educators, and enriched by data scientists, Renaissance knows learning is a continual journey—from year to year and for a lifetime. Our data-driven, personalized solutions are currently used in over one-third of U.S. schools and more than 90 countries around the world. For more information, visit www.renaissance.com.

About the CODiE Awards

The SIIA CODiE Awards is the only peer-reviewed program to showcase business and education technology’s finest products and services. Since 1986, thousands of products, services and solutions have been recognized for achieving excellence. For more information, visit www.siia.net/CODiE.

Contact for Media Inquiries Only:

Ken Stoflet
Communications Specialist
Renaissance
(715) 424-3636 ext. 2332
ken.stoflet@renaissance.com

Benjamin Price
SIIA
(703) 909-4034
bprice@siia.net

The post Renaissance Accelerated Reader and myON Reader Recognized by SIIA as Best Learning Capacity-Building and Best ESL, ELL or World Language Acquisition Solutions appeared first on Renaissance.

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A Q&A with pro surfer Bethany Hamilton https://www.renaissance.com/2019/06/13/blog-qa-bethany-hamilton/ Thu, 13 Jun 2019 14:54:54 +0000 https://renlearnstg.wpengine.com/?p=35524 “I don’t need easy, I just need possible.” – Bethany Hamilton In 2003 at the age of 13, Bethany Hamilton lost her left arm to a 14-foot tiger shark while surfing in Kauai, Hawaii. Just one month later, Hamilton returned to the water and hasn’t looked back. Overcoming major obstacles, she turned pro in 2007 […]

The post A Q&A with pro surfer Bethany Hamilton appeared first on Renaissance.

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“I don’t need easy, I just need possible.” – Bethany Hamilton

In 2003 at the age of 13, Bethany Hamilton lost her left arm to a 14-foot tiger shark while surfing in Kauai, Hawaii. Just one month later, Hamilton returned to the water and hasn’t looked back. Overcoming major obstacles, she turned pro in 2007 and has won several surfing titles since.

An accomplished speaker and author, Hamilton continues to compete in surfing competitions. Soul Surfer, a movie that premiered in 2011, highlighted Hamilton’s determination and has inspired millions. When not competing or traveling, Hamilton lives in Hawaii with her husband and their two children.

Readers of Renaissance myON® News got the chance to ask Hamilton about surf culture, the famous shark attack, and what it took to get back on the board.

Brianna, age 8, asked: How does it feel to be a champion surfer?

Hamilton: It feels great to accomplish my goals and live out the dreams I had at your age! It looks a lot different than I expected, but I’m thankful each day to be doing what I love to do most. Hard work has paid off and been a blast!

Annika, age 12, asked: What is your favorite part about surfing?

Hamilton: I really like the creativity, thrill, and the challenge. Riding a wave is kind of like drawing—on a moving canvas! And it’s always challenging me because no wave is the same, and I like learning and trying to get better and better.

Jacob, age 13, asked: What were your feelings about sharks before and after you got attacked?

Hamilton: Sharks are amazing creatures and so important for our planet’s ecosystem. I have a lot of respect for them (and a healthy fear).

Jennifer, age 10, asked: How were everyday tasks different for you after the attack? How did you learn to do them again?

Hamilton: It took a lot of creativity to figure out how to do so many different things differently with one arm. Sometimes I got frustrated, and sometimes I asked for help, but usually, I was able to use my mind to come up with a unique way of doing things!

McKenna, age 12, asked: Is it just as fun to surf with one arm as it was with two?

Hamilton: YES, YES, YES!!!

Ashley, age 13, asked: Do people ever make fun of you for having one arm? If so, how do you cope with that?

Hamilton: Thankfully, I have not dealt with much bullying. But I try not to listen to what other people say if it’s rude and just focus on what I love! I think it’s important to forgive others if they are mean and rise above the immature communication they may use.

Destiny, age 13, asked: What advice do you have for people who want to overcome obstacles and follow their dreams?

Hamilton: Don’t give up! You CAN!

Gabby, age 14, asked: I have read your story. You are very brave, especially since you lost your arm and still could go on. How did you ever get back in the water again?

Hamilton: I knew I had to try surfing with one arm. My fear of not surfing was greater than my fear of sharks. I had to be in the ocean and surf again. It had always been a happy place for me. And I’m SO glad I tried! ‘Cause now it still is a happy place for me!

Mehul, age 9, asked: What has been the greatest surf moment of your life?

Hamilton: For sure, my first wave back after losing my arm. I had tears of joy knowing it was possible.

Gwen, age 10, asked: Out of all the surfing championships, which one was your favorite and why?

Hamilton: The Fiji Pro a few years ago was a favorite for sure. It felt so good to surf amazing powerful waves and knock some of the best surfers in the world out of the competition!

Owen, age 11, asked: Was it difficult for you to learn how to balance again after losing your arm? If so, how did you do that?

Hamilton: I did work on my balance a lot at first. And practicing on land helped! I would use balance boards and other balancing practices.

Reese, age 12, asked: Do you wish the shark attack did not happen?

Hamilton: I would not take it back if I had the chance, because I see how much good God has brought out of something so terrible.

Abigail, age 12, asked: I have watched your movie Soul Surfer multiple times. How accurately do you think that movie shows what you have gone through? Are there any things you would add or change about the movie?

Hamilton: Some of the scenes in the movie (like the shark attack and my dad being in the hospital) were really close to reality! My family and I are happy with how the story turned out. And guess what? I have a new movie coming out on July 12 called Bethany Hamilton: Unstoppable that shows the REAL me (not actors) and shows my journey as a pro surfer and real life since then.

The post A Q&A with pro surfer Bethany Hamilton appeared first on Renaissance.

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Iowa State Department of Education Approves Renaissance Star Reading and Renaissance Star Early Literacy for the Fourth Year https://www.renaissance.com/2019/05/30/news-iowa-approves-star-assessments/ Thu, 30 May 2019 13:31:40 +0000 https://renlearnstg.wpengine.com/?p=34777 Star Reading and Star Early Literacy provide efficient, valid measures of screening and progress monitoring, aligning to Iowa Academic Standards WISCONSIN RAPIDS, Wis. (May 30, 2019) – Renaissance®, a global leader in pre-K–12 education technology, today announced the Iowa State Department of Education has once again approved Renaissance Star Reading® and Renaissance Star Early Literacy® […]

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Star Reading and Star Early Literacy provide efficient, valid measures of screening and progress monitoring, aligning to Iowa Academic Standards

WISCONSIN RAPIDS, Wis. (May 30, 2019)Renaissance®, a global leader in pre-K–12 education technology, today announced the Iowa State Department of Education has once again approved Renaissance Star Reading® and Renaissance Star Early Literacy® for the 2019–2020 school year to meet the requirements of Iowa’s Early Learning Implementation law. myIGDIs™ by Renaissance® was reviewed for universal screening in preschool.

Star Reading and Star Early Literacy are highly aligned to Iowa’s Academic Standards and have been added to the state’s approved assessment list for Early Learning Implementation. Iowa educators can use the assessments for universal screening and progress monitoring from kindergarten to grade six.

Star Reading and Star Early Literacy, key components of Renaissance Star 360®, are computer-adaptive assessments that measure the literacy skills of all students. Highly rated for universal screening, Star Reading and Star Early Literacy are proven to accurately identify students who are at risk for reading difficulty.

Darice Keating, vice president of government affairs at Renaissance, concluded, “We’re thrilled that Star Reading and Star Early Literacy have been included as approved assessments by the Iowa State Department of Education as an option for universal screening and progress monitoring. We look forward to working with educators across the state to ensure that each student thrives.”

For more information about Star Reading, Star Early Literacy, or myIGDIs, please visit www.renaissance.com.


About Renaissance

Renaissance® is a global leader in pre-K–12 educational technology, enabling teachers, curriculum creators, and educators to drive phenomenal student growth. Renaissance’s solutions help educators analyze, customize, and plan personalized learning paths for students, allowing time for what matters: creating energizing learning experiences in the classroom. Founded by parents, upheld by educators, and enriched by data scientists, Renaissance knows learning is a continual journey—from year to year and for a lifetime. Our data-driven, personalized solutions are currently used in over one-third of U.S. schools and more than 90 countries around the world. For more information, visit www.renaissance.com.

Contact for Media Inquiries Only:

Ken Stoflet
Communications Specialist
Renaissance
(715) 424-3636 ext. 2332
ken.stoflet@renaissance.com

The post Iowa State Department of Education Approves Renaissance Star Reading and Renaissance Star Early Literacy for the Fourth Year appeared first on Renaissance.

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Renaissance Acquires Student-Centered, Teacher-Driven Math Solution https://www.renaissance.com/2019/05/20/news-renaissance-acquires-math-solution/ Mon, 20 May 2019 11:00:04 +0000 https://renlearnstg.wpengine.com/?p=33269 The edtech leader has acquired Freckle Education to enhance its offerings with differentiated math, science and social studies solutions WISCONSIN RAPIDS, Wis. (May 20, 2019) – Renaissance®, a global leader in pre-K–12 education technology, today announced that it has acquired Freckle Education, a company that provides a differentiation platform for all four core subjects: math, […]

The post Renaissance Acquires Student-Centered, Teacher-Driven Math Solution appeared first on Renaissance.

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The edtech leader has acquired Freckle Education to enhance its offerings with differentiated math, science and social studies solutions

WISCONSIN RAPIDS, Wis. (May 20, 2019)Renaissance®, a global leader in pre-K–12 education technology, today announced that it has acquired Freckle Education, a company that provides a differentiation platform for all four core subjects: math, social studies, science and English language arts. This acquisition will expand and enhance educators’ opportunities to accelerate student learning, especially in the critical math skills students need to be college and career ready.

“We chose Freckle for its innovative approach to student-centered practice, instructional design and teacher tools,” said Todd Brekhus, chief product officer at Renaissance. “So many personalized learning programs suggest students should just put the headphones on, let the computer take over and wait for the learning to happen without the teacher’s involvement. With Freckle, we’re bringing educators a tool that puts them in control of targeting instruction and differentiating practice for students. The acquisition of Freckle is another step forward in our mission to continually extend and expand the impact of our solutions.”

Freckle helps teachers differentiate instruction quickly and to effectively deliver guided practice to students at their own academic level. The platform includes interactive student practice activities aligned to state standards, teacher resources such as progress reports and inquiry-based lesson plans and an administrator dashboard. With Freckle’s wide variety of high-quality teacher lessons and student activities, educators can differentiate not just what students learn, but how they learn it, engaging students in topics that already interest them and guiding them to learn in ways most effective for them individually.

The move is the third major acquisition for Renaissance in the last year and a half, coming just weeks after the company’s April acquisition of myIGDIs™, and mirrors the company’s previous purchase of myON®. A student-centered digital literacy platform, myON by Renaissance® has proven to be a strategic complement to Star Reading® assessment and Accelerated Reader® literacy programs, which provide educators with data-fueled insights into student progress and growth for effective differentiated learning.

Similarly, combining Freckle’s differentiated lessons with the robust insights educators gain with Renaissance’s Star Math® K–12 assessment solution will help deepen the learning connection between teacher and student.

“We know that, when we combine best-in-class solutions, it can have an incredible effect on student learning,” said Renaissance’s CEO Chris Bauleke. “When we introduced teachers and administrators to myON, we saw increased usage of both Accelerated Reader and myON and, more to the point, an increase in student reading. We believe the same thing will happen as educators work with Star Math, Accelerated Math and Freckle, combining powerful tools for uncovering student data and the resources to put those insights to work to strengthen student math learning.”

Founded five years ago as Front Row Education, Freckle has rapidly grown into a teacher favorite, with many adoptions championed by teachers. Today, more than 700,000 teachers use Freckle to differentiate learning for more than 10 million students across 75,000 schools. Multiple research studies have found that students who use Freckle see greater learning gains than those who do not.

“We launched Freckle because we believe every student deserves a world-class education, and the best way to deliver that is by empowering teachers to differentiate instruction for their students,” said Sidharth Kakkar, Freckle co-founder and CEO. “We’ve been honored to help hundreds of thousands of educators all across the country, and we couldn’t be more excited to see Freckle improve learning for so many more students with the expanded reach Renaissance will provide.”

Freckle customers will continue to receive the support and service they have come to expect and love from the company. Existing Renaissance customers can look forward to being introduced to Freckle.

Vista Point Advisors, a San Francisco-based boutique investment bank, acted as the exclusive financial advisor to Freckle.


About Renaissance

Renaissance® is a global leader in pre-K–12 educational technology, enabling teachers, curriculum creators, and educators to drive phenomenal student growth. Renaissance’s solutions help educators analyze, customize, and plan personalized learning paths for students, allowing time for what matters: creating energizing learning experiences in the classroom. Founded by parents, upheld by educators, and enriched by data scientists, Renaissance knows learning is a continual journey—from year to year and for a lifetime. Our data-driven, personalized solutions are currently used in over one-third of U.S. schools and more than 90 countries around the world. For more information, visit www.renaissance.com.

About Freckle Education

Freckle Education provides an innovative differentiation platform that allows teachers to provide every student with instruction and practice at the level that’s best for them, especially in the three-quarters of classrooms with students whose reading levels span across more than four grade levels. With instructional resources and practice activities for all four core subject areas—math, social studies, science, and English language arts—Freckle helps educators provide students with rich, engaging learning experiences that accelerate growth. Originally founded as Front Row Education in 2013, Freckle currently serves more than 700,000 teachers and 10 million students across 75,000 schools. For more information, visit www.freckle.com.

Contact for Media Inquiries Only:

Ken Stoflet
Communications Specialist
Renaissance
(715) 424-3636 ext. 2332
ken.stoflet@renaissance.com

The post Renaissance Acquires Student-Centered, Teacher-Driven Math Solution appeared first on Renaissance.

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How to run an effective PLC meeting https://www.renaissance.com/2019/05/16/blog-how-to-run-an-effective-plc-meeting/ Thu, 16 May 2019 19:09:00 +0000 https://renlearnstg.wpengine.com/?p=62647 Professional learning communities (PLCs) have become popular in K–12 schools and districts due to: While PLCs have a lot of value to offer, districts often encounter a number of logistical and procedural challenges in their PLC structure and culture. In this blog, I’ll discuss the four benefits of PLC meetings, along with four common struggles […]

The post How to run an effective PLC meeting appeared first on Renaissance.

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Professional learning communities (PLCs) have become popular in K–12 schools and districts due to:

  • Their emphasis on collaboration
  • Their focus on using data to drive decisions and actions
  • Their ability to discover insights that improve both instruction and student learning outcomes

While PLCs have a lot of value to offer, districts often encounter a number of logistical and procedural challenges in their PLC structure and culture.

In this blog, I’ll discuss the four benefits of PLC meetings, along with four common struggles districts face with PLC meetings. I’ll also offer tangible solutions to overcome these challenges.

What is a PLC meeting?

As noted above, a PLC is a professional learning community. Using a collaborative approach, small groups of educators meet regularly to discuss:

  • Professional development
  • Expertise and insights from teaching experiences
  • Collective problem-solving

Inquiry and reflection are the foundation of every PLC meeting, with educators asking questions such as:

  • How certain strategies impact students’ learning
  • What skills gaps are still present
  • What should be done differently in the future

PLC meetings promote continued professional development as educators review student data, discuss teaching practices, and offer feedback.

PLC meetings require intentional effort or they won’t produce the desired outcomes.

happy student taking notes

4 reasons why PLC meetings are important

PLC meetings are focused on each student’s learning. When the PLC framework is applied properly, educators are encouraged to embrace high levels of learning for all students as the foundation of the organization and the responsibility of those in it.

PLC meetings allow educators to make a collective commitment to work together to clarify…

  • What each student needs to learn
  • How to monitor this learning; and
  • When intervention is needed

…to ensure all students receive the necessary time and support to overcome struggles—and to also extend and enrich learning for students who are already meeting targets.

Let’s take a deeper look at each of the benefits of regular and effective PLC meetings.

#1: PLC meetings directly improve teaching and learning

PLC meetings encourage brainstorming and idea sharing among educators to help improve learning and drive student achievement. Through good communication, educators can uncover what is working in the classroom and what is not working.

Learning communities enhance teacher reflection through the sharing of data across classes and grade levels, allowing educators to take ownership of each student’s education.

#2: PLC meetings foster strong relationships between educators

Through weekly meetings, bonds are formed that help create a team of leaders within the school or district. With defined roles based on the strengths of all members, trust and mutual respect allow opinions to be shared freely.

Strong relationships among educators, especially in the PLC, form the foundation for continued learning success.

#3: PLC meetings allow educators to focus on new research and emerging classroom technology

Collaboration within a district and beyond provides ongoing opportunities for educators to learn from each other. Social media platforms allow teachers worldwide to create a community of practice that goes well beyond their own classrooms.

A variety of communication channels and tools are available for educators to share ideas and best practices, join chat groups or video calls, and collaborate in the moment.

Ongoing professional development is at the heart of PLC meetings by informing teachers about emerging research and new tools and technology for their classrooms.

Teachers are also given the opportunity to see what other schools, cities, states, and countries are doing in their classrooms and whether or not it’s working.

#4: PLC meetings help teachers reflect on ideas

When learning from other PLC members, educators can reflect on ways to improve teaching and adjust practices. Value and purpose are added when educators from varying backgrounds come together to brainstorm and share their experience.

PLCs put a focus on the questions related to learning so that educators can create strategies and resources that promote student achievement.

Student success must always be the focus of PLC meetings.

Insights to drive student learning

Discover how Renaissance solutions provide data and insights to support more effective instruction.

4 PLC meeting struggles–and how to solve them

When done right, a PLC meeting has all educators working collaboratively toward the continuous improvement of student achievement. However, to get the most out of PLC meetings, educators must overcome the following struggles:

#1: Unclear purpose

First, many districts struggle with effectively communicating the PLC’s purpose and the goal(s) of individual meetings. PLCs can serve so many purposes that we can’t assume everyone inherently understands each meeting’s goal.

In fact, Richard DuFour, a pioneer of the PLC framework, remarked that “the term has been used so ubiquitously that it is in danger of losing all meaning.” If there is ambiguity or confusion about why your PLC is meeting, it makes it very difficult to achieve the meeting’s goal(s).

Solution for effective PLC meetings: Identify your “why”

As a foundational—but sometimes overlooked—step, it’s critical that districts clearly state their “why” behind institutionalizing PLCs. What is the goal or mission?

Ensure your team is aware of the guiding questions that should be a part of the PLC. DuFour suggests the following questions:

  1. What do students need to learn?
  2. How will we know when each student has learned it?
  3. How will we respond when a student either has or has not learned it?

#2: Data literacy

Hand in hand with understanding the PLC’s purpose is understanding data’s role in the PLC’s work. The confusion here might exist at a few different levels:

  • Why data? Here, PLC members are unsure how data connects to the goal of the PLC in general (e.g., We haven’t used data in the past, so why should we now?)
  • What data? There may also be confusion about which data is needed for the PLC’s purpose—or, a lack of deep knowledge around those data sources (e.g., What should we be looking at or looking for?)
  • When? Finally, there may be confusion around balanced assessment systems and the importance of regularly looking at different data at different points in the school year (e.g., Why do we need to do this so often?)

Typically, these types of questions indicate a need to enhance or support data literacy within the team.

parent teacher conference

Solution for effective PLC meetings: Address the why, what, & when of data

Try making a point of deliberately addressing these points during PLC meetings, and provide an opportunity and safe environment for PLC members to ask questions. In fact, you might even dedicate a meeting to answering these questions, so members can take ownership of the process.

Here are some strategies to consider:

Understanding “The Why”: Have your teams work in small groups to fill in the following question: “We need data at our PLC meetings so we can _____________.” The benefit here is that your PLC members are empowered to explore the reasons for themselves. They will begin to understand the extent to which they have access to the data they need, so that they can analyze it and ultimately take action.

Understanding “The What”: As a starting place, check out our Comprehensive Assessment System webpage for a discussion of the different types of student data available. Common assessment blueprints, curriculum maps, and other vendor-provided assessment resources are also helpful for developing deep knowledge about specific data sources.

Understanding “The When”: Looking at data beyond seasonal screening results can be a paradigm shift in and of itself for some districts. Work together to identify how often pertinent data is available and what kinds of questions this data can and cannot answer.

#3: Lack of norms and documentation

A hallmark of highly effective PLC meetings is that they have an established set of norms and effective documentation practices. Key topics and action steps are documented so they can be revisited during future discussions as necessary. 

But many PLCs meet, review data, and share insights without documenting what they’ve discussed or the next steps that the members have agreed upon.

This can result in a lack of evidence or rationale for decisions and an inability to quickly recall salient points—which creates inefficiencies and, ultimately, ineffective practices.

Solution for effective PLC meetings: Know your “how”

At the beginning of the school year, establish group norms that support productive work and are focused on growth. Examples might include:

  1. We respect the work of our colleagues and students.
  2. We start and end every meeting on time.
  3. We always make decisions based on multiple measures.
  4. We follow a data protocol.

Throughout the year, be sure that your PLC meetings always have an agenda. Articulating the goals and tasks for a meeting helps ensure that the highest priority topics are addressed first and also keeps the meeting on track.

Without creating (and sticking to) an agenda, meetings can feel disorganized and are prone to be taken over by conversations that should be taken offline or addressed later. Be sure to record action items and review task assignments before ending the meeting.

Finally, be sure that your agenda is realistic for what can be accomplished. If you try to pack too much information or too many tasks into a single meeting, it can cause frustration and a feeling that the work “never gets done.”

Some PLCs choose to schedule out their meeting focuses. For example, they might review student data in three meetings per month, and then allocate a fourth meeting to professional development.

Others find it helpful to meet more frequently for a shorter period of time. That way, tasks can be broken up over several meetings without delaying progress, and the struggle of finding large blocks of time in multiple busy schedules is alleviated.

#4: Lack of easily accessible, accurate data

Having access to the right data is a critical component of a PLC’s ability to review data with integrity and fidelity. Unfortunately, many teams struggle to access and bring the right data to the right meeting.

This is often a result of data silos and disparate systems. For those who do bring data to the table, it has often been pulled from a system at some point in the past and is out of date before the meeting even begins.

Furthermore, the data is often not interactive or lacks drill-down functionality that allows teachers to dig deeper into the data quickly.

Solution for effective PLC meetings: Have the right data at your fingertips

Many districts are using data dashboards to help drive decisions and understand important data. PLCs have a similar need to integrate and visualize data to drive decisions. Depending on the PLC, this might include:

  • Student-level data such as academics, attendance, and social-emotional behavior
  • Assessment blueprints for locally developed common assessments
  • Intervention information
  • Portfolios or examples of student work

Renaissance offers a unique solution for MTSS collaboration and management called eduCLIMBER, which is designed to help educators access the right information at the right time–and to answer essential questions about their students’ progress and needs.

Some final thoughts on effective PLC meetings

As the PLC framework continues to gain traction, and as students’ learning needs become increasingly urgent, school and district leaders must empower their teachers with the right tools, procedures, and data for the task.

It’s important to adopt a consistent framework for your PLC meetings that is grounded in student-centered purpose, fueled by meaningful data, and anchored in norms that promote growth and productivity.

If you’d like to learn more about how eduCLIMBER or other Renaissance solutions will support your educators in making effective, data-driven decisions, connect with an expert today.

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Ohio Department of Education Approves Renaissance Star Assessments for the Seventh Year in a Row https://www.renaissance.com/2019/05/14/news-ohio-approves-star-assessments/ Tue, 14 May 2019 13:28:07 +0000 https://renlearnstg.wpengine.com/?p=32991 Star Assessments provide efficient, valid measures of student growth, aligning to Ohio Learning Standards WISCONSIN RAPIDS, Wis. (May 14, 2019) – Renaissance®, a global leader in pre-K–12 education technology, today announced that the Ohio Department of Education has approved Renaissance Star Assessments® with high marks in multiple assessment categories for the 2019–2020 school year. This […]

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Star Assessments provide efficient, valid measures of student growth, aligning to Ohio Learning Standards

WISCONSIN RAPIDS, Wis. (May 14, 2019)Renaissance®, a global leader in pre-K–12 education technology, today announced that the Ohio Department of Education has approved Renaissance Star Assessments® with high marks in multiple assessment categories for the 2019–2020 school year. This marks the seventh year in a row Star Assessments have been on the approved lists of assessments for Ohio.

Through research conducted by an independent national expert, Star Assessments are proven to be highly aligned to the Ohio Learning Standards. As a result, Star Assessments support Ohio districts and schools by helping educators maximize time and resources to improve student growth. The Ohio Department of Education approved Star Assessments in the following categories:

  • K–3 Diagnostic Assessment for Universal Screening

  • Teacher and Principal Evaluation

  • Pre-screening for Children Who Are Gifted

  • Alternative Reading Assessment: The Third Grade Guarantee

“We’re excited that Star Assessments met Ohio’s high standards once again,” said Laurie Borkon, vice president of government affairs at Renaissance. “We’re looking forward to continuing to partner with educators across Ohio to further their students’ learning and position them for future success.”

Star Assessments provide screening, progress monitoring, and growth data that give educators reliable insight to help lead their students toward mastering Ohio’s Learning Standards in early literacy, reading, and math. These assessments promote student growth and position students for future success. The 20-minute computer adaptive assessments deliver actionable, accurate information in the shortest amount of testing time.

For more information about Star Assessments, please visit https://bit.ly/2we5JHZ.


About Renaissance

Renaissance® is a global leader in pre-K–12 educational technology, enabling teachers, curriculum creators, and educators to drive phenomenal student growth. Renaissance’s solutions help educators analyze, customize, and plan personalized learning paths for students, allowing time for what matters: creating energizing learning experiences in the classroom. Founded by parents, upheld by educators, and enriched by data scientists, Renaissance knows learning is a continual journey—from year to year and for a lifetime. Our data-driven, personalized solutions are currently used in over one-third of U.S. schools and more than 90 countries around the world. For more information, visit www.renaissance.com.

Contact for Media Inquiries Only:

Ken Stoflet
Communications Specialist
Renaissance
(715) 424-3636 ext. 2332
ken.stoflet@renaissance.com

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Renaissance Named 2019 SIIA CODiE Award Finalists in Three Categories https://www.renaissance.com/2019/05/01/news-2019-codie-finalists/ Wed, 01 May 2019 20:20:35 +0000 https://renlearnstg.wpengine.com/?p=32616 Renaissance Accelerated Reader, Renaissance myON Reader, and Renaissance Star 360 earn prestigious industry recognition WISCONSIN RAPIDS, Wis. (May 1, 2019) – Renaissance®, a global leader in pre-K–12 education technology, is proud to announce three of the organization’s products—Renaissance Accelerated Reader®, Renaissance myON® Reader, and Renaissance Star 360®—have been named 2019 SIIA CODiE Award finalists. Accelerated […]

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Renaissance Accelerated Reader, Renaissance myON Reader, and Renaissance Star 360 earn prestigious industry recognition

WISCONSIN RAPIDS, Wis. (May 1, 2019)Renaissance®, a global leader in pre-K–12 education technology, is proud to announce three of the organization’s products—Renaissance Accelerated Reader®, Renaissance myON® Reader, and Renaissance Star 360®—have been named 2019 SIIA CODiE Award finalists.

Accelerated Reader was named a finalist in the Best Learning Capacity-Building Solution category, myON Reader in the Best ESL, ELL or World Language Acquisition Solution category, and Star 360 in the Best Summative Student Assessment Solution category.

“To have educators and administrators recognize three of our products as finalists is an absolute honor,” said Todd Brekhus, chief product officer at Renaissance. “Together, the three form a complete literacy solution that combines assessment-driven reading practice and digital access, empowering educators to chart a path toward growth for students.”

Accelerated Reader equips educators with unparalleled insight into independent reading practice, research-proven goal setting tools, activities that span a variety of skills and text types, and a worldwide community of support. myON Reader is a student-centered, personalized learning program that gives students access to more than 6,000 enhanced digital books. Together, the two help students grow as readers.

On the assessment side, Star 360 delivers the valid, reliable screening, progress monitoring, and student growth data educators need to make informed decisions.

“I’m impressed by the level of innovation and creativity demonstrated by the SIIA CODiE Award finalists. These solutions are opening doors for learners of all ages by developing and utilizing new technologies to respond to student and educator needs,” added Ken Wasch, president of SIIA.

The SIIA CODiE Awards are the premier awards for the software and information industries and have been recognizing product excellence for over 30 years. The awards offer 91 categories that are organized by industry focus of education technology and business technology. Accelerated Reader, myON Reader, and Star 360 were honored as three of the 152 finalists across the 39 education technology categories.

The SIIA CODiE Awards are the industry’s only peer-reviewed awards program. Educators and administrators serve as judges and conduct the first-round review of all education nominees. Their scores determine the SIIA CODiE Award finalists, and SIIA members then vote on the finalist products.

The scores from both rounds are tabulated to select the winners. Winners will be announced during a CODiE Award Celebration at the SIIA Annual Conference & CODiE Awards in San Francisco on June 13.

A full list of the finalists can be found here: http://www.siia.net/codie/2019-Finalists.


About Renaissance

Renaissance® is a global leader in pre-K–12 educational technology, enabling teachers, curriculum creators, and educators to drive phenomenal student growth. Renaissance’s solutions help educators analyze, customize, and plan personalized learning paths for students, allowing time for what matters: creating energizing learning experiences in the classroom. Founded by parents, upheld by educators, and enriched by data scientists, Renaissance knows learning is a continual journey—from year to year and for a lifetime. Our data-driven, personalized solutions are currently used in over one-third of U.S. schools and more than 90 countries around the world. For more information, visit www.renaissance.com.

About the SIIA CODiE Awards

The SIIA CODiE Awards is the only peer-reviewed program to showcase business and education technology’s finest products and services. Since 1986, thousands of products, services, and solutions have been recognized for achieving excellence. For more information, visit www.siia.net/CODiE.

Contact for Media Inquiries Only:

Ken Stoflet
Communications Specialist
Renaissance
(715) 424-3636 ext. 2332
ken.stoflet@renaissance.com

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A Q&A with Dr. Jane Goodall https://www.renaissance.com/2019/04/25/qa-jane-goodall/ Thu, 25 Apr 2019 13:33:02 +0000 https://renlearnstg.wpengine.com/?p=32050 The world-famous scientist answers readers’ questions. In the 1960s, with no formal academic training, Dr. Jane Goodall traveled from London, England, into the forests of Gombe Stream National Park in Tanzania to observe chimpanzees in the wild. Dr. Goodall lived within the forests for months at a time and interacted with the chimpanzees—something never done […]

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The world-famous scientist answers readers’ questions.

In the 1960s, with no formal academic training, Dr. Jane Goodall traveled from London, England, into the forests of Gombe Stream National Park in Tanzania to observe chimpanzees in the wild. Dr. Goodall lived within the forests for months at a time and interacted with the chimpanzees—something never done before in research. Prior to this, researchers would observe from afar. While there, Dr. Goodall made numerous discoveries:

  • Chimpanzees make and use tools
  • Chimpanzees hunt and eat meat
  • Waging war is not only human
  • Chimpanzees have strong mother/infant bonds
  • Compassion runs deep

These discoveries challenged what it meant to be human and challenged conventional scientific theories at the time. For example, the ability to use tools was a trait used to define humans and differentiate us from other species. Dr. Goodall opened doors for other women in science and raised awareness about our place in the animal kingdom. Today, her vast work continues through The Jane Goodall Institute and Roots & Shoots, a youth-centered version of the program.

Readers of Renaissance myON® News got the chance to ask Dr. Goodall questions about her time in Tanzania and life’s work.

Ava, age 9, asked: What made you start loving chimpanzees?

Goodall: I loved all animals when I was a child. I just wanted to go to Africa to live with and learn from wild animals and write books about them. Then Dr. Louis Leakey suggested chimpanzees—the beings most like us. How lucky. I don’t even think of them as “animals.” Just as we humans are animals.

Beatrice, age 9, asked: What was it like when you went away from home to study the chimps?

Goodall: Going to Gombe to study the chimps was a huge and wonderful adventure. My biggest worry was how on Earth I would be able to find the chimps in the maze of thickly forested valleys. But the smell of Gombe, the sounds of Gombe—it was all magical.

Emily, age 12, asked: Did you care what people thought of you when you went into the forest on your own?

Goodall: No. I only cared about what the chimpanzees thought of me! My mother came to Gombe with me for four months because the authorities would not allow me to be alone. But she never climbed into the hills. She looked after the camp.

Sariyah, age 7, asked: Why are the chimps so comfortable with you? How long did it take for the chimps to get to know you?

Goodall: It took about a year before all the chimps were relaxed. The first one, David Greybeard, was relaxed after about six months. And he brought his friends Goliath and William with him to my camp.

Riley, age 9, asked: What was it like to be face-to-face with primates?

Goodall: Very exciting and very rewarding. There were moments when it was scary, when the big males bristled with rage and charged about, stamping and swaying branches and sometimes throwing rocks.

Elizabeth, age 10, asked: What is your favorite memory from when you were in Gombe?

Goodall: When Flo, the most dominant female, trusted me enough to let her four-month-old son, Flint, come up to me and touch my nose. She kept a hand around him and looked worried, but she trusted me enough to let him make contact.

Héloïse, age 9, and Sophia asked: Why did you choose to study chimpanzees and not other animals?

Goodall: I didn’t choose. Dr. Leakey wanted me to study them. He thought it would help him to imagine better how Stone Age men and women might have behaved. Since chimps are our closest relatives.

Kelli, age 11, asked: Was it hard to become what you are today? What kind of challenges did you face? How did you get past them?

Goodall: When I was 10 and wanted to go and live with animals in Africa, everyone laughed at me. How could I do that? Africa was far away. We didn’t know much about it. My family had very little money. AND I was just a girl. Girls did not have those opportunities.

But my mother said, “If you really want this, you will have to work very hard, take advantage of opportunities, and never give up.” That is the advice I give to young people today. I earned the money by being a waitress until I had enough for a boat trip to Africa.

Jit Jat asked: What’s your favorite part of working with chimps?

Goodall: The most fascinating part is that they all have different personalities and different life histories. There are nice ones and nasty ones. They are so like us. Even after nearly 60 years, we are still learning new things. I am not living in Gombe anymore, but I visit Gombe twice a year. And the research continues.

Lucia, age 11, asked: Did you have role models growing up? If so, who?

Goodall: My role models were characters in books. (TV had not been invented yet. And we couldn’t afford to go to the movies). My role models were Dr. Doolittle, Mowgli from The Jungle Book, and Tarzan!

Mary, age 11, asked: How much work did you have to do to become a woman scientist at that time?

Goodall: When I went into the field, I had not been to college. We could not afford it. After two years observing chimps, Leakey sent me to Cambridge University to get a PhD. I had to work very hard to learn to write in a scientific way. I loved that work. I loved learning how to analyze the data I had collected. Much later I wrote a book, The Chimpanzees of Gombe: Patterns of Behavior. To write that book was a LOT of very, very hard work.

Seir asked: How do you feel about animals in zoos and cages?

Goodall: I prefer animals to be wild and free. The sad thing is that in so many parts of the world, wild animals are hunted and trapped and mothers are killed to steal their infants for sale. And, of course, habitats are destroyed as human populations grow and move into wild places. And there is logging and mining. The important thing about a zoo is that the animals should have good groups and lots of space. And they must not be allowed to be bored.

Sophie, age 11, asked: How can I start studying animals? I’m in elementary school, and I love animals!

Goodall: I started studying animals as a child in the garden and on the cliffs above the sea. I studied my dog and cat. And I watched the sparrows and pigeons in towns. If you want to get started, join our Roots & Shoots program and start a project that involves observing your local wildlife like I did.

Lauren Kemnitz’s sixth-grade class asked: Is it true that chimps love bananas?

Goodall: Almost all primates enjoy bananas. But it is not a very important food. In Gombe there are no longer any banana trees, and they don’t eat them anymore. What is true is that they eat mostly fruits — there are many different kinds in the forest. They also eat leaves, flowers, stems, bark, insects, birds’ eggs, and the occasional meat from small mammals that they hunt.

Kim Palmisano and Kelley DeMauro’s class asked: What would you do if chimps went extinct?

Goodall: If chimps ever become extinct I shall be dead myself! But we shall not let them become extinct!

Nancy Nowaczyk’s third-grade class asked: What are some ways I can help Planet Earth the way that you have?

Goodall: Start a Roots & Shoots group for the class. There are lots of ideas on our website. And remember that every day you live you make a difference. You can choose what sort of difference you will make. Try not to waste food or water. Pick up trash. Be kind. Be helpful. Turn off lights. Plant vegetables, trees, and flowers. Visit senior citizens to cheer them up. You can come up with all sorts of ideas.

Sasha, age 10, asked: Can you please send this note to Dr. Goodall? Thank you for all you do.

Goodall: Thank you, Sasha. I can only do what I do because of all the wonderful people who help me. You can help too by making good choices each day and helping to make the world a better place.

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Renaissance Partners with Discovery Education and Knovation to Inspire Growth Through New Test Items and Open Educational Resources https://www.renaissance.com/2019/04/17/news-renaissance-discovery-education-knovation/ Wed, 17 Apr 2019 13:20:47 +0000 https://renlearnstg.wpengine.com/?p=32029 Current Renaissance customers will gain immediate access to the new curated content WISCONSIN RAPIDS, Wis. (Apr. 17, 2019) – Renaissance®, a global leader in pre-K–12 education technology, today announced tens of thousands of new test items and more than 100,000 open educational resources (OERs) are being added to the Renaissance Growth Platform™. More than 20,000 […]

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Current Renaissance customers will gain immediate access to the new curated content

WISCONSIN RAPIDS, Wis. (Apr. 17, 2019)Renaissance®, a global leader in pre-K–12 education technology, today announced tens of thousands of new test items and more than 100,000 open educational resources (OERs) are being added to the Renaissance Growth Platform™.

More than 20,000 test items will be incorporated into Renaissance Star Assessments® as a result of a license agreement with Discovery Education, a global leader in standards-based digital content for K–12 classrooms. The items span subjects such as math, reading, and science.

Renaissance has also partnered with Knovation, a best-in-class curator of OERs for K–12. The new collection of curated resources gives Renaissance customers access to 100,000 additional OERs from publishers such as PBS, BBC, and other quality providers.

“We’re always looking to provide additional value to our customers,” said Todd Brekhus, chief product officer at Renaissance. “Through these two partnerships, educators will have access to thousands of additional test items and skill-aligned resources to support their lessons and encourage student growth.”

These additions, combined with the thousands of quality test items and instructional resources already in the Renaissance Growth Platform, allow for more deeply personalized learning and help educators support their students’ diverse interests, learning preferences, and scaffolding needs.

“After nearly two decades of perfecting the curation process, Knovation is universally accepted as a premier provider of quality, well-curated, aligned, and managed OERs for learning,” said Randy Wilhelm, vice president-learning resources at ACT. (Knovation is now part of ACT.) “The innovative Renaissance team has found new ways to move the education needle in a faster and smarter way.”


About Renaissance

Renaissance® is a global leader in pre-K–12 educational technology, enabling teachers, curriculum creators, and educators to drive phenomenal student growth. Renaissance’s solutions help educators analyze, customize, and plan personalized learning paths for students, allowing time for what matters: creating energizing learning experiences in the classroom. Founded by parents, upheld by educators, and enriched by data scientists, Renaissance knows learning is a continual journey—from year to year and for a lifetime. Our data-driven, personalized solutions are currently used in over one-third of U.S. schools and more than 80 countries around the world. For more information, visit www.renaissance.com.

About Discovery Education

As the global leader in standards-based digital content for K–12 classrooms worldwide, Discovery Education is transforming teaching and learning with award-winning digital textbooks, multimedia content, professional learning, and the largest professional learning community of its kind. Serving 4.5 million educators and over 50 million students, Discovery Education’s services are available in approximately half of U.S. classrooms, 50 percent of all primary schools in the UK, and more than 50 countries around the globe. Inspired by the global media company Discovery, Inc., Discovery Education partners with districts, states, and like-minded organizations to captivate students, empower teachers, and transform classrooms with customized solutions that increase academic achievement. Explore the future of education at www.discoveryeducation.com. Stay connected with Discovery Education on Facebook, Twitter, and Instagram @DiscoveryEd.

About Knovation Content Collection

Knovation is now part of ACT, a nonprofit organization providing learning, measurement, and navigation resources for education and workplace success. Through its Content Collection, Knovation makes it easy to find, to organize, and to share free digital content for learning. Knovation hires curriculum experts to professionally evaluate, tag, and standards-align K–12 learning resources covering all subject areas, all grades, and all learning resource types. Additionally, Knovation uses advanced technology to continuously maintain its collection of hundreds of thousands of online resources. Since 1999, Knovation has delivered on the promise to do something good for kids, every day by helping districts and organizations that serve them meet the needs of diverse K–12 learners in digital learning environments. For more information, please visit www.knovationlearning.com.

Contact for Media Inquiries Only:

Ken Stoflet
Communications Specialist
Renaissance
(715) 424-3636 ext. 2332
ken.stoflet@renaissance.com

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Renaissance Wins Best Professional Development Learning Solution from The EdTech Awards 2019 https://www.renaissance.com/2019/04/11/news-renaissance-best-professional-development-learning-solution/ Thu, 11 Apr 2019 18:16:03 +0000 https://renlearnstg.wpengine.com/?p=31709 Renaissance-U is a winner, and the company earns finalist honors in six other categories of the biggest recognition program in edtech WISCONSIN RAPIDS, Wis. (Apr. 11, 2019) – Winners of The EdTech Awards 2019 have been announced to a worldwide audience of educators, technologists, students, parents, and policymakers interested in building a better future for […]

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Renaissance-U is a winner, and the company earns finalist honors in six other categories of the biggest recognition program in edtech

WISCONSIN RAPIDS, Wis. (Apr. 11, 2019) – Winners of The EdTech Awards 2019 have been announced to a worldwide audience of educators, technologists, students, parents, and policymakers interested in building a better future for learners and leaders in the education and workforce sectors. Renaissance®, a global leader in pre-K–12 education technology, was a winner in one category and a finalist in six others.

Renaissance myON® Reader finished as a finalist for Best Literacy or Reading Solution, and Renaissance Star 360® was selected as a finalist for the Best Testing and Assessment Solution category. Renaissance-U® won the award for Best Professional Development Learning Solution. Renaissance Flow 360® was named a finalist both for Best Classroom Management Solution and Best New Product or Service. In addition, Renaissance’s Chief Product Officer Todd Brekhus was named a finalist in the Visionary category and Chief Academic Officer Gene Kerns was named a finalist in the Author/Speaker category.

“It’s exciting to be able to work with a great team at Renaissance to build products that truly accelerate student learning,” said Brekhus. “We’re always listening to educators and incorporating their feedback into our products and updates. We thank EdTech Digest for their recognition and look forward to continuing our work with educators to build a brighter future.”

Now in its ninth year, the EdTech Awards is the largest and most competitive recognition program in all of education technology, recognizing the biggest names in edtech.

“Nearly a decade in, The EdTech Awards persists in its salute,” said Victor Rivero, the Editor-in-Chief of EdTech Digest who oversees the program. “And nearly a decade in, the people driving edtech forward persist in their passion to improve learning. The EdTech Awards 2019 celebrates edtech’s best and brightest all year long: innovators, leaders, and trendsetters who are shaping the future of learning.”

The edtech ecosystem is now more than 15,000 companies strong, with hundreds of thousands of educators using technology to enhance, improve, and transform their everyday work. More than $50 billion has been invested worldwide across the global edtech landscape in just the last several years while global education and training expenditure is set to reach a whopping $10 trillion by 2030, according to some estimates.

The EdTech Awards recognize people in and around education for outstanding contributions in transforming education through technology to enrich the lives of learners everywhere. The annual program shines a spotlight on cool tools, inspiring leaders, and innovative trendsetters. This year’s finalists and winners were judged on various criteria, including pedagogical workability, efficacy and results, support, clarity, value, and potential.

The complete list of finalists and winners is available here.


About Renaissance

Renaissance® is a global leader in pre-K–12 educational technology, enabling teachers, curriculum creators, and educators to drive phenomenal student growth. Renaissance’s solutions help educators analyze, customize, and plan personalized learning paths for students, allowing time for what matters: creating energizing learning experiences in the classroom. Founded by parents, upheld by educators, and enriched by data scientists, Renaissance knows learning is a continual journey—from year to year and for a lifetime. Our data-driven, personalized solutions are currently used in over one-third of U.S. schools and more than 80 countries around the world. For more information, visit www.renaissance.com.

About The EdTech Awards

The EdTech Awards were established in 2010 to recognize, acknowledge, and celebrate the most exceptional innovators, leaders, and trendsetters in education technology.

Contact for Media Inquiries Only:

Ken Stoflet
Communications Specialist
Renaissance
(715) 424-3636 ext. 2332
ken.stoflet@renaissance.com

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Renaissance Expands into Curriculum-Based Assessment and Early Learning with Newest Acquisition https://www.renaissance.com/2019/04/08/news-renaissance-curriculum-based-assessment-early-learning/ Mon, 08 Apr 2019 11:39:10 +0000 https://renlearnstg.wpengine.com/?p=31084 Renaissance has acquired Early Learning Labs to offer curriculum-based measurement tools and expand early learning assessments WISCONSIN RAPIDS, Wis. (Apr. 8, 2019) – Renaissance®, a global leader in pre-K–12 education technology, today announced that it has acquired Early Learning Labs. The acquisition comes in response to customer requests for a curriculum-based measurement (CBM) option and […]

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Renaissance has acquired Early Learning Labs to offer curriculum-based measurement tools and expand early learning assessments

WISCONSIN RAPIDS, Wis. (Apr. 8, 2019)Renaissance®, a global leader in pre-K–12 education technology, today announced that it has acquired Early Learning Labs. The acquisition comes in response to customer requests for a curriculum-based measurement (CBM) option and increased tools to support younger students.

Early Learning Labs, developed out of the University of Minnesota (UMN), offers progress monitoring, assessments, and reporting tools to track early literacy, early numeracy, early social-emotional learning, and more through its myIGDIs platform, which is immediately available for Renaissance users for use in pre-K.

“Early Learning Labs couldn’t be more thrilled to join Renaissance,” said Early Learning Labs Founder and Senior Advisor Scott McConnell, PhD, who is also a professor of educational psychology in the UMN College of Education and Human Development and one of the founding directors of IGDILab. “Renaissance is a leader in K–12 assessment and is in an ideal position to expand the myIGDIs experience for current users, as well as grow Early Learning Labs’ offerings in the coming months and years, helping countless students discover the joy of learning along the way by helping teachers and schools serve them.”

With this move, Renaissance further expands into the early learning space—reaching children as young as age 3—and enters the curriculum-based measurement (CBM) market. Using brief, week-to-week assessments, CBM provides insights into students’ progress and suggests avenues for differentiating instruction, making it a powerful supplement to Renaissance’s existing assessment and monitoring options.

“Just like the educators we serve, Renaissance is always looking for opportunities to further support and accelerate student learning. The acquisition of the myIGDIs platform and the exemplary research behind it will help us further that mission, particularly in the early learning space,” said Renaissance CEO Chris Bauleke. “Renaissance has a long-standing commitment of using high-quality research and real-world data to produce best-in-class solutions, so educators in turn can easily get the data they need to strengthen learning, and IGDIs is a perfect fit.”

The Individual Growth and Development Indicators (IGDIs) assessments are the product of more than twenty years of federally funded research at UMN, a nationwide leader in early childhood research. Empirical evaluations have shown IGDIs to be valid, reliable predictors of language, early literacy, and school readiness for later academic success. Today myIGDIs are among the most-used assessments for three- and four-year-olds, trusted by more than 12,500 schools across the country to monitor and support the growth of over 300,000 students.

“We’re excited to give our educators an additional opportunity to really find out what their students know, so they can use actionable data to accelerate student learning,” said Todd Brekhus, chief product officer at Renaissance. “Renaissance is making a significant investment to expand our portfolio to include CBM. When our customers speak, we listen, and if it makes sense to respond to those requests with further acquisitions to improve services and products, we’re eager and well-positioned to do so.”


About Renaissance

Renaissance® is a global leader in pre-K–12 educational technology, enabling teachers, curriculum creators, and educators to drive phenomenal student growth. Renaissance’s solutions help educators analyze, customize, and plan personalized learning paths for students, allowing time for what matters: creating energizing learning experiences in the classroom. Founded by parents, upheld by educators, and enriched by data scientists, Renaissance knows learning is a continual journey—from year to year and for a lifetime. Our data-driven, personalized solutions are currently used in over one-third of U.S. schools and more than 80 countries around the world. For more information, visit www.renaissance.com.

About Early Learning Labs

Early Learning Labs represents the product of two decades of research conducted by educators, researchers, and practitioners at the University of Minnesota. With the goal of doing high-quality research that leads to effective and “do-able” practice, our team offers early childhood educators and care-providers with evidence-based solutions for their classrooms. Early Learning Labs’ early childhood assessment program, myIGDIs, helps early childhood educators identify children at risk of poor learning outcomes early and monitor development goals often. For more information, visit www.myIGDIs.com.

About University of Minnesota

The University of Minnesota is a leading public research university, with nearly one billion dollars in research each year, and home to the College of Education and Human Development, which is regularly ranked among the world’s top ten education colleges. UMN Technology Commercialization has helped spin out 145 UMN startups since 2006, with more than three-quarters still active. Early Learning Labs is the fifth UMN startup to be acquired or go public in the past two years.

Contact for Media Inquiries Only:

Ken Stoflet
Communications Specialist
Renaissance
(715) 424-3636 ext. 2332
ken.stoflet@renaissance.com

The post Renaissance Expands into Curriculum-Based Assessment and Early Learning with Newest Acquisition appeared first on Renaissance.

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What nonfiction books kids are reading https://www.renaissance.com/2019/04/04/blog-nonfiction-what-kids-are-reading/ Thu, 04 Apr 2019 13:28:02 +0000 https://renlearnstg.wpengine.com/?p=31354 Are our students reading enough nonfiction? And, perhaps more importantly, are they understanding the nonfiction texts they read? In this analysis, we take a closer look at the data behind What Kids Are Reading, the world’s largest annual study of K–12 student reading habits. After sorting through the 289,445,136 books students read and comprehension quizzes […]

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Are our students reading enough nonfiction? And, perhaps more importantly, are they understanding the nonfiction texts they read?

In this analysis, we take a closer look at the data behind What Kids Are Reading, the world’s largest annual study of K–12 student reading habits. After sorting through the 289,445,136 books students read and comprehension quizzes they took during the 2017–2018 school year, we have a lot to reveal about students’ nonfiction reading patterns.

In this article, we’ll look at:

  • How much nonfiction do students read?
  • On average, how well do students comprehend nonfiction, as compared to fiction?
  • What are the most popular nonfiction books in each grade?

How much nonfiction do students read?

Nonfiction is an essential component of college and career readiness for all learners. To enter the postsecondary world—to pursue higher education or get started in the workplace—almost always requires reading some type of nonfiction, whether it’s a college textbook, a job posting, or instructions for submitting an application.

For this reason, educators, researchers, and policymakers have spent the last decade trying to increase the amount of nonfiction students read over their K–12 schooling. Many states have added or strengthened standards around nonfiction reading. They often encourage students to read an increasing amount of nonfiction as they move from grade to grade, with some recommending that high school seniors read as much as 70% nonfiction.

The latest data from What Kids Are Reading show the opposite pattern: Students in grades 9–12 read the least amount of nonfiction.

Nonfiction Graph 1

In the early grades (K–2), as students are just learning how to read, the average student—a child whose percentile rank for reading achievement is between 35 and 65 at the start of the school year—reads 1 nonfiction book for every 4 fiction books. They average 21% nonfiction across all their reading (books read independently, books read with another person, or books read aloud to them).

As students shift to more independent reading in the intermediate grades (3–5), they also shift to slightly more nonfiction titles. Students typically read just over 1 nonfiction book for every 3 fiction books, averaging 27% nonfiction overall. Unfortunately, the intermediate grades mark the high point of students’ nonfiction reading.

In middle school (grades 6–8), nonfiction reading dips back to 21% of total reading (approximately 1 nonfiction book for every 4 fiction titles). However, because students in the middle grades are generally reading less each day than kids in the early grades (for details, see pp. 14–15 in What Kids Are Reading), this means they’re actually spending less time reading nonfiction overall despite having the same fiction-to-nonfiction ratio.

Of all the grades, students in high school (grades 9–12) read the least amount of nonfiction. High school students generally average 17% nonfiction, or 1 nonfiction book for every 6 fiction books. They also spend less time reading than all the other grade ranges—10 minutes or less each day—which translates to very little nonfiction overall.

One important detail to keep in mind while reviewing this data is that, while the reading records used by What Kids Are Reading tend to capture a large portion of students’ reading activities, it doesn’t capture all reading. Time spent reading science and history textbooks is not captured, nor is time spent reading online news sites, periodicals and magazines, or scholarly journals.

As a result, students may be reading more nonfiction content than these numbers indicate—but likely not enough to bring them up to the high recommendations (up to 70% nonfiction) set by many academic standards.

On average, how well do students comprehend nonfiction, as compared to fiction?

A common assumption is that, for one reason or another, nonfiction is more difficult for students to read than fiction.

The dataset behind What Kids Are Reading includes students’ results on short literal comprehension quizzes. These quick quizzes measure the degree to which students understood the information and facts directly stated in the text. Literal comprehension is a necessary foundational skill; without it, higher-order skills such as inferential comprehension or evaluative comprehension cannot take place.

So how well do students understand nonfiction?

Nonfiction Graph

Although there is a difference between students’ literal comprehension of fiction and nonfiction, that gap is surprisingly small.

In grades K–2, students answer 84% of literal comprehension questions correctly for their fiction reading, compared to 79% correctly for nonfiction reading—a difference of only 5%.

Since students can answer some questions wrong and still pass a quiz (best practices recommend students aim for 85% or higher, while 60% or higher is required as a minimum to pass), we also compared the number of quizzes passed to quizzes failed. On average, K–2 students pass 89% of quizzes on fiction titles and 85% of quizzes on nonfiction titles—once again, a very small difference (4%) between the two.

The difference is slightly larger in grades 3–5, but not because students start to struggle with nonfiction: Nonfiction comprehension holds steady at 79%. Instead, fiction comprehension grows to 86%, resulting in a 7% difference. At the quiz level, students pass 91% of fiction quizzes and 86% of nonfiction quizzes.

In middle school (grades 6–8), it’s fiction comprehension that holds steady—staying at 86%—while nonfiction comprehension rises slightly to 80%, reducing the gap down to 6%. For quizzes, students pass 90% of the fiction quizzes and 86% of the nonfiction ones.

High school is the only point at which comprehension rates drop, but they drop only for fiction books, falling to 84%. This might reflect the more challenging reading students often tackle in grades 9–12, which often includes complex works of literature such as Shakespearean plays, The Scarlett Letter by Nathaniel Hawthorne, and The Metamorphosis by Franz Kafka.

Meanwhile, nonfiction comprehension continues to grow, rising to 83% in high school, meaning the gap between fiction and nonfiction comprehension is a mere 1%. The difference is 0% when looking at quizzes: High schoolers pass 86% of fiction quizzes and 86% of nonfiction quizzes.

The takeaway here is that nonfiction is not too difficult for our students: Even our youngest students are capable of reading and comprehending nonfiction texts.

Moreover, research shows that comprehension rates of 75% or above are associated with accelerated reading gains. Since the data show average nonfiction comprehension starting at 79% in K–2 and rising from there, we can conclude that not only can our students comprehend nonfiction, but they can read nonfiction with high enough comprehension that nonfiction reading can help grow their reading skills and overall reading achievement.

What are the most popular nonfiction books in each grade?

If comprehension is not the issue, then why don’t students read more nonfiction?

Maybe they just don’t like it. But research says that’s not the case: Children are significantly more likely to prefer fact over fiction. It’s us adults who prefer fiction.

One study suggests the issue may be a lack of access to nonfiction texts. And even when students have access, they may simply have trouble finding books they enjoy.

One of the main reasons why we publish What Kids Are Reading every year is to highlight the most popular books among students, so educators, families, and other community members can help children find books they’ll love to read. The report can also be used to help guide purchasing decisions, ensuring school and community libraries are stocked with books that kids will want to read.

In general, we see very few nonfiction titles in the lists of overall Top 20 books and series. However, the data allows us to examine nonfiction more closely, pulling out students’ favorite nonfiction titles in each grade range.

Top 10 Most-Read Nonfiction Titles for Grades K–2

  1. Fly Guy Presents: Sharks by Tedd Arnold
  2. The Tiny Seed by Eric Carle
  3. From Head to Toe by Eric Carle
  4. Fly Guy Presents: Space by Tedd Arnold
  5. Jump, Pup! by Susan B. Neuman
  6. I’m a Caterpillar by Jean Marzollo
  7. Me on the Map by Joan Sweeney
  8. Snow by Marion Dane Bauer
  9. I Am Water by Jean Marzollo
  10. I Fall Down by Vicki Cobb

Top 10 Most-Read Nonfiction Titles for Grades 3–5

  1. Smile by Raina Telgemeier
  2. Sisters by Raina Telgemeier
  3. The Story of Ruby Bridges by Robert Coles
  4. Real Friends by Shannon Hale
  5. Martin’s Big Words: The Life Dr. Martin Luther King, Jr. by Doreen Rappaport
  6. Who Would Win? Killer Whale vs. Great White Shark by Jerry Pallotta
  7. Who Would Win? Tyrannosaurus Rex vs. Velociraptor by Jerry Pallotta
  8. Who Would Win? Polar Bear vs. Grizzly Bear by Jerry Pallotta
  9. Who Would Win? Lion vs. Tiger by Jerry Pallotta
  10. Fly Guy Presents: Space by Tedd Arnold

Top 10 Most-Read Nonfiction Titles for Grades 6–8

  1. Smile by Raina Telgemeier
  2. Sisters by Raina Telgemeier
  3. Night by Elie Wiesel
  4. I Am Malala: Young Readers Edition by Malala Yousafzai
  5. A Child Called “It”: One Child’s Courage to Survive by Dave Pelzer
  6. Real Friends by Shannon Hale
  7. Chasing Lincoln’s Killer by James L. Swanson
  8. El Deafo by Cece Bell
  9. Ugly by Robert Hoge
  10. Sadako and the Thousand Paper Cranes by Eleanor Coerr

Top 10 Most-Read Nonfiction Titles for Grades 9–12

  1. Night by Elie Wiesel
  2. A Child Called “It”: One Child’s Courage to Survive by Dave Pelzer
  3. The Glass Castle: A Memoir by Jeannette Walls
  4. Tuesdays with Morrie by Mitch Albom
  5. Into the Wild by Jon Krakauer
  6. The Lost Boy: A Foster Child’s Search for the Love of a Family by Dave Pelzer
  7. Narrative of the Life of Frederick Douglass: An American Slave by Frederick Douglass
  8. A Long Way Gone: Memoirs of a Boy Soldier by Ishmael Beah
  9. Unbroken: A World War II Story of Survival, Resilience, and Redemption by Laura Hillenbrand
  10. American Sniper: The Autobiography of the Most Lethal Sniper in U.S. Military History by Chris Kyle

Create a custom nonfiction list for your students

Of course, if you’re looking for nonfiction reads for a specific student or group of students, you may want to know more than just what is popular in their grade. You may want to further narrow results by text complexity level, interest level, or another factor.

Thanks to the What Kids Are Reading Custom Report Builder tool, you can easily generate a custom list of nonfiction titles according to your students’ needs and interests.

When you arrive on the page, click on the plus symbol next to “Tips for using the Custom Report Builder” for helpful information about the filters you can use.

Custom Report Builder

On the Custom Report Builder tool, select nonfiction under the Language filter. Give the tool a moment to reload—remember, it’s looking at millions of reading records—and you’ll see a list of the most popular nonfiction books.

Custom Report Builder

By default, this list will display data for grades 1–12. You can narrow the list to just one grade by using the Grade filter. You can also select multiple grades at a time if you’d prefer to see the top books for a grade range rather than a single grade level.

Custom Report Builder

You can also filter by text complexity level using the ATOS Level slider, Interest Level (select one or multiple), Language (English or Spanish), or State (using the drop-down menu).

When you’re finished, click the green “Generate My Report” button for a PDF of your custom book list, which you can print or save.

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Minnesota Recognizes Renaissance Star Early Literacy for Universal Screening for Dyslexia https://www.renaissance.com/2019/04/03/news-minnesota-star-early-literacy-dyslexia/ Wed, 03 Apr 2019 13:29:50 +0000 https://renlearnstg.wpengine.com/?p=31295 The award-winning assessment has been recognized to measure students’ skills, including phonemic awareness, decoding skills, and alphabet knowledge WISCONSIN RAPIDS, Wis. (Apr. 3, 2019) – Renaissance®, a global leader in pre-K–12 education technology, today announced that the state of Minnesota has listed Renaissance Star Early Literacy® for universal screening for characteristics of dyslexia. Universal screening […]

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The award-winning assessment has been recognized to measure students’ skills, including phonemic awareness, decoding skills, and alphabet knowledge

WISCONSIN RAPIDS, Wis. (Apr. 3, 2019)Renaissance®, a global leader in pre-K–12 education technology, today announced that the state of Minnesota has listed Renaissance Star Early Literacy® for universal screening for characteristics of dyslexia.

Universal screening assessments are required to measure phonemic awareness, decoding, letter-naming fluency, and oral reading fluency, plus have adequate classification accuracy, reliability, and validity. Assessments also need to be flexible so that a range of staff can administer them.

Star Early Literacy, a key component of Renaissance Star 360®, is a computer-adaptive assessment that measures early literacy skills of students from pre-kindergarten through grade 3, as well as students who are struggling with early literacy skills. Highly rated for universal screening, Star Early Literacy is proven to accurately identify students who are at risk for reading difficulty.

The state of Minnesota has three steps to identify students with characteristics of dyslexia—universally screen, collect additional data to verify characteristics, and interpret the data. The steps connect the system of assessments put in place to meet local Literacy Plan requirements and the state’s MTSS framework.

Darice Keating, vice president of government affairs at Renaissance, concluded, “We’re thrilled that Star Early Literacy has been included by the Minnesota Department of Education as a universal screener for characteristics of dyslexia. We look forward to working with educators across the state to ensure that each student thrives.”

To learn more about Star Early Literacy, visit https://www.renaissance.com/products/assessment/star-360/.


About Renaissance

Renaissance® is a global leader in pre-K–12 educational technology, enabling teachers, curriculum creators, and educators to drive phenomenal student growth. Renaissance’s solutions help educators analyze, customize, and plan personalized learning paths for students, allowing time for what matters: creating energizing learning experiences in the classroom. Founded by parents, upheld by educators, and enriched by data scientists, Renaissance knows learning is a continual journey—from year to year and for a lifetime. Our data-driven, personalized solutions are currently used in over one-third of U.S. schools and more than 80 countries around the world. For more information, visit www.renaissance.com.

Contact for Media Inquiries Only:

Ken Stoflet
Communications Specialist
Renaissance
(715) 424-3636 ext. 2332
ken.stoflet@renaissance.com

The post Minnesota Recognizes Renaissance Star Early Literacy for Universal Screening for Dyslexia appeared first on Renaissance.

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A visit to Centuro Educativo Escuela Cabeza de Toro in the Dominican Republic https://www.renaissance.com/2019/03/28/centuro-educativo-escuela-cabeza-de-toro/ Thu, 28 Mar 2019 18:29:40 +0000 https://renlearnstg.wpengine.com/?p=31078 In March, a group of Renaissance employees had the chance to visit a local school in the Dominican Republic with the help of AmStar. Part of the Caribbean, the Dominican Republic is the second-largest Caribbean nation after Cuba. Around 10 million people live on the island. Education in the Dominican Republic differs a little bit […]

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In March, a group of Renaissance employees had the chance to visit a local school in the Dominican Republic with the help of AmStar. Part of the Caribbean, the Dominican Republic is the second-largest Caribbean nation after Cuba. Around 10 million people live on the island.

Education in the Dominican Republic differs a little bit from how we group education in the United States. In the Dominican Republic, it is divided into four stages—preschool education, primary education, secondary education, and higher education. Centro Educativo Escuela Cabeza de Toro, the school that Renaissance employees chose to visit, is a public school located in the sector of Cabeza de Toro, Veron – Punta Cana and one of the primary schools on the island. There are around 185 students ages 6–16 who attend the school. Close to a hotel on the island, the school is popular with hotel staff and their children.

As a public school, Centuro Educativo Escuela Cabeza de Toro suffers from inadequate funding and assistance. The school itself needs a number of repairs and is short-staffed—making it difficult to create a learning environment for students. Swings are unusable, walls are cracked and crumbling, and wires hang out of the ceiling.

Knowing about the upcoming trip, a few members of the Renaissance marketing team worked with students at Mineral Point Unified School District near Madison, WI, to write letters to the students at Centruro Educativo Escuela Cabeza de Toro. The letters detailed life in Wisconsin and were inserted into Spanish-to-English dictionaries that were donated, along with other essential school supplies. While writing letters for the students in the Dominican Republic, the students at Mineral Point got to learn more about the Dominican Republic.

Building up to the trip, a GoFundMe was created to raise funds. Renaissance employees helped raise more than $7,000 and Renaissance matched it for a total of $14,000!

Then, on March 6, the group went to go visit the school to meet teachers and students. Renaissance provided a pizza lunch to the teachers and students and distributed the letters, Spanish-to-English dictionaries, and essential school supplies. In addition, three members of the Dominican Republic’s Ministry of Education came to the meet-and-greet. The Ministry of Education regulates primary education in the Dominican Republic and helps ensure youth on the island attend some sort of schooling.

students eating pizzaAfter lunch, the check for more than $14,000 that was raised from the GoFundMe effort was presented to the principal at Centuro Educativo Escuela Cabeza de Toro. The principal appreciated the donation, which he originally thought was for 14,000 Dominican pesos—less than $300—but was moved to tears when he discovered the donation was worth more than 708,000 pesos.

School donationThe donation will be used to fund much-needed repairs to the school. In talking with the principal, he expressed the need for more teachers. So, with some support, he will be able to hire at least two new teachers for the remainder of the school year. But it doesn’t stop there. Renaissance will continue to support Centuro Educativo Escuela Cabeza de Toro by funding Internet access and providing Renaissance solutions and computers free of charge to the school as we truly work to accelerate learning for all, worldwide.

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Nebraska Approves Renaissance Star Reading and Renaissance Star Early Literacy for the Nebraska Reading Improvement Act https://www.renaissance.com/2019/03/22/news-nebraska-approves-renaissance-reading-improvement-act/ Fri, 22 Mar 2019 14:38:39 +0000 https://renlearnstg.wpengine.com/?p=30798 Nebraska schools are required to use an approved reading assessment for the 2019–2020 school year WISCONSIN RAPIDS, Wis. (Mar. 22, 2019) – Renaissance®, a global leader in pre-K–12 education technology, today announced that the state of Nebraska named Renaissance Star Reading® and Renaissance Star Early Literacy® as approved reading assessments for the Nebraska Reading Improvement […]

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Nebraska schools are required to use an approved reading assessment for the 2019–2020 school year

WISCONSIN RAPIDS, Wis. (Mar. 22, 2019)Renaissance®, a global leader in pre-K–12 education technology, today announced that the state of Nebraska named Renaissance Star Reading® and Renaissance Star Early Literacy® as approved reading assessments for the Nebraska Reading Improvement Act. The approval enables all Nebraska public school districts to select and use the two Renaissance programs.

The approved list is part of the NebraskaREADS initiative, which provides tools and resources to support high-quality literacy instruction for all Nebraska students. Nebraska schools are required to administer one of the approved reading assessments three times during the school year to determine student reading proficiency.

Star Reading and Star Early Literacy, key components of Renaissance Star 360®, are computer-adaptive assessments that measure the literacy skills of students. Both are highly rated for universal screening and are proven to accurately identify students who are at risk for reading difficulty.

“Star Reading and Star Early Literacy are great tools that we use to triangulate our students’ knowledge and abilities,” noted Greg Borland, principal at McCook Elementary School in McCook, NE. “It takes a minimal amount of time to administer each assessment and each one gives our educators a wealth of information to help inform instruction.”

“We’re very pleased that Star Reading and Star Early Literacy meet the high standards for Nebraska’s Reading Improvement Act,” said Darice Keating, vice president of government affairs at Renaissance. “We look forward to partnering with educators across the state to ensure they have the right data to deliver reading instruction that helps students thrive.”

According to information released, the NebraskaREADS initiative highlights policies, procedures, and practices that guide the selection and implementation of literacy practices and evidence-based interventions. The initiative is designed to help students become successful readers and set them up to learn, graduate, and succeed.

To learn more about Star Reading or Star Early Literacy, visit https://www.renaissance.com/products/assessment/star-360/.


About Renaissance

Renaissance® is a global leader in pre-K–12 educational technology, enabling teachers, curriculum creators, and educators to drive phenomenal student growth. Renaissance’s solutions help educators analyze, customize, and plan personalized learning paths for students, allowing time for what matters: creating energizing learning experiences in the classroom. Founded by parents, upheld by educators, and enriched by data scientists, Renaissance knows learning is a continual journey—from year to year and for a lifetime. Our data-driven, personalized solutions are currently used in over one-third of U.S. schools and more than 80 countries around the world. For more information, visit www.renaissance.com.

Contact for Media Inquiries Only:

Ken Stoflet
Communications Specialist
Renaissance
(715) 424-3636 ext. 2332
ken.stoflet@renaissance.com

The post Nebraska Approves Renaissance Star Reading and Renaissance Star Early Literacy for the Nebraska Reading Improvement Act appeared first on Renaissance.

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5 ways to reduce students’ test anxiety: Remember to S.M.I.L.E. (with bonus educator tips) https://www.renaissance.com/2019/03/21/blog-reduce-students-test-anxiety-smile/ Thu, 21 Mar 2019 13:27:43 +0000 https://renlearnstg.wpengine.com/?p=30755 Things that go “bump” in the night. The zombie apocalypse. What’s even more frightening to most students? You guessed it. The dreaded test. The heartbeat quickens. The breath shortens. Soon, a headache, nausea, and other symptoms can occur. What’s worse, emotional symptoms that accompany this fear can include disappointment, helplessness, even anger. Assessment anxieties are […]

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Things that go “bump” in the night. The zombie apocalypse. What’s even more frightening to most students?

You guessed it. The dreaded test. The heartbeat quickens. The breath shortens. Soon, a headache, nausea, and other symptoms can occur. What’s worse, emotional symptoms that accompany this fear can include disappointment, helplessness, even anger.

Assessment anxieties are on the rise, along with the increasing national emphasis on testing.

According to the American Test Anxieties Association, most students feel more stressed by tests and schoolwork than anything else going on in their lives.

All this testing anxiety can lead to difficulty concentrating, decreased self-esteem, and—you guessed it again—lower test scores.

Test anxiety is a serious issue at all grade levels

Student test anxiety affects approximately 10 million children in North America. As many as 20 percent of students have high or “severe” test anxiety, while an additional 18 percent of students deal with moderate test anxiety.

Students can begin feeling anxious about testing as early as kindergarten. Test anxiety can continue and even grow through middle school and high school.

What happens when students have test anxiety? Students who are anxious about testing tend to freeze up or “go blank” during a test, which can affect their memory and increase mistakes. In fact, students in the high-anxiety range perform around 12 percentile points below students with low test anxiety.

Any student can struggle with anxiety before and during a test. Common causes include fear of failing, lack of preparation, and a history of doing poorly on tests. Students who are high achievers, who tend to have high expectations, can also become anxious. In many cases, students with anxiety can be well prepared for an assessment yet perform poorly.

As an educator or school leader, what can you do?

Here is a memorable five-step plan to help students at all grade levels feel less anxious about assessments throughout the school year. Whether students are taking formative or interim assessments for screening and progress monitoring—or completing more stressful state-level tests—educators want to always remember to S.M.I.L.E.

Stay organized

A little prep work can make just about anything go more smoothly. Don’t wait until test day to organize and streamline your efforts. Take time to determine your needs and establish classroom and school routines in advance. Have a plan in place to allocate computers, tablets, and laptops. If necessary, create a system for students to test at different times. Prepare your students and your classrooms, and you will shine with confidence.

Model calm

Students are not the only people in school who experience test anxiety. Teachers, administrators, and other school personnel can sometimes feel anxious, especially as pressure to increase student achievement grows. Unfortunately, this anxiety can spread to students. When it’s time to talk about or give an assessment, always model a calm, cool demeanor. You’ll create a more relaxed environment by remembering to smile and keeping your sense of humor.

Incorporate positive energy

Chances are you’ve seen some of the research on how exercise reduces anxiety. However, you don’t need to make students do jumping jacks. Simply ask students to get up and stretch before an assessment to lighten the mood and distract them from the anxiety they may feel. You can also create more positive energy by letting students know it’s normal to feel some sort of anxiety before a test. Knowing they are not alone can help students feel less anxious.

Leverage data

What you do with data from students’ formative and interim assessments will affect students the most. Use your screening and progress monitoring data to help provide each student with the right practice at the right time. Review data to determine what’s working, what isn’t working, and most importantly, what to do next. Students who receive appropriate, personalized practice are more likely to experience success and gain confidence, which can reduce future test anxiety.

Embrace feedback

Get students to talk about their test experiences, either as a class or individually as time allows. How did it go? Did they feel prepared? What might they do differently next time? Students who learn to make their own decisions about how to prepare for tests begin developing a growth mindset. Give students the chance to share how they feel and provide them with continuous feedback on their progress toward goals to help ensure confidence moving forward.

Bonus anxiety-reducing tips from educators

To add to our conversation, we invited educators in our Renaissance Royals™ community to share their tips and techniques for reducing test stress. Special thanks to these dedicated and connected educators for taking the time to share their insights.

“If I am relaxed, my students are relaxed. I encourage them before the test and am upbeat during the test.”

Beth D. | Teacher, Missouri

“I remind students to do their best, take their time, and know that I am proud of them for trying.”

Pauline B. | Learning Specialist, Illinois

“I am pretty frank with my students about testing. I discuss with them why it is important and what I do with the data. We write important test dates in their planners to be sure they know it is coming up and on test day, I play it cool. I feel confident in my teaching, and I know I have done everything in my power to prepare my students.”

Katie W. | Fourth-grade Teacher, Wyoming

“If you treat each day the same as you have in your classroom setting, the students feel confident and calm. Also, making sure the students know that they are well prepared because they have done their work in class up to this point in preparation. Remaining calm and confident speaks volumes to our littles.”

Kim H. | Librarian, Louisiana

“I have my students do stretch breaks during testing, and post-test, we do a fun activity that doesn’t require them to use all of their brainpower! As for me, I use essential oils, use the gym when I get home, and eat a lot of ice cream!”

Jessica M. | ELA Teacher, California

“We dim the lights for 15 minutes and play classical music while doing breathing exercises with the students. We encourage the students to do the exercises during testing if they become stressed.”

Lisa C. | Accelerated Reading Coordinator, Florida

“For my third graders, who haven’t state tested before, I show them practice questions and we go into the testing system and practice using the tools to get them comfortable with it. For my older kids, we discuss their previous scores and how they are doing in the current year. I try to connect with each student and help them see that as we focus more on testing in the weeks to come, they are doing great as long as they are doing their best.”

Jennifer T. | Reading Specialist, Missouri

“I think all students want to know that we care about them. I like to plan moving activities into every daily lesson. I also want them to be clear on what they are supposed to know and be able to do by the end of our lesson. Helping them focus on what they already know and add to that learning provides the motivation they need.”

Cathy S. | K–12 Instructional Leader, Alabama

“I remind them of everything that they do know and remind them that no one knows everything. This helps review known material and helps prevent them from shutting down if they come to a question they don’t know the answer to.”

Vanessa W. | Second-grade Teacher, Alabama

Another way to reduce students’ test anxiety?

Spend less time testing. Explore how Renaissance Star 360® reduces testing time (test in one-third the time) while providing valid, reliable screening and progress-monitoring data.

Sources

American Test Anxieties Association, Text Anxiety. Retrieved from https://amtaa.org/
Anxiety and Depression Association of America, Test Anxiety. Retrieved from https://adaa.org/living-with-anxiety/children/test-anxiety

Oxford Learning, (2018). What is Test Anxiety (and How it Affects Students). Retrieved from https://www.oxfordlearning.com/what-is-test-anxiety/

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Preventing the summer slide https://www.renaissance.com/2019/03/06/blog-preventing-the-summer-slide/ Wed, 06 Mar 2019 14:26:46 +0000 https://renlearnstg.wpengine.com/?p=30243 The summer slide—the reading loss that happens when students are not in school during the summer months—is a well-documented reality that is a challenge for both educators and families. In fact, summer learning loss accounts for about two-thirds of the ninth-grade achievement gap in reading, and we know that students who struggle with literacy are […]

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The summer slide—the reading loss that happens when students are not in school during the summer months—is a well-documented reality that is a challenge for both educators and families. In fact, summer learning loss accounts for about two-thirds of the ninth-grade achievement gap in reading, and we know that students who struggle with literacy are far less likely to graduate from high school and enroll in college.1

While all students tend to experience learning loss when they do not engage in educational activities over the summer, low-income students fall behind the most. On average, low-income students lose more than two months of reading achievement each summer, while their middle-income peers tend to make slight gains. More than half of this achievement gap can be explained by unequal access to summer learning opportunities.2

To understand how we can reverse this trend, the RAND Corporation analyzed current research on the summer slide and found three essential components3 of quality summer learning programs:

Differentiated instruction: Summer programs that provide personalized instruction are more effective than programs that do not differentiate. This comes as no surprise, as research shows that students’ reading comprehension is highest when they are reading texts within their zone of proximal development (ZPD), or “just-right” reading range. Asking all students to read the same books can be asking too much of some students, and too little of others.

We also know that choice is a powerful motivational factor for student reading. In one survey, nearly nine out of ten kids said that their favorite books were the ones they had picked out themselves. Summer provides a great opportunity for students to explore topics that interest them or questions they’ve always wondered about—ranging from why we dream when we sleep to when and how dinosaurs became extinct.

Engaging programming: Experts recommend programs that provide students with expanded learning through innovation and opportunities for enrichment. Engaging programming encourages higher participation while helping to counter the misconception that summer programs are largely—or even solely—focused on remediation.

As noted in the RAND study, some experts also recommend using different instructional methods and activities in summer learning programs, to provide students with an experience that differs from that of the regular school year.

Digital platforms offer a number of opportunities for innovation and enrichment that can easily be embedded in a summer program. For example, digital reading platforms offer students instant access to a wide variety of fiction and nonfiction texts, while the Internet provides new opportunities for students to collaborate with each other. Students might also try their hand at blogging, writing and sharing book reviews, or using digital projects and portfolios to highlight and extend their summer learning.

Evaluations of effectiveness: Evaluating the effectiveness of current summer programs will help educational leaders discover what works well and what doesn’t, allowing them to adjust for future program development. Data to consider could include student attendance and participation rates; gains in student reading achievement; student reading engagement (hours spent reading, number of books read, etc.); and feedback on the summer program from educators, students, and families.

The RAND study found positive effects on student achievement from a variety of summer learning programs, including both voluntary and mandatory programs, as well as programs that encourage students to read at home over the summer. Access to books makes all the difference.4 Public libraries, reading clubs, and access to public internet hotspots can tip the scale and put books in the hands of students during summer—especially low-income students who might not have access to books at home.

Community-based models are also particularly powerful in allowing everyone to take part in helping students maintain their school-year growth during the summer months. I’ve seen schools successfully partner with community centers, YMCAs, public libraries, and even local businesses to promote summer reading and celebrate kids’ reading success. In my experience, everyone’s willing to help when the cause is greater student literacy.

I’ve worked with a number of schools to incorporate Renaissance myON® Reader into their summer programs in order to expand student access and choice. myON Reader provides each student with a personalized library of digital books. Students can read either online or offline, using a range of devices. Embedded supports and scaffolds—including professionally narrated audio, an embedded dictionary, sticky notes, and highlighters—support student reading in the classroom and at home.

Plus, students can easily see their reading activity and progress toward goals, while educators can monitor students’ reading engagement and growth—and make progress visible to families and the community.

We cannot afford to invest in 10 months of learning, growth, and hard work, just to lose months of progress each summer. When we consider that students who participate in quality summer learning programs realize the benefits for at least two years5, it becomes all the more critical that we keep students engaged in reading and learning over the summer months.

References

1 Alexander, K., et al. (2007). Lasting consequences of the summer learning gap. American Sociological Review, 72(2), 167–180.

2 Cooper, H., et al. (1996). The effects of summer vacation on achievement test scores. Review of Educational Research, 66(3), 227–268; Cooper, H., et al. (2000). Making the most of summer school. Monographs of the Society for Research in Child Development, 65 (1); Alexander, K., et al. (2007).

3 McCombs, J., et al. (2011). Making summer count: How summer programs can boost students’ learning. Santa Monica, CA: RAND.
4 Evans, M., et al. (2010). Family scholarly culture and educational success. Research in Social Stratification and Mobility, 28(2), 171-197.
5 McCombs, J., et al. (2011).

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What Kids Are Reading—in your state https://www.renaissance.com/2019/02/28/blog-what-kids-are-reading-in-your-state/ Thu, 28 Feb 2019 16:41:40 +0000 https://renlearnstg.wpengine.com/?p=30216 What are students in your state reading? What Kids Are Reading is the world’s largest annual study of K–12 students’ reading habits. The 2019 report examines the reading records of more than 8.7 million students across the United States to identify the most-read books in the country. Here, we take a deeper dive into that […]

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What are students in your state reading?

What Kids Are Reading is the world’s largest annual study of K–12 students’ reading habits. The 2019 report examines the reading records of more than 8.7 million students across the United States to identify the most-read books in the country.

Here, we take a deeper dive into that data set to examine what kids are reading in different states—and how those states differ from the nation and from each other.

For this analysis, we looked at the most-read books for the US as well as for ten states across the country: California, Colorado, Florida, Illinois, Louisiana, New York, Pennsylvania, Texas, Washington, and Wisconsin. Three sets of Top 10 lists were reviewed: elementary school (grades 1–5), middle school (grades 6–8), and high school (grades 9–12).

We discovered some of the ways kids’ reading habits—regardless of where they live—are the same, and how geography may make them differ.

What do kids in elementary school read?

In elementary school (grades 1–5), four authors dominate the most-read list:

  • Books in the Diary of a Wimpy Kid series by Jeff Kinney
  • Books in the Dog Man series by Dav Pilkey
  • Books written by Dr. Seuss
  • Wonder by RJ Palacio

Regardless of their location, most elementary students tend to gravitate to this same set of titles and authors. This is true both at the national level and at the state level, with a few exceptions.

On a national level, the Wimpy Kid series dominates the list, securing five of the Top 10 slots, with Diary of a Wimpy Kid: The Getaway taking the #1 spot. The #2 spot is occupied by a single book, Wonder. The Dr. Seuss classic Green Eggs and Ham comes in at #3. While the first Dog Man title doesn’t appear until #4, Dog Man: A Tale of Two Kitties, the series overall has three of the Top 10 slots.

In the majority of states examined, these titles populate the Top 10 lists—although the order sometimes varies, with Wonder occasionally beating out the Wimpy Kid series to take the #1 spot.

Of the 100 titles pulled for the state analysis, only 9 books do not fall into the four categories that make up by the national list. Notable exceptions include Florida, where Night of the Living Worms by Dave Coverly takes a surprising second place, and New York, where Esperanza Rising by Pam Muñoz Ryan occupies third place (although all other books on both the Florida and New York lists do fall into the four national categories).

Louisiana is particularly unique, with five of its Top 10 slots being unique titles: If You Give a Mouse a Cookie by Laura Numeroff is #3, The Lion, the Witch and the Wardrobe by CS Lewis is #5, Because of Winn-Dixie by Kate DiCamillo is #7, The Lightning Thief by Rick Riordan is #9, and Hi! Fly Guy by Tedd Arnold rounds out the list at #10.

Elementary National List of Most-Read Books:

  1. Diary of a Wimpy Kid: The Getaway by Jeff Kinney
  2. Wonder by RJ Palacio
  3. Green Eggs and Ham by Dr. Seuss
  4. Dog Man: A Tale of Two Kitties by Dav Pilkey
  5. Dog Man by Dav Pilkey
  6. Diary of a Wimpy Kid: The Long Haul by Jeff Kinney
  7. Dog Man Unleashed by Dav Pilkey
  8. Diary of a Wimpy Kid: Double Down by Jeff Kinney
  9. Diary of a Wimpy Kid: Old School by Jeff Kinney
  10. Diary of a Wimpy Kid: Dog Days by Jeff Kinney

The Getaway

What do kids in middle school read?

In middle school (grades 6–8), students’ tastes get a little more diverse. While the Diary of a Wimpy Kid series and Wonder by RJ Palacio reappear, Dog Man and Dr. Seuss have vanished, replaced by more mature titles such as:

  • The Giver by Lois Lowry
  • Hatchet by Gary Paulsen
  • The Lightning Thief by Rick Riordan

In addition, there’s greater variety between the national and state lists—and between different states as well. In all but two states, the Top 10 list includes at least one book or series not on the national list.

For the national list, Diary of a Wimpy Kid: The Getaway once again takes the #1 spot, followed by Wonder at #2. A new contender, The Giver, takes over the third-place spot. Interestingly, all three of these books appear on all the state lists examined, although sometimes with different rankings (for example, The Giver takes first place in Washington and Louisiana, while Wonder places first in Texas).

Three other books from the national list also appear in most—but not all—of the state lists. The Outsiders by SE Hinton is missing from only New York’s Top 10 List. Hatchet by Gary Paulsen and The Lightning Thief by Rick Riordan are missing from only two states (New York and Colorado for the former, and Texas and Louisiana for the latter).

Perhaps more interesting are the unique titles that appear on only one state’s list. For example, Tangerine by Edward Bloor makes the Top 10 list only in Washington. Other books uniquely beloved by a single state include:

  • Out of the Dust by Karen Hesse in Louisiana
  • Tuck Everlasting by Natalie Babbitt in Wisconsin
  • Number the Stars by Lois Lowry in Pennsylvania
  • The Watsons Go to Birmingham—1963 by Christopher Paul Curtis in Texas
  • Bud, Not Buddy by Christopher Paul Curtis in New York

New York is a particularly singular state, with four of its Top 10 books not appearing on the national list or on any other state’s list. It also has the distinction of being the only state with nonfiction in its Top 10, with two titles: Smile and Sisters, both by Raina Telgemeier.

While some of these differences may be reflections of differences in states’ curricula and required reading expectations, others may represent regional trends driven by students.

Middle School National List of Most-Read Books:

  1. Diary of a Wimpy Kid: The Getaway by Jeff Kinney
  2. Wonder by RJ Palacio
  3. The Giver by Lois Lowry
  4. The Outsiders by SE Hinton
  5. Hatchet by Gary Paulsen
  6. Diary of a Wimpy Kid: Double Down by Jeff Kinney
  7. The Lightning Thief by Rick Riordan
  8. Diary of a Wimpy Kid: Long Haul by Jeff Kinney
  9. Diary of a Wimpy Kid: Old School by Jeff Kinney
  10. The Hunger Games by Suzanne Collins

Wonder

What do kids in high school read?

In high school (grades 9–12), students spend most of their time reading titles that we generally associate with assigned reading for language arts and English classes. The lists are filled with literary classics such as:

  • Of Mice and Men by John Steinbeck
  • To Kill a Mockingbird by Harper Lee
  • The Crucible by Arthur Miller
  • Animal Farm by George Orwell

From the What Kids Are Reading report, we know that students are reading less in high school than in any other grades. On average, high schoolers are reading ten minutes or less per day. This low daily reading time, combined with the academic nature of the most-read book lists, seems to indicate that many students are only reading the titles they absolutely have to for their coursework—and little else.

Yet, some students are still reading titles of their own choosing. On the national list, The Hunger Games by Suzanne Collins comes in at #6, followed by The Maze Runner by James Dashner at #8 and Thirteen Reasons Why by Jay Asher at #9. The state lists offer some additional popular titles, notably The Hate U Give by Angie Thomas, The Road by Cormac McCarthy, and Simon vs. the Homo Sapiens Agenda by Becky Albertalli, which were all turned into movies (The Hate U Give, The Road, and Love, Simon respectively).

Perhaps because high schoolers are primarily reading for their classes, and states often have different language arts standards and curricula, state lists differ quite notably from the national list for high school.

All the state lists examined had titles that did not appear on the national list, ranging from one differing title (California and Pennsylvania) all the way up to seven differing titles (New York). Many states had unique books that did not appear in any other state’s Top 10 list, including:

  • Don’t Turn Around by Michelle Gagnon in California
  • The Absolutely True Diary of a Part-Time Indian by Sherman Alexie in Washington
  • Things Fall Apart by Chinua Achebe in Colorado
  • The Most Dangerous Game by Richard Connell in Texas
  • Brave New World by Aldous Huxley in Wisconsin
  • The Metamorphosis by Franz Kafka in Louisiana
  • Purple Hibiscus by Chimamanda Ngozi Adichie in New York

Nonfiction is more common on the high school lists than in elementary or middle school. While it appears on the national list only once, in the form of Night by Elie Wiesel, nonfiction pops up on multiple state lists. In addition to Night on eight state lists, there are: Into the Wild by Jon Krakauer (Washington), The Basics of Cell Life with Max Axiom, Super Scientist by Amber J. Keyser (New York), and The Glass Castle by Jeannette Walls (Washington and Wisconsin).

High School National List of Most-Read Books:

  1. Of Mice and Men by John Steinbeck
  2. To Kill a Mockingbird by Harper Lee
  3. Night by Elie Wiesel
  4. The Crucible by Arthur Miller
  5. The Great Gatsby by F. Scott Fitzgerald
  6. The Hunger Games by Suzanne Collins
  7. Animal Farm by George Orwell
  8. The Maze Runner by James Dashner
  9. Thirteen Reasons Why by Jay Asher
  10. Lord of the Flies by William Golding

Of Mice and Men

What do kids in your state read?

What books are on the Top 10 list for your state? Thanks to the Custom Report Builder tool, you can easily generate a list of most-read books for your state. You can further filter your list by grade, interest level, fiction vs. nonfiction, and more.

Start by visiting the Custom Report Builder at www.renaissance.com/wkar-custom.

When you arrive on the page, click on the plus symbol next to “Tips for using the Custom Report Builder” for helpful information about the filters you can use.

Custom Report Builder

On the Custom Report Builder tool, select your state from the drop-down menu. Give the tool a moment to reload—remember, it’s looking at millions of reading records—and you’ll see a list of your state’s most-read books.

Custom Report Builder state filter

By default, this list will display data for grades 1–12. You can narrow the list to just one grade by using the Grade filter. You can also select multiple grades at a time if you’d prefer to see the top books for a grade range rather than a single grade level.

Custom Report Builder state filter

You can also filter by text complexity level using the ATOS Level slider, Interest Level (select one or multiple), Fiction vs. Nonfiction, and Language (English or Spanish).

When you’re finished, click the green “Generate My Report” button for a PDF of your custom book list, which you can print or save.

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Rethinking formative assessment: Use learning progressions to fuel student success https://www.renaissance.com/2019/02/21/blog-rethinking-formative-assessment-learning-progressions-student-success/ Thu, 21 Feb 2019 14:41:13 +0000 https://renlearnstg.wpengine.com/?p=30011 The tools and strategies teachers use to create high-impact learning are essential for moving students from what they know today to what we want them to know and be able to do tomorrow. Ongoing and strategic use of formative assessment is an essential strategy that can positively impact learning for every student. Well-constructed formative assessments […]

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The tools and strategies teachers use to create high-impact learning are essential for moving students from what they know today to what we want them to know and be able to do tomorrow. Ongoing and strategic use of formative assessment is an essential strategy that can positively impact learning for every student. Well-constructed formative assessments should be designed to uncover understanding (and misunderstandings), helping both the teacher and students locate where they are on the learning pathway compared to where they need to be.

Formative assessments can tell us what some students don’t know; however, assessment results often lack guidance for helping us decide what instructional actions to take next. If we think of standards as broader learning goals describing “destinations” for learning, then learning progressions represent a teacher’s “GPS-like view” to help each student get there—without taking wrong turns or unintended detours.

Why learning progressions are not the same as standards

“Many people confuse ‘standards progressions’ or curricular progressions with LEARNING progressions—however, they are not the same thing. Grade-level content standards do not show teachers how to get from one grade level’s content to the next grade level during a school year or across school years. Breaking down—or unpacking—a content standard is not the same as considering what the earlier instructional building blocks might be for students to demonstrate mastery of content over time” (Hess, 2018, p. 299).

For example, in a research synthesis (Hess, 2010) examining how students develop expertise in mathematics, we found compelling studies that said it is essential for students at any grade level to first conceptually understand the mathematical symbols used, before they apply procedures with them (e.g., students understand equivalence before using an equal sign, or the concept of “joining together” before using a plus sign). While there are standards about adding and standards about manipulating mathematical symbols, the connections among standards are not explicit in terms of teaching or how learning typically develops. A mathematics learning progression can provide both a verbal and a visual view of how most students progress from demonstrating novice to expert performance (see the figure below, showing a range of student work samples):

Blog Illustration

Four guiding principles of learning progressions

Drawing from various definitions and examples of learning progressions that have been developed, several interrelated ideas emerge that shape our thinking about what makes a well-constructed learning progression and how learning progressions differ from standards:

Principle 1: Learning progressions are developed (and refined) using available research

Evidence of use of available research is essential in articulating learning progressions. Otherwise, a learning progression is simply a “best guess” about how curriculum or standards change, rather than how learning is expected to develop. Three sources of research data that can inform the development of or refinements to learning progressions are:

  • Cognitive science (e.g., how the brain processes and stores information);
  • Domain-specific empirical research (e.g., how skills or conceptual understanding in a content area develop, common misconceptions at stages of learning); and
  • Action research at the classroom, school, or district levels using formative assessment data to refine or “fill in gaps” of an existing curricular progression.

Collaboratively analyzing data from ongoing formative assessment provides a unique opportunity for teachers to develop a deeper understanding of how learning actually progresses across a school year.

Principle 2: Learning progressions are organized around the big ideas of each content domain that develop over time

These “binding threads” articulate the essential core concepts and processes that tie the (daily) learning targets to the threads of a larger learning progression. The big ideas—the “essence” of important concepts and essential processes—connect learning within and across grades. Measuring progress is only possible when these binding threads are clearly evident in the learning progression and describe increasingly more complex understanding of core ideas and enduring understandings (Hess, 2018).

The metaphor of “nested dolls” illustrates unifying threads of a learning progression. Each doll—like learning over time—adds more complexity and depth to the initial (tiny doll) stage of learning. What the dolls (or a learning progression) have in common are the essential core concepts, built upon and refined over time.

Principle 3: Learning progressions articulate movement toward increased understanding

Learning progressions are not linear or lock-step sequential routes for curriculum (like a scope-and-sequence). They articulate movement toward increased understanding in the same way a map provides both the network of interrelated routes and potential pit stops that might affect the journey. Increased understanding can be described in learning progressions in several ways:

  • Greater depth of understanding;
  • Increased breadth of application; ability to transfer learning to new contexts; and/or
  • Movement from “novice” (naïve) understanding of the content to more sophisticated “expert” thinking and reasoning.

Principle 4: Learning progressions go hand-in-hand with well-designed formative uses of assessment

Knowing where an assessment might fall along a progression of learning can empower teachers to develop more useful pre- and post-assessments (along that unifying thread); plan next steps and strategically scaffold instruction; and, most importantly, promote student agency and reflection on progress, such as asking students (a) to compare their work to descriptors or samples of work along a progression; and (b) to explain how they might move to the next stage on the progression.

Regardless of the grade level or content area, educators can employ learning progressions to guide instructional decisions and enhance how they—and, especially, their students—currently use formative assessment results.

References

Hess, Karin. (2010). Principle author of Learning progressions frameworks designed for use with the Common Core State Standards in Mathematics K–12. National Alternate Assessment Center at the University of Kentucky and the National Center for the Improvement of Educational Assessment.

Hess, Karin. (2018). A local assessment toolkit to promote deeper learning: Transforming research into practice. Thousand Oaks, CA: Corwin.

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Utilizing reading fluency interventions within Tier 1 and Tier 2 instruction https://www.renaissance.com/2019/02/18/blog-utilizing-reading-fluency-interventions-within-tier-1-and-tier-2-instruction/ Mon, 18 Feb 2019 15:43:00 +0000 https://renlearnstg.wpengine.com/?p=62991 Elementary students are at a critical age for developing the skills and knowledge necessary to become successful, lifelong learners. Reading fluency is an essential component of this idea. When educators incorporate systematic and explicit fluency lessons into Tier 1 and Tier 2 reading instruction, they are ensuring students learn how to read fluently. In contrast, […]

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Elementary students are at a critical age for developing the skills and knowledge necessary to become successful, lifelong learners. Reading fluency is an essential component of this idea.

When educators incorporate systematic and explicit fluency lessons into Tier 1 and Tier 2 reading instruction, they are ensuring students learn how to read fluently. In contrast, students with poor fluency are likely to have limited reading comprehension and often do not enjoy reading.

In this blog, I’ll take an in-depth look at reading fluency, and I’ll explain how Renaissance can help with research-based fluency interventions for both whole-class and small-group instruction so students can improve fluency and become strong readers.

Boy reading a book

What is reading fluency?

Reading fluency is the ability to read text with accuracy, automaticity, and prosody:

  • Accuracy means being able to decode words correctly
  • Automaticity means being able to quickly and effortlessly recognize words
  • Prosody means using appropriate tone, pacing, phrasing, and inflection of words while reading

Fluency and automaticity are also used in contexts outside of reading, like to describe the development of other skills such as math fact fluency, letter sound fluency, or the ability to drive a car or play a musical instrument. Fluency is a crucial aspect of learning any skill, just as it is with reading.

Teacher and students

The importance of focusing on reading fluency for learners

Being able to read fluently is essential for learners to (a) understand and (b) remember what it was that they just read. It is believed that fluent readers are more likely to comprehend what they’re reading than students who aren’t fluent. Because of this, reading fluency is a necessary part of reading comprehension.

Establishing reading fluency is also likely to promote the enjoyment of reading, which increases the probability that a student will want to read. In general, fluent readers experience success during reading with low levels of frustration, while non-fluent readers read much more slowly and struggle to understand what they’re reading.

Little girl with a book

How to identify students in need of reading fluency intervention

Teachers can identify students in need of reading fluency intervention by using FastBridge from Renaissance. In FastBridge, teachers would use FAST assessment results, including Sight Words (50,150) and Sentence Reading subtests within the earlyReading suite of CBMreading. The Sight Word assessments and CBMreading may also be used to monitor fluency intervention progress.

Sight Words

The Sight Words (50) subtest is included in the earlyReading screening composite score in the spring of kindergarten. The Sight Words (150) subtest is in the fall, winter, and spring composite in first grade.

earlyReading composite

The earlyReading composite includes four subtests, and that score can be used to identify students who are not on track, or at risk, for performance at grade level. For students whose composite score is below the benchmark goal, it is recommended that teachers look at specific earlyReading subtests to determine specific student difficulties with fluency.

For example, if a student’s score on the earlyReading Sight Words subtest is low, it might indicate a need for fluency instruction focused on sight words. Teachers also have the option of completing the sight word inventory to determine which words are known and unknown to each student.

For students in grade 1 and above, teachers should look at performance on CBMreading. If a student’s score is below the benchmark on CBMreading, it might indicate a need for fluency instruction focused on reading connected text.

For students who are significantly below the benchmark on CBMreading, it is important to examine both accuracy and words read correctly per minute. Some students with low CBMreading scores may also need a phonics intervention, and additional assessments may be useful to determine which intervention is the best place to begin supporting the student.

Teachers may also consider a few indicators that help in identifying students in need of reading fluency instruction or intervention, including difficulty with:

  • Identifying sight words accurately and/or quickly
  • Reading connected text with higher than 95% accuracy
  • Reading connected text at the appropriate rate (reading below grade level benchmark in words read per minute)

Supporting foundational literacy

Learn more about tools and resources from Renaissance to enhance students’ reading fluency.

Teacher high-fiving student

5 fluency intervention strategies to implement in the classroom

Becoming a fluent reader involves utilizing different strategies focused on word recognition and automaticity. If you have students struggling with reading fluency, try these evidence-based reading fluency interventions.

#1: One-minute readings

The key to one-minute readings isn’t speed. Instead, it’s the connection between timed one-minute readings and their ability to help students move from word recognition to reading comprehension.

#2: Reading comprehension

Have students read aloud, and then allow them to reflect on the reading and express their thoughts and feelings. As they read aloud, ask them, for example, to picture themselves in the main character’s shoes to help guide their reflection post-reading. This is a helpful tool to enhance reading comprehension.

#3: Activity sheets

Provide students with activity sheets that relate to their readings. Activity sheets can be used in the classroom or at home with family members as a way to help them support the student’s learning.

#4: Fluency modeling videos

Provide students with various methods of fluency modeling, whether it be through videos you show in the classroom or you as the teacher modeling fluent reading.

You can read aloud to your students and let them read along using fluency modeling videos.

#5: Reading fluency tracker

Creating a reading fluency tracker gives students agency and motivates them to improve. It also allows teachers to have a quick view of the student’s progress.

Here’s how it works:

As students read one passage repeatedly, they graph each attempt with a different colored crayon or pencil. For example, instruct a student to read a passage three times and graph their attempt each time to see how the student is progressing through each attempt.

Two boys on a tablet

Fluency interventions available from FastBridge

Given that fluency is a foundational skill needed for being able to read for meaning, how can we support students in developing it? To meet the needs of your students, FastBridge offers both whole-class and small-group reading interventions that target fluency skills.

These can be used for both core instruction (Tier 1) and supplemental instruction (Tier 2). They are research- and evidence-based reading fluency interventions that are aligned with FAST assessments and state standards for English Language Arts for grades K–5.

Currently, there are four fluency interventions available through FastBridge for educators to use. These interventions are designed to be used to build both word-level (e.g., sight word recognition) and paragraph-level (e.g., reading grade-level passages or stories) fluency skills.

For each reading fluency intervention described below, there is a series of eight lessons to build an understanding of each intervention and when to use it for which students:

  • Lesson 1: An introduction to the intervention
  • Lesson 2: Standardized administration information, with a short video
  • Lesson 3: Whole-group step-by-step administration guide, with student and teacher materials to use
  • Lesson 4: Small-group step-by-step administration guide, with student and teacher materials to use
  • Lesson 5: Formative assessment with progress monitoring recommendations
  • Lesson 6: Practice options, including a checklist to monitor intervention fidelity
  • Lesson 7: Clarification in implementing the intervention
  • Lesson 8: Resources, e.g., references for the research on which the intervention is based

#1: Sight Word Flashcards

This first reading fluency intervention should be used when students have an accuracy instruction need that is specifically related to sight words. That is, students need to increase their accuracy to higher than 95% and automaticity of sight words, first in isolation and then generalize to connected text passages.

#2: Sight Word Bingo

This second reading fluency intervention should be used when students have an automaticity need specifically related to sight words. Sight Word Bingo is focused on increasing the automaticity and retention of sight words such that students can identify each word in three seconds or less.

Sight Word Bingo can be used alongside the first intervention, Sight Word Flashcards. For example, a teacher could use Sight Word Flashcards three to four times a week and then, at the end of the week, use Sight Word Bingo, focusing on the sight words that were taught throughout the week.

This intervention can also be used on its own three to four times per week.

Young students with volunteer in classroom

#3: Listening Passage Preview with Phrase Drill

This third reading fluency intervention should be used when students have an accuracy need related to fluency reading paragraphs and stories. The intervention materials include instructional passages for grades 1–3. These passages may help support students when focused on reading fluency because they include a high proportion of decodable words and sight words.

The goal of this reading fluency intervention is to increase word reading accuracy to 95% or higher when reading connected text.

#4: Repeated Reading with Partner

This fourth reading fluency intervention should be used when students have an automaticity need related to reading longer texts, such as stories.

Repeated Reading with Partner is designed to support students in increasing their words read correctly per minute by reading stories with a partner. The intervention materials include stories appropriate for students in grades 1–3.

The goal of this reading fluency intervention is for students to increase their reading rate so that they can understand what they read and learn to enjoy reading.

Group of students in library

Renaissance: Offering FastBridge resources to help support reading fluency interventions in the classroom

To sum up, reading fluency is an important component of proficient reading because we need to recognize words quickly enough to retrieve their meaning and tie them with other words in a passage. Many students struggle with this skill, which leads them to:

  • Become non-fluent readers
  • Struggle to comprehend what they read; and
  • Develop a dislike for reading

With tools and resources provided by Renaissance, educators can utilize evidence-based reading fluency interventions for both whole-class and small-group instruction to help improve student fluency and develop confident readers.

FastBridge has fluency interventions like…

  • Sight Word Bingo
  • Sight Word Flashcards
  • Listening Passage Preview with Phrase Drill; and
  • Repeated Reading with Partner

…and also combines curriculum-based measures (CBM) and computer-adaptive tests (CAT) for screening and progress monitoring. All of these resources allow educators to learn about the reading strengths of their students and provide them with the necessary tools to make them better learners.

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What is digital literacy and why does it matter? https://www.renaissance.com/2019/02/08/blog-digital-literacy-why-does-it-matter/ Fri, 08 Feb 2019 19:52:38 +0000 https://renlearnstg.wpengine.com/?p=29762 What does “digital literacy” mean? Ask a few educator colleagues what the digital literacy definition means to them—and you’ll likely hear a myriad of answers that differ from your own. In fact, digital literacy’s meaning can vary greatly by source, even to the point of confusion. When it comes down to it, digital literacy’s definition […]

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What does “digital literacy” mean?

Ask a few educator colleagues what the digital literacy definition means to them—and you’ll likely hear a myriad of answers that differ from your own. In fact, digital literacy’s meaning can vary greatly by source, even to the point of confusion.

When it comes down to it, digital literacy’s definition encompasses a wide range of 21st-century skills related to the effective and appropriate use of technology. To keep things simple, let’s narrow the field to one definition. The American Library Association (ALA) narrows digital literacy’s definition to:

“The ability to use information and communication technologies to find, evaluate, create, and communicate information, requiring both cognitive and technical skills.”

With this ALA digital literacy definition as a guiding light, it’s important to understand that even digital natives who know how to send a text and post to social media are not considered “digitally literate” by any means.

Digital literacy’s meaning in education encompasses so much more. For example, students must have specific skills when reading online text that may contain embedded resources such as hyperlinks, audio clips, graphs, or charts that require students to make choices. Also, students today are also being asked to create, collaborate, and share digital content and to do so responsibly.

For these reasons, it’s critical that principals, school librarians, and teachers understand the importance of digital literacy skills for students, and the importance of teaching digital literacy in the classroom.

Why is digital literacy important?

Students who are building digital literacy skills:

  • Know how to find and consume digital content
  • Are able to create, communicate, and share digital content
  • Understand the basics of internet safety, such as:
    • Creating strong passwords
    • Using privacy settings
    • Knowing what to share or not on social media
  • Realize the perils of cyberbullying
  • Seek to stop current bullies and prevent others from cyberbullying

In today’s digital world, nearly every career requires digital communication at some point. So equipping students with the skills to effectively and responsibly…

  • Find
  • Evaluate
  • Communicate; and
  • Share

…online content is key to their futures.

But the benefits of teaching your students digital literacy skills begin in the classroom right now.

What are some examples of digital literacy?

Students’ digital literacy needs will vary depending on their age and ability, from learning how to get to their favorite online learning game to understanding what it takes to create a great digital job resume.

Examples of digital literacy for early elementary students

Some examples of digital literacy for early elementary students might include:

  • Taking and making their own calls on a cell phone
  • Knowing how to send a text message
  • Practicing healthy posture while using electronics
  • Understanding how to navigate to learning games and activities
  • Knowing why they should never use any personal details, such as their name or date of birth, when creating accounts on websites
  • Always logging out of their personal accounts, especially if they are using a public Wi-Fi network
  • Having a grasp of basic techniques for staying safe online, including never sharing their personal contact information like phone number, address, or email
  • Understanding they should never buy anything online without permission, especially from ads

Examples of digital literacy for upper elementary students

Students in upper elementary school may be learning digital literacy skills, such as:

  • Gaining a deeper understanding of why it is important to practice online safety
  • More advanced online safety techniques
  • How to conduct an internet search
  • How to choose reliable information from a Google search
  • How to ethically use online resources
  • The dangers of online bullying and how to respond when they encounter a bullying scenario
  • The importance and how-to of creating strong passwords
  • Why they should respect the age requirements of social media networks and websites to avoid being exposed to harmful and misleading content

Examples of digital literacy for middle grade students

Examples of digital literacy for students in the middle grades may include:

  • Understanding how social media platforms work
  • Creating an online profile on a social media platform
  • Managing their own media diet in terms of what they are consuming and how much
  • Having an awareness of the impact of their interaction with social media
  • Cultivating a sensitivity around social media platforms and how these platforms can affect their lives and the lives of others
  • Evaluating the accuracy, perspective, credibility, and relevance of informational sources

Examples of digital literacy for high school students

High school students’ digital literacy skills might include:

  • Learning how to read the news and social media through a critical lens
  • Identifying fake news
  • Learning how to conduct extensive research from a wide variety of online sources
  • Formatting a digital resume
  • Make a personal website
  • Creating a digital portfolio

Why reading online is not “digital literacy”

Students who use both cognitive and technical skills to find, evaluate, create, and communicate information are certainly on their way to becoming digitally literate, savvy consumers of digital content. However, it’s important to note that simply reading online or subscribing to an eBook service does not make a student digitally literate.

Yes, students can gain reading growth from online reading because reading practice/time spent reading is key to achievement for students at every level. However, reading a book online, in most cases, is not significantly different than reading a print book. It simply replaces words on a page with text on a screen, and it may only require that students know how to turn pages online.

Essential digital literacy skills, as you can imagine, go so much further.

You’re likely already teaching digital literacy skills

As a school leader or educator in today’s digital world, chances are you’ve been teaching your students digital literacy basics and enhancing their skills—perhaps without even realizing it.

For example, in class:

  • Do you talk to students about online safety and caution them to communicate responsibly?
  • Do you teach them how to discern trustworthy digital sources and recognize misinformation?
  • Do you discuss the consequences of what students share online?
  • Do you teach them how to recognize and help put an end to cyberbullying?

If you answered “yes” to any of the above, you’re already teaching digital literacy skills.

All these lessons and tips teachers share represent digital literacy examples and stress the importance of digital literacy in the classroom.

3 categories of digital literacy skills

Helping students to build digital literacy skills encompasses so much that it’s often easier to break it down into smaller bites. Hiller Spires, a professor of literacy and technology at North Carolina State University, categorizes digital literacy into three main “buckets:”

  1. Finding and consuming digital content
  2. Creating digital content
  3. Communicating or sharing digital content

#1: Finding and consuming digital content

Students who are well on their way to becoming digitally literate ask important questions about the online content they encounter, such as:

  • Who created the message and why?
  • Where is the message being distributed?
  • Which techniques are being used to attract attention?

They learn to identify dubious claims and slanted viewpoints and to assess the accuracy of charts, graphics, and other data sources. They also question the points of view, lifestyles, and values that may be represented—or missing—from the content.

Part of effectively finding and consuming digital content focuses on how well students can discern facts from misinformation and determine trustworthy sources.

#2: Creating digital content

Students who are gaining digital literacy skills learn to become responsible content creators in addition to content consumers. They move beyond finding, evaluating, and consuming digital content to creating it, in ways that include:

  • Writing in digital formats
  • Creating various forms of media, such as:
    • Tweets
    • Podcasts
    • Videos
    • Emails
    • Blogs

Teachers today should look for in-text tools that empower students to become effective creators of content. They should also help students learn to question what others have created and shared.

#3: Communicating or sharing digital content

Because digital writing is often meant to be shared, learning how to effectively collaborate and communicate ideas with others is a pillar of digital literacy.

Students don’t always think about the implications or potential consequences of what they share online. In your digital literacy lessons, discuss the consequences of what students share. Help them to understand that their digital footprint encompasses all the information they either passively leave or actively share about themselves online—most notably on social media sites like:

  • Instagram
  • Twitter
  • Snapchat; and
  • Facebook

The importance of diverse reading content in teaching digital literacy

As teachers focus on teaching digital literacy skills in the classroom, access to diverse reading content is key to helping students gain these skills. Diversified reading content also provides countless opportunities for personalized learning that lead to reading growth for students at all levels.

One way to boost access, personalization, and reading growth is through a student-centered digital library.

What makes a student-centered digital library different?

As technology transforms what, how, and where students read, school leaders and educators are embracing the idea of giving students access to digital books. But as we mentioned earlier, there’s much more to consider than simply subscribing to an eBook service.

When seeking to build students’ digital literacy skills, many educators focus on safe, age-appropriate online content that accelerates literacy growth while also:

  • Providing all students with greater access, equity, and ownership of their learning
  • Delivering real-time data on digital reading practice to move individuals and groups forward

A strong student-centered digital library helps students build their digital literacy skills while also:

  • Ensuring digital titles are from respected publishers and content includes titles that enable learners of diverse backgrounds to see their culture, race, and ethnicity represented
  • Providing content for a broad range of interests, grades, and reading levels in a variety of formats and genres including fiction, nonfiction, and graphic novels
  • Offering titles from well-known publishers in both English and Spanish
  • Maximizing student choice and engagement by allowing many students to read the same book simultaneously
  • Making every book available as a “class set,” meaning educators are no longer limited to the few titles with thirty or so copies

Learn more about the myON digital reading platform from Renaissance

Looking for high-interest digital books for your students, with embedded reading supports and robust scaffolds?

Look no further than the myON digital reading platform.

With myON, teachers can be sure that each student:

  • Can engage in frequent, high-quality reading practice
  • Has unlimited, 24/7 access to thousands of enhanced digital books and age-appropriate news articles
  • Has the tools they need to participate — whether they’re utilizing an in-person, remote, or blended learning environment

And teachers can easily create customizable projects and reports that enable them to nurture and monitor their students’ digital literacy growth. Learn more about getting started with myON.

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Renaissance Announces Partnership with Clever https://www.renaissance.com/2019/02/07/news-renaissance-announces-partnership-clever/ Thu, 07 Feb 2019 20:21:05 +0000 https://renlearnstg.wpengine.com/?p=29805 The new partnership brings full integration between award-winning Renaissance programs and the Clever Portal WISCONSIN RAPIDS, Wis. (Feb. 7, 2019) – Renaissance®, a global leader in pre-K–12 education technology, today announced a new partnership with Clever, the most widely used single sign-on (SSO) portal in K–12 schools nationwide. Schools and districts will be able to […]

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The new partnership brings full integration between award-winning Renaissance programs and the Clever Portal

WISCONSIN RAPIDS, Wis. (Feb. 7, 2019)Renaissance®, a global leader in pre-K–12 education technology, today announced a new partnership with Clever, the most widely used single sign-on (SSO) portal in K–12 schools nationwide.

Schools and districts will be able to access their Renaissance programs with ease and enable SSO within their existing Clever Portals. This new integration also works seamlessly with the Renaissance Growth Platform, the future-proof platform that powers the Renaissance portfolio.

As a result, students and educators will be able to more easily access Renaissance’s assessment and practice programs—including Renaissance Accelerated Reader®, Renaissance myON® Reader, Renaissance Accelerated Math®, Renaissance Star 360®, and others—from their Clever Portals, saving valuable instructional time. The partnership allows school district administrators to easily and securely integrate Renaissance products with their student information systems via Clever.

“We’re always listening to educators, and because we do, we know that so many of them use and value the Clever Portal for interoperability and ease of access,” said Todd Brekhus, Chief Product Officer at Renaissance. “We’re delighted about this new partnership and look forward to improving educators’ experiences across so many districts.”

“Renaissance is one of the most respected publishers in the K–12 space and we’re thrilled to welcome them to the platform and bring their world-class content to the classroom,” said Tyler Bosmeny, Chief Executive Officer of Clever. “We look forward to working together closely to delight school districts and deliver a truly personalized learning experience to students everywhere.”


About Renaissance

Renaissance® is a global leader in pre-K–12 educational technology, enabling teachers, curriculum creators, and educators to drive phenomenal student growth. Renaissance’s solutions help educators analyze, customize, and plan personalized learning paths for students, allowing time for what matters: creating energizing learning experiences in the classroom. Founded by parents, upheld by educators, and enriched by data scientists, Renaissance knows learning is a continual journey—from year to year and for a lifetime. Our data-driven, personalized solutions are currently used in over one-third of U.S. schools and more than 80 countries around the world. For more information, visit www.renaissance.com.

About Clever

Clever was founded by educators and technologists to speed the adoption and impact of learning applications in the classroom. Now, more than 50% of U.S. K–12 schools use Clever to deploy over 400 leading software applications and provide a secure, personalized learning experience for teachers and students. Clever is based in San Francisco, California. For more information, visit www.clever.com.

Contact for Media Inquiries Only:

Ken Stoflet
Communications Specialist
Renaissance
(715) 424-3636 ext. 2332
ken.stoflet@renaissance.com

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Next Generation Science Standards: How the new standards are changing the way students learn https://www.renaissance.com/2019/02/07/blog-next-generation-science-standards-how-the-new-standards-are-changing-the-way-students-learn/ Thu, 07 Feb 2019 15:06:00 +0000 https://renlearnstg.wpengine.com/?p=62876 The continuous expansion of scientific knowledge makes it nearly impossible to teach all of the pieces of a given science discipline to K–12 students. The role of science education is not to teach the memorization of facts, but to prepare students with core knowledge that they can build upon in the future. Preparing students with […]

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The continuous expansion of scientific knowledge makes it nearly impossible to teach all of the pieces of a given science discipline to K–12 students. The role of science education is not to teach the memorization of facts, but to prepare students with core knowledge that they can build upon in the future.

Preparing students with a set of core ideas and practices allows them to continue their development as scientific learners, users of scientific knowledge, and—possibly—as producers of this knowledge.

Even though the NGSS have been around for some time, there can still be confusion around their dimensions. For this reason, a deep understanding of the three dimensions of the NGSS—and how they work together—is essential for developing instruction that proceeds coherently over time and allows students to build this rich conceptual framework.

Let’s walk through an overview of the three NGSS dimensions and their value to the teaching and learning of 21st-century science.

What is NGSS?

The Next Generation Science Standards (NGSS) have moved teaching science away from covering isolated facts and toward helping students build a rich network of connected ideas. This network serves as a conceptual tool for explaining phenomena, solving problems, making decisions, and acquiring new ideas.

The NGSS present standards as knowledge-in-use performance expectations, and each performance expectation integrates the three dimensions. In fact, each dimension works with the others to help students build a connected understanding of science as they progress through the grade levels.

Why was the NGSS scientific method needed?

Teachers may ask, Did we really need new science standards? What was wrong with the old ones?

The Next Generation Science Standards were necessary because the way students learn science needed improvement.

The creation of the NGSS and their implementation have required a shift in the way science is taught and learned. New standards were developed because innovative science education research has helped teachers deeply understand that students learn science by doing science.

Science is at the heart of the ability to:

  • Innovate
  • Lead
  • Create jobs for the future

That’s why it’s so important for all students to have access to the highest quality science education.

The NGSS were released in 2013 and are being implemented in schools across the country. These standards are rich in practice and content. They are also arranged coherently across all grades and scientific areas of study.

What are the three dimensions of NGSS?

As noted earlier, the NGSS focus on three interrelated dimensions:

  • Disciplinary Core Ideas (DCIs)
  • Science and Engineering Practices (SEPs)
  • Crosscutting Concepts (CCCs)

Let’s explore each of these dimensions in detail.

teacher helping students in classroom

#1: Disciplinary Core Ideas (DCIs)

Disciplinary Core Ideas are the main ideas in science that are important across multiple engineering or science disciplines. The ideas build on each other as students learn more science at each grade level.

DCIs form the basis of what most educators would consider “content knowledge,” also known as scientific facts. DCIs are central to every science field and guide scientists and learners in:

  • Observing
  • Thinking
  • Explaining phenomena
  • Solving problems; and
  • Asking/finding answers to new questions

These core ideas are organized into the NGSS’ four disciplines of science: Physical Science (PS), Life Sciences (LS), Earth and Space Sciences (ESS), and Engineering, Technology, and the Applications of Science (ETS). The NGSS advise that in order for an idea to be considered core, it “should meet at least two of the following criteria, and ideally all four:

  • Have broad importance across multiple sciences or engineering disciplines or be a key organizing concept of a single discipline;
  • Provide a key tool for understanding or investigating more complex ideas and solving problems;
  • Relate to the interests and life experiences of students or be connected to societal or personal concerns that require scientific or technological knowledge;
  • Be teachable and learnable over multiple grades at increasing levels of depth and sophistication.”

NGSS DCIs vs. previous standards: An example

DCIs are structured differently from how the previous standards were structured. Each DCI is a conceptual whole that helps to guide students’ thinking.

Each one also links to other DCIs to help students form a deeper understanding that they can use to make sense of the world around them. They move classroom teaching away from having students memorize a number of disconnected facts and concepts to a place where students develop a connected understanding of a few powerful concepts that they can use to make sense of the world and design solutions to problems.

Let’s look at an example comparing an older science standard to NGSS:

  • Older science standard 1.a: Students know cells function similarly in all living organisms.
  • NGSS – MS-LS1-2: Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.

In the NGSS performance expectation, students are called upon to show knowledge in one of the selected core ideas (or scientific facts) designated for Life Science at middle school grades 6–8 (e.g., knowledge of cell function and parts, such as nucleus, chloroplasts, mitochondria, cell membrane, and cell wall). That is the DCI.

The other two dimensions (SEPs and CCCs) are present in the performance expectation as well—as I’ll explain in the following sections.

Supporting success in STEM

Discover assessment and practice tools from Renaissance for K–12 science and mathematics.

#2: Science and Engineering Practices (SEPs)

Science and Engineering Practices explain how scientists investigate the natural world and how engineers design and build systems. SEPs explain in depth what inquiry means in regard to science and how it relates to physical, social, and cognitive practices.

Specifically, SEPs describe:

  • The major practices that scientists employ as they investigate and build models or theories about the world
  • A key set of engineering practices that engineers use as they design and build systems

The SEPs are not independent but rather overlap and work synergistically in classrooms. They can be grouped into 3 categories:

  1. Investigating Practices: These focus on students asking questions, planning and conducting investigations, and using mathematical and computational thinking about the natural world resulting in the production of data.
  2. Sensemaking Practices: These include the many ways that students can analyze and make sense of data while developing models and constructing explanations about the natural world.
  3. Critiquing Practices: These are often left out of K–12 science education. Critiquing practices emphasize students evaluating and arguing about different models and explanations, which ultimately helps them develop a stronger understanding of the natural world. This category also includes Obtaining, Evaluating, and Communicating Information.

Fitting the SEPs together

It can be overwhelming to think about the SEPs, especially for those educators who are new to the NGSS. Essentially, students first use their investigating practices (asking questions, planning/conducting investigations, computational/mathematical thinking) to get their data.

Once they have data from the investigating practices, they are able to use their sensemaking practices to develop and use models, analyze and interpret the data, and start to construct explanations.

Now, with their explanations and/or models, they can focus on critiquing practices to engage in arguments based on evidence and obtain/evaluate/communicate information.

SEP example

Let’s return to our original example:

  • Older science standard 1.a: Students know cells function similarly in all living organisms.
  • NGSS – MS-LS1-2: Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.

This performance expectation integrates the Sensemaking Practice of Developing and Using Models.

The idea that standards can include both content (DCIs) and practices (SEPs) is not necessarily new. However, the third dimension of Crosscutting Concepts can take more getting used to.

#3: Crosscutting Concepts (CCCs)

Crosscutting Concepts reach across disciplines and help students explore connections between:

  • Physical Science
  • Life Science
  • Earth and Space Science; and
  • Engineering Design

CCCs provide students with a conceptual framework that helps them make sense of new content. CCCs emphasize the need to consider not only disciplinary content but also the ideas and practices that “cut across” the science disciplines.

When specific concepts—such as cause and effect—are explicitly explained to students, they can help lead to a logical and scientifically-based view of the world. In this way, CCCs serve as intellectual tools for connecting important ideas across different domains, and they provide students with an organizational framework based on behavior and function.

CCCs generally work together to provide clarity in making sense of a phenomenon. We can organize the CCCs into three categories:

  1. Patterns: Patterns guide organization and classification. They prompt questions about relationships and the factors that influence those relationships. Identifying patterns helps scientists to identify phenomena and predict outcomes.
  2. Systems: Systems provide students with a way to understand the interactions of a system’s components and the concepts that define it. Scale & Proportion, Change & Stability, and Matter & Energy fall into this category.
  3. Causality: Causality is the central CCC. It is both the how and the why. Causality is the key to making sense of a phenomenon. Cause and Effect and Structure & Function fall under this group.
teacher reading reports

CCC example

When we return to our example, we see that the Crosscutting Concept of Causality (specifically Structure & Function) is used in the performance expectation:

  • Older science standard 1.a: Students know cells function similarly in all living organisms.
  • NGSS – MS-LS1-2: Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.

Why are the CCCs on equal footing with SEPs and DCIs?

To illustrate the importance of CCCs, let’s use an example from a cognitive psychology research study. It focused on the distinction between how expert and novice chess players organize ideas.

Chess experts and novices were shown pieces randomly arranged on a chess board. They were then asked to recreate the arrangement of pieces on the board from memory.

Novices tended to remember only individual pieces and their position in space. Experts, however, grouped pieces together based on the strategic moves that the piece could make in the game. The experts could then use this conceptual framework to organize and make sense of any configuration of pieces on the board.

In general, novices rely on surface features (isolated facts or formulas) to organize ideas, while experts develop and use a conceptual framework, sorting new knowledge using big ideas or broad categories. Sound familiar?

Using surface features like novices is the old way of learning science. Using a conceptual framework like the experts is the new NGSS way of learning science. CCCs help students think like experts by providing them with a conceptual framework around which they can build their understanding and new ideas.

NGSS performance expectations: Putting DCIs, SEPs, & CCCs together

To sum up, NGSS performance expectations integrate the three dimensions: DCIs, SEPs, and CCCs. Let’s look at our example one last time:

  • Older science standard 1.a: Students know cells function similarly in all living organisms.
  • NGSS – MS-LS1-2: Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.

We can now easily recognize each of the dimensions in the language of the new standard:

  • DCI: LS1.A—“…describe the function of a cell as a whole and ways parts of cells…”
  • SEP: Sensemaking Practices—“Develop and use a model…”
  • CCC: Causality—“…contribute to the function”

Understanding the three dimensions of NGSS is a critical first step toward preparing students for NGSS performance expectations—but it’s only the beginning.

The Next Generation Science Standards require teachers and students to approach science learning in new and different ways. Using these three dimensions of science together, students will begin solving problems and making sense of phenomena.

How Renaissance supports NGSS implementation

Our DnA custom assessment platform includes a high-quality item bank and collection of pre-built assessments created by experts to yield results that you can use to drive classroom instruction.

DnA offers more than 80,000 items in core subject areas, including thousands of K–12 science items aligned to the three dimensions of the NGSS. DnA also provides a wealth of reporting options, including item distractor reports to help you identify learning disconnects and guide appropriate feedback.

Connect with an expert today to learn more about DnA and other tools from Renaissance to support student learning in science and mathematics.

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World’s Largest Annual Study of Student Reading Habits Reveals Critical Gaps, Key Strategies for Growth https://www.renaissance.com/2019/01/23/news-worlds-largest-annual-study-student-reading-habits-reveals-critical-gaps-key-strategies/ Wed, 23 Jan 2019 16:01:37 +0000 https://renlearnstg.wpengine.com/?p=29413 This year’s What Kids Are Reading report offers unparalleled insights into what students read, along with data-driven tools for educators WISCONSIN RAPIDS, Wis. (Jan. 23, 2019) – Renaissance®, a global leader in pre-K–12 education technology, today marked National Reading Day with the release of its 2019 edition of its annual What Kids Are Reading report. […]

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This year’s What Kids Are Reading report offers unparalleled insights into what students read, along with data-driven tools for educators

WISCONSIN RAPIDS, Wis. (Jan. 23, 2019)Renaissance®, a global leader in pre-K–12 education technology, today marked National Reading Day with the release of its 2019 edition of its annual What Kids Are Reading report. For the first time, the study includes book difficulty data from MetaMetrics®️.

This year’s report finds that literacy advocates have their work cut out for them: Nearly half of students read less than 15 minutes per day, while research shows that double that—30 minutes or more—is linked with accelerated reading achievement gains. However, reading time isn’t consistent across all grades. It peaks in elementary school, then begins to decline after fifth grade and never recovers. In high school, the typical student is reading no more than 10 minutes per day.

“Reading is an academic practice,” said Gene Kerns, vice president and chief academic officer at Renaissance. “We wouldn’t expect a football team that practices for 15 minutes to be very good, and we expect band students to practice with their instruments for 30 minutes a day. Yet with reading—the most essential skill that there is for students—we aren’t insisting on the same discipline. If our students are strong readers, everything gets easier, and if they’re weak readers, everything gets more difficult.”

To help educators and families encourage students to read, the report offers information about the most-popular books for each grade, cross-curricular lists on topics such as science and social-emotional learning, and tips on how to help students maximize the effects of the time they do spend reading. Reflecting students’ growing access to digital texts, the report also highlights some of students’ favorite digital reads in each grade. New to this year’s report, a Lexile® text complexity measure is included with each title, in addition to an ATOS® reading level, to help educators find texts at the “just-right” reading level for each of their students.

Other key findings of the report include:

  • There is an average 12,000-word gap between students who read 30 minutes or more each day and those who read for less than 15 minutes a day;

  • Students who read an average of 30 minutes or more each day make nearly double the percentile rank improvements of students who read less than 15 minutes per day; and

  • Students typically read at the bottom of recommended text complexity recommendations for their grade and end up far below the levels required for college and career preparation.

“Educators and parents need data to understand students’ learning needs related to reading,” said Malbert Smith, the CEO, president, and co-founder of MetaMetrics. “The What Kids Are Reading report offers great insight into student reading habits. Now that the report includes Lexile measures and more states than ever before are reporting Lexile measures for their students, the data has even further relevance.”

Throughout 2019, Renaissance will offer blog posts that delve into additional data on topics not included in the report, such as:

  • Comparisons of state-specific data;

  • Nonfiction and student reading;

  • Additional cross-curricular lists; and

  • The importance of reading at the appropriate level of difficulty and complexity.

The full report is available free of charge at www.renaissance.com/wkar/ along with additional tools, including a Custom Report Builder tool that uses filters such as state, grade, difficulty level, and more.


About Renaissance

Renaissance® is a global leader in pre-K–12 educational technology, enabling teachers, curriculum creators, and educators to drive phenomenal student growth. Renaissance’s solutions help educators analyze, customize, and plan personalized learning paths for students, allowing time for what matters: creating energizing learning experiences in the classroom. Founded by parents, upheld by educators, and enriched by data scientists, Renaissance knows learning is a continual journey—from year to year and for a lifetime. Our data-driven, personalized solutions are currently used in over one-third of U.S. schools and more than 80 countries around the world. For more information, visit www.renaissance.com.

Contact for Media Inquiries Only:

Ken Stoflet
Communications Specialist
Renaissance
(715) 424-3636 ext. 2332
ken.stoflet@renaissance.com

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What Kids Are Reading: 2019 Edition released today! https://www.renaissance.com/2019/01/23/blog-what-kids-are-reading-2019-edition-released-today/ Wed, 23 Jan 2019 15:03:51 +0000 https://renlearnstg.wpengine.com/?p=29422 Ignite a reading passion that takes kids lands away Each year I enjoy reading Renaissance’s What Kids Are Reading report. As the CEO of a company focused on literacy and an avid bibliophile, I love to see not only what our country’s students are reading, but analytics on how much they are reading. While What […]

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Ignite a reading passion that takes kids lands away

Each year I enjoy reading Renaissance’s What Kids Are Reading report. As the CEO of a company focused on literacy and an avid bibliophile, I love to see not only what our country’s students are reading, but analytics on how much they are reading. While What Kids Are Reading is a must-read for me in my professional capacity, it also is a great resource for me as a grandfather of four children who are 5, 9, 10, and 14 years of age. I’m able to see at a glance the books they and their peers are reading, which helps me stay connected to them. I hope that it makes them think their grandfather is “cool” for knowing what they are reading!

Reading is a core foundational skill that undergirds the entire educational system. Parents and educators recognize the critical importance in teaching our children not only how to read, but also instilling a love of reading. The power, value, and magic of reading are beautifully conveyed in the poem by Emily Dickinson:

There is no Frigate like a Book
To take us Lands away
Nor any Coursers like a Page
Of prancing Poetry –
This Traverse may the poorest take
Without oppress of Toll –
How frugal is the Chariot
That bears the Human soul –

As Dickinson’s poem notes, reading allows us to travel through time and space and feeds our intellectual curiosities so that we can explore whatever interests and passions we have. I’ve often said that I wish our Declaration of Independence had stated, “Life, liberty, and the pursuit of literacy.” For without literacy, one’s options for life, liberty, and happiness are extremely restricted if not completely foreclosed. A host of economic, health, civic, and emotional benefits are strongly correlated with literacy. Just as food fuels our body, reading fuels our brains.

Malberts 2018 Bookshelf

I was fortunate to have parents as well as teachers who inspired my love of reading. I still fondly remember that every Thursday my mother drove me to the public library, where we both checked out books that we were interested in. That same ritual of reading books every week has continued throughout my life.

I have recently enjoyed watching my three oldest grandchildren become enamored with Broadway’s Hamilton: An American Musical. The musical has sparked their interest for diving deeper into this chapter of our country’s history. Collectively, they have now read over 25 books about Alexander Hamilton, and their interest has triggered their parents’ interest. Now that I have seen the musical, I, too, will be reading more about Hamilton and Aaron Burr. It gives me great pleasure that my children are continuing my mother’s example by allowing their children to pursue their reading passions.

My goal as a researcher, CEO, father, and grandfather is for everyone to get the endorphin rush of reading. Let’s take this report as an opportunity to recommit ourselves to igniting the passion in our children. Helping our own children and the children of our country to become all that they can be starts with literacy!

To download the report, head over to the What Kids Are Reading website. While there, be sure to check out the Custom Report Builder tool. You can create custom book lists for individual students or reading groups using What Kids Are Reading data. The tool features filters such as state, grade, difficulty level, and more.

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A Q&A with Dav Pilkey, author of Captain Underpants https://www.renaissance.com/2019/01/10/blog-qa-dav-pilkey/ Thu, 10 Jan 2019 14:59:04 +0000 https://renlearnstg.wpengine.com/?p=29256 Tra-la-laaaaa! You might know that call. Captain Underpants has captured the imagination of thousands and thousands. (And is ever-popular with students using Renaissance Accelerated Reader®.) In 2017, Captain Underpants took another giant leap and made his big screen debut. In addition, Netflix is now streaming The Epic Tales of Captain Underpants TV show. The series […]

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Tra-la-laaaaa!

You might know that call. Captain Underpants has captured the imagination of thousands and thousands. (And is ever-popular with students using Renaissance Accelerated Reader®.) In 2017, Captain Underpants took another giant leap and made his big screen debut. In addition, Netflix is now streaming The Epic Tales of Captain Underpants TV show. The series has inspired several popular spinoffs, including Dog Man, Super Diaper Baby, and others.

Dav Pilkey, the author behind it all, came up with Captain Underpants while he was in grade school. As a child, Dav was diagnosed with dyslexia and ADHD. Being disruptive in class, his teachers often made him sit out in the hall. He loved to draw and create stories, so he spent his time in the hall creating original comic books—one of them being about a superhero named Captain Underpants.

News-O-Matic, the program that powers Renaissance myON® News, did a Q&A with Dav! Check out a few of the questions and answers below.

Aaron, age 11, asked: How long does it take to make a book?

Dav: For me, it usually takes about six months to write and illustrate a book. That’s from the very, very beginning when I think of the title to the very last page of doing the illustrations.

Sarah, age 8, asked: What is the biggest challenge you face when writing your books?

Dav: I think it’s fear probably. Because I don’t know exactly where the ideas come from, and I sometimes am afraid that I might never think of another idea. That’s a challenge for me. I get fearful sometimes.

Suzanne, age 16, asked: What is the hardest part of your job?

Dav: I think the hardest part of my job is actually getting the work done. Sometimes the deadlines do mean that I’m in the studio for 10 or 12 hours a day, and it can get a little lonely. So I think that is the hard part.

But fortunately, I have so many wonderful times: meeting my readers and getting to see how the books have influenced the lives of children. There are a lot of kids that didn’t like to read until they discovered some of my books. That really means a lot to me.

Jack, age 9, asked: Who inspired you to write books for kids?

Dav: A professor I had when I was in college. She really liked my writing and she said, “Hey Dav, have you ever thought about writing books for children? You can illustrate them. You write them. You should think about that.” And I was so inspired by her that I started writing my first book that day.

Wanjiku, age 8, asked: Who is your biggest inspiration?

Dav: I think the biggest inspiration I had, at least as a child, was Charles Schulz. He’s the artist who created the Peanuts characters, Snoopy, and Charlie Brown. And I used to read those comics all the time and I was very, very inspired, not only by the stories, but also by the art. I think I was inspired to draw. I used to draw Charlie Brown and Snoopy all the time.

Maya, age 10, asked: How did you come up with Captain Underpants? Was he in your dreams?

Dav: No, he wasn’t really in my dreams. He was a character that I invented when I was in the second grade. And the reason I came up with him is that one day my teacher said the word “underwear” in class and everyone started to laugh.

And I thought, “Wow, she got such a huge reaction from the classroom just by saying the word underwear. I wonder what I could do by inventing a cartoon character based on underwear.” I felt like that might another strong reaction.

Jacoby, age 10, asked: Why did you make Dog Man and where?

Dav: Dog Man is another character that came from my childhood. He was one of the very first comic book characters I ever created. I was in second grade. I was probably eight years old. The reason I made him is because I love dogs. I love animals. And I always thought a dog would be a great superhero. So Dog Man’s been with me for most of my life.

Sophie, age 11, asked: What advice would you give to kids who want to become published authors?

Dav: Well, I think the best advice is, you know, what I used to do myself, is to practice. You have to practice all the time. Practice, practice, practice. And sometimes it can get discouraging, especially when you’re a kid and you’re practicing. Because sometimes you’ll work very hard on something, and you won’t like what you’ve done when you finish it.

Curious to see more questions and Dav’s answers? Check out myON News! In addition to fun Q&As with authors like Dav, it features age-appropriate news articles for students, reporting on timely topics, and current events. Articles incorporate engaging multimedia—videos, slideshows, and photo galleries—to help students better understand the world around us.

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Renaissance Star Math Interim Assessments Adding MetaMetrics’ Quantile Measures https://www.renaissance.com/2019/01/08/news-star-math-metametrics-quantile-measures/ Tue, 08 Jan 2019 14:39:25 +0000 https://renlearnstg.wpengine.com/?p=29248 In addition to bringing Quantile measures to Star Math, Spanish Lexile measures are planned for Renaissance’s reading assessments WISCONSIN RAPIDS, Wis. (Jan. 8, 2019) – Renaissance®, a leader in pre-K–12 learning analytics, today announced that they have expanded their relationship with MetaMetrics® to add Quantile® measures to Renaissance Star Math®. MetaMetrics’ Lexile® measures are already […]

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In addition to bringing Quantile measures to Star Math, Spanish Lexile measures are planned for Renaissance’s reading assessments

WISCONSIN RAPIDS, Wis. (Jan. 8, 2019)Renaissance®, a leader in pre-K–12 learning analytics, today announced that they have expanded their relationship with MetaMetrics® to add Quantile® measures to Renaissance Star Math®. MetaMetrics’ Lexile® measures are already available in Renaissance’s reading assessment, Renaissance Star Reading®, as well as its reading practice programs, Renaissance Accelerated Reader®, Renaissance myON® Reader, and Renaissance myON® News.

Star Math is an award-winning assessment solution that helps educators to quickly screen students, monitor progress, track growth over time, and even forecast future performance on state summative assessments. With Quantile measures—which measure the difficulty of mathematical skills and concepts as well as a student’s readiness to learn new skills and concepts—Star Math will provide educators with additional insights into students’ math progress.

“We put educators first, so when they asked us to add Quantile measures to our math solutions, we listened,” said Paula O’Gorman, senior VP of corporate affairs at Renaissance. “Star Math provides educators unparalleled insights into students’ math skills, to help them differentiate instruction and personalize practice, and the addition of Quantile data will provide new insights for meeting the unique needs of every student.”

“We are thrilled to partner with Renaissance in making their tests become even more actionable,” said Malbert Smith, CEO, president, and co-founder of MetaMetrics. “When students get Lexile or Quantile measures from assessments, educators get valuable information for differentiating instruction and accelerating achievement.”

Renaissance and MetaMetrics are working together on two additional projects. Spanish Lexile measures are planned for Renaissance Star Spanish®, the only interim assessment to provide side-by-side reporting of English and Spanish scores.

MetaMetrics is also contributing Lexile data to Renaissance’s What Kids Are Reading report, which is the world’s largest annual study of K–12 student reading habits. The 2019 edition of the report releases later this month, on Jan. 23, and offers unparalleled insights into what students read, along with data-driven tools for educators. The full report will be available free of charge at www.renaissance.com/wkar/.


About Renaissance

Renaissance® is a global leader in pre-K–12 educational technology, enabling teachers, curriculum creators, and educators to drive phenomenal student growth. Renaissance’s solutions help educators analyze, customize, and plan personalized learning paths for students, allowing time for what matters: creating energizing learning experiences in the classroom. Founded by parents, upheld by educators, and enriched by data scientists, Renaissance knows learning is a continual journey—from year to year and for a lifetime. Our data-driven, personalized solutions are currently used in over one-third of U.S. schools and more than 80 countries around the world. For more information, visit www.renaissance.com.

About Metametrics

MetaMetrics® is focused on improving education for learners of all ages and ability levels. The organization develops scientific measures of academic achievement and complementary technologies that link assessment results with real-world instruction. MetaMetrics’ products and services for reading and mathematics provide unique insights about academic ability and the potential for growth, enabling individuals to achieve their goals at every stage of development. Connect with the organization at metametricsinc.com/blog.

Contact for Media Inquiries Only:

Ken Stoflet
Communications Specialist
Renaissance
(715) 424-3636 ext. 2332
ken.stoflet@renaissance.com

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How to find culturally appropriate reading materials for English Learners https://www.renaissance.com/2018/12/13/blog-culturally-appropriate-reading-materials-english-learners/ Thu, 13 Dec 2018 14:35:42 +0000 https://renlearnstg.wpengine.com/?p=28577 As educators, it’s our responsibility to ensure that every student has access to engaging, relevant texts. However, with today’s changing student demographics, finding culturally appropriate texts can be a real challenge—especially when it comes to meeting the unique needs of English Learner (EL) students. In addition to coming from a variety of cultural and linguistic […]

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As educators, it’s our responsibility to ensure that every student has access to engaging, relevant texts.

However, with today’s changing student demographics, finding culturally appropriate texts can be a real challenge—especially when it comes to meeting the unique needs of English Learner (EL) students. In addition to coming from a variety of cultural and linguistic backgrounds, EL students are often at very different points on the pathway to English proficiency.

How can we best ensure that our school and classroom libraries offer culturally appropriate reading materials for all students, including our EL students?

What are culturally appropriate reading materials?

Geneva Gay, professor of education at the University of Washington-Seattle, uses the term culturally responsive teaching to describe the use of “cultural knowledge, prior experiences, frames of reference, and performance styles of ethnically diverse students to make learning encounters more relevant to and more effective for them.”1

Similarly, culturally appropriate reading materials—also referred to as culturally relevant reading materials—reflect or incorporate our students’ identities, cultures, mindsets, and personal experiences.

What makes finding culturally appropriate materials particularly challenging is the fact that texts that may be culturally appropriate for one student may not be culturally appropriate for another student. Consider this anecdote from Doris Linville:

“When I came to the United States about 25 years ago, I had the opportunity to attend a college that focused on embracing different backgrounds. Funnily, most of my professors viewed me as ‘Hispanic’—and that, to them, meant ‘Oh! I know someone from Cuba, you should meet each other.’ However, while I do speak Spanish, I was coming from Mexico. The only things I knew about Cuba was the name ‘Castro’ and one dish my grandma cooked once called ‘tostones.’

“Not all Latino/a or Hispanic students share the same background or experiences simply because they share the same mother tongue (especially when they may speak very different dialects of that language). The same can be said for a student coming from an Asian background or a Middle Eastern country: They have the experience of coming from a different part of the world, but their cultures are quite different from the stereotypes that are too often perpetuated in American media.”

“Diversity” refers to more than just our students’ native language or place of origin. It also encompasses religious background, race, gender, ancestry, ability, socioeconomic status, family structure, and, in some cases, even legal status. For this reason, we need to consider all our students, as well as their families, when selecting reading materials.

Why are culturally appropriate reading materials important?

We want our students to be engaged as they read and, ideally, to become lifelong readers. Providing them with culturally appropriate reading materials is a powerful way to engage and motivate student readers—and can also contribute to overall reading growth and achievement.

In fact, the research is clear: Students who read culturally relevant books read better and read more. This is likely the result of several factors:

Engagement and motivation. English Learner students, much like their non-EL peers, take comfort in the familiar. When we provide content that is both authentic and engaging, learners of diverse backgrounds can see their culture, experiences, and identities represented and respected. They can also take pride in seeing their heritage and culture taught in the classroom. This feeling then develops EL students’ self-esteem and self-efficacy, while encouraging all students to have greater understanding of and respect for the unique experiences and contributions of different cultures.

Vocabulary coverage. Unlike their non-EL peers, who grew up listening to English vocabulary long before they could put those words to paper, EL students often face a double challenge when reading in English. Not only do they have to learn English phonics in order to decode the words on the page, but they also have to learn the meaning of each word—and, in some cases, the meaning itself may be foreign to them. Consider the words gumdrop and lox, which are both fully decodable but may have no meaning to a child who has never encountered these Western foods before.

“Just how much unknown stuff can a text have in it before a reader will declare mental overload! and call it quits?” asks cognitive scientist Daniel Willingham.2 The answer is surprisingly little. While estimates vary, the consensus is that we must already know 95% or more of the words in a text before we will be able to read and comprehend it. As Willingham concludes, “We have pretty low tolerance for reading unknown words.”

Culturally relevant texts help ease this burden because they often feature vocabulary terms whose meanings are already familiar to EL students. For an EL student from northern China, vocabulary like gumdrop and lox may be unfamiliar, but foods such as baozi and zhaliang may need little to no explanation.

Background knowledge. Much like vocabulary, texts that discuss familiar topics are easier to understand than texts that discuss unfamiliar ones. When students read about an unfamiliar scenario, they may have to work hard simply to understand what is going on—and they may miss key details or information. Conversely, when students read about a familiar topic or situation, they may not just have an easier time understanding the text—they may be able to connect it back to previous knowledge, enriching their overall understanding of the subject.

Doug Lemov and his colleagues explain it this way: “In reading, the more you know, the more you learn. Educators often refer to this as the Matthew Effect, in reference to the biblical line about the rich getting richer and the poor getting poorer. In reading, [this] means that when you know a little about a topic going in, the text adds more knowledge and detail to your framework—easily and naturally deepening your understanding and building connections to existing knowledge while still leaving you [with] enough processing capacity to be able to reflect on the nature of the ideas in the text.”3

Comprehension and reading achievement. Both vocabulary and background knowledge contribute to a student’s literal comprehension. While literal comprehension is not the end goal of reading instruction and reading practice, high literal comprehension is the foundation students need in order to build higher-order thinking skills. In contrast, low literal comprehension indicates that a student may be struggling with more fundamental skills—such as decoding, vocabulary, or background knowledge—and deeper comprehension cannot take place.

Research has shown that students who read with higher literal comprehension also achieve greater literacy gains. Since culturally relevant texts can facilitate EL students’ literal comprehension, they may also help boost EL students’ overall reading achievement.

How to choose culturally appropriate reading materials

Creating a collection of culturally relevant texts requires a clear strategy for analyzing available materials and identifying those that are the best fit for your students. As Doris’s anecdote illustrated, not all Spanish-language books will be relevant to every Spanish-speaking student, just as not all books about Chinese New Year will be appropriate for students coming from an Asian country.

Educators are increasingly using rubrics to identify books that will enrich their collections. Whether you choose to use a rubric or another process to evaluate reading material for cultural appropriateness, we suggest you consider the following factors:

  1. Copyright date: How recently was the text written? Is it an older text that might contain inaccurate portrayals of other cultures? Could the story take place in the present? Will students see their current reality reflected in the text?
  2. Author’s background: Does the author have first-hand experience of the topic, or are they an expert in the field? Are there details about the author’s life that will be relevant to students’ understanding of and interest in the text?
  3. Stereotypes: Does the text accurately reflect the experiences of students and their family members—or of someone they might know from a different culture? Does it feature complex, multi-faceted characters or simple, one-dimensional characters?
  4. Overall message: Does the text promote diversity, tolerance, or acceptance? Does the story reflect and/or respect students’ personal or cultural values? What are the narrative’s key take-aways?
  5. Invisibility: Is the text missing key viewpoints or entire groups of people? What students do not see in a text can send a message about who matters and who does not.
  6. Language: Does the text use a positive tone? A condescending tone? If specialized vocabulary terms appear, does the text provide enough context for students to be able to determine the words’ meaning?

Another factor to consider is the format of the reading materials. Schools are increasingly incorporating digital texts alongside their print collections. In an important sense, digital texts can help us “even the playing field” for EL students.

With a digital reading platform, you can not only provide students with material that’s culturally relevant, but you can also guide students to material at the right reading level in English—not too difficult to cause frustration, but also not too easy to induce boredom. Many digital libraries even include interactive tools, such as built-in dictionaries and audio, to further support language acquisition for EL students. Plus, digital platforms can provide anytime, anywhere, any-device access to texts, providing enormous libraries that EL students can access at home as well as at school.

The growing need for culturally appropriate reading materials

It’s no surprise that today’s K–12 classrooms are more diverse than ever. The number of emerging bilingual children rose to roughly 12 million in 2016, an increase of 1.2 million over the prior 10 years. Roughly one in five school-age children do not speak English at home, and the number of children who speak one language at home and another in school is growing.

As culturally responsive educators working with these diverse learners, it’s critical for us to incorporate aspects of their cultures and backgrounds into the curriculum through lessons and texts related to geography, literature, world cultures, the arts, and other content areas. This is especially true for our EL students: As they move toward mastery of the English language, they need the strong support of relevant texts and effective teachers to keep up their forward momentum.

The mix of cultures and life experiences that makes each of us unique clearly needs to be reflected in our students’ reading materials. Engaging students in rich, diverse reading experiences is absolutely critical to their success, not only in school but as global citizens in our 21st-century society.

References

1 Gay, G. (2010). Culturally responsive teaching (2nd ed.). New York, NY: Teachers College Press.
2 Willingham, D. (2017). The reading mind: A cognitive approach to understanding how the mind reads. San Francisco, CA: Jossey-Bass.
3 Lemov, D., Hernandez, J., & Kim, J. (2016). Teach like a champion 2.0 field guide: A practical resource to make the 62 techniques your own. San Francisco, CA: Jossey-Bass.

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NJ school closes the within-school achievement gap and exceeds PARCC reading averages https://www.renaissance.com/2018/11/30/ss-nj-school-achievement-gap-exceeds-parcc-reading-averages/ Fri, 30 Nov 2018 19:41:20 +0000 https://renlearnstg.wpengine.com/?p=28116 Superintendent of Jersey City Public Schools Dr. Marcia Lyles kicked off the school year with a personal visit to Dr. Paul Rafalides School in Jersey City, New Jersey. Her mission? To congratulate the educators and students at PS 33 on their success in closing the within-school achievement gap.1 The announcement followed earlier news that the […]

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Superintendent of Jersey City Public Schools Dr. Marcia Lyles kicked off the school year with a personal visit to Dr. Paul Rafalides School in Jersey City, New Jersey. Her mission? To congratulate the educators and students at PS 33 on their success in closing the within-school achievement gap.1 The announcement followed earlier news that the school’s third- and fourth-grade students had outperformed district, state, and cross-states English language arts (ELA) averages on PARCC2 standardized tests. Students demonstrated growth in math as well, achieving a remarkable 23-point gain on PARCC scores.

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How Renaissance Star 360 is helping drive dual-language success in a Texas district https://www.renaissance.com/2018/11/27/ss-renaissance-star-360-dual-language-success-texas-district/ Tue, 27 Nov 2018 20:22:58 +0000 https://renlearnstg.wpengine.com/?p=27894 Improving from a D-grade to an A-grade school in just two years is impressive. Doing it in two languages at a Title I school? Incredible. In Grand Prairie, Texas, an effective dual-language program is doing just that, while opening doors and helping both English- and Spanish-dominant students reach unprecedented achievement.

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Improving from a D-grade to an A-grade school in just two years is impressive. Doing it in two languages at a Title I school? Incredible. In Grand Prairie, Texas, an effective dual-language program is doing just that, while opening doors and helping both English- and Spanish-dominant students reach unprecedented achievement.

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Thank you, Renaissance https://www.renaissance.com/2018/11/19/blog-thank-you-renaissance/ Mon, 19 Nov 2018 17:10:05 +0000 https://renlearnstg.wpengine.com/?p=27369 Let me introduce myself. I am the administrator of a small Christian school in southern Ohio—rural Appalachia. While our school is small (about 140 students total, pre-K—12), it is one of the premier private schools in southern Ohio. I have 33 years in public education. Before this, I was the principal at Pike County Career […]

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Let me introduce myself. I am the administrator of a small Christian school in southern Ohio—rural Appalachia. While our school is small (about 140 students total, pre-K—12), it is one of the premier private schools in southern Ohio. I have 33 years in public education. Before this, I was the principal at Pike County Career Technology Center for 10 years, located just down the road from the Academy.

I am beginning my second year at Pike Christian Academy as its administrator and the difference between public and private education has been not only challenging, but also refreshing. During my first year, many things changed as far as the legislature and the laws governing private education in Ohio. One change that affected our school this last year was the requirement for third-grade students who receive the EdChoice Scholarship to pass the third-grade reading test—the third-grade reading guarantee. We had three third-grade students who did not pass and were not able to be promoted to the fourth grade until they could pass the test.

I decided to implement a reading program during the summer in hopes of helping those who needed it to pass the third-grade reading test during the summer. The reality was that two of the three students who did not pass the test were low scoring, and I knew from experience that it would be almost impossible to get them to the threshold they needed to pass this test. One student was very low. Another student was close, so I had high hopes for him. We hired our intervention specialist to administer and develop the program since we did not have one. Remember, we never had to actually pass this test before, until 2018.

I began a search for a supplemental reading program for grades K–3. My search was not to find something for the summer, but for the regular school day starting in the fall. Little did I know help was on the way. I called some superintendent friends of mine that I had known from before and asked them what, if anything, they used to help with their reading programs. Many said they left it up to the teachers and they used whatever supplemental materials they could find. I didn’t think that was an option for us. I finally reached a superintendent that said they had implemented a reading program called Renaissance Accelerated Reader which I was familiar with, but then mentioned the name Renaissance. I talked to my third-grade teacher and she said she had used Accelerated Reader and liked it and also said Renaissance had made a lot of improvements since she had used it a few years ago. I talked to the teacher we hired for summer reading and he said he had used Accelerated Reader and Renaissance Star Assessments at the school where I had talked to the superintendent.

I got on the internet immediately because the summer reading program had already started. I decided to call the number for Renaissance and I was transferred to a person by the name of Sheila. We probably chatted for about an hour that day. She gave me an overview, sent me links to videos, and I thought, “Well, let’s give this a try.” It looked good, but I still was skeptical because I knew it probably wasn’t that good, but it was something better than what we had. I contacted Sheila again and she offered me the summer program for free. She said, “Try it, see what you think.” Our summer teacher set everything up and we were off and running.

In the meantime, I found out that Star Assessments were an “alternative” test that if students passed, they can to go on to the fourth grade. Roy, our intervention specialist, gave a Star Assessment to each student and all three were under the 3.0 threshold needed to qualify for the third grade. The summer went on and Roy kept telling me that the students were doing great. He said two out of the three would pass, but one young girl probably would not. I contacted her parents and told them that their daughter was doing well, but probably would not pass the test. The decision was made by the parents to retain her in the third grade. I hated this with all my being, but there was not much I could do.

The day came, the test was given. The parents came and picked up their children and off they went for what was left of the summer. I was out of the office that day, but all day I was wondering what the result would be, and that young girl who so desperately wanted to continue with her class onto the fourth grade. We had done everything we could, there was nothing else to do. Roy made an appointment to see me. He was all smiles when he entered my office and I knew there was good news for at least two of them. He handed me a sheet of paper with three numbers on it; I knew the cutoff score. All three had passed. WHAT! The young girl was not the bottom score, but scored second. I called her parents and told them she had passed and she could go on to the fourth grade. They were elated! I credit the superiority of the teaching of Roy, Accelerated Reader, and Star Assessments for this success.

Later on in the summer, we gave the state test and all three passed it, too, with very similar results.

Since then, I have had several parents come to me and tell me how wonderful the new reading program is and how happy they are that their children are making such progress not only in reading, but in their other subjects as well.

A week ago, I had the young girl’s parents in for an IEP meeting. After the meeting, I was talking to her mother and father. The school psychologist was in attendance also. The mother said, “I would like to say a couple other things, Mr. Smith.” I said, “Go ahead.” She continued, “Well, I can’t believe the change in our daughter. She was never interested in school. She didn’t hate it, but just wasn’t interested in it. But since the beginning of school, her favorite place in the world to go is the public library. Last evening, something happened that has never happened before in her time in school. After she got home from school, she put her backpack down and got a book out and sat on the living room couch and began reading it and read for like two hours.” I said to her, “Do you know why she is doing that? She can read and she likes it!” The mother said she was so happy for her daughter. Her favorite places now are school and the library. Wow, what a change.

Roy teaches Language Arts to grades four, five, and six. He told his fourth-grade students that if everyone in the fourth grade went up after a Star Assessment, he would give them a pizza party. Guess what? They earned a pizza party. One student, one from the summer reading program, entered the fourth-grade reading at a 3.1-grade level. After this latest Star Assessment, he is reading at a 4.8-grade level.

On Facebook last night I saw a parent who had a child in Roy’s fourth-grade class. She was telling all her Facebook friends about Roy and our school. She knew that everyone had gone up on their reading scores. All our K—12 teachers are using Renaissance. Grades are up and reading levels are up across the board. I can heartily recommend Renaissance to anyone. Their solutions are as good as the company claims and even better.

Thank you, Renaissance.

Keith A. Smith, PhD
Superintendent

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MTSS vs. RTI vs. PBIS—What’s the difference? https://www.renaissance.com/2018/11/18/blog-mtss-vs-rti-vs-pbis-whats-the-difference/ Sun, 18 Nov 2018 20:59:00 +0000 https://renlearnstg.wpengine.com/?p=62734 RTI, MTSS, and PBIS can be confusing, especially because these terms are sometimes used interchangeably. There’s a lot of overlap, but they refer to different approaches to identifying and addressing students’ needs. Use this blog as a cheat sheet (or a refresher) so you can feel comfortable discussing these terms with parents and guardians, colleagues, […]

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RTI, MTSS, and PBIS can be confusing, especially because these terms are sometimes used interchangeably. There’s a lot of overlap, but they refer to different approaches to identifying and addressing students’ needs.

Use this blog as a cheat sheet (or a refresher) so you can feel comfortable discussing these terms with parents and guardians, colleagues, and other stakeholders—and employing them with your team throughout the year.

Let’s start chronologically.

Teen working in library

What does PBIS stand for?

PBIS stands for Positive Behavioral Interventions and Supports. It is an evidence-based framework used in education to promote positive behavior and prevent problem behavior in schools.

PBIS is based on the principles of behaviorism and is designed to create a positive and safe school environment by teaching and reinforcing appropriate behavior, rather than simply punishing negative behavior.

When was PBIS first introduced?

PBIS was first called for in the 1997 reauthorization of the Individuals with Disabilities Education Act (IDEA). PBIS was initially a response to the exclusion of students with disabilities from educational opportunities due to behavior issues and disorders. PBIS has since shifted to a “school-wide” system that applies to all students, not only those with disabilities.

The 1997 reauthorization also provided for creating a national Center on PBIS to develop models and provide information, training, and support around PBIS to districts.

Teacher working with boy

What exactly is PBIS?

PBIS is a framework that calls for actively teaching positive behaviors and implementing evidence-based preventative/responsive interventions to support students’ academic achievement and well-being.

In a PBIS framework, positive behaviors and behavior expectations are taught to students, much like math, reading, and other core subjects. Key behavior expectations (e.g., respect for self, respect for others) are selected locally, and “rubrics” for what those behaviors look like are outlined for both classroom and non-classroom settings. Time is then dedicated to teaching, modeling, and practicing these behaviors, and students are acknowledged and rewarded for exhibiting them.

PBIS calls for data-driven decision making, regular progress monitoring, and tiered evidence-based interventions when problem behaviors occur.

What are the PBIS tiers?

  • Tier 1—Universal Supports/Practices: The positive behavior instruction, best practices, and positive school climate provided to all students. This tier is focused on preventing the development of new problem behaviors.
  • Tier 2—Targeted Supports: The supports provided to students who are either not responding to Tier 1 supports and/or are at risk for severe problem behaviors. Students needing Tier 2 supports are identified based on data (e.g., number of problem behaviors). Tier 2 interventions are typically provided in a small-group setting.
  • Tier 3—Intensive Supports: The supports provided to the small percentage of students with severe problem behaviors who do not respond to Tier 2 interventions. These supports are more individualized, targeted, and intense/focused.
Young girl laughing

What does RTI stand for?

RTI stands for Response to Intervention. It is a framework used in education to identify and provide support to students who are struggling academically or behaviorally.

Like PBIS, the RTI process typically involves three tiers of intervention, with increasingly intensive interventions provided at each tier.

What is the history of Response to Intervention?

RTI was introduced in the 2004 reauthorization of the Individuals with Disabilities Education Act (IDEA). At the time, an increasing number of students were being referred to special education with a specific learning disability (SLD). Many of those referrals were considered to be preventable if targeted, effective instructional interventions had been put in place.

The 2004 IDEA amendments did not mandate an RTI process but did adjust SLD identification requirements to now allow “a process based on the child’s response to scientific, research-based intervention.” This means that research-based interventions could be implemented prior to referring a student to special education.

The law intended that students in need of instructional support could be provided with this support in a general education setting, and not automatically referred into special education.

Teacher and boy

What exactly is RTI?

There is no universally accepted definition of RTI, perhaps due in part to the fact that the 2004 amendments to IDEA did not include funds for a National Center for RTI, the way a Center for PBIS was funded in 1997.

Broadly speaking, RTI is a framework that calls for research-based interventions to be implemented for struggling students. Most RTI models include some common attributes:

  • Universal screening assessments to proactively identify struggling students
  • Data-driven, early identification of students needing support
  • Implementing research-based interventions that align to student needs and are tiered in intensity and/or frequency
  • Monitoring student progress to assess intervention effectiveness
  • Tracking the “fidelity” with which an intervention is implemented; and
  • Involving parents and other stakeholders

For most districts, these efforts were primarily focused on academic supports.

What are the Response to Intervention tiers?

  • Tier 1—Universal Instruction: The high-quality classroom instruction that all students receive. This tier ensures that students are not struggling due to poor instruction.
  • Tier 2—Targeted Interventions: The research-based supports provided to students who are identified as struggling. Tier 2 interventions are typically implemented in small group settings.
  • Tier 3—Intensive Interventions: The individualized, targeted interventions implemented for students not responding to Tier 2 supports. Tier 3 supports provide more frequent, intense, and individualized interventions. If students still do not respond, they may be referred for special education evaluation.
Teen girl on tablet with teacher

What does MTSS mean?

MTSS stands for multi-tiered system of support. MTSS is a comprehensive framework that is used in education to provide students with the academic and behavioral supports they need to succeed.

MTSS is a proactive approach to meeting the needs of all students, and it is designed to ensure that they receive the appropriate level of support at the right time.

When was MTSS first introduced?

The Elementary and Secondary Education/Every Student Succeeds Act (ESEA/ESSA), signed into law in December 2015, calls for a “for a multi-tier system of supports for literacy services.” The general concept of MTSS, however, has existed since at least the mid-1990s, with the work of researchers such as professor Hill Walker at the University of Oregon.

Teacher and student on tablet

What exactly is MTSS?

MTSS is a framework with a tiered infrastructure that uses data to help match academic and social-emotional behavior (SEB) assessment and instructional resources to each and every student’s needs.

Many states and districts have developed their own definitions as they work to comply with the ESSA legislation. Even across those varying definitions, common elements emerge. MTSS is a framework for:

  • Identifying students who need support
  • Making data-driven decisions
  • Implementing research-based interventions aligned to needs
  • Monitoring student progress; and
  • Involving stakeholders

Implementing MTSS strategies

Discover tools from Renaissance that help you to identify and meet every learner’s needs.

What do RTI, MTSS, and PBIS have in common?

Now that we’ve explored each term, let’s address three questions that educators, parents and guardians, and community members often ask about the relationships among PBIS, RTI, and MTSS.

#1: Are RTI and MTSS the same thing?

An MTSS is often considered an umbrella framework to encompass “whole child” data (academics as well as social-emotional behavior), combining the previously separate PBIS and RTI processes.

However, an MTSS does much more. It is a mechanism that drives system-level resources to sustainably meet the needs of all students and accelerate learning for all.

MTSS streamlines and brings cohesion to the good work and best practices that are already happening in a district so that those efforts are no longer happening in isolation.

MTSS also helps districts to fill gaps in their standard practices that might exist due to common challenges, like limited resources, difficulty collaborating, and a lack of visibility in program effectiveness.

An MTSS departs from typical RTI implementations in other ways. A few examples:

  • MTSS is applied to all students, not just to struggling students. For example, MTSS calls for us to continue challenging high-achieving students.
  • MTSS often includes language about collaborative, concurrent, and/or communicative supports. Here, there is an expectation that we are effectively working and communicating with all stakeholders to provide a unified support system (i.e., ensuring that our interventions aren’t at odds with other interventions, etc.).
  • Many states and districts identify MTSS as a means to equity.

#2: Are MTSS and PBIS the same thing?

MTSS and PBIS are related but not the same thing. As noted above, MTSS is a comprehensive framework for supporting student success that involves the use of evidence-based practices to provide students with the academic and behavioral supports they need to succeed.

MTSS typically includes three tiers of support:

  • Universal
  • Targeted
  • Intensive

The goal of MTSS is to ensure that all students receive the support they need to succeed academically and behaviorally.

PBIS, on the other hand, is a specific approach to behavior management that is often used as part of an MTSS framework.

PBIS focuses on promoting positive behavior by teaching and reinforcing appropriate behavior, rather than simply punishing negative behavior. PBIS includes the use of specific strategies and interventions, such as:

  • Establishing clear expectations for behavior
  • Providing positive feedback and reinforcement; and
  • Using data to monitor and adjust interventions as needed

While PBIS is a specific approach to behavior management, MTSS is a broader framework that includes academic and behavioral supports, of which PBIS is just one component.

#3: Are RTI and PBIS the same thing?

RTI is a framework used to identify and provide support to students who are struggling academically or behaviorally. The RTI process typically involves three tiers of intervention, with increasingly intensive interventions provided at each tier.

The goal of RTI is to ensure that all students receive the support they need to succeed academically and to identify and address any learning or behavioral difficulties as early as possible.

PBIS is a specific approach to behavior management, and RTI is a broader framework of which PBIS is just one component.

Renaissance: Providing insights for MTSS success

At Renaissance, we help schools and districts support effective MTSS with our comprehensive assessment solution, which includes valid and reliable tools for universal screening and progress monitoring in reading, math, and social-emotional behavior (SEB).

We also offer eduCLIMBER, a powerful MTSS collaboration and management platform that helps you to:

  • Identify students’ needs
  • Monitor the effectiveness of Tier 1, Tier 2, and Tier 3 interventions
  • Simplify and streamline the work of your data teams
  • Advance equity in your schools

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Renaissance, AASA Partner to Support Superintendents and Raise Achievement https://www.renaissance.com/2018/11/13/news-renaissance-aasa-partner-support-superintendents-raise-achievement/ Tue, 13 Nov 2018 18:22:08 +0000 https://renlearnstg.wpengine.com/?p=27375 The relationship will support school initiatives to improve student performance WISCONSIN RAPIDS, Wis. and ALEXANDRIA, Va. (Nov. 13, 2018) – Renaissance®, a leader in pre-K–12 learning analytics, today announced its partnership with the School Superintendents Association (AASA). With the partnership, Renaissance joins a list of innovative companies helping schools across the U.S. and Canada save […]

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The relationship will support school initiatives to improve student performance

WISCONSIN RAPIDS, Wis. and ALEXANDRIA, Va. (Nov. 13, 2018)Renaissance®, a leader in pre-K–12 learning analytics, today announced its partnership with the School Superintendents Association (AASA). With the partnership, Renaissance joins a list of innovative companies helping schools across the U.S. and Canada save money, raise money, and improve student performance.

“This partnership reflects both organizations’ deep commitment to supporting student and educator success,” said Laurie Borkon, vice president of educational partnerships at Renaissance. “Through AASA’s School Solutions Center, Renaissance will help more superintendents gain deep insights into their districts, increase equity and access to learning materials, and help all students reach their full potential. Though this partnership, we look forward to working with education leaders to raise achievement in schools, districts, and communities across the country.”

Trusted by more than 32,000 schools and districts nationwide, Renaissance provides research-driven assessment and practice solutions to help educators, students, families, and their communities fuel measurable student growth. Renaissance’s solutions include award-winning Renaissance Star Assessments®, Renaissance Accelerated Reader®, and myON®, by Renaissance, among others.

“This partnership with Renaissance represents our dedication to supporting both students and educators every step of the way,” said Chuck Woodruff, chief operating officer at AASA. “Renaissance helps educators empower students, foster their desire to learn, and guide them on the path to success in school and beyond.”

Over the past three decades, Renaissance has amassed more than 2.8 billion real-world data points that show how students build skills and achieve mastery in core subjects. Analysis of these data points helps them continually refine and improve their solutions.

AASA has members in more than 14,000 districts across 49 states and Canada. Through AASA’s School Solutions Center, superintendents can demonstrate to their communities how they are working to save money and improve student performance.


About Renaissance

Renaissance® is a leader in pre-K–12 learning analytics—enabling teachers, curriculum creators, and educators to drive phenomenal student growth. Renaissance’s solutions help educators analyze, customize, and plan personalized learning paths for students, allowing time for what matters—creating energizing learning experiences in the classroom. Founded by parents, upheld by educators, and enriched by data scientists, Renaissance knows learning is a continual journey—from year to year and for a lifetime. Our data-driven, personalized solutions are currently used in over one-third of U.S. schools and more than 80 countries around the world. For more information, visit www.renaissance.com.

About The School Superintendents Association

The School Superintendents Association is a professional organization that develops and supports school system leaders. Comprised of more than 13,000 education leaders across the country and world, it advocates for equitable access for all students to the highest quality public education and develops and supports school system leaders. AASA has members across 49 states and Canada.

Contact for Media Inquiries Only:

Ken Stoflet
Communications Specialist
Renaissance
(715) 424-3636 ext. 2332
ken.stoflet@renaissance.com

James Minichello
AASA
(703) 875-0723
jminichello@aasa.org

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Bridging the achievement gap: Maryland Title I students read more than one million books https://www.renaissance.com/2018/10/25/ss-bridging-achievement-gap-maryland-students-one-million-books/ Thu, 25 Oct 2018 20:28:49 +0000 https://renlearnstg.wpengine.com/?p=25088 Prince George’s County Public Schools is the second-largest district in Maryland and the 25th-largest urban district in the nation. Located just minutes from Washington, D.C., Prince George’s encompasses a diverse student population from several urban, suburban, and rural communities.

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Prince George’s County Public Schools is the second-largest district in Maryland and the 25th-largest urban district in the nation. Located just minutes from Washington, D.C., Prince George’s encompasses a diverse student population from several urban, suburban, and rural communities.

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Scary-good book ideas for students this Halloween https://www.renaissance.com/2018/10/25/blog-scary-good-book-ideas-for-students-this-halloween/ https://www.renaissance.com/2018/10/25/blog-scary-good-book-ideas-for-students-this-halloween/#comments Thu, 25 Oct 2018 14:00:32 +0000 https://renlearnstg.wpengine.com/?p=9850 Trick-or-treating, costume parties, and carving pumpkins. Halloween is a great time to take in the best of fall and curl up with a good read as the temperatures start to drop outside. At Renaissance, we have more than 2.8 billion real-world data points that help us understand how students build skills and achieve mastery. These […]

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Trick-or-treating, costume parties, and carving pumpkins. Halloween is a great time to take in the best of fall and curl up with a good read as the temperatures start to drop outside.

At Renaissance, we have more than 2.8 billion real-world data points that help us understand how students build skills and achieve mastery. These data points—which have a huge role in helping us understand what kids are reading and learning—help us refine and improve our assessment and practice solutions. So with Halloween on the horizon, we took a look at what students are reading this fall in Renaissance Accelerated Reader® and Renaissance myON Reader™ and highlighted some of the most-popular picks below. Take a look!

Fly Guy and the Frankenfly

By Tedd Arnold

Part of the best-selling Fly Guy series, Fly Guy and the Frankenfly is the thirteenth book in the series. Buzz and Fly Guy spend a day together playing some spooky games and doing arts and crafts. However, when Buzz goes to bed, he has a nightmare that a Frankenfly is out to get him!

The Little Old Lady Who Was Not Afraid of Anything

By Linda Williams

A timeless Halloween tale, The Little Old Lady Who Was Not Afraid of Anything tells the story of a little old lady who decides to take a walk in the woods one autumn night. Her walk takes a frightening turn when she hears some strange noises, giving her the scare of her life!

Scooby-Doo and the Haunted Halloween Party

By Gail Herman

Scooby-Dooby-Boo! It’s Halloween in Coolsville, and Scooby and the gang are invited to a super-groovy Halloween party!

Harry Potter and the Chamber of Secrets

By J.K. Rowling

While all the books in the Harry Potter series are a nice addition to a reading list this time of the year, Harry Potter and the Chamber of Secrets fits particularly well. While Harry, Hermione, and Ron attempt to figure out who opened the Chamber of Secrets, Headless Nick hosts a party for other Hogwarts ghosts on Halloween.

Eighth Grade Bites

By Heather Brewer

A fresh take on vampires, Eighth Grade Bites follows Vladimir Tod, a middle-school student who happens to be a vampire. On top of dealing with bullies, a tough principal, and girl trouble, Vladimir now has to worry about a vampire hunter after him! The first book of the Chronicles of Vladimir Tod series, Eighth Grade Bites is an adventure for middle-school students!

Catwoman’s Halloween Heist

By Eric Fein

Barbara Gordon, the secret superhero Batgirl, has been invited to the biggest Halloween party of the year. Unfortunately, she already agreed to spend the night with Robin, her younger crime-fighting partner. Instead of arguing with her mentor, Batman, Barbara decides to bring Robin along. That night, the teens arrive at the costume party, hosted by an eccentric collector of Halloween artifacts. Suddenly, all of the lights go out! When they turn on, his prized artifact, a black cat made of rare diamonds, is missing! One of the masked guests must have stolen it, and Batgirl and Robin must capture the feline felon.

Zeke Meeks vs. the Horrendous Halloween

By D.L. Green

Halloween should be nothing but trick-or-treating, fun, and candy, but that is not how it goes for Zeke. Costume troubles, a fight with Hector, and lame treats all mess with Zeke’s holiday. Can Zeke overcome it all and save his Halloween?

The Bad Beginning

By Lemony Snicket

The first book in A Series of Unfortunate Events, The Bad Beginning introuces us to the Baudelaire children. After the sudden death of their parents, the three children must depend on each other and their wits when it turns out the distant relative who is appointed their guardian is determined to use any means necessary to get their fortune.

Night of the Scaredy Crows

By Sarah Hines Stephens

The evil scaredy crows are coating Gotham City with fear dust, and Ace the Bat-Hound is Halloween’s only hope.

Vampires

By Stuart A. Kallen

From Halloween to the silver screen, vampires have become a prominent feature of modern culture. However, legends of scary bloodsuckers date back thousands of years. Vampires explores the spooky world of vampire myths, Transylvanian tales, and real vampire people who would send a shiver down the spine of Count Dracula himself.

Between the endless Butterfingers and great reads, there is a lot to love about Halloween. How else are you celebrating the occasion with students? Are you incorporating Halloween into one of your school library themes? Are students dressing up? Are YOU dressing up? Let us know what spooky festivities will be taking place in the comments below, post on our Facebook, or tweet us at @RenLearnUS!

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Social-emotional learning and mental health: What’s the difference, and why does it matter? https://www.renaissance.com/2018/10/18/blog-social-emotional-learning-and-mental-health-whats-the-difference-and-why-does-it-matter/ Thu, 18 Oct 2018 18:24:00 +0000 https://renlearnstg.wpengine.com/?p=61598 We all know that when we educate students in social-emotional learning (SEL), they do better academically and are far less likely to engage in risky behaviors. They are also more likely to achieve success in their careers and families down the road. But in addition to social-emotional education, some of our students need extra, more […]

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We all know that when we educate students in social-emotional learning (SEL), they do better academically and are far less likely to engage in risky behaviors. They are also more likely to achieve success in their careers and families down the road.

But in addition to social-emotional education, some of our students need extra, more intensive mental health support to achieve success in both school and life.

All too often, these two keys to student success get lumped together. Mental health and social-emotional learning—it’s all the same, right? The fact is, this couldn’t be further from the truth.

In this blog, I’ll take a look at the key differences between SEL and mental health, and I’ll explain why embracing a whole child mindset is the best way to deal with the ever-growing mental health crisis that today’s students are experiencing.

The current (and rapidly increasing) mental health crisis in our schools

In a recent survey published by the National Association of Elementary School Principals, principals in K–8 schools say their top concern is the rising number of students with emotional problems and mental health needs.

To put it in perspective, this survey has been conducted since 1928. In the 2008 report—just 10 years ago—students’ social-emotional needs did not rank among the top 10 student issues about which the majority of principals expressed “high” or “extreme” concern. Clearly, something has changed in the minds of school principals.

3 boys with backpacks

Distinguishing between SEL and mental health

Alongside student emotional and mental health concerns is the recent focus on social-emotional learning (SEL). There is significant confusion around the differences and similarities between student mental health services and SEL programming, and some people have even started to use the terms interchangeably.

There is a clear comorbidity of SEL competencies and student mental health issues, with many students having needs in both domains. However, there are students with clinically diagnosable mental health conditions who do not have identified SEL competency deficits—as well as students with specific social skill deficits that do not have emotional or mental health needs.

There is a common assumption that SEL programming directly addresses the mental health and emotional needs of students, which is only partially true. Students with mental health needs (and all students, for that matter) can greatly benefit from SEL programming, but it may not be a sufficient condition to meet the specific needs of students struggling with mental health conditions.

What does SEL encompass?

The Collaborative for Academic, Social, and Emotional Learning (CASEL) defines SEL as the fostering of social and emotional competencies through explicit instruction and through student-centered learning approaches that help students engage in the learning process and develop analytical, communication, and collaborative skills.

The key word in this definition is “competencies.” Competencies are skills that can be taught and learned through proper pedagogy and science-to-practice methodologies. Social-emotional learning, in many respects, is not an entirely new concept. As far back as 30 years ago, school mental health professionals taught “social skills,” which for all intents and purposes is an analog to SEL.

Social-emotional learning strategies in education center on research that has linked the development of skills like…

  • Building healthy peer relationships;
  • Responsible decision making;
  • Self-management;
  • Self-awareness; and
  • Social awareness

…to students’ success both inside and outside the classroom.

However, it’s important to make the distinction: social-emotional learning does not encompass mental health conditions such as:

  • Post-traumatic stress disorder
  • Obsessive-compulsive disorder
  • Bipolar disorder

SEL programs can, however, provide strong support for students with diagnosed psychiatric conditions such as attention-deficit hyperactivity disorder (ADHD) and intermittent explosive disorder (IED).

Supporting SEL in schools

Explore SAEBRS, Renaissance’s social-emotional behavior (SEB) assessment suite.

What does mental health encompass?

Student mental health is a primary concern of school and district leaders across the US. According to the National Research Council, the incident rate of mental health concerns in American youth within a given year is estimated to be between 13–20 percent of children. This equates to approximately 10 million students who need professional support in the K–12 public schools across our nation.

For a typical classroom, this would equate to roughly five students having a diagnosable mental health disorder. Stated another way, a typical school of 500 students could have up to 100 students with mental health needs.

Mood disorders such as…

  • Depression;
  • Anxiety; and
  • Bipolar disorder

…are the most common mental health diagnoses among children and adolescents, although the most prevalent parent-reported disorder is attention-deficit hyperactivity disorder.

Many of our students also suffer from:

  • Fears
  • Phobias
  • Performance anxiety

An even greater concern is the suicide rate among youth, which can result from the interaction of mood disorders and other factors, and is the second leading cause of death among children between 12–17 years of age

Smiling teen girl on red laptop

The impacts of untreated mental health problems

The impacts of untreated mental health problems on our students are significant and can impact an entire school. Students who are left untreated may experience difficulties with the following:

  • Concentrating
  • Problem-solving
  • Following instructions
  • Staying engaged and motivated
  • Exhibiting self-control (which can be wrongly attributed to willful disobedience or noncompliance)

Students can also have difficulty regulating their emotions and maintaining friendships, which can lead to a sense of isolation and disconnectedness—once again, the co-morbidity of SEL and mental health. In some cases, students can be so immobilized by fear, depression, or anxiety that they choose to avoid school completely.

Furthermore, mental illness often manifests itself in harmful behaviors that may range from physical aggression and bullying to substance abuse and self-injury, all of which can cause great stress for the student, their classmates, teachers, and school staff.

The need to view social-emotional learning from a mental health perspective

Schools and districts must endeavor to address the needs of children from both a social-emotional learning competency perspective and a mental health perspective. Although there is clear comorbidity between SEL and mental health, each of these domains is distinct and must be addressed on its own terms as they relate to assessment, identification, programming, interventions, and monitoring progress.

Districts must be highly systematic in collecting SEL and mental health data on students. To this end, it is critical that districts have the capabilities to…

  • House these data securely;
  • Analyze longitudinal trends across the district, schools, and individual students;
  • Deploy early warning systems; and
  • Triangulate multiple measures of data (e.g., SEL, mental health, attendance, home life, grades, test scores, climate, and bullying)

…to develop a whole child perspective.

Smiling boy in hallway

How viewing SEL and mental health from a whole child perspective makes all the difference

It is from this whole child perspective that schools will be able to identify the specific needs of all students and deliver the best possible programs, services, and interventions. The whole child perspective takes into account the student’s…

  • Social-emotional development;
  • Mental health;
  • Academic development;
  • Cognitive development; and
  • Physical health

…to ensure that they are safe, healthy, engaged, supported, and challenged in the educational setting.

When each of these factors is taken into account, educators can get a much clearer picture of the child’s abilities and struggles as a whole, have the data they need to make decisions, and implement child-specific solutions. This holistic view of the child is the answer to effectively addressing the needs of both social-emotional learning and mental health.

Renaissance: Leading the way with a whole child approach to social-emotional learning and mental health

At Renaissance, we understand that when educators have access to data that allows them to view the whole child, students realize profound and lifelong benefits. That’s why we have created resources, products, and solutions to help you see the big picture for each student you teach.

Our unique and comprehensive system offers a single data view of the holistic whole child data picture by combining…

  • Academic;
  • Social-emotional behavior (SEB);
  • Intervention; and
  • Qualitative

…data for each student.

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Predicting performance on high-stakes tests: Why, how, and what’s next https://www.renaissance.com/2018/10/11/blog-predicting-performance-high-stakes-tests-why-how-whats-next/ Thu, 11 Oct 2018 16:14:36 +0000 https://renlearnstg.wpengine.com/?p=25923 You may have heard that Star Assessments can accurately predict student performance on your state’s summative or high-stakes test, as well as measure student progress toward ACT and SAT college and career readiness benchmarks. But what does it mean to “predict performance”—and why does it matter? When we talk about predicting performance, we’re talking about […]

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You may have heard that Star Assessments can accurately predict student performance on your state’s summative or high-stakes test, as well as measure student progress toward ACT and SAT college and career readiness benchmarks.

But what does it mean to “predict performance”—and why does it matter?

When we talk about predicting performance, we’re talking about giving educators the power to see in advance which students are more likely to achieve proficiency on their state’s summative or high-stakes test—as well as which students are more likely to fall short of that proficiency benchmark.

Why predict student performance?

When educators have accurate predictions of student performance, they don’t just get to see the future. They get the power to change that future.

Predicting student performance isn’t like forecasting the weather. At best, a weather forecast can help an individual avoid being caught in a heavy downpour without an umbrella, but it doesn’t give a person the power to stop it from raining in the first place.

However, when it comes to student performance, things are different: An educator can significantly influence how a student performs on a test. By using a student’s predicted performance, along with all the other information known about the student, to make informed decisions—for example, adjusting core instruction, targeting support, or starting an intervention—an educator can help that student master new skills, close gaps, and improve their test scores.

Weather

Predictions can’t change the weather, but they can help educators change a student’s future.

The further in advance an educator knows how a student is projected to perform on a test, the greater the opportunity they have to help that student improve their skills and their test score. This is why Star Assessments are built to predict performance far in advance: As early as fall, Star reports provide educators with predictions of student performance on their state test.

Powerful insight for teachers

Imagine what a teacher could do if she knew at the beginning of the school year that a student who seemed to be doing well was actually projected to fall just short of proficiency on the end-of-year state test. Could this be the early warning sign she needs to adjust instruction right away, instead of weeks or months later when there are more overt signs that the student is falling behind? Could an early intervention be what gets that student on track for success?

How many more students could achieve proficiency if their teachers had access to an accurate prediction of test performance months in advance?

Compare this to summative test results, which are frequently reported back to teachers weeks or even months after students take the test. Sometimes results don’t arrive until the summer, after the school year has ended. In a few cases they’re not available until fall, after the next school year has already started. At that point, there is little a teacher can do other than conduct a postmortem analysis.

Strategic foresight for administrators

This foresight is critical for administrators, too. For many schools and districts, lower-than-expected test scores affect more than just their reputation—they can negatively impact a school’s rating, state ranking, reporting requirements, or even funding.

When administrators can accurately predict student performance on state summative or high-stakes tests, they can do more than avoid being blindsided by poorer-than-expected results: They can help prevent them by re-allocating resources, implementing school- or system-wide initiatives, or taking other strategic actions.

Progress toward ACT and SAT benchmarks

It’s critical to know as soon as possible which students are on track to graduate ready for the challenges of college or career and which ones may need additional help. The earlier in the school year—and, perhaps more importantly, the earlier in a student’s academic career—that educators get this information, the more opportunities they have to provide extra support, personalize instruction, and ultimately accelerate learning.

When it comes to the ACT and SAT college entrance exams, Star Assessments provide educators with critical insight even before students reach high school. As early as sixth grade, educators can use Star scores to determine if students are on track to reach college and career readiness benchmarks on both the ACT and the SAT college entrance exams.

Star empowers educators to track student progress toward the ACT benchmarks for English, Reading, and Math, as well as the SAT benchmarks for Evidence-Based Reading and Math.

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Star assesses students’ progress toward ACT and SAT benchmarks as early as sixth grade.

The science behind predicting performance: Linking studies

How is it possible for one assessment to predict a student’s future performance on a different assessment?

The key is a linking study. With a linking study, you can use one test (such as a short interim assessment) to predict performance on another test (such as a high-stakes test).

The linking process starts with finding students who took both tests—for example, both Star and the SAT. Since every test has its own score scale, scores cannot be directly compared. In this case, Star scaled scores generally run from 0 to 1400. The SAT ranges from 400 to 1600. Although these ranges overlap, a 1200 on a Star assessment is not the same as a 1200 on the SAT.

Researchers take students’ scores on both tests and then use a statistical procedure to align the data and equate the scales. The result is a concordance table, which corresponds each Star score with one, or a specific range, of the other test’s scores. This allows us to estimate concurrent performance: How a student would score on each test if they took both tests within a single 30-day period.

To learn more about linking studies, watch this quick AssessMinute video.

Here at Renaissance, we do a lot of checking to make sure that there’s a strong correlation between two tests before releasing a linking study or updating reporting in Star Assessments. Our linking methodologies and reporting were developed with input from assessment experts, school administrators, school psychologists, and classroom teachers.

We also work hard to keep our linking studies up to date, especially as state assessments change. Usually results from a new test need to be released before it’s possible to collect the data needed for a linking analysis, so a linking study may not be available if your state has a new test.

After a new linking study has been completed, we publish technical reports for each linked test because we want to be fully transparent about our methodology, correlations, and accuracy results (you can find your state’s linking study on the Star Assessments—Evidence page). The reports include a table of cut scores showing the Star scores that are equivalent to state proficiency cut scores. Please note that these tables are for concurrent scores and should not be used to estimate how a student will perform on a state test that’s still months away.

The science behind predicting performance: Growth norms

To predict future performance, growth norms need to be added to the analysis. For example, our linking study shows that a student needs a concurrent score of 980 on Star Reading to meet the ACT benchmark for reading. But what Star score do they need to have in September to be on track to meet the ACT benchmarks in March?

Thankfully Renaissance has an enormous database—with more than 2.8 billion real-world data points—which has given us great insight into how students learn and grow. Our growth norms, which are updated annually, are based on the fall-to-spring growth of millions of students in a nationally representative sample.

Using these growth norms, we can see that eleventh graders who score 980 on Star Reading in March typically score 959 or higher on Star Reading in September. Thus, if the student scores 959 or higher on Star Reading in September, we would determine they were on track to meet the ACT benchmark in March.

The process is similar for predicting performance on a state test. Using Star data, state test data (including performance categories), growth norms, and the start date for state testing, we can define what “on track” looks like for each performance category on each day of the school year, by subject level and by grade. Based on a student’s most recent Star scores, our software automatically predicts which performance category he will be in when he takes the state test.

The power to change the future

Much like weather forecasts, the further out an event is, the harder it is to accurately predict the outcome. While a meteorologist can confidently forecast tomorrow’s weather, determining what the weather will be in six months is much harder. The situation is similar with student performance: The further out a test is, the harder it is to accurately predict performance.

Star Assessments have shown high degrees of accuracy as a predictor of performance on tests taken in the same school year, such as state summative or high-stakes tests. For example, one large metropolitan district in Florida found that Star “accurately predicted the achievement levels of more than 75,000 students” on their state test in its very first year of use. In another example, a mid-sized suburban/rural district in Pennsylvania discovered Star predicted results on their state tests “within 3–5 percent at every level and subject.”

For tests more than a year out (such as the ACT or SAT college entrance exams for students in middle school or the early grades of high school), Renaissance can help educators determine if students are on track to reach benchmarks.

In both cases, it’s imperative to remember that these are scientific estimates, not guarantees. Our estimates are data-driven and very accurate at an aggregate level; at an individual level, it’s possible for a student to grow faster or slower than expected.

More importantly, changes to instruction—such as starting or ending an intervention—can speed up or slow down a student’s growth. This is actually good news. As mentioned earlier, this gives educators the power to change a student’s future.

Interpreting predictions of performance

There are two key Star reports that educators should review when predicting student performance on state summative or high-stakes tests. (For checking progress toward ACT and SAT benchmarks, use our ACT and SAT tool.)

One is the Star Screening report, which shows the distribution of students in a class according to state, district, or school benchmarks. When the benchmark is set to your state assessment, the report will show how many students are predicted to fall in each performance category according to growth norms.

Star Screening Report

The other is the Star State Performance report. After a student has taken three or more Star assessments, this report will show a trend line that estimates how an individual student may perform in the future. The report shows another line, the Pathway to Proficiency, which indicates a typical rate of growth for a student that would just meet the state’s definition of proficiency at the time of the state exam in the spring. Using this report, an educator can see whether a student’s trend line is likely to fall above or below the Pathway.

For more information about interpreting predictions of future student performance, watch this quick AssessMinute video.

Acting on predictions of performance

Once you’ve used Star Assessments to predict student performance on your state’s summative or high-stakes test, you may find yourself asking: What next?

With Star, you have lots of options. You can:

  • Review the Star Mastery Dashboards to get deeper insights into what skills an individual student has mastered and which skills need further attention. The Mastery Dashboards display a student’s level of mastery of your state’s grade-level expectations at the domain, standard, skill, and subskill levels.
  • Group students for differentiated instruction using the the Star Record Book—Manage Groups feature.\
  • Follow the step-by-step instructions provided via the Star Goal-Setting Interactive Tool to set ambitious but attainable goals for groups or individual students.\
  • Use the Star Record Book—Plan Instruction feature to plan instruction for the whole class or specific student groups. This feature uses learning progressions aligned to your state’s standards to help pinpoint the skills students are ready to learn. From here, you can also find a wide variety of instructional resources tied to those skills.
  • Run the Star Instructional Planning reports for a closer view of how a group or individual is currently performing compared to state, district, or school benchmarks, as well as how they’re projected to perform. These reports also offer suggested skills to help you keep students moving forward on the path from naïve understanding to mastery.
  • If you decide to start or continue a student’s intervention, use the Star Progress Monitoring report to determine if students are responding to the intervention.
  • Keep parents involved in their children’s academic growth using the Star Assessment Parent report, available in both English and Spanish.

Need additional assistance with interpreting or acting on your Star data? Remember that Renaissance’s professional learning team is always ready to help you implement with fidelity and achieve your goals! Whether you need product training, implementation support, data coaching, leadership seminars, or a custom professional development option, we can build a plan that meets your unique needs, specific goals, and scheduling requirements. Explore our many professional learning services.

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Indiana Approves Renaissance Star Early Literacy for Universal Screening for Dyslexia https://www.renaissance.com/2018/10/11/news-indiana-approves-renaissance-star-early-literacy-universal-screening-dyslexia/ Thu, 11 Oct 2018 14:22:13 +0000 https://renlearnstg.wpengine.com/?p=26177 Just in time for Dyslexia Awareness Month, the state reviews the award-winning assessment to measure students’ skills, including phonological and phonemic awareness, sound symbol knowledge, decoding skills, and alphabet knowledge WISCONSIN RAPIDS, Wis. (Oct. 11, 2018) – Renaissance®, a leader in pre-K–12 learning analytics, today announced that the state of Indiana approved Renaissance Star Early […]

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Just in time for Dyslexia Awareness Month, the state reviews the award-winning assessment to measure students’ skills, including phonological and phonemic awareness, sound symbol knowledge, decoding skills, and alphabet knowledge

WISCONSIN RAPIDS, Wis. (Oct. 11, 2018)Renaissance®, a leader in pre-K–12 learning analytics, today announced that the state of Indiana approved Renaissance Star Early Literacy® for universal screening for dyslexia in support of the state’s recent passage of Senate Bill 217.

The new law requires districts, schools, and charter schools to screen students for risk factors associated with dyslexia using a screening tool approved by the Indiana Department of Education and to “use the response to intervention process to address needs of students who are determined to have characteristics of dyslexia.” All students in grades K–2 will be screened each year. Students in higher grades will be screened if a classroom teacher is concerned about reading difficulties.

When the bill was signed into law in April, State Senator Erin Houchin, the bill’s sponsor, said, “Studies estimate that up to 20% of the population is affected at some level with dyslexia. We cannot afford to let any of our students struggle through school, and potentially their lives and careers, without doing something— especially when we know teaching methods that work.”

Star Early Literacy, a key component of Renaissance Star 360®, is a computer-adaptive assessment and measures early literacy skills of students from pre-kindergarten through grade 3, as well as students who are struggling with early literacy skills. Highly rated for universal screening by the National Center for RTI, Star Early Literacy is proven to accurately identify students who are at risk for reading difficulty.

According to information released by the Indiana DOE, the approved assessments, including Star Early Literacy, are “acceptable in terms of reliability and validity, ease of use for those conducting the screening, brief, and are developmentally appropriate for the grade.”

Laurie Borkon, vice president of educational partnerships at Renaissance, concluded, “We are very pleased that Star Early Literacy met Indiana’s high standards to proactively identify students who may be struggling with dyslexia. This great news is particularly timely now, during Dyslexia Awareness Month. We look forward to helping educators across the state of Indiana identify those students most in need of additional help, so they can deliver the resources and instruction that will ensure their students thrive.”


About Renaissance

Renaissance® is a leader in pre-K–12 learning analytics—enabling teachers, curriculum creators, and educators to drive phenomenal student growth. Renaissance’s solutions help educators analyze, customize, and plan personalized learning paths for students, allowing time for what matters—creating energizing learning experiences in the classroom. Founded by parents, upheld by educators, and enriched by data scientists, Renaissance knows learning is a continual journey—from year to year and for a lifetime. Our data-driven, personalized solutions are currently used in over one-third of U.S. schools and more than 70 countries around the world. For more information, visit www.renaissance.com.

Contact for Media Inquiries Only:

Ken Stoflet
Communications Specialist
Renaissance
(715) 424-3636 ext. 2332
ken.stoflet@renaissance.com

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Spark a passion for reading: 15 ways to motivate daily reading practice https://www.renaissance.com/2018/10/04/blog-passion-reading-15-ways-motivate-daily-reading-practice/ Thu, 04 Oct 2018 14:06:50 +0000 https://renlearnstg.wpengine.com/?p=25666 A little bit of reading goes a long way. By reading around 15 minutes per day between grades 1 and 12, a student will have read more than 5 million words by the time they graduate high school. Increase reading time to more than a half-hour per day, and that number jumps to over 13 […]

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A little bit of reading goes a long way. By reading around 15 minutes per day between grades 1 and 12, a student will have read more than 5 million words by the time they graduate high school. Increase reading time to more than a half-hour per day, and that number jumps to over 13 million words by graduation.1

Sadly, more than half of students read less than 15 minutes per day. They’ll encounter only 1.5 million words during the course of their schooling—the equivalent of just two novels per year. How can we help all students, especially our most reluctant readers, to increase their daily reading practice?

Boost motivation, and you’ll boost reading. Motivation increases reading frequency; it’s a better predictor of current and future amount and breadth of reading than past reading history.2 This blog offers 15 tips for motivating students at all stages of their reading journey:

  • 5 tips to motivate as students learn how to read
  • 5 tips to motivate as students read longer, more complex texts
  • 5 tips to motivate as students become college- and career-ready readers

Discover the joy of reading

The human brain is not built to read. If you look at a diagram of the brain, there’s no “reading lobe.” Instead, many different parts of the brain all have to work together. As students read, they create new neural connections. These pathways are progressively strengthened through repeated reading practice until word recognition becomes automatic and instant.3 However, this is tough work—in the beginning, so much of a child’s brainpower is focused on the act of reading, they might miss the enjoyment of reading. Here are tips to keep students motivated as they work towards automaticity.

Read aloud.

When you read aloud, your students can give their hardworking brains a rest. Instead of concentrating all of their energy on decoding the words on the page, they can pay attention to the more pleasurable parts of reading: engaging characters, exciting plots, witty dialogues, interesting new facts, big discoveries, and dramatic moments. Students can start falling in love with reading even before they can read independently. Get more read-aloud tips here.

Increase text variety.

The more types of books and articles that students are exposed to—and the more diverse those titles are—the more likely students are to discover a new favorite author or genre that keeps them motivated even through the toughest decoding challenges. Put up a bookstore-style display, create a book review bulletin board, host a show-and-tell day where kids bring their favorite books, or mix up your read-aloud choices. Be sure to download What Kids Are Reading for helpful lists of kid-approved books and articles by grade.

Make time for reading.

Highly successful companies like Google, Apple, and Yahoo have a “genius hour” where employees can work on any project they want; create your own “genius time” where students can read any book or article they want. Reserve at least 15 minutes each day for reading. Have children read independently or in pairs as their skill level allows. Ensure the environment is conducive to reading by setting an expectation for quiet or turning on soft, instrumental music. If possible, make alternative seating available so kids can get really comfortable—consider bean bag chairs, DIY inner tube reading chairs, or other flexible seating options.

Dispel the “good reader” myth.

Some students—especially those that struggle to read—may assume that there are two kinds of readers: those who read well and those who do not. These students do not realize that everyone needs to practice reading. They may even assume that, because they struggle with reading now, they will always struggle. Explain that no one is born with a reading brain and everyone has to practice reading in order to become a strong reader. For more about “innate” versus “learned” talent, pick up a copy of Unlocking Student Talent.

Believe every child will read.

School and district leaders, classroom teachers, and other educators—both real and fictional—are forever inspiring others. Review your own assumptions about your students, their current reading abilities, and their potential for future success. Consciously let go of the ones that limit students or put them in inflexible categories. Your wholehearted belief that each and every student can become a great reader is one of the most powerful motivators in the world.

Overcome reading challenges

The hard work doesn’t end once students’ decoding skills solidify and they can reliably get words off the page. Now they need to think about literal, inferential, and evaluative comprehension; authorial intent and reader response; academic and content-area vocabulary; analyzing, synthesizing, and evaluating; and so much more. There will be struggles and failures; there will also be spectacular successes. Keep students motivated through their toughest reading challenges with these tips.

Keep reading aloud.

Did you know that more than half of middle schoolers say having their teacher read aloud is one of their favorite reading activities?4 Don’t stop reading aloud just because students are older and have the skills to read independently. Reading aloud is a great way to expose students to new genres and authors, as well as model comprehension strategies such as visualizing, making predictions, previewing, questioning, clarifying, and summarizing. Read nonfiction aloud to introduce new academic vocabulary, explore text features, and investigate new concepts as a group, giving students regular opportunities to ask questions.

Provide the just-right level of challenge.

If we are not pushed or stretched, we do not grow. If we are pushed too much, we become overly frustrated and motivation withers. But if we are pushed at an ideal level—just beyond our reach—we grow optimally. This “just-right” level of challenge is the zone of proximal development (ZPD), sometimes called a student’s “instructional level” or “independent reading level” when it comes to reading. Encourage students to read materials that fall within their ZPD; they should be reading at, slightly below, or slightly above their current reading level.

Set personalized goals.

Success may look different for every student. Grade-level goals may not be appropriate for a student who is currently reading two or three grade levels lower—or a student who is already mastering above-grade-level materials. Personalized goals give students realistic, achievable targets to aim for as they practice, which in turn increases motivation. Set personalized goals around the factors proven to increase achievement gains: time spent reading, average book level (within a child’s ZPD), and average comprehension level.

Give continual feedback.

Meaningful positive feedback is one of the crucial factors in maintaining motivation. As you monitor students’ reading progress, be sure to provide encouragement with positive, actionable feedback. For example, if a student has high reading time but low comprehension, you could compliment his reading stamina and suggest a comprehension strategy to use next time he reads. When students know they’re getting closer to their goals—and the steps they need to take to get even better—they will be continually motivated to succeed.

Make it fun.

Your students may be hard at work with their reading practice—but don’t let them forget that reading is fun, too! Sprinkle lessons with occasional treats like reading joke books, watching movies based on books, playing relay team games, sharing favorite books and authors during show-and-tell, or drawing, painting, or sculpting popular characters or scenes. Don’t use fun activities as rewards or limit them for only your “best” readers—make sure all students, especially struggling readers, get a chance to experience how fun reading can be.

Become a lifelong reader

School ends. Reading never does. Throughout college, career, and beyond, reading is an essential daily task for people of all ages and walks of life. As students graduate and become independent adults, they will need to transition from reading for school to reading for themselves—for their own enjoyment, for self-improvement, for professional development, for communication with customers and colleagues, and for participation in our democracy. Use these tips to help students build the deep, intrinsic motivation that will help them become lifelong readers.

Never stop reading aloud.

Think your students are too old for read alouds? Think again. Audiobooks and author readings are just two of the many ways adults enjoy read alouds throughout their lives. In fact, audiobooks are the fastest-growing segment in the digital publishing industry.5 Read aloud to your students on a regular basis. Play audiobooks in your classroom and discuss the narrator’s choices around tone, rhythm, and speed. Take a fieldtrip to listen to an author reading or invite an author to read at your school. Have your students read aloud too—and let them choose the books or articles.

Facilitate book club discussions.

Book clubs are another way people of all ages enjoy reading. An estimated five million Americans belong to a book club, and even more belong to online reading groups, with some sites boasting 40 million members.6 By starting a class, grade, or school book club, you may help your students discover a new favorite hobby—and perhaps some new friends along the way. The discussions, questions, and learning tasks you facilitate can help students understand the power of their own voice and how evidence from reading can further strengthen that voice.

Ask for long-term commitments.

Students who make long-term commitments are often more successful.7 Ask students for commitments that stretch over time, even if the commitment itself is small. Challenge students to read five more minutes a day for a month. Read one more newspaper or magazine article per week for a quarter or semester. The impact these small changes have can sometimes be enormous, providing motivation for students to continue them. Reading habits will be built through repetition and familiarity that become their own motivation.

Connect reading with college and career goals.

There are many different types of student effort. One type, however—commitment—has a stronger relationship with achievement than the others. This describes a student’s commitment to their education: taking an interest in their schoolwork, trying to stay on task in class, working hard to achieve good grades, and understanding the role of education in post-school success (i.e., getting a job).8 Help students see how reading connects with their long-term goals. For example, did you need construction workers need a Lexile® measure of 1130L to be successful in their jobs?9 Explain why reading is so crucial for college and career readiness.

Involve family and community.

Parents and other adult family members are children’s #1 source of encouragement to read books for fun. This is true of all age groups, from six-year-olds just entering first grade to 17-year-olds preparing to graduate high school.10 When reading becomes a family habit, students may be more likely to continue reading after graduation—and perhaps even pass the habit on to their own children someday. Write a newsletter, share insights about the importance of reading, and encourage family reading. Here are more great ideas for involving families from fellow educators.

1 Renaissance Learning. (2016). What kids are reading: And how they grow. Wisconsin Rapids, WI: Author.

2 Wigfield, A., & Guthrie, J. T. (1997). Relations of children’s motivation for reading to the amount and breadth or their reading. Journal of Educational Psychology, 89(3), 420-432.

3 Hempenstall, K. (2006). What brain research can tell us about reading instruction. Learning Difficulties Australia Bulletin, 38(1), 15-16.

4 Ivey, G., & Broaddus, K. (2001). “Just plain reading”: A survey of what makes students want to read in middle school classrooms. Reading Research Quarterly, 36(4), 350-377.

5 Kozlowski, M. (2017). Global audiobook trends and statistics for 2018. Good e-Reader. Retrieved from https://goodereader.com/blog/audiobooks/global-audiobook-trends-and-statistics-for-2018

6 Burger, P. (2015). Women’s groups and the rise of the book club. Jstor Daily. Retrieved from https://daily.jstor.org/feature-book-club/

7 Fogarty, R. J., Kerns, G. M., & Peter, B. M. (2018). Unlocking student talent: The new science of developing expertise. New York, NY: Teachers College Press.

8 Steward, E. B. (2008). School structural characteristics, student effort, peer associations, and parental involvement: The influence of school- and individual-level factors on academic achievement. Education and Urban Society, 179(2), 179-204.

9 MetaMetrics. (2015). The Lexile career database. Retrieved from https://metametricsinc.com/wp-content/uploads/2017/07/MetaMetrics-Consulting-Development.pdf LEXILE®, LEXILE FRAMEWORK®, and the LEXILE® logo are trademarks of MetaMetrics, Inc.

10 Scholastic. (2017). Kids & family reading report. Retrieved from http://www.scholastic.com/readingreport/files/Scholastic-KFRR-6ed-2017.pdf

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Reading choice and accurate assessments fuel reading and math growth in CA district https://www.renaissance.com/2018/10/03/ss-reading-choice-accurate-assessments-fuel-growth-ca-district/ Wed, 03 Oct 2018 18:38:46 +0000 https://renlearnstg.wpengine.com/?p=25657 Life aboard a centuries-old pirate ship? Helping solve a crime that has a town on pins and needles? Exploring a dense jungle with dinosaurs roaming all around? It’s no secret that when students get to choose their own books, they spend more time reading—and learning. Dr. Donya Wheeler, deputy superintendent at Exeter Unified School District […]

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Life aboard a centuries-old pirate ship? Helping solve a crime that has a town on pins and needles? Exploring a dense jungle with dinosaurs roaming all around? It’s no secret that when students get to choose their own books, they spend more time reading—and learning. Dr. Donya Wheeler, deputy superintendent at Exeter Unified School District in Exeter, California, says that giving their K–8 students more choice via Renaissance myON Reader® has promoted rapid reading growth. “Our students love the freedom to make their own literacy decisions. myON Reader enhances guided reading efforts, providing our educators with a wealth of supporting texts for use in their differentiated reading groups. Whether working independently, with a project partner, or in an instructional group, our students are excited about reading—and we know from experience that engagement boosts learning. This past year, we met all of our English Language Arts (ELA) goals and demonstrated growth in every grade level, 3–8, on the Smarter Balanced Assessment Consortium (SBAC) tests.”

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The art and science of goal setting https://www.renaissance.com/2018/09/20/blog-art-science-goal-setting/ Thu, 20 Sep 2018 13:37:07 +0000 https://renlearnstg.wpengine.com/?p=25332 My family has recently embraced RV camping, and we rarely set out without having a specific destination in mind. For some people, serendipitous wanderings can be a good way to explore the landscape in a leisurely manner, provided they do not care how long they spend traveling and do not have an endpoint in mind. […]

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My family has recently embraced RV camping, and we rarely set out without having a specific destination in mind. For some people, serendipitous wanderings can be a good way to explore the landscape in a leisurely manner, provided they do not care how long they spend traveling and do not have an endpoint in mind. But our most successful RV trips begin with a “global goal”—get from home to Yosemite—and are planned with considerable attention to “mastery measure goals” along the way—safely complete 300 miles of travel and reach our campsite at ____ today to ensure we get to Yosemite in a reasonable amount of time.

As an educational consultant for many years, working with districts, schools, and teachers to design and implement effective RTI and MTSS systems, the similarity between serendipitous RV wanderings and less-than-productive early RTI efforts has become apparent. The roadmap to well-planned and implemented interventions must be directed by attention to both “global academic growth goals” —will evidence reading (or math) skills consistent with students at the 40th percentile in grade X—and “skill mastery goals” —will decode consonant-vowel-consonant (CVC) words with 80% accuracy (or) will complete timed multiplication fact drills with 90% accuracy.

In Rising to Dyslexia Challenges Through Multi-Tiered Systems of Support (2017), I described the need to embrace and utilize these two types of goals to chart the course of intervention efforts. We need both global growth goals and skill mastery goals to ensure that we achieve the purpose of our intervention journey.

Effective goal setting is dependent upon (1) utilizing available assessment tools, and (2) understanding how to determine the “amount of growth” that can reasonably or ambitiously be expected. There are a number of tools designed to measure global academic gains and skills. These tools will provide a valid and reliable baseline as a starting point, and they will provide evidence of growth in reading or in math as the intervention journey continues.

Similarly, well-designed interventions include skill mastery measurement tools to ensure that students are staying with us on the journey through the intervention. How frustrating it is to discover after weeks of diligently implementing an intervention that a student has not mastered skills and has somehow gotten lost, no longer able to complete the needed intervention tasks in today’s lesson.

In determining how much growth is “good global growth,” we must rely upon publisher-provided metrics derived from the growth of other students who have completed or who are traveling on this journey. If, with our global outcome measure, we are determining baseline and growth with a computer-adaptive test (CAT), such as Renaissance Star Assessments®, we might look at expected scale score growth per week. If we are using a curriculum-based measure (CBM), we might look at expected words read correctly per minute (WRCPM) growth per week. The “expected” growth must be provided by the publisher of the assessment tool and will generally be based upon a VERY large sample of age/grade-matched peers.

To determine whether skill mastery growth is “good skill mastery growth,” we must rely upon measures included within the intervention itself—or we must create such measures to ensure the success of our efforts. Well-constructed interventions may include a “daily quick check” of the target skill to determine the student’s level of mastery at the end of each lesson. These measures provide guidance as to whether it is time to move to the next concept or to continue to reinforce the current concept.

Experience with an intervention and information from the publisher should also provide guidance as to how many concepts or how many levels are typically completed over a school year or in any given time period. Knowing that students typically complete three levels of an intervention within a year will prevent us from being satisfied with “less than good growth” and languishing in Level 1 for an entire school year!

RTI efforts will fail if we do not understand and embrace the art and the science of goal setting. We need to employ both global growth goals and skill mastery growth goals if we are to have a clear picture of “where we are going and if we are getting there.” Serendipitous wanderings are not advisable or acceptable in terms of our RTI efforts.

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Building reading comprehension through questions, inquiry, and sketchnotes https://www.renaissance.com/2018/09/13/blog-building-reading-comprehension-questions-inquiry-sketchnotes/ Thu, 13 Sep 2018 13:37:04 +0000 https://renlearnstg.wpengine.com/?p=25037 To comprehend or not to comprehend—that is the question. To comprehend illustrates a strong connection between reader and text, a connection that can only be made if students truly understand the words that are jumping off the page at them. So, how do we know? How do Mom and Dad know? But most importantly, how […]

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To comprehend or not to comprehend—that is the question.

To comprehend illustrates a strong connection between reader and text, a connection that can only be made if students truly understand the words that are jumping off the page at them. So, how do we know? How do Mom and Dad know? But most importantly, how do the students themselves know?

Unfortunately, I’m not here to announce the findings of a landmark study that reveals the secret strategy to ensure all students comprehend 100% of the text they are engaged with. But I am here to share a few tips that have worked for me in setting the stage for students of all levels, backgrounds, and interests to begin taking charge of their understanding as they continue to grow as readers.

I apologize if you came to this post hoping to learn the latest and greatest in terms of the traditional comprehension strategies: predict, synthesize, evaluate, etc. Those are important and extremely valuable. I’m not suggesting they don’t serve a purpose, because they certainly do. Explicitly teaching comprehension strategies continues to be a wise choice in building students’ reading achievement. I contend it is the process in which these strategies are introduced that often does not produce the results teachers are seeking.

The key role of engagement

Enter the work of Stephanie Harvey and Harvey “Smokey” Daniels. After reading their book, Comprehension & Collaboration, I was prepared to begin the journey towards meaningful and authentic work in literacy with my students. In fact, their work inspired me to rethink the way I structured my literacy time with students as a classroom teacher, an approach I continue today as an instructional coach when working with teachers.

If we want students to comprehend the text they are engaged with, they must be interested in it. As author Jennifer Serravallo says: “Without engagement, you have nothing.” We know that in order to truly understand, you have to engage with other people. Empowering students to think critically with rich discussions brings a noticeable difference in students’ comprehension abilities.

What follows are three tips for providing young readers with an inquiry tilt towards building purposeful and authentic reading comprehension.

Tip #1: Ask questions

Reading is more than just data cells on a spreadsheet. Reading and comprehending are non-negotiables for success in mathematics, history, geography, science, and engineering, among many other fields. This was the first step for my students and me to begin the work towards asking better questions and to be mindful of our tendencies.

Graphic 1

What we discovered as a group, during a whole-class read-aloud of Endangered by Eliot Schrefer, was that our questions were pretty thin. Thin in that they were not pushing our thinking to new levels or approaching the depths of knowledge to extend our views. The bulk of our questions fell into the blue and yellow cells in the graphic below, which produces mostly routine or conceptual thinking.

I wanted my students to go deeper and move beyond the factual and predictive question stems and into the analytical and application areas—and the question grid helped us get there.

Graphic 2

Question grids are a fabulous resource to use in small groups, pairs, or individually. The grid can be used as a catalyst for discussion or to take a deep dive into the text that has been read. Introduce question grids with your students and watch the quality of questioning grow exponentially.

Tip #2: Inquiry circles

Whether we work with beginning readers or advanced English literature students, we’re sunk if we can’t empower them to work in groups productively, actively, and responsibly. After all, reading is thinking. Not surprisingly, then, we need to provide structured opportunities for readers to talk about, write about, and draw their thinking every single day.

Adopting inquiry circles into literacy keeps readers’ interests, questions, and curiosity as a top priority. If students have already been introduced to the question grid and have some experience using it, the inquiry circles will become even more seamless in building active collaborators.

Graphic 3

Start small when launching inquiry circles in class. Doing so will help provide a roadmap for students to build from as they continue to develop as analytical thinkers. In my experience, adopting a “gradual release of responsibility” model has proved to be exactly what my students needed to become fully engaged and self-directed when it came to driving their growth.

Using this model, students were invited into the process as we created meaning together. When I first applied an inquiry model in our nonfiction literacy unit, I was blown away by the ownership my students possessed. I owe a great deal of that success in subscribing to gradual release.

Doing so provided my students with plenty of opportunities to encounter the texts in question through teacher modeling, guided practice, collaborative/independent practice, and application.

Tip #3: Sketchnotes

Regardless of one’s artistic abilities, everyone has the ability to become a visual notetaker. The idea of sketchnoting is based on a simple premise: ideas, not art. Providing students with the outlet to create meaning through icons, labels, structure, and text will help them better process the information they’re hearing and seeing.

Sketchnoting is much more than simply doodling. It asks readers to capture thinking visually, remember key information more clearly, and share what they have captured with others.

Graphic 4

The research is clear that various forms of visual notetaking have large benefits for our brains. Sketchnotes are actually a form of mnemonics, connecting images with information and significantly increasing our ability to remember what we’ve learned. In a 2009 study published in Applied Cognitive Psychology, 40 participants were asked to listen to an extremely boring recorded telephone conversation. Half of them were instructed to doodle as they listened, and half were given no instruction. At the conclusion of the study, participants who doodled remembered 29 percent more information than their counterparts who did not doodle. Big gains for one pass at the topic—and it was boring! Imagine what can happen in a classroom where sketchnoting is embraced and students use it as another comprehension strategy to create meaning.

Graphic 5

Because sketchnoting requires students to listen, maintain active hand movements, and create visual representations, it appeals to auditory, visual, and kinesthetic learning styles.

In conclusion…

The above strategies have brought new levels of engagement to my students when it comes to their growth as readers. Each one provides a collaborative environment for learning that has student ownership at its heart. Teaching readers to think, to select an appropriate strategy, and to choose appropriate outlets to share their thinking makes all the difference.

As a result, I have made the switch from telling my students what to do each day to showing, modeling, coaching, mentoring, and facilitating lifelong readers.

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myON, by Renaissance, Named A Teachers’ Choice Award Winner https://www.renaissance.com/2018/09/12/news-myon-renaissance-teachers-choice-award-winner/ Wed, 12 Sep 2018 19:30:46 +0000 https://renlearnstg.wpengine.com/?p=25055 Educators nationwide voted myON, by Renaissance, a 2019 Teachers’ Choice Award for the Classroom WISCONSIN RAPIDS, Wis. (Sept. 12, 2018) – Renaissance®, a leader in pre-K–12 learning analytics, is thrilled to announce that The Mailbox named myON®, by Renaissance®, a 2019 Teachers’ Choice Award winner. “It’s extremely rewarding to see myON recognized by educators,” said […]

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Educators nationwide voted myON, by Renaissance, a 2019 Teachers’ Choice Award for the Classroom

WISCONSIN RAPIDS, Wis. (Sept. 12, 2018)Renaissance®, a leader in pre-K–12 learning analytics, is thrilled to announce that The Mailbox named myON®, by Renaissance®, a 2019 Teachers’ Choice Award winner.

“It’s extremely rewarding to see myON recognized by educators,” said Elizabeth Lehnertz, vice president of product marketing at Renaissance. “To have educators who haven’t used myON before try it out, test it with their students, and then vote for myON as a Teachers’ Choice Award speaks volumes.”

The Teachers’ Choice Awards honor products of exceptional quality and outstanding performance in the classroom and at home. A panel of teacher evaluators uses each product in their classrooms and homes to find the best products for teachers and parents.

Part of the evaluation is that teachers get to leave comments and feedback. A teacher who evaluated myON noted, “My students need to read more to build their foundational reading skills, vocabulary, and background knowledge and myON provides the perfect platform to meet their needs.”

myON is a student-centered, personalized literacy program that gives students access to more than 13,000 enhanced digital books. Students can read at school or at home on any internet-enabled device. Titles are dynamically matched to each individual student’s interests, grade, and Lexile® reading level. myON includes a mix of fiction and nonfiction content from Capstone Publishers—the leading educational and library publisher of the last 25 years—as well as more than 50 third-party publishers.

To learn more about myON, click the button below.

[button title=”Explore myON” link=”https://www.renaissance.com/products/myon-reader/” color=”#34ACE8″ font_color=”#ffffff” size=”3″]

About Renaissance

Renaissance® is a leader in pre-K–12 learning analytics—enabling teachers, curriculum creators, and educators to drive phenomenal student growth. Renaissance’s solutions help educators analyze, customize, and plan personalized learning paths for students, allowing time for what matters—creating energizing learning experiences in the classroom. Founded by parents, upheld by educators, and enriched by data scientists, Renaissance knows learning is a continual journey—from year to year and for a lifetime. Our data-driven, personalized solutions are currently used in over one-third of U.S. schools and more than 70 countries around the world. For more information, visit www.renaissance.com.

About the Teachers’ Choice Awards

For more than 20 years, the Teachers’ Choice Awards have heralded the very best in classroom-tested, teacher-recommended products. Each year, a nationwide panel of teacher-judges names the standouts in books, classroom supplies, educational games, websites, and more—everything you need for your classroom. For more information, visit www.themailbox.com.

Contact for Media Inquiries Only:

Ken Stoflet
Communications Specialist
Renaissance
(715) 424-3636 ext. 2332
ken.stoflet@renaissance.com

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Delaware students devour 139,486 digital titles https://www.renaissance.com/2018/09/11/ss-delaware-students-devour-139486-digital-titles/ Tue, 11 Sep 2018 20:35:51 +0000 https://renlearnstg.wpengine.com/?p=25049 Sunscreen, beach towels, and a boatload of books. In the summer of 2016, K–5 students from the Red Clay Consolidated School District in Wilmington, Delaware, used their mobile devices to access thousands of books with myON®, by Renaissance®. The following summer they read even more. In 2017, the district expanded its successful pilot into a […]

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Sunscreen, beach towels, and a boatload of books. In the summer of 2016, K–5 students from the Red Clay Consolidated School District in Wilmington, Delaware, used their mobile devices to access thousands of books with myON®, by Renaissance®. The following summer they read even more. In 2017, the district expanded its successful pilot into a full-year program. After just 12 months, students had logged more than 60,000 hours of reading and finished a truly grand total of 139,486 books.

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A literacy growth solution helps drive 100% literacy and A-grade rankings in two states https://www.renaissance.com/2018/09/10/ss-literacy-growth-solution-100-literacy-a-grade-rankings/ Mon, 10 Sep 2018 13:50:54 +0000 https://renlearnstg.wpengine.com/?p=24315 While demographics matter, they don’t always predict a school’s performance. For example, take one school that serves a community where the median income approaches $90,0001, creating a strong tax base that bolsters education. The other school, just a few hundred miles away, averages more than 50 percent free-and-reduced-lunch enrollment and sometimes augments its budget with […]

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While demographics matter, they don’t always predict a school’s performance. For example, take one school that serves a community where the median income approaches $90,0001, creating a strong tax base that bolsters education. The other school, just a few hundred miles away, averages more than 50 percent free-and-reduced-lunch enrollment and sometimes augments its budget with Box Tops for Education fundraisers. Despite the two schools serving dissimilar communities, both are thriving academically and routinely appear on their states’ lists of most-desired schools.

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Tips for building connections with students https://www.renaissance.com/2018/08/30/blog-building-connections-students/ Thu, 30 Aug 2018 13:44:19 +0000 https://renlearnstg.wpengine.com/?p=24546 The smell of fresh, crisp notebooks. Nervous butterflies. Classroom bulletin boards that rival Pinterest. As schools nationwide welcome students back from summer vacation, administrators, teachers, and others are waiting to meet their new students. While the first couple weeks can be overwhelming, it’s important to start building connections as you attempt to connect new names […]

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The smell of fresh, crisp notebooks. Nervous butterflies. Classroom bulletin boards that rival Pinterest. As schools nationwide welcome students back from summer vacation, administrators, teachers, and others are waiting to meet their new students. While the first couple weeks can be overwhelming, it’s important to start building connections as you attempt to connect new names with new faces. Below, we’ve highlighted a few practical suggestions from our Renaissance Royals™ community to help build connections with students. Take a look!

“This is my absolute favorite part of teaching! My students become my children by the end of the first month. Here are a few things I do: (1) First, the caboose (last in line) is a boring job, so this student is also my hand holder. I switch jobs once a week, so each week while walking in the hall, I walk with the caboose and we hold hands everywhere we go. They share all of their lives with you by the end of their week, and then they can’t wait to be the caboose next time. (2) Second, we play introduction games every day for the first couple weeks. For example, we throw a beach ball around with different questions on it. Whoever catches the ball answers the question of their choice and shares a story as well. I also am quite proactive. I pop into the first-grade class all throughout the year to tell them how excited I am for them to be mine all mine! I’m a second-grade teacher and the first-grade teacher is a great friend of mine so she loves it. She can also pop in and see her old class anytime she likes. I also think the key to a great relationship with your students is a great relationship with parents. I like to make a wordle collage for parents specific to their kids each Christmas. It’s super special and shows them how invested I am in each students’ life.”

Shonda H.
Grade 2 teacher

“Building connections with students is so important. Let students know who you are on a personal AND professional level. A bulletin board or poster with photos of you at their age, along with pictures of your family, pets, and of you engaged in hobbies and other ‘cool’ activities is a great place to start. ‘Two Truths and a Fib’ is a fun game, too. You start by sharing two interesting facts or truths about yourself and one that’s made up. Students have to decide which are true and which is a fib. Then, of course, they want to hear a little bit about the real facts. Have students then do the same. If time is an issue, you could group students for this. It is a lot of fun, gets students talking, and allows you and the students to see what you have in common. In addition, I always give students a survey to fill out, which I refer to all year long.”

Jennifer B.
Reading specialist

“I do an open-ended project the first day of school, such as using the available supplies and building something powered by wind. Watching the students transition from stunned silence to engaged teams teaches me a great deal about each individual. I see who are the natural leaders, who are the quiet thinkers, and who are the creative risk-takers. We use the shared experience as the foundation for our class relationships.”

Lee H.
Librarian/media specialist

“The first week of school, I give my students an ‘All About You’ survey to complete by making a list of their favorites. Then I have them use that list to write a paragraph about themselves and what they want me to know about them. This year, my classroom theme is going to be ‘Starbooks’/coffee with books, so I am going to have them complete an assignment called ‘espresso yourself’ by writing descriptive sentences about themselves. I also sit with my class during lunch and get to know them. Eating lunch with my students has been one of the best ways to get to know them because lunch time is relaxed and fun without having to worry about doing work.”

Angela D.
Grade 4 teacher

“Because I don’t resemble my students, and my outside life doesn’t resemble theirs, I will do just about anything to build relationships with my students. I think it is so important to take an interest in what they are doing outside of school. If they play sports, I ask them for their schedules so (hopefully) I can make a game or two! I like to know what they like to do outside of school. I also make sure they know about my life. My students and I are a team. To be successful, I have to trust them and they have to trust me! I talk with my students, and I notice what’s going on. I can tell if they are having a bad day and need to talk, and I can pull them out to speak with them and let them know I am here for them. I also make sure I notice things about them. Maybe they just went and got their hair or nails done. I make sure I compliment them. They need to feel good about themselves, and I want to encourage a positive relationship with them!”

Beth D.
Grade 7 teacher

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Tips for helping students find reliable news and online sources https://www.renaissance.com/2018/08/09/blog-tips-helping-students-find-reliable-news-online-sources/ Thu, 09 Aug 2018 13:26:22 +0000 https://renlearnstg.wpengine.com/?p=23492 You have 15 unread notifications! In a world of constant notifications, tweets, and status updates, we have access to more content than ever before. With a 24/7 media cycle, there’s more and more content being pumped out—some of it great, some of it…not so much. Our phones, tablets, and devices make this stream of content […]

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You have 15 unread notifications!

In a world of constant notifications, tweets, and status updates, we have access to more content than ever before. With a 24/7 media cycle, there’s more and more content being pumped out—some of it great, some of it…not so much. Our phones, tablets, and devices make this stream of content the focus of our attention with pings and “BREAKING NEWS” flashing across the top of our screens. But wait, all of this content means we’re more informed, right?

Well…

Yes and no. Some of this content could be classified as “fake news”. And while it’s hard enough for adults to distinguish between reliable news and fake news, it’s even more difficult for children to tell the difference.

Facebook’s struggle with fake news made headlines in 2017, and the platform admitted it struggles with weeding out a lot of its fake news. (In fact, Facebook is having scientists look at its private servers to combat the issue.) The platform is even running ads on television to improve its damaged reputation. And while some might not consider this a big deal, more Americans are getting their news from social media than ever before. The number is even higher for children. According to a study by the Pew Research Center, two-thirds (67%) of Americans report that they get at least some of their news on social media.

How can we fight unreliable sources and ensure students can tell the difference?

Encourage students to ask questions

While it’s absolutely fine to get updates from social media, it’s important that we encourage students to not assume everything is factual, reliable, and trustworthy. How do we do this? Have students look over a few online articles. Who’s the author? Is it a paid article or ad? Does it mention something about being sponsored content? Is it from another source? Asking these sort of questions will help students build critical-thinking skills.

Help students collect multiple sources

As media literacy expert Michelle Ciulla Lipkin notes in a recent post about media literacy, “Backing up a source by comparing the information on several different media networks is always a good idea.” Depending on where a piece of content comes from, an article on a topic could be very different than one about the same thing from a different source. Encourage students to compare and contrast different sources. What’s different? The same? Does one seem more negative? Encourage them to read several articles about the same topic. Reinforce the fact that personal bias exists, but as long as we’re aware, that’s okay.

Teach students to scan, scan, and scan

With trustworthy content, it should be easy to spot authors, publication dates, and brief information about the publisher itself. In addition, quotes and other sources referenced should be recognizable. Now, take a look at some questionable sources. Are things missing or hard to find? Does the author not quote sources or seem one-sided? If so, it might not be the best piece of content. Another giveaway? The headline. If it seems outrageous and uses multiple question marks or exclamation points, it might be best to look elsewhere. Often, unreliable sources will attempt to grab attention through outrageous headlines and claims. This leads to ad revenue, and sometimes, fake news is created just for that!

Promote working together with others

Unreliable sources are all over. Yet, when students help other students identify reliable sources of information, it helps them learn the differences and where to search next time. A possible exercise? Have students list the things to look for when determining if a source is reliable, then have them list some tip-offs that might make something unreliable. Eventually, these giveaways will stick with students as they absorb content outside of school.

There’s no question that our world is saturated with content—some of it great, some of it not so much. The trick is navigating all of this content and getting to the good stuff. Renaissance myON News™, helps students do just that. Articles are written by professional journalists and reviewed by a child psychologist for age-appropriateness. Every article is written at three Lexile® levels, with audio supports and engaging multimedia to further student understanding. Now, more than ever, it’s important that we help students develop the skills needed to differentiate between reliable and unreliable sources.

References

Chokshi, N. (2017). How to Fight ‘Fake News’ (Warning: It Isn’t Easy). New York Times. Retrieved from https://www.nytimes.com/2017/09/18/business/media/fight-fake-news.html

Shearer, S. & Gottfried, J. (2017). News Use Across Social Media Platforms 2017. Pew Research Center. Retrieved from http://www.journalism.org/2017/09/07/news-use-across-social-media-platforms-2017/

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4 essential skills for media literacy https://www.renaissance.com/2018/07/26/blog-4-essential-skills-media-literacy/ Thu, 26 Jul 2018 13:20:00 +0000 https://renlearnstg.wpengine.com/?p=23185 I would confidently argue that media literacy is the most important topic of our time. Media impacts every aspect of our lives, specifically affecting how we relate to, learn about, and interact with the people around us. Whether it’s through social media, blogs, advertising, or the nightly news, all aspects of media cumulatively affect our […]

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I would confidently argue that media literacy is the most important topic of our time. Media impacts every aspect of our lives, specifically affecting how we relate to, learn about, and interact with the people around us. Whether it’s through social media, blogs, advertising, or the nightly news, all aspects of media cumulatively affect our perception of the world and what is happening in it. With such an incredible impact on our daily lives, the ability to navigate, verify, and trust information is vital for everyone.

The organization I work for, The National Association for Media Literacy Education (NAMLE), is the umbrella group for media literacy education in the United States. To us, the issue is nonpartisan. It doesn’t matter what political party or belief system you follow; everyone is constantly exposed to media’s influence, which means we all must understand the messages around us.

Skill #1: Slowing down in a fast-paced world

One of the first challenges we encounter is keeping up with the speed of information. The rate at which media is produced and distributed is both fascinating and overwhelming. Oftentimes, news outlets don’t have the luxury of time because of how fast they’re expected to keep information flowing to their audience. They’re often forced to sacrifice accuracy for speed. As the consumers, we must be willing to do our own verification, especially in a world where the term “fake news” is being used with abandon.

There is an art to patience. The good news is that it can be taught. Just by emphasizing the importance of slowing down, stopping to verify a source, and backing it up with three other credible publications, we can better equip our students with the basic skillset and understanding to intelligently digest media.

By doing so, and by taking time to understand the information we receive, we can start to break the bad habits of our rapid-fire media consumption and sharing.

Skill #2: Finding the source(s)

There was a time when the dots of information were clearly connected, with fewer go-betweens from the direct source to the media outlet that was publishing it. Now, everything is significantly more complicated. When it comes to online media, start by following the links. They’ll help take you back to the places where the information came from. If they lead to a personal social media account, you might want to consider your confidence in the information before sharing it.

For all media, backing up a source by comparing the information on several different media networks is always a good idea. Are there noticeable differences between the facts that are being shared? What bias is there? Using multiple reputable national news sources as a reference is always a good idea.

Personally, I never believe what I hear right way. It’s not a matter of being overly cynical but consciously skeptical. The key is to find the right balance for you. Take the time to say, “Let’s see who else is saying this.” Backing up information is a great way to verify that it’s true.

Bottom line: If you don’t have time to verify it, you shouldn’t share it.

Skill #3: Exploring media as a creator

Not long ago, the definition of media literacy expanded to include media creation. No longer are students merely passive consumers of media—they are now active content creators via online sharing, posting, and commenting. Every time our students “Snap” a picture to a friend or comment on Instagram, they are contributing to the media landscape.

Include tools in your classrooms that help empower students to create their own media. For example, consider teaching students how to create videos, integrate coding skills, and explore and use apps. As we empower students to become effective creators, we instill critical thinking skills to support them as they navigate the incredible information flow they encounter daily.

And as they learn to create, they will also learn to question what others have created, what they are consuming, and what they choose to share.

Skill #4: Understanding bias

We hear a lot about media bias. Evaluating the media for bias includes asking questions about news sources, point of view, stereotypes, loaded language, etc. Identifying this type of bias is extremely important and is often covered in media literacy classes.

But I’d like to challenge educators to include personal bias in media literacy lessons. Personal inherent bias, also known as implicit bias, refers to beliefs or attitudes we have that impact decisions we make. These biases are often unconscious rather than explicit. We may not even understand that we have them or know how they impact our actions. Our personal bias impacts the way we see the world and interpret media messages.

Helping children understand that they may process news or information differently based on their personal bias is a key component of critical thinking and media literacy skills. Teaching students that they see the world a certain way based on factors including their environment, hometown, race, gender, and family make-up is important. I can only see the world through my eyes. My perception is colored by my life experience, my belief system, my childhood, my age, etc.

Getting to know your personal bias not only helps you understand yourself, but it also allows you to understand your reaction to media and to others.

Teachable moments

Personal bias can come up in the classroom in many ways. Debates and disagreements among students about a shared text can be a great opportunity to explore bias and teach empathy.

Educators can also be role models in showcasing their own bias. In my classroom, students know I’m going to tear up if I see a sweet moment in a commercial or a film about a mother and child. They also know I prefer satire to action and sitcoms to dramas. That’s me.

You can also explain to students that you chose specific books, films, and articles for your teaching because they are the resources you believe work best. Reiterate that these resources are not the only ones available, but they are what you decided are the best for the task at hand.

With the vast amounts of information we receive today, it’s critical that we—and our students—understand where our own values, beliefs, and experience come in when assessing media. Arming students with critical thinking skills, including an understanding of personal bias, will better equip them to be successful and empathetic in the classroom and beyond.

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Texas district’s dedication to reading spawns community-wide reading initiative https://www.renaissance.com/2018/07/25/ss-texas-district-dedication-reading-community-wide-reading-initiative/ Wed, 25 Jul 2018 20:48:00 +0000 https://renlearnstg.wpengine.com/?p=23223 Literacy is an inclusive, community imperative that extends well beyond the schools and campuses of Mission Consolidated Independent School District (MCISD), located in western Hidalgo County, Texas, just across the Rio Grande River from Mexico. MCISD serves close to 16,000 students in pre-K–12. Of these students, 99 percent are Hispanic, 32 percent are English Language […]

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Literacy is an inclusive, community imperative that extends well beyond the schools and campuses of Mission Consolidated Independent School District (MCISD), located in western Hidalgo County, Texas, just across the Rio Grande River from Mexico. MCISD serves close to 16,000 students in pre-K–12. Of these students, 99 percent are Hispanic, 32 percent are English Language Learners, 83 percent are economically disadvantaged, and close to 62 percent are considered at-risk.

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Mississippi Department of Education Approves Renaissance Star Assessments as K–3 Reading Screeners https://www.renaissance.com/2018/07/23/news-mississippi-approves-star-assessments-k-3-reading-screeners/ Mon, 23 Jul 2018 16:57:27 +0000 https://renlearnstg.wpengine.com/?p=23399 WISCONSIN RAPIDS, Wis. (July 23, 2018) – Renaissance®, a leader in pre-K–12 learning analytics, announced today that the Mississippi Department of Education (MDE) has approved Renaissance Star Assessments® as universal reading screeners in kindergarten through third grade, beginning in the fall of 2018. MDE, in collaboration with the Mississippi Reading Panel, selected Star Assessments to […]

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WISCONSIN RAPIDS, Wis. (July 23, 2018)Renaissance®, a leader in pre-K–12 learning analytics, announced today that the Mississippi Department of Education (MDE) has approved Renaissance Star Assessments® as universal reading screeners in kindergarten through third grade, beginning in the fall of 2018.

MDE, in collaboration with the Mississippi Reading Panel, selected Star Assessments to determine whether each student is likely to meet, not meet, or exceed academic benchmarks, and to identify the need for intervention and tiered support. The assessments align to Mississippi College- and Career-Readiness Standards, helping inform educators’ instructional decisions to reduce gaps in reading achievement.

Lowndes County School District in Columbus, Mississippi, uses Star Assessments in its elementary schools to track students’ performance, monitor growth, and predict state test scores. Christy Adams, principal at the district’s New Hope Elementary School, said that Star data helps educators at her school compare how their primary-grade students are performing in relation to the state’s accountability model.

“It is amazing how close Star’s ‘projected performance’ report is to actual scores,” said Adams. “We feel better knowing that kindergarten through second-grade students are being held to a high standard, and that students are ready for third grade and the state assessments.”

“We look forward to continuing to work with educators in Mississippi to identify and achieve their students’ reading growth goals in these critical early years,” said Jason Sutch, senior vice president of government affairs at Renaissance. “It’s been very rewarding to support educators in the state with the tools they need to measure and track reading growth, setting the foundation for students’ future academic success.”

In 2017, MDE announced that, for the third year in a row, the majority of pre-K and kindergarten students who took the statewide Star Early Literacy assessment made significant academic gains. This Kindergarten Readiness Assessment is given in all Mississippi public pre-kindergarten and kindergarten classrooms in the fall and spring of each year. This is the fourth year the state has used Star Early Literacy assessments to capture growth for its youngest students. The assessments provide a natural progression from pre-kindergarten through third grade, so educators can view complete, continuous data for each student.

Educators in Mississippi use the computer adaptive Star Assessments to screen an entire class in approximately 20 minutes, allowing teachers more time to focus on delivering personalized instruction that meets each child’s needs. These assessments also help teachers identify which students in kindergarten through third grade are at risk of missing grade-level performance benchmarks, and they’re able to use this data to proactively adjust instruction and improve student reading outcomes before end-of-year testing occurs.

For more information about Star Early Literacy, please visit: https://www.renaissance.com/products/assessment/star-360/star-early-literacy-skills/, and to learn more about Star Reading, please visit: https://www.renaissance.com/products/assessment/star-360/star-reading-skills/.


About Renaissance

Renaissance® is a leader in pre-K–12 learning analytics—enabling teachers, curriculum creators, and educators to drive phenomenal student growth. Renaissance’s solutions help educators analyze, customize, and plan personalized learning paths for students, allowing time for what matters—creating energizing learning experiences in the classroom. Founded by parents, upheld by educators, and enriched by data scientists, Renaissance knows learning is a continual journey—from year to year and for a lifetime. Our data-driven, personalized solutions are currently used in over one-third of U.S. schools and more than 70 countries around the world. For more information, visit www.renaissance.com.

Contact for Media Inquiries Only:

Katie Waite
Public Relations Manager
Renaissance
715-424-3636 ext. 2352
katie.waite@renaissance.com

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Francisco Partners completes acquisition of Renaissance https://www.renaissance.com/2018/07/20/news-francisco-partners-completes-acquisition/ Fri, 20 Jul 2018 14:53:47 +0000 https://renlearnstg.wpengine.com/?p=23204 WISCONSIN RAPIDS, Wis. (July 20, 2018) – Francisco Partners and Renaissance®, a leader in pre-K–12 learning analytics, today announced that their previously announced transaction has closed. This transaction builds upon Francisco Partners’ strength in education investing, having completed investments previously in myON®, a leading provider of digital literacy solutions, and Discovery Education, Inc., the leading […]

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WISCONSIN RAPIDS, Wis. (July 20, 2018) – Francisco Partners and Renaissance®, a leader in pre-K–12 learning analytics, today announced that their previously announced transaction has closed. This transaction builds upon Francisco Partners’ strength in education investing, having completed investments previously in myON®, a leading provider of digital literacy solutions, and Discovery Education, Inc., the leading provider of digital content and professional development for K–12 classrooms around the world.

Concurrent with closing, several of Francisco Partners’ limited partners joined the investor group, as did GEMS Education, a network of over 70 international schools in more than a dozen countries, and TPG’s RISE Fund, a social impact investment vehicle.

Chris Bauleke, CEO of Renaissance, said “I am excited to welcome new minority investors alongside Francisco Partners. Each of these organizations is well-positioned to add value and help Renaissance provide the best tools for students to improve their academic performance and outcomes.”

“GEMS’ mission since our inception has been to provide high quality education for students across the world,” said Sunny Varkey, Founder of GEMS Education. “We believe that Renaissance is uniquely positioned as a platform to accelerate learning for everyone and are excited to invest through Tmrw Digital, which is our group holding company for education technology investments.”

“Renaissance’s ability to improve education for students around the world fits perfectly with The Rise Fund’s focus on growing great businesses that create measurable, positive social impact,” said Tim Millikin, Principal at TPG who will join the board of Renaissance Learning. “The education sector is a key part of The Rise Fund’s growing portfolio, with a series of investments that reflect the fund’s thematic focus on digital tools for K–12 and the personalized learning those tools enable. We look forward to working with Renaissance and Francisco Partners as part of this global education strategy.”

“We are pleased to add like-minded investors who are passionate about the opportunity to improve education outcomes around the world and view Renaissance as platform to help deliver those solutions,” said Jason Brein, Partner at Francisco Partners.

Renaissance products are used in approximately one-third of U.S. schools and more than 70 countries worldwide. Its solutions help educators analyze students’ abilities and guide high-quality instruction. These solutions include Renaissance Star Assessments®, Renaissance Accelerated Reader®, myON®, Renaissance Accelerated Math®, and Renaissance Flow 360®. By working with Francisco Partners and its co-investors, the organization plans to continue to evolve its solutions and expand its global presence to serve additional school districts around the world.


About Renaissance

Renaissance® is a leader in pre-K–12 learning analytics—enabling teachers, curriculum creators, and educators to drive phenomenal student growth. Renaissance’s solutions help educators analyze, customize, and plan personalized learning paths for students, allowing time for what matters—creating energizing learning experiences in the classroom. Founded by parents, upheld by educators, and enriched by data scientists, Renaissance knows learning is a continual journey—from year to year and for a lifetime. Our data-driven, personalized solutions are currently used in over one-third of U.S. schools and more than 70 countries around the world. For more information, visit www.renaissance.com.

About Francisco Partners

Francisco Partners is a leading global private equity firm, which specializes in investments in technology and technology-enabled services businesses. Since its launch over 18 years ago, Francisco Partners has raised approximately $14 billion in capital and invested in nearly 200 technology companies, making it one of the most active and longstanding investors in the technology industry. The firm invests in transaction values ranging from $50 million to over $2 billion, where the firm’s deep sectoral knowledge and operational expertise can help companies realize their full potential. For more information on Francisco Partners, please visit www.franciscopartners.com.

About GEMS Education

GEMS Education was founded by the Varkey family over 55 years ago and is a family run business today. From that beginning, Sunny Varkey, the Founder and Chairman of GEMS Education has built the world’s largest provider of K-12 private education, educating over 250,000 students and employing over 13,000 teachers across 19 markets in the Middle East, North America, Europe, Asia and Africa.

Beyond brick and mortar education, GEMS has diversified into operating and investing in the EdTech space through their division Tmrw Digital. This enterprise looks to champion EdTech by making use of GEMS’ understanding of end market dynamics and receiving instant feedback from a captive userbase. This has enabled Tmrw digital to invest in start-up funds, anchor a private equity fund, make strategic investments into EdTech businesses as well as build operating business of some scale, from the knowledge base of being educators first.

When establishing Tmrw Digital, Sunny Varkey said “It is my hope that with tomorrow (Tmrw) in mind, we are able to build an enterprise that enables our entire GEMS ecosystem to benefit from the promise of technology. It is my belief that by pursuing this path we can serve society better and also build significant businesses that achieve our goals. This is an exciting time for our industry. It faces challenges that only technology and the investment in teaching can solve. We will be known for being the leaders in both.”

About The Rise Fund

The Rise Fund is the world’s largest global fund committed to achieving measurable, positive social and environmental outcomes alongside competitive financial returns – what we call “complete returns.” The Rise Fund is managed by TPG Growth, the global growth equity and middle market buyout platform of alternative asset firm TPG. By leveraging the global talent, resources, and track-record of TPG, The Rise Fund brings a unique ability to both help build businesses and simultaneously expand their positive social impact. The Rise Fund is led by a group of influential thought leaders with a deep personal and professional commitment to driving social and environmental progress. The board includes: Bill McGlashan, TPG Growth Founder and Managing partner; Bono, Jeff Skoll, Mo Ibrahim, Laurene Powell Jobs, Anand Mahindra and Pierre Omidyar. The Rise Fund’s objectives align with the U.N.’s Sustainable Development Goals. The Rise Fund invests in education, energy, food and agriculture, financial services, growth infrastructure, healthcare, and technology, media, and telecommunications companies that deliver complete returns. For more information, visit www.therisefund.com.

Contact for Media Inquiries Only:

Katie Waite
Public Relations Manager
Renaissance
715-424-3636 ext. 2352
katie.waite@renaissance.com

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Renaissance Solutions Named Tech & Learning Best of Show at ISTE 2018 https://www.renaissance.com/2018/07/11/news-renaissance-solutions-tech-learning-best-show-iste-2018/ Wed, 11 Jul 2018 17:02:46 +0000 https://renlearnstg.wpengine.com/?p=22988 Renaissance Star 360 and Renaissance myOn Reader named Best of Show winners WISCONSIN RAPIDS, Wis. (July 11, 2018) – Renaissance®, a leader in pre-K–12 learning analytics, is excited to announce that Tech & Learning named Renaissance Star 360® and Renaissance myOn Reader™ Best of Show winners at ISTE 2018 in Chicago. “It’s wonderful to see […]

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Renaissance Star 360 and Renaissance myOn Reader named Best of Show winners

WISCONSIN RAPIDS, Wis. (July 11, 2018)Renaissance®, a leader in pre-K–12 learning analytics, is excited to announce that Tech & Learning named Renaissance Star 360® and Renaissance myOn Reader™ Best of Show winners at ISTE 2018 in Chicago.

“It’s wonderful to see Star 360 and myON Reader recognized at ISTE,” said Elizabeth Lehnertz, vice president of product marketing at Renaissance. “Both of these solutions help educators measure and increase student growth. We’re incredibly excited to bring these award-winning products together to provide educators with a complete literacy growth solution.”

Star 360 provides educators with reliable screening, progress monitoring, and actionable data in just 20 minutes to make informed decisions about what their students are ready to learn next. Educators see precisely what their students have mastered, the goals students need to reach, and optimal paths to proficiency for each student.

myON Reader is a student-centered, personalized literacy program that gives students access to more than 13,000 enhanced digital books. Students can read at school or at home on any internet-enabled device. Titles are dynamically matched to each individual student’s interests, grade, and Lexile® reading level. myON Reader includes a mix of fiction and nonfiction content from Capstone Publishers—the leading educational and library publisher of the last 25 years—as well as more than 50 third-party publishers.

A full list of the winners can be found here: https://bit.ly/2KC1Z9T.

To learn more about Star 360 or myOn Reader, click the buttons below.

[button title=”Discover Star 360″ link=”https://www.renaissance.com/products/assessment/star-360/” color=”#34ACE8″ font_color=”#ffffff” size=”3″] [button title=”Discover myON Reader” link=”https://www.renaissance.com/products/myon-reader/” color=”#34ACE8″ font_color=”#ffffff” size=”3″]

About Renaissance

Renaissance® is a leader in pre-K–12 learning analytics—enabling teachers, curriculum creators, and educators to drive phenomenal student growth. Renaissance’s solutions help educators analyze, customize, and plan personalized learning paths for students, allowing time for what matters—creating energizing learning experiences in the classroom. Founded by parents, upheld by educators, and enriched by data scientists, Renaissance knows learning is a continual journey—from year to year and for a lifetime. Our data-driven, personalized solutions are currently used in over one-third of U.S. schools and more than 70 countries around the world. For more information, visit www.renaissance.com.

About Tech & Learning’s Best of Show Awards

Tech & Learning’s prestigious awards program honors great products at ISTE 2018. The products were selected by an anonymous panel of educator judges, who scoured the exhibit hall floor during the conference in Chicago. The judges rated their impressions on a sliding scale, evaluating areas such as quality and effectiveness, ease of use, and creative use of technology. They then met in person to decide which technologies will have the most impact in the classroom and deserved to be named Best of Show.

Contact for Media Inquiries Only:

Katie Waite
Public Relations Manager
Renaissance
715-424-3636 ext. 2352
katie.waite@renaissance.com

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What’s the difference? Criterion-referenced tests vs. norm-referenced tests https://www.renaissance.com/2018/07/11/blog-criterion-referenced-tests-norm-referenced-tests/ https://www.renaissance.com/2018/07/11/blog-criterion-referenced-tests-norm-referenced-tests/#comments Wed, 11 Jul 2018 13:33:45 +0000 https://renlearnstg.wpengine.com/?p=22698 Have you ever been perplexed by a situation like this one? In the fall, a student named Bruno did well on a district assessment. He scored 55 out of 100, which the district considers “proficient” for his grade level. His percentile rank was 88, which puts him ahead of his peers. Later that school year, […]

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Have you ever been perplexed by a situation like this one?

In the fall, a student named Bruno did well on a district assessment. He scored 55 out of 100, which the district considers “proficient” for his grade level. His percentile rank was 88, which puts him ahead of his peers.

Later that school year, in the spring, Bruno took the same assessment again. This time he scored 60, still “proficient” for his grade, but suddenly his percentile rank has dropped to 38.

What happened? Bruno’s spring score of 60 is higher than his fall score of 55, but his percentile rank is lower, dropping from 88 in the fall all the way down to 38 in the spring. How is that even possible?

In this blog, we’ll take a closer look at criterion-referenced tests vs. norm-referenced tests and how the different score types can confuse even the experts.

Criterion-referenced vs. norm-referenced tests

To understand what happened, we need to understand the difference between criterion-referenced tests and norm-referenced tests.

The first thing to understand is that even an assessment expert couldn’t tell the difference between a criterion-referenced test and a norm-referenced test just by looking at them. The difference is actually in the scores—and some tests can provide both criterion-referenced results and norm-referenced results!

How to interpret criterion-referenced tests

Criterion-referenced tests compare a person’s knowledge or skills against a predetermined standard, learning goal, performance level, or other criterion. With criterion-referenced tests, each person’s performance is compared directly to the standard, without considering how other students perform on the test. Criterion-referenced tests often use “cut scores” to place students into categories such as “basic,” “proficient,” and “advanced.”

ruler

Example of criterion-referenced measures

If you’ve ever been to a carnival or amusement park, think about the signs that read “You must be this tall to ride this ride!” with an arrow pointing to a specific line on a height chart. The line indicated by the arrow functions as the criterion; the ride operator compares each person’s height against it before allowing them to get on the ride.

Note that it doesn’t matter how many other people are in line or how tall or short they are; whether or not you’re allowed to get on the ride is determined solely by your height. Even if you’re the tallest person in line, if the top of your head doesn’t reach the line on the height chart, you can’t ride.

Criterion-referenced assessments work similarly: An individual’s score, and how that score is categorized, is not affected by the performance of other students.

In the charts below, you can see the student’s score and performance category (“below proficient”) do not change, regardless of whether they are a top-performing student, in the middle, or a low-performing student.

Criterion-referenced Test
Criterion-referenced Test
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This means knowing a student’s score for a criterion-referenced test will only tell you how that specific student performed in relation to the criterion, but not whether they performed below-average, above-average, or average when compared to their peers.

How to interpret norm-referenced tests

Norm-referenced measures compare a person’s knowledge or skills to the knowledge or skills of the norm group. The composition of the norm group depends on the assessment.

For student assessments, the norm group is often a nationally representative sample of several thousand students in the same grade (and sometimes, at the same point in the school year). Norm groups may also be further narrowed by age, English Language Learner (ELL) status, socioeconomic level, race/ethnicity, or many other characteristics.

teen benchmarks

Example of norm-referenced measures

One norm-referenced measure that many families are familiar with is the baby weight growth charts in the pediatrician’s office, which show which percentile a child’s weight falls in:

  • A child in the 50th percentile has an average weight
  • A child in the 75th percentile weighs more than 75% of the babies in the norm group and the same as or less than the heaviest 25% of babies in the norm group
  • A child in the 25th percentile weighs more than 25% of the babies in the norm group and the same as or less than 75% of them.

It’s important to note that these norm-referenced measures do not say whether a baby’s birth weight is “healthy” or “unhealthy,” only how it compares with the norm group.

For example, a baby who weighed 2,600 grams at birth would be in the 7th percentile, weighing the same as or less than 93% of the babies in the norm group. However, despite the very low percentile, 2,600 grams is classified as a normal or healthy weight for babies born in the United States—a birth weight of 2,500 grams is the cut-off, or criterion, for a child to be considered low weight or at risk. (For the curious, 2,600 grams is about 5 pounds and 12 ounces.)

Thus, knowing a baby’s percentile rank for weight can tell you how they compare with their peers, but not if the baby’s weight is “healthy” or “unhealthy.”

Norm-referenced assessments work similarly: An individual student’s percentile rank describes their performance in comparison to the performance of students in the norm group, but does not indicate whether or not they met or exceed a specific standard or criterion.

In the charts below, you can see that, while the student’s score doesn’t change, their percentile rank does change depending on how well the students in the norm group performed. When the individual is a top-performing student, they have a high percentile rank; when they are a low-performing student, they have a low percentile rank.

What we can’t tell from these charts is whether or not the student should be categorized as proficient or below proficient.

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This means knowing a student’s percentile rank on a norm-referenced test will tell you how well that specific student performed compared to the performance of the norm group, but will not tell you whether the student met, exceeded, or fell short of proficiency or any other criterion.

The difference between norm-referenced scores and criterion-referenced scores

Some assessments provide both criterion-referenced and norm-referenced results, which can often be a source of confusion.

For example, you might have a student who has a high percentile rank, but doesn’t meet the criterion for proficiency. Is that student doing well, because they are outperforming their peers, or are they doing poorly, because they haven’t achieved proficiency?

pyramid 7

The opposite is also possible. A student could have a very low percentile rank, but still meet the criterion for proficiency. Is this student doing poorly, because they aren’t performing as well as their peers, or are they doing well, because they’ve achieved proficiency?

pyramid 8

However, these are fairly extreme and rather unlikely cases. Perhaps more common is a “typical” or “average” student who does not achieve proficiency because the majority of students are not achieving proficiency.

In fact, this is the pattern we see with 2017 National Assessment of Educational Progress (NAEP) scores, where the “typical” fourth-grade student (50th percentile) has a score of 226 and the “average” fourth-grade student (average of all student scores) has a score of 222, but proficiency requires a score of 238 or higher.

pyramid 9

In all of these cases, educators must use …

  • Professional judgement
  • Knowledge of the student
  • Familiarity with standards and expectations
  • Understanding of available resources, and
  • Subject-area expertise

… to determine the best course of action for each individual student. The assessments—and the data they produce—merely provide information that the educator can use to help inform decisions.

Data to move learning forward

Discover assessments from Renaissance that help you to better identify and support each student’s needs.

Can a test provide both norm-referenced and criterion-referenced interpretations?

The short answer is “yes.” There are many instances of assessments that couple norm-referenced scores with criterion-referenced performance categories.

As an example, many universal screeners report both types of scores. Risk categories are often derived from empirical studies that use screener scores to predict a well-established outcome, such as the “proficient” classification on a state test. Universal screeners also report national percentile scores.

The combination of information makes universal screeners suitable for a variety of uses, including program evaluation and identifying students who need additional support—a point we’ll return to later in this blog.

What happened to Bruno?

So what happened to Bruno in the scenario described at the beginning of this post?

In the fall, Bruno scored 55 out of 100 on his district’s assessment. The district had set the cut-score for proficiency at 50, meaning that Bruno counts as “proficient.” The district’s assessment provider compared Bruno’s score of 55 to the fall scores of their norm group, and found that Bruno scored higher than 88% percent of his peers in the norming group. This gives him a percentile rank of 88.

pyramid 10

In the spring, Bruno takes the same test again. This time he scores 60, higher than this fall score. Since the district’s criterion for proficiency hasn’t changed, he is still categorized as proficient.

Just like Bruno, students in the norm group took the assessment twice—once in the fall and once in the spring. This time, the district’s assessment provider compares Bruno’s spring score to the spring scores of the norm group.

In this case, the students in the norm group had notable gains and scored much higher in the spring than they did in the fall. Because students in the norm group generally had much larger gains from fall to spring than Bruno did, Bruno’s spring score now puts him at the 38th percentile.

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For Bruno’s teacher, this is a sign of concern. Although Bruno is still categorized as proficient, he’s not keeping up with his peers and may be at risk of falling behind in future years. In addition, if the district or state raises the criterion for proficiency—which can happen when standards or assessments change—he might fall short of that new criterion and struggle to make enough gains in one year to meet more rigorous expectations.

This is one reason why it’s important for educators to monitor growth in addition to gains.

The importance of Student Growth Percentiles (SGP)

Gains are calculated by taking a student’s current score and simply subtracting their previous score. Gains indicate if a student has increased their knowledge or skill level, but do not indicate if a student is keeping up with their peers, surging ahead, or falling behind. For that, a growth measure is needed.

Growth—specifically a Student Growth Percentile or SGP—is a norm-referenced measure that compares a student’s gains from one period to another with the gains of their academic peers nationwide during a similar time span. Academic peers are defined as students in the same grade with a similar score history, which means low-performing students are compared to other low-performing students and high-performing students are compared to other high-performing students.

As a result, SGP helps educators quickly see if a student is making typical growth, or if they are growing much more quickly or much more slowly than their academic peers. SGP also allows teachers to see if two students with the same score are truly academically similar or if they actually have very different learning needs.

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How knowing Bruno’s SGP could have improved his outcome

In Bruno’s case, knowing his SGP in the fall would have allowed his teacher to see that he has been making slower-than-expected growth. At this point, she could have proactively worked to boost his growth—perhaps by:

  • Giving him additional practice opportunities
  • Assigning him to a different instructional group
  • Providing more targeted supports or scaffolding during lessons, or
  • Pairing him with a higher-performing student for peer tutoring.

She might have also decided to assess him more frequently, perhaps every two or three months throughout the school year, to monitor his gains and growth more closely.

These efforts may have helped Bruno to end the school year the same way he started it—as a top-performing student—and be better prepared him for the challenges of the next grade.

Why consistency with SGP is key

SGP is only available after a student has taken the assessment in at least two different testing windows. In order to have an SGP in the fall, a student must have taken the assessment in a previous school year.

In addition, the SGP reported with a student’s fall assessment score would show…

  • Spring-to-fall,
  • Winter-to-fall, or
  • Fall-to-fall

… growth from the last school year to the current school year, depending on when the student was last assessed. If that student then takes a midyear assessment in the winter, their updated SGP will reflect fall-to-winter growth for the current school year.

In all cases, SGP helps educators see trends in student learning and better predict future gains.

How norm-referenced assessment guides intervention

Now that we’ve considered student growth, let’s return to our earlier discussion of universal screeners. A norm-referenced assessment used in universal screening is designed to help you identify who needs extra support, who is on track, and who might benefit from accelerated instruction.

Because universal screeners are brief, they do not always tell you what support a student needs to get back on track. By combining different assessment data, however, you can create a detailed picture of which skills may need to be taught in order for students to become proficient. This data will also help you to determine if an intervention needs to occur:

Let’s take a closer look at the role of norm-referenced assessment in universal screening and—for students who are placed in intervention—progress monitoring.

Norm-referenced assessment in universal screening

As noted earlier, the key goal of norm-referenced assessment is to identify how a student performed compared to others in a predetermined peer group. This helps indicate the level of risk, or need, of the student.

Universal screeners are norm-based assessments administered with the intent of identifying students who may be at risk for poor learning outcomes. This assessment is typically:

  • Brief
  • Reliable; and
  • Valid

In universal screening, students from across the country (who are typically in the same grade) take an assessment. Educators can then analyze their scores to learn about their compared performance. For example:

  1. If a student’s score on a universal screener corresponds to the 75th national percentile, you know this student is performing at or above 75 percent of students in the national population. This is above the national average for the student’s current grade and season on that particular test.
  2. If another student’s score on the same test shows the 35th national percentile, you know this student is performing just below the national average for their grade level.

This information is important, so you know how much extra help a student needs to be considered “on-track” for success by the end of the school year.

The Renaissance solution for universal screening

Renaissance’s FastBridge and Star Assessments are norm-referenced universal screening solutions that offer both curriculum-based measures (CBMs) and computer-adaptive tests (CATs).

You can use FastBridge and Star to assess students in:

This combined approach improves reliability and validity of decisions by giving educators more accurate data about student learning—with results back faster than with any other system.

Norm-referenced assessment in progress monitoring

Another important goal of norm-referenced assessment is to regularly monitor a student’s progress in a particular area—typically weekly or biweekly. Progress monitoring tools are used to provide information about students who are participating in targeted Tier 2 and Tier 3 interventions.

Progress monitoring has three main objectives:

  1. To evaluate student learning outcomes: Tracking students over time will show if they have made expected gains with the provided intervention, as well as the additional gains needed to catch up to peers.
  2. To consider instructional change: Progress monitoring helps teachers to evaluate their own practices. A teacher can revise an intervention when progress data shows a student is not making gains.
  3. To determine eligibility for other educational services: Progress monitoring helps to determine if a student needs additional services and which services they may need, including special education services.

The Renaissance solution for progress monitoring

FastBridge and Star Assessments are also designed for progress monitoring. You can easily measure students’ rates of improvement, and you can also determine whether students are on-track to meet their goals. This helps you to determine whether each intervention should be…

  • Maintained
  • Modified; or
  • Intensified

…to close gaps and help students catch up to expectations.

Criterion-referenced assessment and performance categories

As noted earlier, criterion-referenced scores compare a student’s knowledge or skills against a criterion. The criterion might be based on expert judgment of, say, proficiency, or it might be based on an external indicator, like performance on another well-established test.

State accountability assessments are typically considered criterion-referenced assessments because they report results as proficiency levels that were established through carefully designed protocols. These protocols generally use expert teacher judgment about what students ought to know and be able to do at the end of the grade.

Usually, the criterion is a single score or a few scores that result in several possible performance categories. Therefore, criterion-referenced results tell you whether a student met a standard, but not how far above or below the standard the student performed. Academic tests often use “cut scores” to place students into criterion-based categories, such as:

  • Basic
  • Proficient
  • Advanced

Renaissance drives successful intervention with research-based assessments

To sum up, both norm-referenced and criterion-referenced scores are essential for gaining a complete picture of students’ performance and needs—and for helping to identify the best supports to move learning forward. If your school or district is looking for a complete solution for screening and progress monitoring for pre-K through grade 12, Renaissance can help.

Connect with an expert today to get started.

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Renaissance Star Assessments Approved as Reading Screening Assessments by Oklahoma State Board of Education https://www.renaissance.com/2018/06/28/news-star-assessments-approved-reading-screening-assessments-oklahoma/ Thu, 28 Jun 2018 20:09:46 +0000 https://renlearnstg.wpengine.com/?p=22717 Star Assessments align to Oklahoma Academic Standards and support state’s Reading Sufficiency Act WISCONSIN RAPIDS, Wis. (June 28, 2018) – Renaissance®, a leader in pre-K–12 learning analytics, announces that the Oklahoma State Board of Education (OSBE) has approved Renaissance Star Early Literacy® and Renaissance Star Reading® for screening in grades K–3 to support the Reading […]

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Star Assessments align to Oklahoma Academic Standards and support state’s Reading Sufficiency Act

WISCONSIN RAPIDS, Wis. (June 28, 2018)Renaissance®, a leader in pre-K–12 learning analytics, announces that the Oklahoma State Board of Education (OSBE) has approved Renaissance Star Early Literacy® and Renaissance Star Reading® for screening in grades K–3 to support the Reading Sufficiency Act.

Teachers can use the assessments to determine which students may need further testing to determine their specific reading needs. They can also use Renaissance Star Assessments® as diagnostic tools to pinpoint students’ reading skills and subskills within the Oklahoma Academic Standards. In addition, Oklahoma educators can use Star Early Literacy and Star Reading to monitor student growth and progress throughout the school year.

In 2014, Broken Arrow Public Schools (BAPS) in Broken Arrow, Oklahoma, adopted Star Assessments to keep every student on track to achieve learning objectives. Educators at BAPS experienced powerful results by evaluating the assessment data and adjusting instruction to support the state’s Reading Sufficiency Act, which requires that all students read at grade level by the end of third grade.

Beth Johnson, a former BAPS instructional technology specialist, who is now an Assistant Principal at BAPS’ Wolf Creek Elementary School, said, “One of our first ‘aha’ moments occurred when Star Assessments predicted with 99 percent accuracy our third-graders’ performance on upcoming state tests. Of the 1,400 students benchmarked, the assessments accurately predicted results for 1,393 … Having that Star Assessment data ahead of state testing gave teachers, students, and parents critical preparation time.”

“We’re pleased to be a preferred reading assessment for districts in Oklahoma,” said Laurie Borkon, vice president of government affairs at Renaissance. “For more than three decades, we’ve worked alongside educators in the state to help them achieve student growth goals. We look forward to continuing to support Oklahoma educators as they guide readers along their academic journeys.”

In about 20 minutes, the research-proven Star Assessments provide actionable, accurate data that helps teachers to personalize instruction, promote growth, and position students for lifelong success. A recent linking analysis proves Star Assessments accurately predict students’ performance on the Oklahoma School Testing Program (OSTP) assessments in English Language Arts and mathematics.

For example, educators can use Star Reading scores to identify which students in grades 3–8 are at risk of missing grade-level performance benchmarks, then use this data to proactively adjust instruction and improve student reading outcomes before end-of-year testing occurs.

For additional information and resources about Renaissance solutions for Oklahoma educators, please view this report. For more information about Star Assessments, please visit: https://www.renaissance.com/products/assessment/star-360/.


About Renaissance

Renaissance® is a leader in pre-K–12 learning analytics—enabling teachers, curriculum creators, and educators to drive phenomenal student growth. Renaissance’s solutions help educators analyze, customize, and plan personalized learning paths for students, allowing time for what matters—creating energizing learning experiences in the classroom. Founded by parents, upheld by educators, and enriched by data scientists, Renaissance knows learning is a continual journey—from year to year and for a lifetime. Our data-driven, personalized solutions are currently used in over one-third of U.S. schools and more than 70 countries around the world. For more information, visit www.renaissance.com.

Contact for Media Inquiries Only:

Katie Waite
Public Relations Manager
Renaissance
715-424-3636 ext. 2352
katie.waite@renaissance.com

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4 tips to get the most out of What Kids Are Reading https://www.renaissance.com/2018/06/28/blog-4-tips-what-kids-are-reading/ Thu, 28 Jun 2018 13:34:31 +0000 https://renlearnstg.wpengine.com/?p=22468 During the 2016–2017 school year, 9.4 million K–12 students read 323 million books and articles, per data captured by Renaissance Accelerated Reader®. Just under 80 pages, the 2018 What Kids Are Reading report is loaded with a ton of reading tips, trends, and research. With all that jam-packed information, it can be tough to digest […]

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During the 2016–2017 school year, 9.4 million K–12 students read 323 million books and articles, per data captured by Renaissance Accelerated Reader®. Just under 80 pages, the 2018 What Kids Are Reading report is loaded with a ton of reading tips, trends, and research. With all that jam-packed information, it can be tough to digest the report in one or two sittings. Below, we’ve highlighted four tips from our email series to help you get the most out of What Kids Are Reading, along with some real-life examples of how you can use the report in the classroom.

#1. Guide students to their next great read

Create a bookstore-style display. You know the feeling you get when walking through a bookstore? Titles, authors, and covers call to you, piquing your interest. You pick up books and read their first pages or back covers.

Use the “Top 25 Books Overall” lists in What Kids Are Reading to identify which books are the most popular for each grade. In the school library or classroom, create a display that features a selection of the top books from the report. Use sticky notes or bookmarks to indicate a book’s ranking—and don’t be surprised if #1 is constantly checked out!

#2. Place an emphasis on nonfiction content

Focus on visuals. Informational texts are often filled with graphs, charts, maps, diagrams, and other information-heavy visuals. Taking the time to dig into text features and reveal all the interesting information they share can make reading nonfiction much more engaging for students.

You can use any nonfiction text—even a science textbook—for this activity, but the “Top 10 Nonfiction Articles” in What Kids Are Reading might be a great place to start. Use a projector or smartboard to display a visually heavy informational text for a small group or classroom. Ask students what they think the main idea or theme is using only the visuals, then read the article as a group and have students discuss how the visuals support or enrich the text.

#3. Help students become agents of their own success

Set personalized goals. A growth mindset includes the belief that abilities can always be improved with time and effort. Students with a growth mindset understand it’s OK if they don’t succeed at a task at first—it just means they need to keep trying until they do.

The “K–12 Insights & Analysis: Struggling Readers” section of What Kids Are Reading shows how quantity, quality, and challenge of reading practice relate to growth. Explain to students how the decisions they make about their reading practice—to read more closely, read more words, or read for longer—can make them better readers, even if they initially struggle. Guide each student in setting personalized goals around one or more of these factors to help them take control of their own reading growth.

#4. Encourage families to support their children’s reading success

Share the report. Families underestimate how hard it can be for some kids to find books they enjoy. Overall, only 29% of parents think their kids have trouble finding good books, but a full 41% of children report they have difficulty finding books they like.1

Make it easier for families to give their kids great book recommendations by sharing What Kids Are Reading with them. Anyone with Internet access can download a full copy of the report. For families without access at home, you may want to print just the pages for their child’s grade and send those pages home with your weekly or monthly newsletter.

References

1 Scholastic. (2017). Kids & family reading report. Retrieved from http://www.scholastic.com/readingreport/files/Scholastic-KFRR-6ed-2017.pdf.

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Renaissance Announces New Appointments within Executive Leadership Team https://www.renaissance.com/2018/06/25/news-renaissance-new-appointments-executive-leadership-team/ Mon, 25 Jun 2018 13:00:03 +0000 https://renlearnstg.wpengine.com/?p=22665 Todd Brekhus named chief product officer and Sarah DiFrancesco appointed chief marketing officer to drive continued growth of solutions that help accelerate learning for all WISCONSIN RAPIDS, Wis. (June 25, 2018) – Renaissance®, a leader in pre-K–12 learning analytics, today announced the appointment of Todd Brekhus as the company’s chief product officer, and the appointment […]

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Todd Brekhus named chief product officer and Sarah DiFrancesco appointed chief marketing officer to drive continued growth of solutions that help accelerate learning for all

WISCONSIN RAPIDS, Wis. (June 25, 2018)Renaissance®, a leader in pre-K–12 learning analytics, today announced the appointment of Todd Brekhus as the company’s chief product officer, and the appointment of Sarah DiFrancesco as chief marketing officer, effective immediately. Brekhus and DiFrancesco will drive product innovation and marketing initiatives that will help the company deliver best-in-class solutions to educators around the world.

“I’m thrilled to have Todd and Sarah take on these key leadership roles at Renaissance,” said Chris Bauleke, CEO of Renaissance. “Both of them bring extensive K–12 experience and a commitment to improving student growth outcomes, which will help Renaissance achieve our mission of accelerating learning for all.”

As chief product officer, Brekhus is responsible for leading the product strategy, and defining product requirements and user experience to deliver innovative solutions that help educators measure and increase student growth. Brekhus has more than 25 years of experience as an EdTech innovator, including the creation of myON, a personalized literacy platform that that is now part of Renaissance’s literacy portfolio. Brekhus served as the president of myON since 2009 and played a pivotal role in growing myON’s product capabilities. To date, myON provides access to more than 13,000 digital titles.

In her role as chief marketing officer, DiFrancesco will oversee the planning, development, and execution of Renaissance marketing initiatives to ensure educators and district leaders know the power of Renaissance solutions. DiFrancesco joins the company after serving as vice president of marketing at myON. Prior to myON, she was vice president of business development for Barnes & Noble, where she was responsible for the company’s K–12 division, national events and initiatives, and the educator loyalty program.

For more information about Renaissance’s leading assessment and reading and math practice solutions, please visit: www.renaissance.com.


About Renaissance

Renaissance® is a leader in pre-K–12 learning analytics—enabling teachers, curriculum creators, and educators to drive phenomenal student growth. Renaissance’s solutions help educators analyze, customize, and plan personalized learning paths for students, allowing time for what matters—creating energizing learning experiences in the classroom. Founded by parents, upheld by educators, and enriched by data scientists, Renaissance knows learning is a continual journey—from year to year and for a lifetime. Our data-driven, personalized solutions are currently used in over one-third of U.S. schools and more than 70 countries around the world. For more information, visit www.renaissance.com.

Contact for Media Inquiries Only:

Katie Waite
Public Relations Manager
Renaissance
715-424-3636 ext. 2352
katie.waite@renaissance.com

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Renaissance Literacy Growth Products Receive 2018 SIIA Education Technology CODiE Awards https://www.renaissance.com/2018/06/15/news-renaissance-literacy-growth-products-2018-siia-codie-awards/ Fri, 15 Jun 2018 13:52:41 +0000 https://renlearnstg.wpengine.com/?p=22166 Renaissance Accelerated Reader 360, myON, by Renaissance, and Todd Brekhus, chief product officer at Renaissance, all honored with prestigious industry awards WISCONSIN RAPIDS, Wis. (June 15, 2018) – Renaissance®, a leader in pre-K–12 learning analytics, announced today that two of its literacy growth products, Renaissance Accelerated Reader 360® and myON®, by Renaissance, received a 2018 […]

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Renaissance Accelerated Reader 360, myON, by Renaissance, and Todd Brekhus, chief product officer at Renaissance, all honored with prestigious industry awards

WISCONSIN RAPIDS, Wis. (June 15, 2018)Renaissance®, a leader in pre-K–12 learning analytics, announced today that two of its literacy growth products, Renaissance Accelerated Reader 360® and myON®, by Renaissance, received a 2018 SIIA CODiE Award. Accelerated Reader 360 was named Best Learning Capacity-Building Solution, for the second year in a row, and myON won for Best ESL, ELL or World Language Acquisition Solution.

Accelerated Reader 360 engages K–12 students in independent and close-reading practice, helping match students with the right book at the right reading level. myON supports English Language Learners with its student-centered learning environment that includes a growing core library of more than 5,800 authentic texts, including Spanish and dual-language titles, for K–12 students. Together, the products provide a complete literacy growth solution that helps educators motivate students and measure literacy skills.

In addition to these product awards, Renaissance’s Chief Product Officer, Todd Brekhus, was recognized at SIIA’s annual awards celebration with a Lifetime Achievement Award. Brekhus earned the prestigious accolade as part of SIIA’s 2017 Company CODiE Awards, which honor outstanding individuals and teams for their accomplishments, leadership, and commitment to their respective industry.

“I would like to extend my deepest gratitude to SIIA for this recognition,” said Brekhus. “I also want to thank the myON and Renaissance teams, our loyal customers, my mentors, friends, and family for supporting our charge of encouraging a love and passion for reading in children around the world. It’s an exciting time for both Renaissance and myON as we bring our products together. This CODiE award recognition of our literacy products builds upon that excitement, and underscores the work we’re doing to create personalized learning environments, providing ‘just right’ books, and giving teachers the tools they need to collect real-time, actionable data to improve student literacy growth.”

The CODiE Education Technology Award winners were announced during a ceremony in San Francisco on June 13 at the Hilton San Francisco Financial District, hosted by the Education Technology Industry Network, a division of SIIA. Educators and administrators served as judges for the first-round review of nominees to determine the education finalists, and SIIA members then voted on the finalist products. The scores from both rounds were tabulated to determine the winners.

The SIIA CODiE Awards are the premier awards for the software and information industries and have been recognizing product excellence for over 30 years. The awards offer 91 categories that are organized by industry focus of education technology and business technology.

A full list of the winners can be found here: https://bit.ly/2MrI3YE.


About Renaissance

Renaissance® is a leader in pre-K–12 learning analytics—enabling teachers, curriculum creators, and educators to drive phenomenal student growth. Renaissance’s solutions help educators analyze, customize, and plan personalized learning paths for students, allowing time for what matters—creating energizing learning experiences in the classroom. Founded by parents, upheld by educators, and enriched by data scientists, Renaissance knows learning is a continual journey—from year to year and for a lifetime. Our data-driven, personalized solutions are currently used in over one-third of U.S. schools and more than 70 countries around the world. For more information, visit www.renaissance.com.

About the SIIA CODiE Awards

The SIIA CODiE™ Awards is the only peer-reviewed program to showcase business and education technology’s finest products and services. Since 1986, thousands of products, services and solutions have been recognized for achieving excellence. For more information, visit www.siia.net/CODiE.

Contact for Media Inquiries Only:

Katie Waite
Public Relations Manager
Renaissance
715-424-3636 ext. 2352
katie.waite@renaissance.com

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Ohio Department of Education Approves Renaissance Star Assessments to Support Districts’ Student Growth Goals https://www.renaissance.com/2018/06/15/news-ohio-approves-star-assessments-support-student-growth-goals/ Fri, 15 Jun 2018 12:30:12 +0000 https://renlearnstg.wpengine.com/?p=21502 Star Assessments provide efficient, valid measures of student growth, aligning to Ohio Learning Standards WISCONSIN RAPIDS, Wis. (June 15, 2018) – Renaissance®, a leader in pre-K–12 learning analytics, announces that the Ohio Department of Education has approved Renaissance Star Assessments® with high marks in multiple assessment categories for the 2018-2019 school year. Renaissance is also […]

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Star Assessments provide efficient, valid measures of student growth, aligning to Ohio Learning Standards

WISCONSIN RAPIDS, Wis. (June 15, 2018)Renaissance®, a leader in pre-K–12 learning analytics, announces that the Ohio Department of Education has approved Renaissance Star Assessments® with high marks in multiple assessment categories for the 2018-2019 school year. Renaissance is also the only approved vendor that developed an assessment specifically built to measure third-grade reading proficiency in Ohio.

Star Assessments, which are proven to align to the Ohio Learning Standards, support Ohio districts and schools by helping educators maximize time and resources to improve student growth. The Ohio Department of Education approved Star Assessments in the following categories:

  • K-3 Diagnostic Assessment for the Third Grade Reading Guarantee

  • Alternative Standardized Assessment for Third Grade Reading

  • Teacher and Principal Evaluation

  • Pre-screening Instruments for Children Who are Gifted

“We look forward to serving administrators and teachers in Ohio as a preferred assessment vendor,” said Laurie Borkon, vice president of government affairs at Renaissance. “We have worked with districts in the state for decades, helping educators measure students’ growth and guide students toward mastery of the Ohio Learning Standards. We are also very pleased that our Star Assessment for third grade, built specifically to measure third-grade reading proficiency, passed with high marks.”

Ohio’s Third Grade Reading Guarantee helps to identify and support students from kindergarten through third grade who are behind in reading. Star Assessments enable educators in Ohio to determine what students in these early grades know and who may need additional support.

Star Assessments provide screening, progress monitoring, and growth data that give educators reliable insight to help lead their students toward mastering Ohio’s Learning Standards in early literacy, reading, and math. These assessments promote student growth and position students for future success. The 20-minute computer adaptive assessments deliver actionable, accurate information in the shortest amount of testing time.

For more information about Star Assessments, please visit: www.renaissance.com.


About Renaissance

Renaissance® is a leader in pre-K–12 learning analytics—enabling teachers, curriculum creators, and educators to drive phenomenal student growth. Renaissance’s solutions help educators analyze, customize, and plan personalized learning paths for students, allowing time for what matters—creating energizing learning experiences in the classroom. Founded by parents, upheld by educators, and enriched by data scientists, Renaissance knows learning is a continual journey—from year to year and for a lifetime. Our data-driven, personalized solutions are currently used in over one-third of U.S. schools and more than 70 countries around the world. For more information, visit www.renaissance.com.

Contact for Media Inquiries Only:

Katie Waite
Public Relations Manager
Renaissance
715-424-3636 ext. 2352
katie.waite@renaissance.com

The post Ohio Department of Education Approves Renaissance Star Assessments to Support Districts’ Student Growth Goals appeared first on Renaissance.

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Don’t confuse participation and engagement in middle and high school https://www.renaissance.com/2018/06/07/blog-dont-confuse-participation-and-engagement-in-middle-and-high-school/ Thu, 07 Jun 2018 16:57:00 +0000 https://www.renaissance.com/?p=63377 As a subject matter expert in secondary education, one of the best parts of my job is getting to walk through classrooms observing high-quality instruction. I get to talk with site leaders. I get to work with instructional coaches and discuss what makes a really great classroom with effective instruction for all learners. In this […]

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As a subject matter expert in secondary education, one of the best parts of my job is getting to walk through classrooms observing high-quality instruction. I get to talk with site leaders. I get to work with instructional coaches and discuss what makes a really great classroom with effective instruction for all learners.

In this blog, I’m going to share something with you that some of the best principals I know have already figured out: There’s a clear difference between participation and engagement when you’re in a high school or middle school classroom. In fact, it’s essential to focus on the issue of participation vs. engagement in order to identify high-quality instruction.

I’m also going to give you a couple of tips that will help you spot when students are participating but are not necessarily engaged. Then I’ll show you the clues you should be looking for that mean students are deeply engaged in learning. Because it’s possible for students to be highly participatory in class but not engaged in a meaningful way with the content.

When this occurs, your lessons are much less impactful than they could be.

Teen girl on tablet with teacher

4 signs of disengaged participation in the classroom

First, let’s take a look at some of the signs that indicate students are involved rather than being engaged during a lesson.

#1: Students give single-word answers

This would be, for example, when students are answering your questions with single words or brief phrases. Even if they provide the correct answer and are answering enthusiastically, students don’t normally talk in single words and phrases—especially when they’re talking about something that has a personal connection or meaning for them.

So, even if you’re hearing the right answers, it doesn’t necessarily mean your students are engaged in the content.

#2: Students stay at low Depth of Knowledge (DOK) levels

Another clear sign that students are not engaged in meaningful learning is when all the questions and answers are coming out of a Depth of Knowledge Level 1 or Level 2. (DOK 1 = Recall and reproduction; DOK 2 = Skills and concepts.)

I see this frequently in math classes. I’ll be visiting classrooms, and students and teachers will be working out problems on the board or in an interactive way. But if the teacher is basically using the students as human calculators, asking them to compute figures, it doesn’t mean that they’re engaged in true problem-solving.

To put this another way: Asking students to do computations does not mean that they’re learning the actual math concepts. There’s a big difference in participation vs. engagement in this context. Participating in class while solving a single problem and engaging with the concept in a meaningful way are not the same thing.

Students working on whiteboard

#3: Students don’t need time to think

Here’s something that you can always watch for if you’re thinking about student engagement. If students don’t need wait time before answering a question, they’re not thinking.

It’s great to walk into a classroom and hear students actively participating and responding to the teacher’s questions. But if they’re able to fire back answers as fast as the teacher is able to call the questions out, that means students are not engaged in the learning process. They’re simply repeating back the knowledge they already have.

There’s a lack of engagement, even though the participation level in the room is very high.

#4: The majority of classroom interactions are between students and the teacher

Even if everything else looks great, I want you to watch who’s doing all of the talking in the classroom. If the conversation is largely between students and the teacher, there’s no engagement. Student-to-teacher conversation is participation.

You can have deep engagement between a student and the teacher, but we’re talking about teenagers here. If teenagers are engaged in a lesson and they’re making personal meaning out of it, they are going to talk to each other about it rather than just having a conversation with their instructor.

So, if there is really meaningful engagement going on in the classroom, you’re not going to have as much student-to-teacher conversation, because students will be speaking with peers instead.

Solutions for middle & high school

Discover literacy and math solutions from Renaissance to help engage every learner.

Smiling teen boy in class

4 Signs of true engagement in the classroom

So, what are some signs that the students are really engaged in a meaningful way and learning? Here’s what I think you’ll see happening when students are truly engaged.

#1: Students talk in complete sentences without prompting

Students naturally talk in complete sentences. When a student cares about or is actively participating in the content, they won’t just give one-word answers. It’s really human for us to speak in complete sentences. Single words and phrases mean the student is disengaged.

#2: Students make lots of “I” statements

You’ll also want to listen for the number of “I” statements that students are making: “I think…,” “I just realized that…,” “I’m surprised that…,” “I wonder whether…,” “I remember when…,” etc. As preteens and teenagers start to make sense of their learning, they’re going to be connecting it to:

  • What they’ve seen
  • What they’ve heard
  • What they’ve thought
  • What they’ve felt

So, when you hear lots of “I” statements, that’s a really good sign that the students are making sense of and organizing the information in a way that makes sense to them. “I” statements are a better indicator of engagement than just being able to provide the right answer.

Smiling teen boy in class

#3: Students spontaneously interact with one another

You should also see spontaneous student-to-student conversations. If the student and teacher have a two-way conversation and everybody else listens passively, that means the other learners are not engaged.

As every high school educator knows, teenagers don’t usually stay out of each other’s business. Whatever one teenager says is going to spark an idea, a rebuttal, or an elaboration from somebody else. So, you want to see student-to-student interaction where they’re building, contradicting, or rebutting what the other student is saying (ideally in a respectful way).

Student-to-student interaction is the best sign that students are truly and meaningfully engaged in the content you’re teaching.

#4: Conversations go “off topic”

Another great sign that students are engaged in the content is when the teacher is really working to keep it on topic. Teenagers don’t naturally stay on topic; instead, they are constantly pulling in new ideas.

And again, this is a sign that they’re making sense of and ordering the facts in a way that makes sense within their learning. It’s actually a good thing when students are wandering off of the main topic in their conversations, asking questions of the teacher and of each other, and making connections between topics or skills.

Supporting student engagement in middle and high school

Meaningful engagement is the most important component as we get down to:

  • Depth of Knowledge Level 3 (Short-term strategic thinking)
  • Depth of Knowledge Level 4 (Extended thinking)
  • Conversations; and
  • Having students really start to make sense of their own learning

So, as you’re looking at the instruction in your own school, don’t get involvement vs. engagement confused. Make sure you’re watching to see that your students are getting really engaged in a lesson, are making connections, and are talking with each other about the content they’re learning.

Renaissance solutions for secondary students

If you’re looking for literacy and math solutions for middle and high school learners, Renaissance can help. We offer:

  • Accelerated Reader, to motivate and monitor students’ independent reading practice
  • myON, which provides 24/7 access to engaging digital books, including a wide variety of classics
  • Freckle, for differentiated skills practice in ELA and mathematics
  • Nearpod, for teacher-facilitated instruction and engagement

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Atlanta students slam-dunk rivals with 3,000+ hours of reading https://www.renaissance.com/2018/05/31/ss-atlanta-students-slam-dunk-rivals-3000-hours-reading/ Thu, 31 May 2018 17:42:31 +0000 https://renlearnstg.wpengine.com/?p=21539 It has all the makings of a classic hoops tale—bracket predictions, fierce competition, and a trash-talking title run from a Cinderella team. But in this tale, the basketballs are books and the hoopsters are a team of pumped-up students at Tuskegee Airmen Global (TAG) Academy in Atlanta, Georgia. Underfunded and underestimated, TAG Academy students set […]

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It has all the makings of a classic hoops tale—bracket predictions, fierce competition, and a trash-talking title run from a Cinderella team. But in this tale, the basketballs are books and the hoopsters are a team of pumped-up students at Tuskegee Airmen Global (TAG) Academy in Atlanta, Georgia. Underfunded and underestimated, TAG Academy students set out to prove they could read with the best, then round-by-round, knocked off each of their challengers in the district’s annual Spring Reading Madness tournament.

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3 easy steps to creating a personalized literacy environment in the digital age https://www.renaissance.com/2018/05/31/blog-3-easy-steps-creating-personalized-literacy-environment-digital-age/ https://www.renaissance.com/2018/05/31/blog-3-easy-steps-creating-personalized-literacy-environment-digital-age/#comments Thu, 31 May 2018 15:18:51 +0000 https://renlearnstg.wpengine.com/?p=21527 Like many schools across the country, my school, Dr. Martin Luther King Elementary School, a Title 1 school in Providence, Rhode Island, is beginning to explore teaching practices and digital learning tools that help students develop the skills they will need to thrive in our tech-driven world. Teachers across the country are transitioning from an […]

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Like many schools across the country, my school, Dr. Martin Luther King Elementary School, a Title 1 school in Providence, Rhode Island, is beginning to explore teaching practices and digital learning tools that help students develop the skills they will need to thrive in our tech-driven world. Teachers across the country are transitioning from an industrial-age model of teaching and learning to a methodologies-aimed focus to prepare students for the digital information era. Based on these efforts, the computer-to-student ratio at my school has changed from 1:6 schoolwide to 1:1 in grades 2–5 and 1:3 in our kindergarten and first-grade classrooms in just three short years.

However, it has become abundantly clear that although digital learning tools have incredible potential to enable personalized learning, we must consider much more than simply ensuring that every student has access to a computer. In my role as a literacy coach, I work closely with my school’s leadership team to develop and implement our comprehensive instructional plan. We’ve learned there is no step-by-step or how-to guide for creating an approach that reaches all learners while addressing 21st-century skills. We have discovered that it takes a shared vision, commitment from all stakeholders, professional development, and time for classrooms to successfully implement a student-centered approach that aligns to standards, fosters independence, and motivates students.

Here are three key concepts guiding our transition towards incorporating digital platforms into personalized learning.

#1. Student choice and voice

Collaboration and project-based learning are key components in a personalized learning model. They lead to high levels of differentiation and engagement as students expand on their interests. When students exercise choice with the appropriate guidance, they learn to take ownership of their learning. Since personalized learning begins and ends with the student, digital platforms that rely on teachers to customize learning experiences based on their knowledge of their students will have the greatest impact on agency, motivation, and achievement.

#2. Real-time, actionable data

Data use is fundamental to personalized learning. Teachers need timely, robust data to understand students’ strengths and areas of need, discover how to target supports, and measure progress over time. Actionable data allows teachers to engage in personalized conversations with students about what learning strategies are supporting their success and how to adapt strategies when they are not meeting their learning goals. Students also need access to real-time data to help them become aware of their own performance, reflect, and set goals. When students have access to real-time data, they feel in control of their learning and exude confidence in their abilities to continue to grow.

#3. Professional development

With current technology, it’s critical that teachers are given the time and resources to learn how to use digital platforms to meet learners where they are, teach them all in the ways in which they learn best, and facilitate optimal learning experiences for all students. Teachers need a lot of opportunities to deepen their understanding of personalized learning, plan and collaborate with colleagues, and engage in hands-on experiences with digital platforms. Although the student is the center of personalized learning, how teachers cultivate technology to meet their students’ needs leads to success with this instructional model. Teachers can never be replaced by technology; rather, they are guides who will shape educational experiences for students, helping them engage with learning tools that will enrich and support deeper learning.

I’m proud to work in a school district that is committed to personalizing learning to meet every student’s educational needs. Providence Public Schools has moved toward greater school-based decision-making about budgets, programming, and curriculum. After piloting Renaissance myON® Reader, our school will invest in the personalized literacy environment as one instructional resource that will help us transition to a more personalized learning approach.

Student engagement in reading was the most notable result of the pilot. Students reflected on their real-time data, saw their growth, and became motivated to improve. After considering which digital platform could best support student choice and voice; provide real-time, actionable data on student proficiency, progress, and habits; and offer various ways for teachers to personalize instruction, we chose myON Reader as our student-centered, personalized literacy environment.

We live in an age in which students have seemingly infinite access to all types of information with the click of a mouse or the touch of a screen. Teachers must be able to prepare students for an ever-changing world. With the right digital platforms, teachers can support data-driven learning like never before, personalizing learning to students’ interests, passions, strengths, and needs.

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Renaissance Appoints Chris Bauleke As Chief Executive Officer https://www.renaissance.com/2018/05/31/news-renaissance-appoints-chris-bauleke-chief-executive-officer/ Thu, 31 May 2018 13:23:22 +0000 https://renlearnstg.wpengine.com/?p=21690 WISCONSIN RAPIDS, Wis. (May 31, 2018) – Francisco Partners, a leading technology-focused global private equity firm, has completed the acquisition of Renaissance®, a leader in pre-K–12 learning analytics, from Hellman & Friedman and the other Renaissance stockholders. In conjunction with the closing, Chris Bauleke has been appointed chief executive officer of Renaissance, effective immediately. Bauleke, […]

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WISCONSIN RAPIDS, Wis. (May 31, 2018) – Francisco Partners, a leading technology-focused global private equity firm, has completed the acquisition of Renaissance®, a leader in pre-K–12 learning analytics, from Hellman & Friedman and the other Renaissance stockholders. In conjunction with the closing, Chris Bauleke has been appointed chief executive officer of Renaissance, effective immediately.

Bauleke, the former CEO of myON, now a part of Renaissance, brings more than 20 years of leadership experience to the CEO role at Renaissance. As CEO of myON, Bauleke led the expansion of the company’s digital content solutions, and helped myON increase its number of student users by 30 percent. Prior to myON, Bauleke helped grow and scale leading healthcare services and information technology companies, serving as CEO of Healthland, and in various executive leadership roles at McKesson.


About Renaissance

Renaissance® is a leader in pre-K–12 learning analytics—enabling teachers, curriculum creators, and educators to drive phenomenal student growth. Renaissance’s solutions help educators analyze, customize, and plan personalized learning paths for students, allowing time for what matters—creating energizing learning experiences in the classroom. Founded by parents, upheld by educators, and enriched by data scientists, Renaissance knows learning is a continual journey—from year to year and for a lifetime. Our data-driven, personalized solutions are currently used in over one-third of U.S. schools and more than 70 countries around the world. For more information, visit www.renaissance.com.

About Francisco Partners

Francisco Partners is a leading global private equity firm, which specializes in investments in technology and technology-enabled services businesses. Since its launch over 18 years ago, Francisco Partners has raised approximately $14 billion in capital and invested in nearly 200 technology companies, making it one of the most active and longstanding investors in the technology industry. The firm invests in transaction values ranging from $50 million to over $2 billion, where the firm’s deep sectoral knowledge and operational expertise can help companies realize their full potential. For more information on Francisco Partners, please visit https://www.franciscopartners.com/.

Contact for Media Inquiries Only:

Katie Waite
Public Relations Manager
Renaissance
715-424-3636 ext. 2352
katie.waite@renaissance.com

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Alabama SAIL program yields learning gains of 4 months https://www.renaissance.com/2018/05/24/ss-alabama-sail-program-yields-learning-gains-4-months/ Thu, 24 May 2018 15:42:04 +0000 https://renlearnstg.wpengine.com/?p=21435 The summer slide isn’t just the bane of fall-semester teachers. Studies suggest that for disadvantaged students, summer learning loss can be the primary contributor to a reading achievement gap that leaves students three years behind by the end of ninth grade.1 That’s the bad news. But the good news is that across Alabama, Summer Adventures […]

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The summer slide isn’t just the bane of fall-semester teachers. Studies suggest that for disadvantaged students, summer learning loss can be the primary contributor to a reading achievement gap that leaves students three years behind by the end of ninth grade.1 That’s the bad news. But the good news is that across Alabama, Summer Adventures in Learning (SAIL) collaborators are combining their talents, resources, and tools to harness the power of summer, using the time to bolster student learning and shrink gaps.

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Louisiana Principal of the Year finalist takes K–5 achievement to new heights https://www.renaissance.com/2018/05/23/ss-louisiana-principal-k-5-achievement-new-heights/ Wed, 23 May 2018 19:36:20 +0000 https://renlearnstg.wpengine.com/?p=18266 Sandra (Sandi) Jones is the principal of Mangham Elementary School, a small pre-K–5 school in northeastern Louisiana. Jones was recently named Richland Parish Principal of the Year and a 2018 Louisiana Principal of the Year finalist, one of just nine educators to be honored. Each year, the Louisiana Department of Education celebrates educators like Jones […]

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Sandra (Sandi) Jones is the principal of Mangham Elementary School, a small pre-K–5 school in northeastern Louisiana. Jones was recently named Richland Parish Principal of the Year and a 2018 Louisiana Principal of the Year finalist, one of just nine educators to be honored. Each year, the Louisiana Department of Education celebrates educators like Jones who exemplify instructional excellence and dedication in their roles.

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Ask and assess: Questions that help guide assessment https://www.renaissance.com/2018/05/08/blog-ask-assess-questions-that-help-guide-assessment/ https://www.renaissance.com/2018/05/08/blog-ask-assess-questions-that-help-guide-assessment/#comments Tue, 08 May 2018 13:29:00 +0000 https://renlearnstg.wpengine.com/?p=19469 Once you’ve found a timely, trustworthy assessment with a well-designed learning progression, it’s time to start assessing your students! . . . or is it? Over-testing is a real concern in today’s schools. A typical student may take more than 100 district and state exams between kindergarten and high school graduation—and that’s before you count […]

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Once you’ve found a timely, trustworthy assessment with a well-designed learning progression, it’s time to start assessing your students!

. . . or is it?

Over-testing is a real concern in today’s schools. A typical student may take more than 100 district and state exams between kindergarten and high school graduation—and that’s before you count the tests included in many curriculum programs and educator-created tests.

How can you balance the assessments that help inform instruction with ensuring enough time is reserved for that instruction? When should you assess your students? Which students should you assess? How frequently? What factors should drive your assessment schedule?

These questions often challenge educators, in part because there are no universal answers save “It depends.” It depends on the specific needs and goals of your school or district. It depends on your students, the challenges they face, and the strengths they can build on. It depends on how your team approaches teaching and learning. It depends on so much.

But that doesn’t mean there aren’t any answers at all. We looked at research, consulted with experts, and found a few insights we think will help you discover the right rhythm for your assessment schedule.

Let your assessment questions guide you

The assessment process isn’t just about gathering data—more critical is using that data to answer questions and make decisions. Educational professors John Salvia, James E. Ysseldyke, and Sara Witmer define assessment as “the process of collecting information (data) for the purpose of making decisions for or about individuals.” It follows that if there are no decisions to be made, there is no reason to gather the data. Eric Stickney, an educational researcher at Renaissance®, summarized this simply as “Never give an assessment without a specific question in mind.”

Never give an assessment without a specific question in mind.

The questions you’re trying to answer will help determine if you should assess students, which students to assess, what type of assessment to use, and when and how often to use it. For the purposes of this article, we’re grouping assessment-related questions into three broad (and sometimes overlapping) categories: the “discover” questions that most frequently arise before learning begins, the “monitor” questions that occur during learning, and the “verify” questions that happen after a stage of learning has ended.

the questions you have will determine the type, timing, and frequency of assessment

Assessing to discover your students

Sometimes you have questions about what your students have learned—but sometimes you have questions about the students themselves. These latter questions arise most frequently before learning or a new phase of learning (e.g., new school year, new semester, new unit) has begun. Because they’re generally broad, opened-ended questions that educators ask to learn more about their students or uncover issues that may otherwise have gone unnoticed, we can think of them as “discover” questions. Discover questions—and the assessment data that answers them—can help educators identify the unique traits of an individual student or understand the composition of a group of students.

  • Where is the student on my state-specific learning progression?
  • Is this student ready for grade-level instruction?
  • Is he on track to meet state standards?
  • What are his strengths or weaknesses?
  • What learning goals should I set for this student?
  • Is additional, more targeted, testing needed?
  • Is the student a candidate for intervention?
  • Which skills is he ready to learn?
  • How does he compare to his peers?
  • Is he achieving typical growth?
  • Did he experience summer learning loss?

At the group level, discover questions include:

  • What percentage of students are on track to meet grade-level goals?
  • How many will likely need additional support to meet learning goals?
  • What percentage qualify for intervention?
  • How many should be further evaluated for special education service needs?
  • How should we allocate current resources?
  • Are additional resources needed?
  • How do specific subgroups, such as English Language Learners, compare to the overall student population?
  • Are there achievement gaps between different student groups?
assessing before learning helps educators discover students' unique needs

There are several types of assessment that can be used to answer discover questions, including interim assessments, benchmark assessments or benchmarking assessments, universal screeners or universal screening assessments, diagnostic assessments, and periodic assessments. (Note “periodic assessments” aren’t actually an assessment type per se, but rather a description of how an assessment is used: periodically.)

One thing to remember is that most of these terms describe how an assessment and its results are used rather than its content or format—one test can often serve multiple purposes! While this may make things confusing when trying to distinguish between the types, there is also a huge benefit to both educators and students: When one assessment can serve multiple functions, students can take fewer tests overall and more time can be devoted to instruction.

one assessment can often serve multiple purposes

How often you use these assessments depends on how often you find yourself asking discover questions and how often you think the answers may change. If you’re not asking questions or if not enough time has passed for the answers from the last assessment administration to have changed, then it’s probably not ideal to assess students again.

In addition, if you’re not prepared to act on the assessment data or if you’re unable to make changes based on assessment data, then we would caution against assessing your students. Assessment for assessment’s sake is not a practice we can recommend; the ultimate goal of assessment should be to inform educators and benefit student learning.

Although only you can know the assessment timing and frequency that’s right for your students, many schools and districts opt to assess all students two to five times a year for “discover” purposes. Among these, most will assess near the beginning of the school year (which is especially helpful if you have new students without detailed historical records or students who may have experienced summer learning loss) and then again around the middle of the year (to check for changes and ensure students are progressing as expected). Some add another assessment after the first quarter or trimester (to make sure the year is off to a good start or to get better projections of future achievement), after the second trimester or third quarter (to ensure students are progressing as expected), and/or near the end of the school year (to provide a complete picture of learning over the year and a comparison point for the following school year).

Some will also assess a specific subset of students more frequently. However, many times these assessments move from answering “discover” questions to answering “monitor” questions.

Assessing to monitor ongoing learning

As the school year progresses, you may have questions about what and how your students are learning. This brings us to our second category of questions, the “monitor” questions, where you’re primarily looking to understand how students are progressing, if the instruction provided is working for them, or if changes need to be made. Whereas discover questions are more focused on the student before a new phase of learning beings, monitor questions are more focused on the student’s learning during the current phase of learning.

Monitor questions include:

  • How is the student responding to core instruction? Is it working?
  • How is the student responding to supplemental intervention? Is it working?
  • Is she progressing as expected?
  • Is she on track to meet her learning goals?
  • How do I help her reach those goals?
  • Is she experiencing typical, accelerated, or slowed growth?
  • How does she compare to her peers?
  • Is she learning the new skills being taught?
  • Is she retaining previously taught skills?
  • Which skills is she ready to learn next?
  • Does she need additional instruction or practice?
  • Does she need special support, scaffolding, or enrichment?
  • Should she stay in her current instructional group or move to a different one?
assessing during learning helps educators monitor student progress and adjust instruction to keep students moving forward

There are several approaches that can be used to address monitor questions. Perhaps the two most common are progress monitoring and formative assessment. Note that progress monitoring and formative assessment are not assessment types in and of themselves. Instead, they describe processes that use assessment as part of an overall approach to monitoring student learning and shaping instruction.

As with discover questions, how often you need answers to monitor questions will help decide how often to assess students. Once again, if you’re not asking questions or if you’re not able to act on the answers, reconsider whether your limited time is best spent assessing students. Don’t arbitrarily assess students just because a certain amount of time has passed. Depending on the rhythm of your instruction and how quickly students seem to grasp new skills, your formal assessment schedule may not be a regular one—perhaps you’ll assess one week, not assess for six, then assess every other week for a month.

Similarly, if you only have questions about specific students (perhaps those identified as “at risk” or “on watch” by your universal screener or those currently in intervention), you may choose to only assess those students instead of the whole group. Alternately, you could assess all students on a semi-regular basis and then choose to assess identified students on a more frequent basis. In all cases, the information gleaned from formative assessment may be very helpful in deciding which students should take formal assessments and how often they should take them.

For formal assessments that are not part of instruction, time is also a critical factor to consider both when choosing an assessment tool and when deciding how frequently to use that tool. Consider an intervention model where students have 2.5 hours of intervention time per week. If your formal assessment takes one hour, using it biweekly means losing 20% of your intervention’s instructional time! Although you may want fresh insights every few weeks, you might decide the time sacrifice is too great and assess only once per month. Alternately, if your assessment tool takes only 20 minutes, you could assess every two or three weeks and lose very little instructional time. In short, consider assessment length when making timing and frequency decisions.

(Be sure to read our previous post about factors that affect assessment length, reliability, and validity.)

Although discover and monitor frequently overlap—the assessment you use to answer your discover questions may be the same one you use to answer your monitor questions—they tend to diverge quite a bit from our last category.

Assessing to verify completed learning

When you hear “summative assessment,” your first thought may be the large, end-of-year or end-of-course state tests that are required in many grades. However, these are not the only summative assessments in education. Final projects, term papers, end-of-unit tests, and even weekly spelling tests can be examples of summative tests!

Summative assessments provide the answers to our last category of questions, the “verify” questions. When a phase of learning has ended—such as a school year, course, or unit—educators often find it helpful to confirm what students have and haven’t learned. In some cases, this can help educators judge the effectiveness of their curriculum and decide if they need to make changes. In other cases, whether or not a student advances to the next phase of learning (such as the next course in a series or next grade) may be decided by a summative exam. At the state or even national level, summative assessments like the SAT can be helpful for seeing larger trends in education and evaluating the overall health of the education system.

  • Which skills and standards has this student mastered?
  • Did he understand the materials and content taught over the last learning period?
  • Did he gain the skills and knowledge needed to meet state standards?
  • What are his strengths, relative to the standards?
  • What are his weaknesses, relative to the standards?
  • How much did the student grow over this phase of learning?
  • Is the student ready to progress to the next stage of learning?
  • Did he reach his learning goals?
  • How does he compare to his peers?
  • How does my group of students, as a whole, compare to state or national norms?
  • Did enough students master required standards?
  • How effective are our core instructional and supplemental intervention services?
  • Are there patterns of weakness among students that indicate a change in curriculum or supplemental program may be needed?
assessing after learning helps educators verify student achievement at each stage of education

Of all the assessments types, deciding when to schedule summative assessments may be the easiest. In many cases, your state or district has already determined the frequency and timing for you. For the summative assessments that you schedule, ask yourself two questions. First, “Is this phase of learning complete?” If it is, then ask, “Do I need an overall measure of learning for this phase of learning?” If both answers are yes, then you may want to administer a summative assessment. If the first answer is no, you may want to delay your summative assessment until the phase of learning is done. If the second answer is no, you may choose to skip a summative assessment entirely—not all phases of learning need to be verified by a summative assessment.

Finding the balance between assessing and learning

Every time you set aside time for assessment, the time available for instruction shrinks. However, the insights provided by assessments can be critical for improving teaching and learning. Instruction without assessment can sometimes be like driving with a blindfold on—you might not know you’ve gone off course until it’s too late.

The key is finding the right balance between them. To help find that balance, keep these key questions in your mind whenever you think about assessing students:

  • Do I have a specific question in mind that this assessment will help answer?
  • Will those answers help me improve teaching and learning—is there a high-quality learning progression that helps the assessment connect with my instruction and curriculum?
  • Do I have time to meet with the team and make plans based on the assessment data?
  • Will I be able to make changes to instruction or content based on the assessment?
  • Is assessment the best use of this time—or would it be better to dedicate it to instruction or practice?
  • Could a shorter assessment answer my questions in less time—and thus preserve more time for teaching and learning?

The truth is that no one knows your students like you do. Only you can determine which assessment is best for your needs. Only you can decide the right timing and frequency for that assessment. Only you can find the right balance. Hopefully the questions and insights we’ve provided over this blog series will help you find your best assessment and learning progression as well as decide when and how often to best use those resources.

Sources

Black, P., Wilson, M., & Yao, S. (2011). Road maps for learning: A guide to the navigation of learning progressions. Measurement: Interdisciplinary Research and Perspectives, 9, 71-123.
Center on Response to Intervention (n.d.) Progress monitoring. Retrieved from: https://www.rti4success.org/essential-components-rti/progress-monitoring

Center on Response to Intervention. (n.d.) Universal screening. Retrieved from: https://rti4success.org/essential-components-rti/universal-screening

Council of Chief State School Officers (CCSSO). (2012). Distinguishing formative assessment from other educational assessment labels. Washington, DC: Author. Retrieved from: https://www.michigan.gov/documents/mde/CCSSO_Assessment__Labels_Paper_ada_601108_7.pdf

Fuchs, L.S. (n.d.) Progress monitoring within a multi-level prevention system. RTI Action Network. Retrieved from: http://www.rtinetwork.org/essential/assessment/progress/mutlilevelprevention

Great Schools Partnership. (n.d.) The glossary of education reform. Retrieved from: https://www.edglossary.org/

Herman, J. L., Osmundson, E., & Dietel, R. (2010). Benchmark assessment for improved learning: An AACC policy brief. Los Angeles, CA: University of California.

Lahey, J. (2014, January 21). Students should be tested more, not less. The Atlantic. Retrieved from: https://www.theatlantic.com/education/archive/2014/01/students-should-be-tested-more-not-less/283195/

Lazarin, M. (2014). Testing overload in America’s schools. Washington, DC: Center for American Progress.

Paul, A. M. (2015, August 1). Researchers find that frequent tests can boost learning. Scientific American. Retrieved from: https://www.scientificamerican.com/article/researchers-find-that-frequent-tests-can-boost-learning/

Renaissance Learning. (2013). The research foundation for Star Assessments: The science of star. Wisconsin Rapids, WI: Author.

Salvia, J., Ysseldyke, J. E., & Witmer, S. (2016). Assessment in special and inclusive education. Boston, MA: Cengage Learning.

Stecker, P. M., Lembke, E. S., & Foegen, A. (2008). Using progress-monitoring data to improve instructional decision making. Preventing School Failure, 52(2), 48-58.

The Center on Standards & Assessment Implementation. (n.d.) Overview of major assessment types in standards-based instruction. Retrieved from: http://www.csai-online.org/sites/default/files/resources/6257/CSAI_AssessmentTypes.pdf

Wilson, M. (2018). Making measurement important for education: The crucial role of classroom assessment. Educational Measurement: Issues and Practice, 37(1), 5-20.

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Reasoning Mind Joins Renaissance Growth Alliance https://www.renaissance.com/2018/05/07/news-reasoning-mind-joins-renaissance-growth-alliance/ Mon, 07 May 2018 14:14:25 +0000 https://renlearnstg.wpengine.com/?p=19489 Renaissance and Reasoning Mind integrate solutions to help Texas educators increase student math outcomes WISCONSIN RAPIDS, Wis. (May 7, 2018) – Renaissance®, a leader in pre-K–12 learning analytics, announces Reasoning Mind™, a Houston-based nonprofit organization that develops blended learning math programs for pre-kindergarten through eighth grade students, as its latest Renaissance Growth Alliance™ partner. The […]

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Renaissance and Reasoning Mind integrate solutions to help Texas educators increase student math outcomes

WISCONSIN RAPIDS, Wis. (May 7, 2018)Renaissance®, a leader in pre-K–12 learning analytics, announces Reasoning Mind™, a Houston-based nonprofit organization that develops blended learning math programs for pre-kindergarten through eighth grade students, as its latest Renaissance Growth Alliance™ partner. The organizations plan to integrate their complementary solutions by August 2019 to provide Texas educators with personalized instruction that helps increase students’ math outcomes.

Renaissance Flow 360®, an assessment-driven instruction solution, will be integrating with Reasoning Mind’s STAAR Readiness program, a Texas Essential Knowledge and Skills (TEKS)-aligned, adaptive program that provides individualized, interactive lessons and problem-practice on questions formatted and worded like those on the actual the State of Texas Assessments of Academic Readiness (STAAR) exam. STAAR Readiness helps Texas students in grades two through eight master the math knowledge and skills needed to meet the challenges of the 21st century and matches the rigor of the STAAR math assessments.

Educators will be able to use Renaissance Flow 360’s assessment capabilities to accurately place students into STAAR Readiness math instruction. The integration will save teachers time and will support mastery-based learning by incorporating multiple student growth data points into the Renaissance Flow® mastery dashboard—streamlining the flow of data to plan, deliver, and track differentiated math instruction.

“We’re proud to work with Reasoning Mind to support math achievement for students in Texas,” said Paula O’Gorman, senior vice president of corporate affairs at Renaissance. “The organization has a strong history of supporting math instruction in several states by empowering educators with solutions that help motivate and engage students. Reasoning Mind is a wonderful addition to the Renaissance Growth Alliance, and we look forward to helping teachers leverage the power of our integrated solutions.”

“This strategic partnership with Renaissance underscores our commitment of providing Texas educators with the data and insights they need to inform their instruction and align to TEKS,” said Gregg Fleisher, President and CEO of Reasoning Mind. “We’ll be working alongside Renaissance to help streamline the planning and preparation process for educators—hopefully helping them eliminate some of the long hours that go into planning. It’s exciting to see what the future holds for this integration.”

The Renaissance Growth Alliance brings best-in-class instruction to Renaissance Flow 360, ensuring a steady flow of reliable data that can provide insights, organization, and data translation between solutions. This collaboration between instructional providers combines the impacts of individual solutions, helping educators deliver targeted instruction to each of their students. When districts’ providers participate in the Renaissance Growth Alliance, educators benefit from having the data collection and reporting all in one place.

STAAR Readiness was developed by Reasoning Mind’s team of math PhDs and master teachers who reviewed and analyzed every STAAR problem released and reverse-engineered the state expectations for each TEKS. The program not only precisely captures the content, rigor, wording and format of Texas state expectations, it bridges the gap between the material as it is taught in the student’s math class and the kinds of questions seen on the STAAR.

STAAR Readiness’ real-time teacher dashboard makes data-driven instruction easy for teachers, extending their reach and empowering them. Teachers see student accuracy over each TEKS standard and can drill down to view student answers on every single problem and every interactive solution step. Based on the results, teachers can assign the appropriate online practice that aligns to their core instruction or work one-on-one or in small-group interventions.

For more information about Reasoning Mind and STAAR Readiness, please visit https://www.reasoningmind.org/programs/staar-readiness/. To learn more about the Renaissance Growth Alliance, visit https://www.renaissance.com/growth-alliance/.


About Renaissance

Renaissance® is a leader in pre-K–12 learning analytics—enabling teachers, curriculum creators, and educators to drive phenomenal student growth. Renaissance’s solutions help educators analyze, customize, and plan personalized learning paths for students, allowing time for what matters—creating energizing learning experiences in the classroom. Founded by parents, upheld by educators, and enriched by data scientists, Renaissance knows learning is a continual journey—from year to year and for a lifetime. Our data-driven, personalized solutions are currently used in over one-third of U.S. schools and more than 70 countries around the world. For more information, visit www.renaissance.com.

About Reasoning Mind

Reasoning Mind™ is a 501(c)3 nonprofit committed to providing a first-rate math education for every child. The organization designs interactive, online mathematics programs for students that develop higher-order thinking skills, ignite their interest in math, and prepare them for algebra—the “gatekeeper” course to college. In addition, Reasoning Mind offers ongoing professional development, training, and in-person support for teachers and administrators using its programs. With Reasoning Mind, students are engaged, teachers are empowered, and technology is leveraged to provide a world-class mathematics education. Learn more at www.reasoningmind.org.

Contact for Media Inquiries Only:

Katie Waite
Public Relations Manager
Renaissance
715-424-3636 ext. 2352
katie.waite@renaissance.com

Andrew Shane
Corporate Communications
Reasoning Mind
214-498-4915
ashane@reasoningmind.org

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Renaissance and myON Named 2018 SIIA CODiE Award Finalists in Four Categories https://www.renaissance.com/2018/05/04/news-renaissance-myon-named-2018-siia-codie-award-finalists-four-categories/ Fri, 04 May 2018 15:04:44 +0000 https://renlearnstg.wpengine.com/?p=19297 Renaissance Flow 360, Renaissance Accelerated Reader 360, myON, by Renaissance, and myON News, earn prestigious industry recognition WISCONSIN RAPIDS, Wis. (May 4, 2018) – Renaissance®, a leader in pre-K–12 learning analytics, is proud to announce four of the organization’s solutions—Renaissance Flow 360®, Renaissance Accelerated Reader 360®, myON®, by Renaissance, and myON News ™  have been […]

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Renaissance Flow 360, Renaissance Accelerated Reader 360, myON, by Renaissance, and myON News, earn prestigious industry recognition

WISCONSIN RAPIDS, Wis. (May 4, 2018)Renaissance®, a leader in pre-K–12 learning analytics, is proud to announce four of the organization’s solutions—Renaissance Flow 360®, Renaissance Accelerated Reader 360®, myON®, by Renaissance, and myON News ™  have been named 2018 SIIA CODiE™ Award finalists.

Renaissance Flow 360 was named a finalist in the Best Learning Relationship Management Solution category, Accelerated Reader 360 in the Best Learning Capacity-Building Solution, myON in the Best ESL, ELL or World Language Acquisition Solution category, and myON News, in the Best Emerging Instructional Technology Solution category. In addition, SIIA awarded Todd Brekhus, president of myON, by Renaissance with a Lifetime Achievement Award this past January.

“The SIIA CODiE Awards are one of the top awards in our industry, and it’s an honor for our solutions to be recognized by each of the independent expert review teams that spent time getting to know our solutions for this year’s judging,” said Elizabeth Lehnertz, vice president of product marketing at Renaissance. “Educators and their students are at the forefront of everything we do here at Renaissance and it speaks volumes to have that recognized by others.”

Renaissance Flow 360 helps educators bridge the gap from assessment and planning to instruction and practice, reducing the time spent grading assignments, collecting data, searching for instructional resources, and creating lesson plans. Accelerated Reader 360 equips educators with unparalleled insight into independent reading practice, research-proven goal setting tools, activities that span a variety of skills and text types, and a worldwide community of support.

myON, acquired by Renaissance in March, is a student-centered, personalized learning program that gives students access to enhanced digital books. myON News, delivers age-appropriate news articles for students, reporting on timely topics and current events to help students develop a better understanding of the world.

“I am impressed by the level of innovation and creativity demonstrated by the SIIA CODiE Award finalists. These solutions are opening doors for learners of all ages by developing and utilizing new technologies to respond to student and educator needs.” added Ken Wasch, President of SIIA.

The SIIA CODiE Awards are the premier awards for the software and information industries and have been recognizing product excellence for over 30 years. The awards offer 91 categories that are organized by industry focus of education technology and business technology. Renaissance Flow 360, Accelerated Reader 360, myON, and myON News, were honored as four of the 152 finalists across the 39 education technology categories.

The SIIA CODiE Awards are the industry’s only peer-reviewed awards program. Educators and administrators serve as judges and conduct the first-round review of all education nominees. Their scores determine the SIIA CODiE Award finalists, and SIIA members then vote on the finalist products. The scores from both rounds are tabulated to select the winners. Winners will be announced at the SIIA Annual Conference & CODiE Awards in San Francisco on June 13.

A full list of the finalists can be found here: http://www.siia.net/codie/Finalists.


About Renaissance

Renaissance® is a leader in pre-K–12 learning analytics—enabling teachers, curriculum creators, and educators to drive phenomenal student growth. Renaissance’s solutions help educators analyze, customize, and plan personalized learning paths for students, allowing time for what matters—creating energizing learning experiences in the classroom. Founded by parents, upheld by educators, and enriched by data scientists, Renaissance knows learning is a continual journey—from year to year and for a lifetime. Our data-driven, personalized solutions are currently used in over one-third of U.S. schools and more than 70 countries around the world. For more information, visit www.renaissance.com.

About the SIIA CODiE Awards

The SIIA CODiE™ Awards is the only peer-reviewed program to showcase business and education technology’s finest products and services. Since 1986, thousands of products, services and solutions have been recognized for achieving excellence. For more information, visit www.siia.net/CODiE.

Contact for Media Inquiries Only:

Katie Waite
Public Relations Manager
Renaissance
715-424-3636 ext. 2352
katie.waite@renaissance.com

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ESSA and implementing a multi-tiered system of support for success https://www.renaissance.com/2018/05/03/blog-essa-and-implementing-a-multi-tiered-system-of-support-for-success/ Thu, 03 May 2018 18:22:00 +0000 https://www.renaissance.com/?p=63362 A large part of student success stems from the efforts of educators to provide the same standards, resources, and support to all learners. If some students received every support possible while others only received half of this, that wouldn’t be a fair system. The Every Student Succeeds Act supports this idea by ensuring systems and […]

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A large part of student success stems from the efforts of educators to provide the same standards, resources, and support to all learners. If some students received every support possible while others only received half of this, that wouldn’t be a fair system.

The Every Student Succeeds Act supports this idea by ensuring systems and resources are in place throughout school districts to provide learners with everything necessary to become successful in the world.

In this blog, I’ll explore the impact of the law with regard to multi-tiered systems of support (MTSS) and the steps that districts should take to ensure successful implementation.

What is ESSA?

The Every Student Succeeds Act (ESSA) was signed into law on December 10, 2015, and is a reauthorization of the Elementary and Secondary Education Act (ESEA). ESEA represents the nation’s long-standing commitment to equal opportunity for all students. The newer law, ESSA, builds on key areas of progress and allows districts more discretion for developing, implementing, and evaluating effective school and schooling processes.

The Every Student Succeeds Act:

  • Advances equity by upholding critical protections for disadvantaged and high-need students.
  • Requires students to be taught to high academic standards that will prepare them for success in college and careers.
  • Ensures vital information is provided to educators, families, students, and communities through annual statewide assessments.
  • Helps support and grow local innovations.
  • Sustains and expands investments in increasing access to high-quality preschool.
  • Maintains an expectation that there will be accountability and action to effect positive change in low-performing schools.

The requirements of ESSA

Particularly germane to our current discussion are several requirements in the ESSA legislation that require districts to engage in a variety of best practices. Specifically, districts must:

  1. Provide “for a multi-tier system of support (MTSS) for literacy services,” as well as for specific groups of students such as at-risk, disengaged, unmotivated, unresponsive, underperforming, or consistently unsuccessful students.
  2. Provide “a comprehensive continuum of evidence-based, systematic practices to support a rapid response to a student’s needs, with regular observation to facilitate data-based instructional decision making.”
  3. Institute “positive behavioral interventions and supports.”
  4. Provide services, programs, strategies, and interventions to ensure that students with disabilities, developmental delays, who are English learners, and who are struggling with literacy can meet state academic standards.
girls reading on tablet

How is MTSS relevant to ESSA?

The Every Student Succeeds Act prioritizes the need for expanded access to comprehensive school services within an MTSS. Because MTSS is an evidence-based framework for effectively integrating multiple systems and services to address students’ academic achievement and behavioral and social-emotional well-being, it is a beneficial tool for districts to utilize.

A multi-tiered system of support has the goals of:

  • Improving outcomes for all students.
  • Improving instruction and alignment of curriculum across both general and special education.
  • Improving school climate and safety.
  • Creating a safe and supportive learning environment.
  • Supporting students’ mental and behavioral health.
  • Implementing effective discipline policies.

Is MTSS required by law?

It is significant that the term “Response to Intervention” (RtI) never appears in the ESSA legislation. Additionally, the phrase “multi-tiered system of support” is always listed in lowercase letters, indicating that the specific MTSS framework advocated by the Office of Special Education Programs (OSEP) is not mandated by federal law. This allows states and districts to implement their own MTSS models.

However, ESSA does specify that robust multi-tiered services should include social, emotional, and behavioral performance. The use of “positive behavioral intervention and support” is mentioned three times in the law but is not defined. Like multi-tiered systems of support, the capitalized term Positive Behavior Intervention Supports (PBIS) never appears in the law, indicating that districts are not necessarily required to implement the OSEP PBIS framework.

Insights and actions for education

Discover solutions from Renaissance to support more effective MTSS.

The flaws of federal MTSS and RtI efforts

Multiple reports have demonstrated that the federal RtI and MTSS frameworks have not been entirely successful. Why have well-meaning efforts not resulted in improved student outcomes? Too often, these frameworks:

  • Miss the interdependency between academics and behavior.
  • Avoid diagnostic or functional assessment until it is too late.
  • Do not adequately link assessment to intervention.
  • Establish overly rigid rules on students’ access to more intensive services.

Often, these flaws have been exacerbated by one important weakness in local school districts: inadequate organizational and foundational systems to deliver on the promise of MTSS. These inadequate systems fall into three general categories:

#1: Lack of a comprehensive assessment system

Too often, districts lack a comprehensive and balanced assessment system. Most districts are using some type of assessment to support universal screening of academic performance on an annual basis. However, a high percentage do not have the other critical components that comprise a robust assessment program in place.

A comprehensive and balanced assessment program will include valid and reliable tools that are applied strategically in four assessment domains: universal screening, progress monitoring, standards-based interim assessments, and diagnostic assessments. These specific tools will vary as needed by grade level and should be delivered in literacy and math.

#2: Lack of SEB screening and supports

Many districts also have inadequate assessment of social, emotional, and behavioral (SEB) competencies and mental health screening. Districts generally have not approached the assessment of SEB as they have academics within an MTSS mindset, often skewing early identification procedures.

#3: Lack of MTSS collaboration and tracking

Finally, many districts do not have the right software and systems to support these critical MTSS infrastructure components:

  • A view of student performance in an accessible format that supports the work of intervention teams in terms of early identification screening, early warning, and progress monitoring data.
  • Triangulation of data to understand the interdependency of academic, behavioral, social, health, and attendance factors.
  • Deeply analyzing student behavior incidents across multiple domains such as locations, times, classrooms, and responses to infractions.
  • Documentation and purpose-driven forms to support a research-based problem-solving approach that underlies root cause analysis and leads to more effective intervention design.
  • Analyzing and documenting intervention integrity and fidelity.
  • Creating meeting agendas and task notifications.
  • Analyzing programs to determine efficacy.

10 key practices to include in MTSS re-design

The National Association of School Psychologists has published a position paper outlining several essential practices to help achieve the promise of MTSS and ESSA. In the following list, I’ve included additional key practices to address the systematic flaws and organizational limitations mentioned in the previous section.

Practice 1: Effective, coordinated use of data that informs instruction, student and school outcomes, and school accountability. Schools should collect, integrate, and interpret relevant data that captures the most important indicators of key outcomes at the student and system levels.

Practice 2: Purchase and maintain a formative assessment software system. This formative assessment software system will help districts to deliver on Practice 1. Standards-based formative, interim, summative, and diagnostic assessments are linked to standards grading and report cards. This system will also drive the work of PLCs in their ongoing instructional decision-making cycle.

Practice 3: Purchase and maintain a comprehensive data software system. This system will help to deliver on both Practice 1 and the MTSS infrastructure. Data Visualization, problem-solving intervention design system, program evaluation, student learning objectives, behavioral analysis, data walls, and meetings management should all be included.

Practice 4: Implement a quality universal screening and progress monitoring assessment platform. Computer-adaptive assessments with built-in curriculum-based measurement and progress monitoring capabilities will deliver key aspects of a comprehensive balanced assessment system.

Practice 5: Comprehensive and rigorous curricula should be provided to all students. All students should have access to a rigorous, culturally-responsive, high-quality balanced curriculum and have high expectations for achievement. Schools should also teach and hold students accountable for critical life skills such as social-emotional competence, self-control, problem-solving, and conflict resolution.

girls raising hands in classroom

Practice 6: Effective coordination of services across systems and within schools. Schools should provide regular opportunities for peer-to-peer consultation focused on problem-solving, assessment, and intervention among teachers, principals, and other specialized instructional support personnel. Schools should also commit to increasing family engagement and supportive relationships between students and caring adults within the school and the community.

Practice 7: Provision of evidence-based comprehensive learning supports. Resources, strategies, and practices that provide the physical, social, emotional, and intellectual supports that directly address the barriers to learning and teaching, and that re-engage disconnected students, should be provided.

Practice 8: Integration of comprehensive mental and behavioral health services into learning supports. Access to school-based mental health services, particularly when embedded within an MTSS framework, is linked to improved student physical and psychological safety and reduces costly negative outcomes such as risky behaviors, disciplinary incidents, delinquency, dropout, substance abuse, and involvement with the criminal justice system.

Practice 9: Integration of school climate and safety efforts into school involvement efforts. Schools enable teachers’ ability to teach and student’s ability to learn when we ensure that all students:

  1. Come to school feeling safe, welcomed, and respected.
  2. Have a trusting relationship with at least one adult in the school.
  3. Understand clear academic and behavioral expectations.
  4. See their role as positive members of the school community.

Practice 10: Provision of high-quality, relevant professional development. All school staff have access to continuous job-embedded professional development that improves their capacity to address the unique needs of the school community and its students. Districts should consider engaging experts in MTSS to guide successful implementation. These professional services should be long-term, because all the necessary components can take several years to implement.

Renaissance: Providing tools and resources to help integrate the MTSS framework to support ESSA

The ESSA legislation and its mandate to implement a multi-tiered system of support hold great promise to positively impact student outcomes. By systematically instituting these ten essential practices, districts can improve student outcomes with regard to both academic achievement and social-emotional behavior.

How is this possible? By utilizing the MTSS framework and the many resources provided by Renaissance. Renaissance provides tools for…

  • Universal screening
  • Progress monitoring
  • Diagnostic assessments
  • MTSS interventions and collaboration
  • SEB assessments

…and much more.

Connect with an expert today to learn more about Renaissance solutions for effective MTSS.

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Francisco Partners to Acquire Renaissance https://www.renaissance.com/2018/05/03/news-francisco-partners-to-acquire-renaissance/ Thu, 03 May 2018 17:00:32 +0000 https://renlearnstg.wpengine.com/?p=19295 Renaissance will continue to develop leading education technology products under new ownership WISCONSIN RAPIDS, Wis. (May 3, 2018) – Renaissance®, a leader in pre-K–12 learning analytics, today announced that Francisco Partners, a leading technology-focused global private equity firm, has entered into a definitive agreement to acquire Renaissance from Hellman & Friedman and its other stockholders. […]

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Renaissance will continue to develop leading education technology products under new ownership

WISCONSIN RAPIDS, Wis. (May 3, 2018)Renaissance®, a leader in pre-K–12 learning analytics, today announced that Francisco Partners, a leading technology-focused global private equity firm, has entered into a definitive agreement to acquire Renaissance from Hellman & Friedman and its other stockholders. In conjunction with the closing, Chris Bauleke, the former CEO of myON, now a part of Renaissance, will succeed Daniel Hamburger as Chief Executive Officer of Renaissance. Hamburger will remain with the company as a Special Advisor.

“Francisco Partners is the ideal partner for Renaissance through the next stage of the company’s growth,” said Hamburger. “Their deep commitment to education and technology will help the organization deliver on our purpose of accelerating learning for all. I could not be more proud of what we’ve accomplished at Renaissance and am certain that customers, partners, and employees will be in good hands going forward.”

“It has been a pleasure to have worked alongside the purpose-driven team at Renaissance,” said Tarim Wasim, partner at Hellman & Friedman. “We thank Daniel for all his accomplishments, including leading the acquisition of myON, honing our strategy, and steering Renaissance successfully to its new owners.”

“Daniel and the Renaissance team have mapped out a clear roadmap for continuing to support districts’ personalized learning and interoperability goals,” added Jason Brein, partner at Francisco Partners. “We are excited to support this vision.”

“Renaissance has been one of the leading innovators in the education ecosystem for more than 30 years,” said Chris Bauleke. “I look forward to working with the Renaissance team to achieve its vision.”

This transaction builds on Renaissance’s recent momentum. In March, Renaissance acquired digital literacy solution provider, myON®, from Francisco Partners. myON’s extensive digital content library and literacy tools will play a key role in helping Renaissance deliver a comprehensive suite of reading solutions to educators and students. Renaissance also recently formed a strategic partnership with Houghton Mifflin Harcourt (HMH) to integrate data from its assessment-driven instruction solution, Renaissance Flow 360®, with HMH’s core curriculum programs.

Renaissance products are used in approximately one-third of U.S. schools and more than 70 countries worldwide. Its solutions help educators analyze students’ abilities and guide high-quality instruction. These solutions include Renaissance Star Assessments®, Renaissance Accelerated Reader®, myON®, Renaissance Accelerated Math®, and Renaissance Flow 360®. By working with Francisco Partners, the organization plans to continue to evolve its solutions and expand its global presence to serve additional school districts around the world.

The transaction is expected to be closed in the second quarter of 2018, subject to the waiting period under the HSR Act and other customary closing conditions. Macquarie Capital served as exclusive financial advisor to Renaissance during the acquisition process and Simpson Thacher & Bartlett LLP acted as legal advisor to Renaissance. Barclays and Jefferies and affiliates served as Francisco Partners’ financial advisor and provided debt financing for the acquisition; Kirkland & Ellis LLP served as legal advisor to Francisco Partners.


About Renaissance

Renaissance® is a leader in pre-K–12 learning analytics—enabling teachers, curriculum creators, and educators to drive phenomenal student growth. Renaissance’s solutions help educators analyze, customize, and plan personalized learning paths for students, allowing time for what matters—creating energizing learning experiences in the classroom. Founded by parents, upheld by educators, and enriched by data scientists, Renaissance knows learning is a continual journey—from year to year and for a lifetime. Our data-driven, personalized solutions are currently used in over one-third of U.S. schools and more than 70 countries around the world. For more information, visit www.renaissance.com.

About Francisco Partners

Francisco Partners is a leading global private equity firm, which specializes in investments in technology and technology-enabled services businesses. Since its launch over 18 years ago, Francisco Partners has raised approximately $14 billion in capital and invested in nearly 200 technology companies, making it one of the most active and longstanding investors in the technology industry. The firm invests in transaction values ranging from $50 million to over $2 billion, where the firm’s deep sectoral knowledge and operational expertise can help companies realize their full potential. For more information on Francisco Partners, please visit https://www.franciscopartners.com/.

About Hellman & Friedman

Hellman & Friedman is a leading private equity investment firm with offices in San Francisco, New York, and London. Since its founding in 1984, H&F has raised over $35 billion of committed capital. The firm focuses on investing in outstanding business franchises and serving as a value-added partner to management in select industries including software, financial services, business & information services, healthcare, internet & media, retail & consumer, and industrials & energy. For more information on Hellman & Friedman, please visit www.hf.com.

Contact for Media Inquiries Only:

Katie Waite
Public Relations Manager
Renaissance
715-424-3636 ext. 2352
katie.waite@renaissance.com

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Learning progressions: Finding your best assessment (part two) https://www.renaissance.com/2018/05/01/blog-learning-progressions-finding-your-best-assessment-part-two/ https://www.renaissance.com/2018/05/01/blog-learning-progressions-finding-your-best-assessment-part-two/#comments Tue, 01 May 2018 13:00:11 +0000 https://renlearnstg.wpengine.com/?p=19161 All educational assessments, from lengthy high-stakes summative exams to quick skill checks, share one thing in common: They provide a measure of student learning—knowledge, skill, attitude, and/or ability—at a specific moment in time. When you string together the results of multiple test administrations, you can sometimes zoom out and get a slightly bigger picture: You […]

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All educational assessments, from lengthy high-stakes summative exams to quick skill checks, share one thing in common: They provide a measure of student learning—knowledge, skill, attitude, and/or ability—at a specific moment in time.

When you string together the results of multiple test administrations, you can sometimes zoom out and get a slightly bigger picture: You can see where the student is now, understand where they have been in the past, and perhaps even get a sneak peek of where they may go in the future.

But how do you get the full picture? Not just where students are predicted to go, but what their ultimate destination looks like and how they can get there? Furthermore, how do you make that assessment data actionable so you can use it to help students move forward?

The answer is a learning progression.

A learning progression is the critical bridge that connects assessment, instruction, practice, and academic standards. However, while the right learning progression can help educators and students find a clear path to success, the wrong learning progression may lead them astray and make it that much harder for them to achieve their goals.

In this post, we’ll examine what a learning progression is, how it can be used, and why it’s so important to find a learning progression that truly fits your specific needs.

What are learning progressions?

Learning progressions are essentially roadmaps for the learning journey. If academic standards represent waypoints or landmarks along a student’s learning journey (what is learned), with college and career readiness being the ultimate destination, then learning progressions describe possible paths the student might take to get from one location to another (how learning progresses).

Dr. Karin Hess, an internationally recognized educational researcher, described learning progressions as “research‐based, descriptive continuums of how students develop and demonstrate deeper, broader, and more sophisticated understanding over time. A learning progression can visually and verbally articulate a hypothesis about how learning will typically move toward increased understanding for most students.”

“A learning progression can visually and verbally articulate a hypothesis about how learning will typically move toward increased understanding for most students.” — Karin Hess

In simplified terms, learning progressions provide a teachable order of skills. They differ from scopes and sequences in that learning progressions are networks of ideas and practices that reflect the interconnected nature of learning. Learning progressions incorporate both the vertical alignment of skills within a domain and the horizontal alignment of skills across multiple domains. For example, learning progressions recognize that the prerequisites for a specific skill may be in a different domain entirely. A learning progression may also show that skills that at first appear unrelated are often learned concurrently.

Learning progressions can come in all shapes and sizes; they could describe only the steps from one standard to another, or they could encompass the entirety of a child’s pre-K–12 education.

It is critically important to note that there is no one “universal” or “best” learning progression. Think of it this way: With mapping software, there are often multiple routes between two points. The same is true with learning; even the best learning progression will represent only one of many possible routes a student could take. Good learning progressions will describe a “commonly traveled” path that generally works for most students. Great learning progressions will put the educator in the driver’s seat and allow her to make informed course adjustments as needed.

How do I use a learning progression?

To get the most out of a learning progression, an educator must first understand how learning progressions relate to assessment and instruction.

Returning to our roadmap metaphor, academic standards describe the places students must go. Learning progressions identify possible paths students are likely to travel. Instruction is the fuel that moves students along those paths. And assessment is the GPS locator—it tells educators exactly where students are at a specific moment in time.

(Great assessments will also show how fast those students are progressing, if they’re moving at comparable speeds to their peers, and whether they’re accelerating or decelerating—and may even predict where they’ll be at a future time and if they’re on track to reach their learning goals.)

When an assessment is linked with a learning progression, a student’s score places them within the learning progression. While the assessment can identify which skills a student has learned or even mastered, the learning progression can provide the educator insights into which skills a student is likely ready to learn. It answers the question, “What’s next?”

In this way, learning progressions provide a way for assessments to do more than just report on learning that has occurred so far. As Margaret Heritage and Frederic Mosher have stated, “if assessments are seen as standing outside regular instruction, no matter how substantively informative and educative they are … they are very unlikely to be incorporated into and have a beneficial effect on teaching.” Learning progressions are how assessments get “inside” instruction. The combination of the two allows assessments to meaningfully inform instruction.

Educators can use learning progressions to plan or modify instruction to make sure that students are getting the right instruction and content at the right time. If an educator knows she needs to teach a specific skill, she can use the learning progression to look backward and see what prerequisites are needed for that skill. She may also seek out other skills that can be taught alongside her selected skill for more efficient and interconnected teaching, avoiding the repetitious learning than can occur when individual skills are taught in isolation.

For a student who is lagging far behind peers and needs to catch up quickly, a learning progression can identify which skills are the “building blocks” that students need not just for success in their current grade but to succeed in future grades as well (for example, a student will struggle to progress in math if they cannot multiply by 5, but not knowing how to count in a base-5 or quinary numeral system is likely to be less of a roadblock). As a result, the teacher can better concentrate her time and instruction on these focus skills to help the student reach grade level more quickly.

Well-designed learning progressions are often paired with useful resources, such as detailed descriptions or examples of each skill, approaches to teaching the skill for students with different learning needs (such as English Language Learners), information about how the skill relates to domain-level expectations and state standards, and even instructional materials to help teach the skill as well as activities that give students practice with the skill.

Having assessments and resources linked directly to skills within the larger context of the learning progression is ideal for personalized learning, as it allows for educators to quickly see where students are in relation to one another and to the larger learning goals, determine the next best steps to move each student’s learning forward, and find tailored resources that match a student’s specific skill level and learning needs—and ensure that all students are consistently moving toward the same set of grade-level goals, even if they are on different paths.

However, not all learning progressions are well designed—and even an exceptionally well-designed learning progression may lead you and your students astray if it’s not designed to meet your specific needs and goals.

How do I find the right learning progression?

The key is finding a learning progression that’s not just well designed—it should also be designed in a way that matches how you will implement and use it with students.

So what should you look for in a learning progression?

First, it’s very unlikely that you will be selecting a learning progression as a stand-alone resource. Moreover, your learning progression should be tightly linked to your assessment—otherwise you will have no reliable way to place your students in the learning progression. This means that evaluating learning progressions should be a nonnegotiable part of your overall assessment selection process.

(What about assessments without a learning progression? Remember that learning progressions are how assessment data gets “inside” instruction; without a learning progression, it is difficult for assessment to meaningfully inform instruction. Outside of summative assessments—designed to report on past learning rather than guide future instruction—we cannot recommend investing in assessments that are not linked to high-quality learning progressions.)

With that in mind, look for a high-quality learning progression that is:

  • Based on research about how students learn and what they need to learn to be ready for the challenges of college, career, and citizenship
  • Built and reviewed by educational researchers and subject matter experts, with guidance and advice from independent consultants and content specialists
  • Empirically validated using real-world student data to make sure the learning progression reflects students’ actual (observed) order of skill development and that assessment scores are appropriately mapped to the learning progression
  • Continually updated based on new research, changes in academic standards, ongoing data collection and validation efforts, and observations from experts in the field

However, even the highest-quality learning progression in the world may be a poor choice if it’s not actually a good fit for your specific needs. In the United States, one of the biggest and most important factors impacting fit is state standards.

Just as there is frequently more than one route to a single destination, there are many skills that can be taught and learned in different, equally logical orders. Different states often choose different orders for the same skills, some add skills that others remove, and many call the same skill by different names. Each learning progression presents one possible order or “roadmap” of learning—but that doesn’t mean it’s the only order out there or that it necessarily matches the order found in your state’s standards.

“There is no single, universally accepted and absolutely correct learning progression.” — W. James Popham

Using a learning progression that is built for another state can be a bit like trying to navigate your way around one state using a map of a completely different state. You may find it quite difficult to reach your destination in time!

Imagine if a teacher in Virginia, whose students must meet the Virginia Standards of Learning, tries to rely on a learning progression aligned with California Common Core State Standards. Even if the Common Core learning progression is of exceptionally high quality, it will be a poor fit for her needs. For example, Virginian students are expected to be able to describe what a median is and to calculate it for any given number set by the end of fifth grade. In Common Core states, that skill is part of the sixth-grade standards.

If our Virginia teacher follows the Common Core learning progression, she will fail to teach her kids a key aspect of her state’s standards and leave them unprepared for their high-stakes math test at the end of the school year. Alternately, she could compare the Common Core learning progression to the Virginia standards and try to keep track of all the ways the two differ—but that’s a lot of extra work for a teacher who already has to squeeze so much into each school day.

If she had a learning progression that already matched the order of the Virginia Standards of Learning, our Virginia teacher could use the learning progression to help all of her students meet all of the state’s standards, in the right order and in the right grade for Virginia.

Your learning progression should be a helpful tool that suggests a logical, easy-to-follow route to success with your state standards. It should not be an obstacle course that forces you to constantly zig and zag between another state’s requirements and your own state’s standards.

Taking things one step further, your learning progression should support a flexible approach to learning. After all, you know your students better than any learning progression ever will. The learning progression doesn’t teach students. It won’t monitor their work to see if they understood the concept taught yesterday. It can’t decide what is a realistic goal for a student. Only you can do that. But your learning progression should make doing all of that easier.

“It is what the teachers actually do in the classroom that is ultimately responsible for ‘learning’ in our schools.” — Mark Wilson

Look for learning progressions that you can interact with—you should be able to look forward and backward within the learning progression to understand how skills can develop. You will want to be able to search for specific skills or standards across the entire learning progression and then find related resources. Your learning progression should also allow you to bundle skills together for instructional purposes, or ungroup any skills to teach discretely if need be. After all, the learning progression is only the roadmap—you’re the one actually driving the car.

How do I find my best assessment?

There are a lot of factors that go into assessment selection—and those factors may differ depending on your school’s or district’s specific needs, goals, and initiatives. However, there are a few universal elements to consider.

As we explored in our last post, you should consider the format of the assessment and the items within it. Are they the best option for the content you’re trying to measure? How quickly will you get results? Think about the reliability, validity, and return on investment. Does the assessment meet your reliability goals? Are you sacrificing a lot of instructional time for a little bit of extra reliability? Consider whether the assessment is appropriate for all your students. Will it work as well for your low-achieving and high-performing students as it does for your on-level students? Can you use it to measure progress over time, including over multiple school years?

Examine the learning progression as well. Does the assessment map to a learning progression? Is it a well-designed learning progression? Is the learning progression aligned to your specific state standards? Does it include additional resources to support instruction and practice? Can you easily interact with and navigate through the learning progression?

Once you’ve selected your best assessment and are ready to use it, you may encounter a different set of questions: When do I assess my students? How often? Why? In our last post in this series, we look at recommendations about assessment timing and frequency from the experts.

Sources

Blythe, D. (2015). Your state, your standards, your learning progression. Renaissance Blog. Wisconsin Rapids, WI: Renaissance Learning. Retrieved from https://www.renaissance.com/2015/06/11/your-state-your-standards-your-learning-progression/

California Department of Education. (2014). California Common Core State Standards: Mathematics. Sacramento, CA: Author.

Hess, K. K. (2012). Learning progressions in K‐8 classrooms: How progress maps can influence classroom practice and perceptions and help teachers make more informed instructional decisions in support of struggling learners (Synthesis Report 87). Minneapolis, MN: University of Minnesota. Retrieved from http://www.cehd.umn.edu/NCEO/OnlinePubs/Synthesis87/SynthesisReport87.pdf

Kerns, G. (2014). Learning progressions: Deeper and more enduring than any set of standards. Renaissance Blog. Wisconsin Rapids, WI: Renaissance Learning. Retrieved from https://www.renaissance.com/2014/10/02/learning-progressions-deeper-and-more-enduring-than-any-set-of-standards/

Mosher, F., & Heritage, M. (2017). A hitchhiker’s guide to thinking about literacy, learning progressions, and instruction (CPRE Research Report #RR 2017–2). Philadelphia, PA: Consortium for Policy Research in Education.

National Research Council (NRC). (2007). Taking science to school: Learning and teaching science in grades K–8. Washington, DC: The National Academies Press. Retrieved from https://doi.org/10.17226/11625.

Popham, W. J. (2007). All about accountability / The lowdown on learning progressions. Educational Leadership, 64(7), 83-84. Retrieved from http://www.ascd.org/publications/educational-leadership/apr07/vol64/num07/The-Lowdown-on-Learning-Progressions.aspx

Renaissance Learning. (2013). Core Progress for math: Empirically validated learning progressions. Wisconsin Rapids, WI: Author.

Renaissance Learning. (2013). Core Progress for reading: Empirically validated learning progressions. Wisconsin Rapids, WI: Author.

Renaissance Learning. (2013). The research foundation for Star Assessments: The science of star. Wisconsin Rapids, WI: Author.

Virginia Department of Education. (2016). Mathematics Standards of Learning for Virginia public schools. Richmond, VA: Author.

Wilson, M. (2018). Classroom assessment: Continuing the discussion. Educational Measurement, 37(1), 49-51.

Wilson, M. (2018). Making measurement important for education: The crucial role of classroom assessment. Educational Measurement, 37(1), 5-20.

Yettick, H. (2015, November 9). Learning progressions: Maps to personalized teaching. Education Week. Retrieved from https://www.edweek.org/ew/articles/2015/11/11/learning-progressions-maps-to-personalized-teaching.html

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Timely and trustworthy: Finding your best assessment (part one) https://www.renaissance.com/2018/04/24/blog-timely-trustworthy-finding-your-best-assessment-part-one/ https://www.renaissance.com/2018/04/24/blog-timely-trustworthy-finding-your-best-assessment-part-one/#comments Tue, 24 Apr 2018 15:15:01 +0000 https://renlearnstg.wpengine.com/?p=18534 Bigger is better . . . isn’t it? When it comes to assessment, this seems to be a common misconception: Some educators mistakenly believe that longer tests are always better measures of student learning. However, that’s just not true. There has been a lot of innovation over the last 170 years of American assessment. Today, […]

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Bigger is better . . . isn’t it?

When it comes to assessment, this seems to be a common misconception: Some educators mistakenly believe that longer tests are always better measures of student learning.

However, that’s just not true. There has been a lot of innovation over the last 170 years of American assessment. Today, it’s absolutely possible to have very short assessments that provide educators with highly reliable, valid, and meaningful data about their students.

Let’s explore the test designs, technology, and approaches that make shorter tests possible—and help you figure out if a shorter test is a better option for you and your students.

How does item format affect testing time, reliability, and validity?

An assessment can feature one or more item formats, such as constructed-response items (e.g., essay questions), performance tasks (e.g., asking a student to draw a graph or conduct an experiment), and selected-response items (e.g., true/false and multiple-choice questions).

sample assessment item formats

It’s important to note that there is no universal “best” item format. A well-designed assessment may use any of these formats, or a mix of formats, and be reliable and valid. Which format to use depends on what you’re trying to assess. If you want to understand a student’s opinions or thinking process, constructed-response items and performance tasks may be good options. For measuring a wide range of content—such as mastery of state standards—in a single session, selected-response items are often a better choice.

That said, there are some key differences between item formats when it comes to the time needed to administer and score an assessment. Constructed-response items and performance tasks usually take more time to complete than selected-response questions. Because these first two formats often must be graded by hand, they also tend to take longer to score than selected-response items, which can often be instantaneously and accurately scored by computer. This is important because the faster teachers can get results from assessments, the faster they can act on that data and get students the help they need.

Even within an item format, there is still a lot of variability. Take fill-in-the-blank or cloze items, for example. If you place the answer blank near the beginning of the sentence (or “stem”), students may need to reread the question multiple times to understand what it’s asking. The more students have to reread, the longer the test will take. Placing the blank near the end of the sentence can help minimize the amount of rereading required and thus speed up the test. This means two multiple-choice questions could have the same number of items, assess almost identical content, and have very similar reliability and validity, but one could take longer to complete!

Clearly, longer tests are not inherently better.

location of answer blanks in multiple choice questions

When writing your own test or purchasing one from an assessment provider, be sure to ask these questions about item format:

  • What is the best item format for the content of this assessment?
  • Does this item format match any time limitations I may have for test administration?
  • How will this item format be scored and how long will it take to get results?
  • Are the items written in a way that minimizes rereading and overall testing time?

How does item quantity affect testing time, reliability, and validity?

Another important element to consider is the number of items included in the assessment. The quantity of items will have a notable impact on length, reliability, and validity.

In general, the more items an assessment has, the longer the assessment will take. It’s pretty clear that a test with ten multiple-choice questions will usually take longer than one with only two multiple-choice questions. However, this rule isn’t universal—as discussed above, different item formats have different time requirements, so two essay questions may take much longer than ten multiple-choice questions.

Assuming all questions on an assessment have the same format, there is a fairly linear relationship between quantity and length. Doubling the number of questions on a test will also double the test’s length (or could lengthen the test further if student fatigue or boredom slow response times). Plotted on a graph, the relationship will generally be a straight line.

Increasing the number of items on an assessment lengthens the administration time

Longer assessments also tend to be more reliable—but the relationship between item quantity and length is very different than the relationship between item quantity and reliability.

If you have a short test, adding one or two additional items could markedly increase the reliability. However, if you have a long test, adding a few questions may have only a tiny effect on reliability. It’s a classic case of diminishing returns and, at a certain point, it’s just not worth it to keep adding items. In fact, for a very long test, adding many more items may barely improve reliability—and might even decrease reliability if students get tired or bored and start to guess answers.

On a graph, the relationship between quantity and reliability is usually a curve that starts out steep and then flattens as more and more items are added. (The exact shape of this curve will vary depending on the assessment.) Since reliability is a key component of validity—assessments must be reliable in order to be valid—validity often follows a similar curve in relation to test length.

increasing the number of items has diminishing returns on reliability

Do tests with more items take more time—are longer tests longer? Definitely, yes. Are longer tests more reliable? Generally, yes. Are they better? That’s a different question entirely.

Let’s first look at something called standard error of measurement (SEM), which is closely related to reliability: As reliability increases, SEM decreases. In simple terms, SEM describes the size of the range in which a student’s “true score” is likely to fall. Since no test can get a “perfect” measure of a student’s ability (their “true score”), all tests have an SEM.

If the SEM is 1 and a student’s score is 5, their “true score” is likely to be 4 (5 minus SEM), 5, or 6 (5 plus SEM). It’s important to consider a test’s score range when contemplating SEM: If the score range is only 30 points, you should worry if the SEM is 10 points—but if the range is 300, an SEM of 10 could be very good! For this reason, you cannot compare SEMs between two different tests (a SEM of 10 may be worse than an SEM of 100 depending on the ranges).

Try this thought exercise. Say you have two tests that use the same score scale from 0 to 100. One is 15 minutes long with an SEM of 4, meaning a child who scores 75 is likely to have a “true score” as low as 71 or as high as 79. The other test is 60 minutes long and has an SEM of 2. In this case, a child who scores 75 is likely to have a “true score” as low as 73 or as high as 77. Which test is better?

Well, that depends on what you’re going to do with the assessment data. If this is a summative assessment that is administered only once and determines if a student advances to the next grade, you may decide the longer test with the smaller SEM is the best option. Accuracy would be paramount and you’d lose relatively little instructional time.

On the other hand, if you’re using the assessment to inform instructional decisions and testing students every month, you may choose the shorter assessment with the larger SEM. Perhaps you’re grouping all students with scores between 60 and 80 in the same instructional group. In this case, a score of 71, 75, or 79 won’t change the instruction a child receives and you’ll get 45 more minutes of instructional time every month. Here, efficiency takes priority and shorter is far better.

So which is better? Only you can answer. When evaluating length and reliability, you should:

  • Ensure all assessments meet your reliability standards—an unreliable test is no good, no matter how short or long it is.
  • Get the greatest reliability per minute—if two tests have similar reliability and validity, the shorter one is often the better choice.
  • Take a holistic look at your return on investment—if you’re sacrificing a lot of extra time for a little extra reliability, think about how you’ll use the results and whether the small increase in reliability is meaningful for your purposes.
  • Watch out for tests that are longer than your students’ attention spans—fatigue, boredom, and stress can all result in artificially low scores that don’t reflect students’ real skill levels.

How does computer-adaptive testing (CAT) affect testing time, reliability, and validity?

Remember how we said that longer tests are generally more reliable? There’s one big exception to that rule: computer-adaptive testing, also known as computerized adaptive testing or CAT.

With CAT, each student’s testing experience is unique. When a student answers a question correctly, the assessment automatically selects a more difficult item to be the next question. When a student answers a question incorrectly, the opposite occurs and the next item is less difficult than the current one. Since a well-designed CAT assessment has thousands of questions in its item bank, even if students have similar skill levels, they’ll likely see different questions—and the same student could even test and re-test without items being repeated.

CAT tailors item difficulty to match a student's skill level

Tailoring item difficulty according to student ability has several notable benefits. Since students do not see overly challenging items, they are less likely to be stressed, anxious, or intimidated. Similarly, since they do not see overly easy items, they are less likely to become bored or careless. When these negative emotions and distractions are reduced, scores tend to be more reliable and valid.

Perhaps more important, CAT requires fewer items to gauge a student’s skill level since it essentially “skips” the too-easy and too-hard questions that would need to be included on a traditional test. Think of it this way: If you have no idea what a student’s math level is, a traditional or fixed-form test (where all students see the same questions) needs to include everything from basic addition all the way up to advanced algebra or even calculus. That’s a very long test—and if it only has a few questions for each skill, it may not be very precise!

Meanwhile with CAT, if a student answers two or three algebra questions correctly—something like finding x if (22x – 57) • (144 + 289) = -5,629—then the test will not ask basic addition, subtraction, and multiplication questions. Instead, it will present more and more difficult questions until the student has an incorrect answer. This means a computer-adaptive test needs fewer items overall to pinpoint the student’s ability level.

In addition, CAT can provide more precise measures for low-achieving and high-achieving students than traditional tests. Consider the low-achieving student who cannot answer any questions on a 50-item fixed-form algebra test; we know his math skill level is below algebra, but how far below? The traditional test provides little insight. In contrast, after a student provides an incorrect answer on a computer-adaptive test, the test will continue to adapt down until it finds the student’s actual level, even if it’s far below the initial starting point. CAT essentially mimics what an expert teacher would do if she could personally question each student and thus can provide a more precise measure of student skill.

“The basic notion of an adaptive test is to mimic automatically what a wise examiner would do.” — Howard Wainer

As a result of all these factors, a well-designed CAT can be two or more times as efficient as traditional tests. In other words, if a traditional test has 50 items, a CAT assessment may need only 25 items to reach the same reliability; or, if both tests have the same number of items, the CAT one is likely to be more reliable. Along with improved reliability, CAT assessments also tend to have improved validity over traditional assessments. Shorter tests can be more reliable and more valid!

In fact, hundreds of studies have shown that even very short CAT assessments (including ones that take some students as little as 11 minutes to finish) can predict performance on much longer fixed-form assessments. For example, watch the short 1.5-minute clip below from the on-demand webinar Predicting Performance on High-Stakes Assessments, in which a researcher discusses why one popular CAT assessment is a good predictor of performance on year-end summative state tests.

The benefits of CAT are so great that some high-stakes assessments are moving from fixed-form to computer-adaptive. Is CAT right for you and your students? You should definitely consider CAT if:

  • Your students represent a wide range of ability levels and you need to know exactly how high or how low their skill levels are—CAT means you can use one test for an accurate measure of all students’ skill levels.
  • You have limited time to administer tests or need to assess students multiple times throughout the year—shorter CAT assessments could help you protect your instructional time without sacrificing reliability or validity.
  • You want a reliable measure of student progress over the school year or from year to year—CAT assessments will adapt up as students’ skill levels improve, allowing you to use the same test in multiple grades for directly comparable scores.

Are you assessing in the past—or in the future?

Back in 1845, multiple-choice questions had yet to be invented, formal adaptive testing didn’t exist, digital computers were almost 100 years away, and the United States’ first mandated written assessment took one hour. Today, things have changed a lot, but many assessments still seem stuck in the past. How many “modern” assessments still take an hour or more? How many need to take that long?

Could a shorter test give you the reliability, validity, and insights you need to support student success?

Before you decide on your best assessment, there’s one more factor you need to consider—the critical element that bridges assessment and instruction. In part two of this blog, we examine why learning progressions are so essential for good assessments.

Sources

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Mattimore, P. (2009, February 5). Why our children need national multiple choice tests. Retrieved from http://www.opednews.com/articles/Why-Our-Children-Need-Nati-by-Patrick-Mattimore-090205-402.html

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Popham, W. J. (2008). Classroom assessment: What teachers need to know (5th ed.). Boston: Allyn and Bacon.

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Renaissance Learning. (2015). Star Reading technical manual. Wisconsin Rapids, WI: Author.

Shapiro, E. S., & Gebhardt, S. N. (2012). Comparing computer-adaptive and curriculum-based measurement methods of assessment. School Psychology Review, 41(3), 295-305.

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Santa Monica, CA: RAND Corporation.

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River, NJ: Pearson/Merrill Prentice Hall.

Wainer, H. (2000). CATs: Whither and whence. Princeton, NJ: Educational Testing Services. Retrieved from https://doi.org/10.1002/j.2333-8504.2000.tb01836.x

Weiss, D. J. (2004). Computerized adaptive testing for effective and efficient measurement in counseling and education. Measurement and Evaluation in Counseling and Development, 37, 70-84. Retrieved from http://www.psych.umn.edu/psylabs/catcentral/pdf%20files/we04070.pdf

Wells, C. S., & Wollack, J. A. (2003). An instructor’s guide to understanding test reliability. Madison, WI: University of Wisconsin Testing & Evaluation Services.

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Explore 170 years of American assessments https://www.renaissance.com/2018/04/17/blog-explore-170-years-american-assessments/ https://www.renaissance.com/2018/04/17/blog-explore-170-years-american-assessments/#comments Tue, 17 Apr 2018 13:53:03 +0000 https://renlearnstg.wpengine.com/?p=18458 Today is test day. In a quiet classroom, children stare at the preprinted sheets in front of them. Some students squirm; they’re nervous. The assessment is timed and they only have 60 minutes to answer all of the questions before them. It’s a lot of pressure for kids who are, for the most part, only […]

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Today is test day.

In a quiet classroom, children stare at the preprinted sheets in front of them. Some students squirm; they’re nervous. The assessment is timed and they only have 60 minutes to answer all of the questions before them. It’s a lot of pressure for kids who are, for the most part, only 12 or 13 years old. Over the next several weeks, children all over the city will experience similar levels of anxiety as they take identical tests.

Their teacher is nervous too. This test will be used to judge not only students’ abilities but also the quality of their schooling. The results will be public. Parents will discuss them—and so will administrators, legislators, and other school authorities. In short, there’s a lot riding on this test.

When the reports finally roll in that summer, the scores are dismal. On average, students answer only 30% of the questions correctly. Citizens are in shock. Newspapers are packed with articles and letters to the editor, some attacking and some praising the results. People passionately debate the value of the assessment.

Pop quiz: What year is it?

You might think it was 2015. That year, thousands of eighth-grade students across the country took the National Assessment of Educational Progress (NAEP) reading assessment, a paper-and-pencil assessment that took up to 60 minutes for students to complete.

In 2015, only 34% of eighth graders scored proficient on NAEP, triggering an onslaught of media coverage debating the quality of American education—as well as the quality of the tests themselves.

In reality, it’s 1845, and these children are taking America’s first mandated written assessment. It’s the first time external authorities have required that students take standardized written exams in order to measure their ability and achievement levels, but it won’t be the last. Over the next 170 years, standardized testing will become a widespread and, well, standard part of American education.

Let’s briefly explore how assessment has evolved—and, in many ways, stayed the same—between 1845 and today. As a comparison, we’ll note major innovations in transportation along the way.

1845

In 1845, the first reported mandated written assessment in the United States takes place in Boston, Massachusetts. While only 530 students take this first assessment, thousands follow in their footsteps as standardized written assessments spread across the country in the decades following.

The same year, Robert William Thomson patents the first vulcanized rubber pneumatic tire—the type of tire now used on cars, bicycles, motorcycles, buses, trucks, heavy equipment, and aircraft. At this point, however, only the bicycle has been invented—and it still uses wooden wheels banded with iron.

1900s

While educators have always adapted to meet the needs of their students (consider the Socratic method of tailoring questions according to a student’s specific assertions, which has been around for more than two thousand years), the first formal adaptive test does not appear until 1905. Called the Binet-Simon intelligence test—and commonly known today as an intelligence quotient, or IQ, test—it features a variable starting level. The examiner then selects item sets based on the examinee’s performance on the previous set, providing a fully adaptive assessment.

Just two years earlier, in 1903, Orville and Wilbur Wright made history with the first flight of their airplane in Kitty Hawk, North Carolina. By 1905, the brothers are already soaring around in the Wright Flyer III, sometimes called the first “practical” fixed-wing aircraft.

1910s

Exactly seven decades after the first mandated written assessment in Massachusetts, the first multiple-choice tests are administered in Kansas in 1915. These three tests—one for grades 3–5, one for grades 6–8, and one for high school—are collectively known as the “Kansas Silent Reading Tests.” Devised the year prior by Dr. Frederick J. Kelly, each test consists of 16 short paragraphs and corresponding questions. Students have five minutes to read and answer as many questions as possible.

Standardization and speed seem to be hot topics in this decade. Only a few years earlier, in 1913, Henry Ford installed the first moving assembly line for the mass production of cars.

1920s

One of the most famous standardized academic assessments in the world is born: the Scholastic Aptitude Test (SAT). The first administration is in 1926. Students have a little more than an hour and a half—97 minutes to be exact—to answer 315 questions about nine subjects, including artificial language, analogies, antonyms, and number series. Interestingly, the SAT comes after the similarly named Stanford Achievement Test, which was first published in 1922 (to differentiate the two, the Stanford tests are known by their edition numbers, the most recent version being the “Stanford 10” or “SAT-10”).

In 1927, just one year after the first SAT, the Sunbeam 1000 HP Mystery becomes the first car in the world to travel over 200 mph. The same year, production of the iconic Ford Model T comes to an end after more than 15 million cars have rolled off the assembly line.

1930s

Although multiple-choice tests were invented two decades earlier, it’s not until 1936 that they can be scored automatically. This year, the IBM 805 Test Scoring Machine sees its first large-scale use for the New York Regents exam. Experienced users can score around 800 answer cards per hour—the speed limited not by the machine itself but by the operator’s ability to insert cards into the machine and record the scores.

Meanwhile, in the world of transportation, the world is introduced to the first practical jet aircraft. The Heinkel He 178 becomes the world’s first turbojet-powered aircraft to take flight in 1939.

1950s

The SAT’s main rival is born in 1959, when the first American College Testing (ACT) is administered. Each of its four sections—English, mathematics, social studies, and natural sciences—takes 45 minutes to complete for a total test time of three hours.

That same year, in the skies above, the turbojet powers a new airspeed record as the Convair F-106 Delta Dart becomes the first aircraft to travel faster than 1,500 mph.

1960s

Although planning began in 1964, the first National Assessment of Educational Progress (NAEP) takes place in 1969. Instead of today’s more well-known reading and math assessments, the first NAEP focuses on citizenship, science, and writing. It combines paper-and-pencil tests with interviews, cooperative activities, and observations of student behavior. There are no scores; NAEP only reports the percentage of students who could answer a question or complete an activity.

Also in 1969, Neil Armstrong and Edwin “Buzz” Aldrin become the first humans to set foot on the moon. A few months later, Charles Conrad and Alan Bean become the third and fourth individuals to take a stroll on the lunar surface. Back on earth, the first Boeing 747 takes flight.

1970s

It’s hard to pinpoint the very first computerized adaptive test (CAT): A few claim David J. Weiss develops the first one in either 1970 or 1971; others give this honor to Abraham G. Bayroff of the US Army Behavioral Research Laboratory, who experimented with “programmed testing machines” and “branching tests” in the 1960s; and some point earlier still to the work of the Educational Testing Service (ETS) in the 1950s. Regardless, computerized adaptive testing gains great momentum in the 1970s. In 1975, the first Conference on Computerized Adaptive Testing takes place in Washington, DC. By the end of the decade, the US Department of Defense has started investigating the possibility of large-scale computerized adaptive testing.

In the middle of the decade, in July 1976, the Lockheed SR-71 Blackbird shoots across the sky at a whopping 2,193 mph—setting an airspeed record that has yet to be broken.

1980s

Computerized adaptive tests start moving out of the laboratory and into the real world. One of the first operational computerized adaptive testing programs in education is the College Board’s ACCUPLACER college placement tests. In 1985, the four tests—reading comprehension, sentence skills, arithmetic, and elementary algebra—are used in a low-stakes environment to help better place students into college English and mathematics courses.

For some students, the ACCUPLACER might be their first experience with a computer—but not for all of them. In 1981, IBM introduced its first personal computer, the IBM 5150. A few years later, in 1984, Apple debuted the first Macintosh. This decade also sees the Rutan Voyager fly around the globe without stopping or refueling, making it the first airplane to do so. The 1986 trip takes the two pilots nine days and three minutes to complete.

1990s

After nearly 20 years of research and development, the computerized adaptive version of the Armed Services Vocational Aptitude Battery—more commonly known as the CAT-ASVAB—earns the distinction of being the first large-scale computerized adaptive test to be administered in a high-stakes setting.* First implemented in 1990 at a select number of test sites, the CAT-ASVAB goes nationwide in 1996 in part thanks to its reduced testing time and lower costs in comparison to the paper-and-pencil version (called the P&P-ASVAB). Today, the CAT-ASVAB takes about half the time (1.5 hours) of the P&P-ASVAB (3 hours).

(1996 also sees the advent of the first Renaissance Star Reading® assessment, a computerized adaptive test that quickly measures students’ reading levels.)

Another brainchild of the 1970s also comes to fruition in this decade: The Global Positioning System (GPS) is declared fully operational in 1995, with 27 satellites orbiting the globe.

2000s

The new millennium ushers in a new era of American testing. The No Child Left Behind Act of 2001 (NCLB) mandates state testing in reading and math annually in grades 3–8 and once in high school. While the Improving America’s Schools Act of 1994 (IASA) had previously required all states to develop educational standards and assess students, not all states were able to comply—and those that did not faced few consequences. This time, things are different and states must comply with NCLB or risk losing their federal funding.

The new millennium also sees GPS come to consumer electronics when the United States decides to stop degrading GPS signals used by the public. For the first time, turn-by-turn navigation is possible for civilians. This decade also sees the introduction of Facebook (2004), YouTube (2005), the iPhone (2007), and the Tesla Roadster (2008).

2010s

Have we reached testing overload? A 2014 report titled Testing Overload in America’s Schools finds that average students in grades 3–5 spend 15 hours taking district and state exams each year. Students in grades 6–8 spend even more time, with 16 hours each year spent on standardized assessments. On average, students in grades 3–8 take 10 standardized assessments each year, although some are found to take as many as 20 standardized tests in a single year. Their younger and older counterparts generally take 6 standardized tests per year, totaling four hours per year in grades K–2 and nine hours per year in grades 9–12.

This means a typical student may take 102 standardized tests before graduating high school, and some will take many more than that!

But things are changing. The passage of the Every Student Succeeds Act (ESSA) in 2015—which replaces NCLB—doesn’t eliminate mandated assessments, but it does offer states new levels of flexibility and control over their assessments. Around the same time, states across the nation reconsider the benefits and drawbacks of mandated assessments. Several eliminate high school graduation exams. Some limit the amount of time districts can devote to testing. Others discontinue achievement tests for specific grades or subjects. A few allow parents and guardians to opt their children out of some or even all standardized exams.

Meanwhile self-driving cars navigate city streets, flying drones deliver groceries to customers’ doors, the Curiosity rover is taking selfies on Mars, and you can order almost anything—from almost anywhere in the world—right from your phone.

Today

Over 170 years ago, it took more than three weeks to get from New York to Los Angeles by train and one hour to finish the country’s first mandated written exam. Today the trip requires less than six hours in an airplane, but many assessments still take an hour or longer—and students take many more tests than they used to.

But do they need to be so long? With all of the technological innovations over the years and the great leaps in learning science, is it possible to create shorter tests that still provide educators with meaningful data?

It can be done—and it has been done. In our next post, we explore the technology and test designs that make it possible to get reliable, valid data in 20 minutes or less.

*Some claim this honor should go to the Novell corporation’s certified network engineer (CNE) examination, the Education Testing Service’s (ETS) Graduate Record Examination (GRE), or the National Council of State Boards of Nursing’s (NCSBN) NCLEX nursing licensure examination, all of which debuted computerized adaptive tests in the early 1990s.

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Lazarin, M. (2014). Testing overload in America’s schools. Washington, DC: Center for American Progress.

Luecht, R. M. & Sireci, S. G. (2011). A review of models for computer-based testing. College Board. Retrieved from: https://files.eric.ed.gov/fulltext/ED562580.pdf

McCarthy, E. (2014, March 5). Take the very first SAT from 1926. Mental Floss. Retrieved from: http://mentalfloss.com/article/50276/take-very-first-sat

McGuinn, P. (2015). Schooling the state: ESEA and the evolution of the US Department of Education. RSF: The Russell Sage Foundation Journal of the Social Sciences, 1(3). Retrieved from: https://www.rsfjournal.org/doi/full/10.7758/RSF.2015.1.3.04

National Center for Education Statistics (NCES). (2012). NAEP: Measuring student progress since 1964. Retrieved from: https://nces.ed.gov/nationsreportcard/about/naephistory.aspx

National Center for Education Statistics (NCES). (2017). Timeline for National Assessment of Educational Progress (NAEP) Assessments from 1969 to 2024. Retrieved from: https://nces.ed.gov/nationsreportcard/about/assessmentsched.aspx

Pommerich, M., Segall, D. O., & Moreno, K. E. (2009). The nine lives of CAT-ASVAB: Innovations and revelations. In D. J. Weiss (Ed.), Proceedings of the 2009 GMAC Conference on Computerized Adaptive Testing. Retrieved from: https://pdfs.semanticscholar.org/dab4/36470022fa4819d8d6256727ff869aaf58cb.pdf

Reese, W. J. (2013). Testing wars in the public schools: A forgotten history. Cambridge, MA: Harvard University Press.

Seeley, L. C., Morton, M. A., & Anderson, A. A. (1962). Exploratory study of a sequential item test (BESRL Technical Research Note 129). Washington, DC: US Army Behavioral Research Laboratory.

Strauss, V. (2017, December 6). Efforts to reduce standardized testing succeeded in many school districts in 2017. Here’s why and how. The Washington Post. Retrieved from: https://www.washingtonpost.com/news/answer-sheet/wp/2017/12/06/efforts-to-reduce-standardized-testing-succeeded-in-many-school-districts-in-2017-heres-why-and-how/?utm_term=.bf6c68cbe156

US Congress Office of Technology Assessment. (1992). Testing in American schools: Asking the right questions (Publication No. OTA-SET-519). Washington, DC: US Government Printing Office.

Van de Linden, W. J., & Glas, C. A. W. (2000). Computerized adaptive testing: Theory and practice. Dordrecht, Germany: Kluwer Academic Publishers.

Winship, A. E. (Ed). (1917). Educational news: Kansas. New England and National Journal of Education, 85(21), 582-586.

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Renaissance and Learning A-Z Team up to Accelerate Literacy Outcomes https://www.renaissance.com/2018/04/17/news-renaissance-learning-a-z-team-up-accelerate-literacy-outcomes/ Tue, 17 Apr 2018 13:41:49 +0000 https://renlearnstg.wpengine.com/?p=18481 WISCONSIN RAPIDS, Wis. (April 17, 2018) – Renaissance® a leader in pre-K–12 learning analytics, announces Learning A-Z®, a literacy-focused pre-K–6 educational provider of technology-enabled learning resources, as its latest Renaissance Growth Alliance™ partner. The companies are working together to provide personalized reading instruction to help educators increase students’ literacy comprehension and proficiency. Raz-Plus™, the award-winning […]

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WISCONSIN RAPIDS, Wis. (April 17, 2018)Renaissance® a leader in pre-K–12 learning analytics, announces Learning A-Z®, a literacy-focused pre-K–6 educational provider of technology-enabled learning resources, as its latest Renaissance Growth Alliance™ partner. The companies are working together to provide personalized reading instruction to help educators increase students’ literacy comprehension and proficiency.

Raz-Plus™, the award-winning blended learning platform from Learning A-Z, which contains thousands of technology-enabled resources for personalized reading practice, will be integrated in Renaissance Flow 360®, an assessment-driven instruction solution. This integration will enable educators to use Renaissance Flow 360 to easily assign and add Raz-Plus resources to their students’ lesson and assignment plans.

Renaissance Flow 360 drives personalized learning by bridging assessment to practice and instructional resources. It also provides centralized data on student mastery to give teachers and administrators the actionable insights they need to help every student grow. Raz-Plus delivers standards-aligned reading instruction with more than 50,000 resources for pre-K–6 students including leveled readers, as well as thousands of instructional materials for teachers. The integration of Renaissance Flow 360 and Raz-Plus will help educators provide personalized reading practice at appropriate levels for each student.

“By working with Learning A-Z, we’re aiming to reduce the time educators spend manually processing student reading data and assigning instruction,” says Sally Searby, vice president of strategic partnerships at Renaissance. “In turn, this integration can support personalized instruction goals in the classroom, leading to greater literacy outcomes for students. We’re so pleased to welcome Learning A-Z to the Renaissance Growth Alliance—a vital solution that’s leading the way in bringing increased data interoperability to districts worldwide.”

The Renaissance Growth Alliance brings best-in-class instruction to Renaissance Flow 360, ensuring a steady flow of reliable data that can provide insights, organization, and data translation between solutions. This collaboration between instructional providers combines the impacts of individual solutions, helping educators deliver targeted instruction to each of their students. When districts’ providers participate in the Renaissance Growth Alliance, educators benefit from having the data collection and reporting all in one place.

Learning A-Z offers a variety of research-based, online literacy curriculum products that help educators differentiate instruction and increase student engagement. The organization’s materials are used by more than 7 million students in over 170 countries.

“This partnership reinforces our commitment to making differentiated literacy instruction as accessible as possible to as many educators as possible,” says Patrick Marcotte, president of Learning A-Z. “By linking intelligent, validated recommendations with the assessments teachers already rely on, we can reduce the amount of time spent gathering data and increase the amount of time delivering focused, intentional literacy instruction.”

For more information about Learning A-Z and Raz-Plus, please visit https://www.learninga-z.com/site/products/raz-plus/overview. To learn more about the Renaissance Growth Alliance, visit https://www.renaissance.com/growth-alliance/.


About Renaissance

Renaissance® is a leader in pre-K–12 learning analytics—enabling teachers, curriculum creators, and educators to drive phenomenal student growth. Renaissance’s solutions help educators analyze, customize, and plan personalized learning paths for students, allowing time for what matters—creating energizing learning experiences in the classroom. Founded by parents, upheld by educators, and enriched by data scientists, Renaissance knows learning is a continual journey—from year to year and for a lifetime. Our data-driven, personalized solutions are currently used in over one-third of U.S. schools and more than 70 countries around the world. For more information, visit www.renaissance.com.

About Learning A-Z

Learning A-Z® is a literacy-focused pre-K–6 educational provider of technology-enabled learning solutions. Our products blend traditional teacher-led instruction with robust online resources to make teaching more effective and efficient, practice more accessible and personalized, assessment more strategic and automated, and learning more informed and proactive. Our suite of products includes: Raz-Plus™, Reading A-Z™, Raz-Kids®, Headsprout®, Science A-Z®, Writing A-Z™, Vocabulary A-Z™, and ReadyTest A-Z™. Learning A-Z products are used by more than 7 million students in more than 170 countries. Learning A-Z is a business unit of Cambium Learning Group, Inc. (NASDAQ: ABCD). For more information, please visit www.learninga-z.com or find us on Facebook or Twitter.

Contact for Media Inquiries Only:

Katie Waite
Public Relations Manager
Renaissance
715-424-3636 ext. 2352
katie.waite@renaissance.com

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Renaissance Leadership to Present at 2018 ASU GSV Summit https://www.renaissance.com/2018/04/16/news-renaissance-leadership-present-2018-asu-gsv-summit/ Mon, 16 Apr 2018 13:02:35 +0000 https://renlearnstg.wpengine.com/?p=18476 The reality of personalized learning, future of measurement among key topics addressed by Renaissance’s CEO, Daniel Hamburger, and Chief Academic Officer, Dr. Gene Kerns WISCONSIN RAPIDS, Wis. (April 16, 2018) – Renaissance® a leader in pre-K–12 learning analytics, today announces that CEO Daniel Hamburger and Vice President and Chief Academic Officer Dr. Gene Kerns will […]

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The reality of personalized learning, future of measurement among key topics addressed by Renaissance’s CEO, Daniel Hamburger, and Chief Academic Officer, Dr. Gene Kerns

WISCONSIN RAPIDS, Wis. (April 16, 2018)Renaissance® a leader in pre-K–12 learning analytics, today announces that CEO Daniel Hamburger and Vice President and Chief Academic Officer Dr. Gene Kerns will be among the world’s top educational technology leaders to take the stage at the 2018 ASU GSV Summit, held April 16–18 at the Manchester Grand Hyatt in San Diego.

Daniel will be one of the main presenters during the summit’s Thought Leaders Program and will share insights into how edtech organizations can effectively help educators and districts make personalized learning a reality. He is presenting alongside leaders from ClassDojo and Charter Schools USA at 4 p.m. (PST) on Tuesday, April 17, in the Seaport Ballroom on the second floor.

“I look forward to addressing the pragmatic side of personalized learning—what educators, students, and districts should consider to accomplish their personalized learning goals,” said Daniel. “There is a lot of confusion on the topic, especially regarding how technology can help. I will share some practical steps education leaders can take as they experiment with personalized learning.”

Gene is participating on the main stage panel, From Hype to Insight: Measurement is Woke, at 11 a.m. (PST) on Wednesday, April 18. He will discuss how modern measurement of learning efficacy and human skills is rapidly evolving, along with fellow panelists Joanna Gorin, vice president, Research, Educational Testing Service; Lou Pugliese, senior innovation fellow & managing director, Technology Innovation Action Lab at Arizona State University; Marten Roorda, CEO, ACT; and Burr Settles, staff research scientist, Duolingo.

“Measurement continues to play an increasingly vital role in districts,” said Gene. “I’m excited to participate on this panel and to offer my take on where I see the future of technology and assessment intersecting. As assessment capabilities continue to advance, it’s truly remarkable to think about where we can go from here.”

The ASU GSV Summit caps off a month of milestones for Renaissance. In March, the organization announced its acquisition of myON®, a leading provider of digital literacy solutions. Renaissance and myON share a vision for improving student literacy, and together, the organizations will deliver a comprehensive suite of reading practice and assessment solutions to educators and students worldwide.

Renaissance also recently launched a new report that provides insights into reading practices that drive growth and achievement for students. Among the findings and research-driven strategies highlighted throughout the Education Leader’s Guide to Reading Growth is data from a recent study that shows “struggling-to-successful” readers read approximately six minutes more per day on average than “persistently struggling” readers—findings that may have a long-term impact on a student’s academic career.

To download the complete Education Leader’s Guide to Reading Growth, please visit www.renaissance.com/ed-leader-guide-reading-growth. To follow the latest news and updates from Renaissance at the ASU GSV Summit, please follow us on Twitter at https://twitter.com/RenLearnUS.


About Renaissance

Renaissance® is a leader in pre-K–12 learning analytics—enabling teachers, curriculum creators, and educators to drive phenomenal student growth. Renaissance’s solutions help educators analyze, customize, and plan personalized learning paths for students, allowing time for what matters—creating energizing learning experiences in the classroom. Founded by parents, upheld by educators, and enriched by data scientists, Renaissance knows learning is a continual journey—from year to year and for a lifetime. Our data-driven, personalized solutions are currently used in over one-third of U.S. schools and more than 70 countries around the world. For more information, visit www.renaissance.com.

Contact for Media Inquiries Only:

Katie Waite
Public Relations Manager
Renaissance
715-424-3636 ext. 2352
katie.waite@renaissance.com

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8 strategies for effective reading and writing instruction https://www.renaissance.com/2018/04/12/8-strategies-for-effective-reading-and-writing-instruction/ Thu, 12 Apr 2018 16:07:00 +0000 https://www.renaissance.com/?p=64386 Literacy is a foundational part of our personal and professional lives. As educators, we have internalized much of the reading and writing process. But these tasks can often feel challenging or nebulous to our students. Why is this the case? Unlike solving a math problem, we can’t always break down reading and writing into clear […]

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Literacy is a foundational part of our personal and professional lives. As educators, we have internalized much of the reading and writing process. But these tasks can often feel challenging or nebulous to our students. Why is this the case?

Unlike solving a math problem, we can’t always break down reading and writing into clear steps. As a result, teachers may struggle to find strategies to help students improve their literacy skills. So, they often end up assigning reading and writing as homework instead of teaching reading and writing skills and strategies in the classroom.

Learning to understand a poem or structure an argumentative essay is a challenge. That said, there are principles that teachers can apply to their instruction to maximize effectiveness.

The ideas that follow are not a quick fix. They are a menu of options that teachers can include, when appropriate, to make reading and writing lessons more impactful for students.

Teacher and girl on tablets

4 strategies for effective reading instruction

Because literacy is the basis for all learning, effective reading instruction is essential for student success in all subject areas. In order to support students’ development of strong reading skills, there are several strategies that teachers can use to engage students and promote deeper comprehension.

#1: Think aloud

One of the most effective reading strategies is to think aloud. Teachers often forget everything that goes into understanding a text. Developing readers often don’t know the mental work required to turn the words on the page into meaning. This creates an opportunity for teachers to model their thinking process for the class in a formal “Think Aloud.” This is when the teacher reads a text aloud, pausing to explain her thoughts. It might sound something like this:

“Here, at the beginning of the novel, I notice that the main character is reflecting on her experience from high school, even though we’re told that she is now thirty years old. This makes me wonder why the author has chosen to have the older version of the narrator tell the story—and why these memories from her teenage years are so important to her at this point in her life.”

Thinking aloud requires practice, and it’s alright if it doesn’t succeed the first time. In fact, it can be good for students to see teachers struggle occasionally. This shows students that everyone can struggle with comprehension and may need to go back and reread portions of a text in order to understand specific details.

#2: Set a purpose for reading

This point refers to teaching whole class texts, whether that is an article, a novel, a poem, a play, or even a digital text. Students are more engaged in their reading if the teacher sets a purpose for reading. This can include a specific question to answer or a prompt to respond to. An alternative is to ask students to make a mark where something in the text is surprising or interesting, and to be ready to explain their choice in more detail when called upon.

The purpose for reading does not need to be complex, only focused.​​

#3: Write to learn

Reading and writing are recursive processes, which is why writing to learn is not only an effective writing strategy but is beneficial for reading comprehension, too.

In fact, reading and writing lead into and complement each other. Often, students will process a text better if they write about the text after reading it. One way to do this is with “quick write” prompts. This is when students are given a short period of time (two minutes, for example) to respond to a specific quote or question.

Another option is to ask students to explain how some part of the text relates to or differs from their lives, what surprised them in a text, what questions or topics they’d like to learn more about after reading the text, etc.

Creating confident readers

Discover tools from Renaissance to help all learners become skilled readers.

#4: Use visuals

Sometimes, visuals make all the difference. This is why things like sketchnoting can support readers by providing an outlet to create meaning through different forms of note-taking, including labels, structure, icons, and various pictures to help them process information.

Sketchnoting can help students capture key information from a text, remember it, and share it with others in a way that makes sense to them. It is a form of mnemonics, meaning it connects information with images, making it easier to remember what we’ve read or learned.

A child's drawing
Sample student sketchnote

4 strategies for effective writing instruction

Similar to reading instruction, effective writing instruction provides students with a well-rounded education, and the right strategies can set students up with the communication skills and problem-solving abilities they need for success.

#1: Teaching pre-writing

Have you heard of “blank page syndrome?” This is when students stare at a blank computer screen or piece of paper. The cursor blinks, the pen twiddles, without a word appearing on the page.

Writing with fluency and volume is not natural for most people. Teaching pre-writing strategies helps students to get started so they can organize their thoughts and build momentum. Some examples of prewriting strategies include:

  • Listing questions the student has about an expository topic.
  • Listing opinions from many perspectives for an argumentative piece.
  • Using a plot diagram to outline a narrative.

#2: Sentence combining

Grammar instruction often overwhelms teachers just as much as grammar rules overwhelm students. One simple entry point is teaching students explicit techniques for combining sentences. Teachers can present students with sophisticated sentence structures, which lead to more sophisticated thoughts. The teacher can include terms and rules into these lessons because there is context for them.

#3: Studying mentor texts

Students learn to write by watching good writers and—in some sense—doing what they do. For example, are your students interested in writing editorials to share their views on an issue? Then the whole class can study editorials from popular news sites.

In the follow-up, students can then read a variety of editorials on their own. They can make lists of the structural and stylistic techniques that writers of the genre use. Furthermore, teachers can ask students to copy the style of good sentences from these mentor texts. This leads into writing full pieces in the style of mentor texts that the class has studied.

#4: Shared writing

Shared writing is a highly effective instructional strategy that can be used to teach writing skills to students of all ages and skill levels. This approach involves the teacher and students collaborating to create a piece of writing, such as a story or an essay.

As the teacher models the writing process, students are able to observe and participate in the process of planning, drafting, revising, and editing a piece of writing. By working together with instructors and peers, students are able to learn from one another and receive immediate feedback from the teacher.

This collaborative approach helps to build confidence and motivation in students while also improving their writing skills. Shared writing also allows for differentiated instruction, as the teacher can adjust the level of support based on each student’s or each group’s needs.

Teacher and boy

Renaissance: Providing solutions for reading and writing success

Effective reading and writing instruction can be challenging to plan and deliver. With so many needs in a single classroom, a teacher needs a whole toolkit of strategies. There are no magic tricks for improving literacy, but there are guiding principles.

Renaissance offers teachers a variety of resources to support effective reading and writing instruction. Our solutions include:

  • FastBridge and Star Assessments, for reliable insights into students’ current reading skills and instructional needs.
  • Accelerated Reader, to motivate and monitor students’ independent reading practice and spark a love of reading.
  • The myON digital platform, which provides 24/7 access to thousands of books and news articles—along with embedded reading and writing tools.
  • Freckle for ELA, for differentiated practice on essential reading and writing skills across K–12.

Whether you’re an instructor looking for greater insights into your students’ needs and abilities, or you’re looking for strategies to help improve their reading and writing capabilities, Renaissance’s solutions provide instructors with the tools and resources they need to help their students develop the skills necessary for academic success.

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Renaissance Solutions Recognized in EdTech Digest’s 2018 EdTech Awards https://www.renaissance.com/2018/04/11/news-renaissance-solutions-recognized-edtech-digest-2018-edtech-awards/ Wed, 11 Apr 2018 18:42:22 +0000 https://renlearnstg.wpengine.com/?p=18259 Renaissance Flow 360 named best classroom management solution WISCONSIN RAPIDS, Wis. (April 11, 2018) – Renaissance®, a leader in pre-K–12 learning analytics, is thrilled to announce that EdTech Digest named Renaissance Flow 360® a best classroom management solution in its 2018 EdTech Awards. The annual awards program celebrates the innovators, leaders, and trendsetters in edtech. […]

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Renaissance Flow 360 named best classroom management solution

WISCONSIN RAPIDS, Wis. (April 11, 2018)Renaissance®, a leader in pre-K–12 learning analytics, is thrilled to announce that EdTech Digest named Renaissance Flow 360® a best classroom management solution in its 2018 EdTech Awards. The annual awards program celebrates the innovators, leaders, and trendsetters in edtech.

“It’s extremely rewarding to see Renaissance Flow 360 recognized among some of the leading products and solutions in edtech,” said Elizabeth Lehnertz, vice president of product marketing at Renaissance. “From the start, Renaissance Flow 360 has been designed to save educators time and streamline the flow of student data. It’s an honor to be recognized for this by EdTech Digest and others.”

“The work of the educator is often undervalued and overlooked, but educators and technologists supporting them play a leading role in our world,” added Victor Rivero, editor-in-chief at EdTech Digest. “Congratulations to the finalists and winners of the 2018 EdTech Awards and may their resolve inspire others.”

Renaissance Flow 360 helps educators bridge the gap from assessment and planning to instruction and practice, reducing the time spent grading assignments, collecting data, searching for instructional resources, and creating lesson plans. Fundamental to the program is the Renaissance Growth Alliance™, a collaboration that brings together in-class instruction with Renaissance’s assessment and learning analytics to facilitate a seamless personalized learning journey for all students.

Renaissance Flow 360 automatically tracks key data from assessments and practice and converts that data into a unified measure of mastery. At any given moment, educators can obtain deep insight into student mastery—easily organized by domain, standard, skill, or subskill—so they can focus instruction.

In addition to Renaissance Flow 360 being named a 2018 EdTech Award winner, Renaissance Accelerated Reader 360®, Renaissance-U®, and Renaissance’s own Gene M. Kerns were named finalists in several award categories, including best product or service, professional development learning solution, and edtech advocate, respectively. myON®, by Renaissance, was also named a finalist in the best literacy/reading solution and personalized learning solution categories.

A complete list of the finalists and winners recognized by EdTech Digest can be found at https://bit.ly/2uHp3Ar.

To learn more about Renaissance Flow 360, click the button below.

[button title=”Explore Renaissance Flow 360″ link=”https://www.renaissance.com/products/renaissance-flow-360/” color=”#34ACE8″ font_color=”#ffffff” size=”3″]

About Renaissance

Renaissance® is the leader in pre-K–12 learning analytics—enabling teachers, curriculum creators, and educators to drive phenomenal student growth. Renaissance’s solutions help educators analyze, customize, and plan personalized learning paths for students, allowing time for what matters—creating energizing learning experiences in the classroom. Founded by parents, upheld by educators, and enriched by data scientists, Renaissance knows learning is a continual journey—from year to year and for a lifetime. Our data-driven, personalized solutions are currently used in over one-third of U.S. schools and more than 70 countries around the world. For more information, visit www.renaissance.com.

Contact for Media Inquiries Only:

Katie Waite
Public Relations Manager
Renaissance
715-424-3636 ext. 2352
katie.waite@renaissance.com

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How families can support reading practice outside of school https://www.renaissance.com/2018/04/05/blog-how-families-can-support-reading-practice-outside-school/ https://www.renaissance.com/2018/04/05/blog-how-families-can-support-reading-practice-outside-school/#comments Thu, 05 Apr 2018 14:03:42 +0000 https://renlearnstg.wpengine.com/?p=17962 Kids of all ages need daily reading practice to help build strong literacy skills and achieve college and career readiness, but there are only so many hours in a school day—and more than half of students aren’t spending enough time reading. This is where parents, guardians, and other adult family members can have a huge […]

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Kids of all ages need daily reading practice to help build strong literacy skills and achieve college and career readiness, but there are only so many hours in a school day—and more than half of students aren’t spending enough time reading.

This is where parents, guardians, and other adult family members can have a huge impact on a child’s reading success. Below are effective, research-driven tips designed to help support reading at home and on the go. Take a look!

Encourage choice

Kids love having agency. Being in charge, making choices, and deciding what to do—these are powerful motivators, especially when it comes to reading. Nearly nine out of ten children ages 6–17 say their favorite books are the ones they picked out themselves. A similar number say they are more likely to finish books they chose.

However, choice doesn’t mean “everything.” Allowing kids to choose from a limited number of options is a great way to boost reading motivation while keeping them on task. For example, you can set the expectation that your child will read for 15–30 minutes each night, but you could let them decide which book or article they read and where they do their reading.

Support discovery

Families underestimate how hard it can be for some kids to find books they enjoy. Overall, only 29% of parents think their kids have trouble finding good books, but a full 41% of children report they have difficulty finding books they like. That number goes up as kids grow older, with children ages 15–17 having the hardest time finding enjoyable books.

Help your child discover their next great read. Take them to a local library or bookstore and give them plenty of time to browse the shelves. Ask your child’s teacher for age-appropriate recommendations. Download the annual What Kids Are Reading report, which lists the most-read and highest-rated books by
grade, for awesome kid-tested suggestions.

Set a good example

While school might seem like the major focus of your child’s life, the reality is that over the course of a calendar year, students spend only 14% of their time at school. The biggest block of their time—53%—is spent at home and in their community. What you do with that time has a huge impact on your child’s academic success.

Show your child that you value reading. If you want to see your child read at home, then make sure your child sees you reading at home. This can include reading books, magazines, and newspapers for pleasure, but it can also be reading recipes aloud when you cook a meal or letters aloud when you sort mail, reading driving directions when on a trip or instructions when assembling furniture, or even reading long-form articles online.

Read aloud

Did you know most families stop reading aloud to children after age 5, but the vast
majority of kids enjoy hearing books read aloud well past that age? In fact, the majority of middle schoolers say listening to someone read aloud is one of their favorite reading activities!

If you think about it, even adults love hearing their favorite books read aloud; audio books are the fastest-growing segment in the digital publishing industry. Make reading aloud a frequent family activity, no matter how old your child is! If you have an older child, take turns, alternating between reading aloud to your child and listening to your child read aloud.

Start a family book club

Reading doesn’t have to be a solitary activity. Many children enjoy the social aspects of reading. Take talking about reading to the next level by starting a family book club. Depending on your child’s age, you may want to gather for group discussions after each chapter, after finishing the entire book, or at other regular intervals. This is a great way to build reading skills and a sense of togetherness simultaneously!

You may also want to grow your book club by inviting your child’s friends, your
extended family, or your neighbors to participate. You can even have book club discussions with participants who are far away—set up a private Facebook group, email thread, shared Google doc, or other collaborative medium. Helping your child craft responses to posts has the added benefit of strengthening their writing skills on top of their reading skills.

Diversify reading materials

Did you know there are four different reader profiles—and those four profiles have very different levels of achievement? Students who are the “least diversified readers” (reading only one type of text with frequency) have the lowest reading literacy achievement, while students who are “diversified readers in long and complex texts” (who frequently read fiction and nonfiction books in addition to magazine and newspaper articles) have the highest reading literacy achievement.

Encourage your child to be a diversified reader—and make sure that diversity includes books. If your child loves comics or graphic novels, help them find books and short stories with similar topics or themes. Have a kid who can’t get off social media? There are plenty of books about the founding of Facebook, guides to getting more followers on Twitters, and manuals about coding written just for kids, which are all great nonfiction options that will add lots of diversity.

Get in the zone

Research shows that when students read in the “Zone of Proximal Development”—a term which refers to the range of text complexity that a student can read independently but not effortlessly—they achieve greater reading gains than when they read books that are easy for them to read and comprehend. Reading materials in the “zone” offer just enough challenge to help them build stronger reading skills, but not so much that they become frustrated and discouraged from further reading.

Ask the reading/language arts teacher what your child’s reading level is and the associated zone of proximal development (some teachers call it the “instructional reading level” or the “independent reading range”). You want the majority of your child’s reading to be in the zone, but occasionally reading above or below the zone is OK and should not be banned entirely. Even if your child’s school doesn’t use Renaissance Accelerated Reader®, you can use the Accelerated Reader Bookfinder™ to find great book suggestions that are in your child’s zone.

Keep full bookshelves

Multiple studies have found that access to books at home is critical for kids. The kids who read most frequently are also the ones who have the highest number of books in the home. Kids who have lots and lots of books in their home are also more likely to be diversified readers who explore a broad range of materials.

Remember that reading materials don’t have to be new or expensive to be amazing! There are many ways to fill your home with reading materials without breaking the budget:

  • Browse yard and garage sales, used book stores, public library book sales, and clearance events for books and magazines.
  • See if your school or neighborhood has a community book exchange or book swap.
  • Ask family and friends to consider gifting books and magazine subscriptions for birthdays or holidays.
  • Check out books from your public library (just be sure to return them on time).
  • Find out if any of your subscription services or memberships include free or discounted books or magazines.
  • See if there are nonprofits in your area that supply free books for kids.

If you travel, be sure to take reading materials with you whenever possible so that your child always has an opportunity to read, no matter where they are.

Reward wisely

While it may be tempting to reward your child with money or gifts for earning good grades in reading/language arts classes, many educators believe this kind of motivation—called “extrinsic” motivation—is good only for short-term gains and may actually make your child less motivated to read in the long term. Plus, only 7% of kids say grades and rewards motivate them to read.

If your child is driven by extrinsic rewards, there are some key guidelines to follow to ensure your rewards have positive and not negative effects:

  • First, the reward should be directly related to the activity—if you want to encourage more reading, then the reward should be something like a new book or a ticket to an author reading, and not money or a new video game.
  • Second, the reward should be a surprise—instead of saying, “I’ll give you a reward if you read this book” before your child opens the book, try “I’m so proud of you for reading this book, I have a surprise reward for you” after your child has finished the book.
  • Third, reward only inputs—actions that students can directly control. Time spent reading is an input; test scores and grades are outputs. It seems counterintuitive, but studies have shown rewards for inputs can raise achievement, while rewarding achievement isn’t very effective at raising achievement!

By following these guidelines, you’ll make sure the rewards you give set your child up for both short-term and long-term success.

Consider format preferences

Paper or digital? For many kids, there’s a big difference. Overall, 65% of children say they will always want to read books on paper, even when eBooks are available. However, boys—especially older boys—differ quite a bit, with only 23% of boys ages 12–14 and a mere 13% of boys ages 15–17 feeling strongly about print reading materials. The trend reverses with girls, who feel more strongly about print as they grow older.

Find out if your child has a preference between print or digital, and try to supply reading materials in their preferred format. This may not always be an option, but your efforts will show your child that you want them to enjoy reading—and having materials in their preferred format will make them more likely to want to read.

Stay curious

Just because school ends doesn’t mean the learning ever does—and that goes for both you and your child! There are always new discoveries being made, new research being published, and new insights being shared. Browse around to find a few sources you find helpful and subscribe to your favorites. Don’t hesitate to look at materials designed primarily for teachers, as many activities that can be done in the classroom can also be done at home.

If your child’s teacher or school publishes a family newsletter or has a parent/guardian portal, be sure to check in frequently to stay up to date. Ask your child about their day at school, their homework, and what they’ve read and learned—whether it was at school or not. Talk to friends and family with school-aged children about what is and isn’t working for them. Keep your mind wide open to new ideas; your willingness to learn can rub off on your child!

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Math motivation: Attitude, anxiety, and achievement https://www.renaissance.com/2018/03/29/blog-math-motivation-attitude-anxiety-achievement/ https://www.renaissance.com/2018/03/29/blog-math-motivation-attitude-anxiety-achievement/#comments Thu, 29 Mar 2018 14:09:34 +0000 https://renlearnstg.wpengine.com/?p=17914 “Should I be concerned about my students’ attitudes toward mathematics?” This is one of the questions researchers sought to answer when they set out to analyze the 2012 Programme for International Student Assessment (PISA) results. That year, 510,000 high school-aged students (specifically 15- and 16-year-olds) in 65 countries and economies, including the United States, participated […]

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“Should I be concerned about my students’ attitudes toward mathematics?”

This is one of the questions researchers sought to answer when they set out to analyze the 2012 Programme for International Student Assessment (PISA) results. That year, 510,000 high school-aged students (specifically 15- and 16-year-olds) in 65 countries and economies, including the United States, participated in the assessment.1

The question is especially important when we consider how few students say they study mathematics because they enjoy it—only 38% of students in the 34 Organisation for Economic Co-operation and Development (OECD) countries said they did. Moreover, 43% of students believed they were not good at math and 59% often worried that math class would be difficult for them.2

So what is the answer? Do students’ attitudes about math matter?

The PISA researchers concluded that, yes, we should be concerned about students’ feelings toward math—and they’re not the only experts who say so.

How does math motivation relate to math achievement?

High school

A separate PISA analysis reviewed the association between math motivation and math achievement in high school-aged students. This study looked at two different types of motivation—intrinsic, which described if students enjoyed and were interested in math, and instrumental, which described if students valued math for its role in their education or career goals—and found both correlated to math achievement.3

On average, students in the bottom quarter of the intrinsic math motivation index scored 472, well below the international average of 494, while students in the top quarter scored 521—well above the average. For instrumental math motivation, students in the bottom quarter had an average score of 477 and students in the top quarter had an average score of 519.

Math Motivation & Math Scores

On average, across all student groups, an increase in one “unit” of intrinsic math motivation was associated with an increase of 19.4 points on the math assessment. Similarly, an increase in one “unit” of instrumental math motivation was associated with math scores rising by 17.6 points. (To put this data in perspective, there was a difference of about 2.5 “units” of motivation between the bottom and top quarters for both intrinsic and instrumental motivation.)

Middle school

The relationship between math motivation and math achievement is not unique to high school; it can be seen among middle school students as well. A study of roughly 3,000 eighth-grade students across the United States found students’ attitudes toward and interest in math had a “substantial direct effect” on their math achievement.4

While general motivation toward school (as measured by attendance and punctuality) also had a direct effect on math achievement, it was smaller than that of math attitude. Motivation toward classwork, as measured by whether students showed up prepared for class, had no significant direct effect on math achievement. However, both affected math attitude—the authors suggested attendance and participation in classes exposed students to math instruction and math-related experiences that influenced math attitude—and thus indirectly affected math achievement.

Math attitude didn’t just affect math achievement. It also appeared to play a role in the effort students put into mathematics. Students with a more positive attitude toward math were more likely to spend more time on their math homework—which, in turn, had a direct effect on their math achievement. (Classwork motivation also had an effect on time spent on homework and influenced math achievement via this route as well.) Overall, the researchers’ four-variable model explained a “significant amount of variance” (46%) in mathematics achievement.

Elementary school

What about elementary school, when students are just beginning their math journeys? Once again, it seems students’ feelings toward math may play a role in achievement. One study of second and third graders found that students who felt nervous when answering math questions had lower performance than students who had little or no math anxiety. The authors concluded that “math anxiety was significantly and negatively correlated with math proficiency.”5

(Note that math anxiety is not quite the same as a negative attitude toward math; anxiety is more emotional whereas attitude is more related to students’ motivations and thoughts. However, the two tend to correlate quite closely with each other.6)

What are students’ attitudes toward math?

Among the OECD countries that participated in the 2012 PISA, the United States performed below average in mathematics, ranked 27 out of 34.7 When we examine American students’ attitudes toward math, we also see low levels of math motivation.3

In terms of intrinsic motivation, only 34% said they enjoyed reading about math and 37% said they did math because they enjoyed it. A higher number, 46%, said they looked forward to their math lessons—but the same number also said their teacher had not explained math concepts well that week. While half the students said they were interested in the things they learned in math class (50%), nearly as many said their teacher did not get students interested in the material (47%).

For instrumental motivation, American students generally recognized the importance of math for college and career success. Four out of five believed that learning math would help them get a job and the same number felt math would improve their career prospects in general. A large majority, 81%, also said math was important because it would help them in the future. However, despite recognizing the key connections between math and future success, only 48% of students felt math was one of their best subjects, 46% said they weren’t good at solving math problems, and 32% admitted to making bad guesses on math quizzes. Perhaps more worryingly, 23% felt helpless when doing math problems and 57% often worried that they would have a difficult time in math class.

There is good news, too: Almost all American students (95%) believed they can succeed in math if they put in enough effort! Most also felt they were in control of their test scores: Only 28% felt they would do poorly on a math test even if they studied for it and 62% even said they would study harder than required for math classes.

Students' Math Motivation

Students aren’t wrong to believe in the power of effort. An analysis of nearly 7,000 American high school students found that effort had a “significant, positive effect on math gains.” In fact, across all four tracks studied—honors/advanced, academic, general (reference), and vocational/other—effort had significant, positive effects on achievement in every track. The results further indicated that the effects of effort on learning are the same for all students, regardless of their track.8

Another important finding of this study was that, while prior effort did have an effect on current achievement—learning is cumulative, after all—the effect was much smaller than that of current effort. The authors concluded that students who try harder learn more, regardless of how much effort they exerted in previous years. In other words, it’s never too late for students to see the benefits of trying harder, even if they didn’t do so in the past.

It seems that our students have great potential, if only we can harness it.

How can we motivate students to boost math achievement?

Students are as varied as the math problems they’re asked to solve, which means there is no single approach that’s guaranteed to work for all of them. Still, researchers have detected patterns and approaches that seem to help the majority of students develop positive attitudes toward math, reduce math anxiety, and increase math achievement. Here are some research-based recommendations from notable math experts.

The PISA researchers mentioned at the beginning of this post have several suggestions for educators,2 such as:

  • Tell students what they have to learn, what is expected of them, and how they are progressing.
  • Provide students with ongoing, informal feedback on their progress (using a formative assessment process).
  • Encourage students to work in small groups to build confidence.
  • Use computers in mathematics lessons to increase motivation.
  • Explore innovative teaching tools for math, including dynamic graphical, numerical, and visual technology applications.
  • Make math lessons personally relevant to learners.

Dr. Carol S. Dweck, one of the world’s leading researchers in the field of motivation and the Lewis and Virginia Eaton Professor of Psychology at Stanford University, suggests that improving students’ math mindsets can also improve their math achievement.9 Her recommendations include:

  • Encourage a growth mindset and teach students that the brain is like a muscle that gets stronger and works better the more it is exercised.
  • Present “math geniuses” and famous mathematicians as people who loved and were dedicated to their craft.
  • Recognize and admire students who seek out challenges, work hard, and learn from their mistakes.
  • Compliment effort, especially when students work hard but don’t do well—and express confidence that students can and will reach their goals if they keep working on them.

Two cognitive scientists—Daniel T. Willingham from the University of Virginia and Sian Beilock from the University of Chicago—examined how math anxiety develops to provide educators with recommendations for preventing or reducing its impact on students’ math performance.10 They offered these suggestions:

  • Ensure students master fundamental skills, as proficiency with basic numerical and spatial processing may prevent math anxiety from developing in young students.
  • Focus on how to teach math concepts rather than on the math concepts themselves, because strong teaching strategies can lessen educator anxiety—and less-anxious teachers have less-anxious students.
  • Give students the time and space to work through their answers, since time pressure can increase students’ math anxiety.
  • Provide students with the opportunity to write freely about their emotions about math exams prior to taking them.
  • Suggest concrete strategies for approaching a particular problem differently, especially when students struggle.

Although a positive attitude toward math cannot replace time spent learning and practicing math skills, it can certainly provide the fuel students need to keep going when they encounter new or challenging math concepts. Imagine what your students might accomplish if they approached math with the power of a positive attitude!

References

1 Organisation for Economic Co-operation and Development (OECD). (2014). PISA 2012 results in focus: What 15-year-olds know and what they can do with what they know. Retrieved from http://www.oecd.org/pisa/keyfindings/pisa-2012-results-overview.pdf

2 Organisation for Economic Co-operation and Development (OECD). (2016). Ten questions for mathematics teachers … and how PISA can help answer them. Paris, France: OECD Publishing.

3 Organisation for Economic Co-operation and Development (OECD). (2013). PISA 2012 results: Ready to learn: Students’ engagement, drive and self-beliefs (Volume III). Retrieved from http://www.oecd-ilibrary.org/education/pisa-2012-results-ready-to-learn-volume-iii_9789264201170-en

4 Singh, K., Granville, M., & Dika, S. (2002). Mathematics and science achievement: Effects of motivation, interest, and academic engagement. The Journal of Educational Research, 2(6), 323-332.

5 Wu, S. S., Barth, M., Amin, H., Malcarne, V., & Menon, V. (2012). Math anxiety in second and third graders and its relation to mathematics achievement. Frontiers in Psychology, 3, 162, 1-11.

6 Dowker, A., Sarkar, A., & Looi, C. Y. (2016). Mathematics anxiety: What have we learned in 60 years? Frontiers in Psychology, 7, 508, 1-16. Retrieved from http://doi.org/10.3389/fpsyg.2016.00508

7 Organisation for Economic Co-operation and Development (OECD). (n.d.). Programme for International Student Assessment (PISA) results from PISA 2012: United States country note. Retrieved from http://www.oecd.org/unitedstates/PISA-2012-results-US.pdf

8 Carbonaro, W. (2005). Tracking, students’ effort, and academic achievement. Sociology of Education, 78(1), 27-49.

9 Dweck, C. (2008). Mindsets and math/science achievement. New York, NY: The Opportunity Equation.

10 Beilock, S. L., & Willingham, D. T. (2014). Ask the cognitive scientist: Math anxiety: Can teachers help students reduce it? American Educator. Retrieved from http://www.aft.org/pdfs/americaneducator/summer2014/Beilock.pdf

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Marine with a mission: Saint Peter’s 9-year journey to National Blue Ribbon achievement https://www.renaissance.com/2018/03/28/ss-marine-mission-saint-peters-9-year-journey-national-blue-ribbon-achievement/ Wed, 28 Mar 2018 15:00:35 +0000 https://renlearnstg.wpengine.com/?p=17362 In 2017, the U.S. Department of Education presented its coveted National Blue Ribbon School award to just 50 private schools. Saint Peter’s Catholic School in Waldorf, Maryland, was one of them. Lieutenant Colonel John R. (J.R.) West began his career as an educator after serving 21 years in the United States Marine Corps. In 2009, […]

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In 2017, the U.S. Department of Education presented its coveted National Blue Ribbon School award to just 50 private schools. Saint Peter’s Catholic School in Waldorf, Maryland, was one of them. Lieutenant Colonel John R. (J.R.) West began his career as an educator after serving 21 years in the United States Marine Corps. In 2009, when West took over as principal of Saint Peter’s, the school was suffering from declining enrollment, rapidly shrinking coffers, and a host of other issues, including mounting discipline problems. Some in the community suspected that West was actually brought in to gracefully close down the facility. But West had other plans.

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Math milestones: The critical role of math achievement in student success https://www.renaissance.com/2018/03/22/blog-math-milestones-critical-role-math-achievement-student-success/ https://www.renaissance.com/2018/03/22/blog-math-milestones-critical-role-math-achievement-student-success/#comments Thu, 22 Mar 2018 14:03:43 +0000 https://renlearnstg.wpengine.com/?p=17366 Can a student’s math achievement in prekindergarten predict whether they will graduate from college with a bachelor’s degree or higher? Math is so much more than just numbers and symbols. It’s logic and critical thinking. It’s problem solving. It helps us understand our world in deeper, more meaningful ways. And it may affect how successful […]

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Can a student’s math achievement in prekindergarten predict whether they will graduate from college with a bachelor’s degree or higher?

Math is so much more than just numbers and symbols. It’s logic and critical thinking. It’s problem solving. It helps us understand our world in deeper, more meaningful ways. And it may affect how successful we are in that world.

For example, one researcher analyzed the educational outcomes and math scores of several thousand students. After crunching the numbers, he declared that, even without considering any other factors, math achievement alone explained “about a 30% to 60% range of variance in the chance of being on track to college readiness.”1 In his view, math wasn’t the only factor influencing college readiness, but it was one of the more important ones.

This researcher even claimed he could use a student’s math achievement in prekindergarten to determine whether they would stay on track for enrollment at a two-year college, completion of two-year college with an associate’s degree or above, enrollment at a four-year college, or completion of four-year college with a bachelor’s degree or above. As students moved through the grades, he seemed better able to predict how they would track for college outcomes. He concluded that “school math achievement is a good predictor of whether students in P–12 education stay on track toward two-year or four-year college education.”

One researcher has claimed that math achievement is a good predictor of whether a student stays on track for completion of four-year college with a bachelor’s degree or above.

While no other studies have reached the same conclusion—and until much more research is done on the topic, we remain rather doubtful that prekindergarten or even elementary math achievement can accurately predict college graduation—it is clear that there is often a link between math achievement and overall student success.

Considering the critical role math may play in student outcomes, what are the key milestones that students need to stay on track for success?

Elementary math predicts high school achievement

Let’s start at the beginning. Which types of mathematics content knowledge are most essential for elementary-aged children?

The answer is fractions and whole-number division. Mastering these two concepts in elementary school can help students get on the right track for success in high school.

This was the conclusion reached by one study that analyzed the math scores of more than 4,000 children in the United States (ages 10–12) and the United Kingdom (age 10 only) to identify the types of mathematics content knowledge that best predicted students’ long-term learning. In a multiple-regression analysis, fractions and whole-number division were the only two early math concepts that had a significant correlation with students’ overall mathematics achievement in high school in both countries.2

Elementary and High School Math Achievement

In addition to finding that knowledge of fractions and whole-number division were better predictors of high school math achievement than whole-number addition, subtraction, or multiplication, the study also discovered that knowledge of fraction and whole-number division had a stronger relation to overall math achievement than family income level did.

That’s not to say that educators can skip addition and subtraction and go straight to division and fractions. Addition and subtraction are prerequisites that must be mastered first, before students can advance to more difficult concepts like division and fractions. Instead, these results indicate that students can’t stop at addition and subtraction in elementary; they must strive toward more advanced concepts.

Furthermore, while early knowledge of fractions and division were found to be good predictors of students’ overall mathematics achievement in high school, they were poor predictors of skill in other areas, such as spelling or passage comprehension. The authors also concluded that the “greater predictive power of knowledge of fractions and knowledge of division was not due to their generally predicting intellectual outcomes more accurately.” In other words, measuring these two concepts did not simply identify high-performing students who succeeded in all areas, but predicted math achievement for students of all different ability levels.

Middle school math predicts high school graduation

If elementary school math can predict high school math, what can middle school math predict?

One longitudinal study examined the graduation patterns of nearly 13,000 students in an urban district to discover how middle school factors related to high school graduation. The results showed that only 13% of students who failed a math course in sixth grade graduated on time. An additional 6% graduated one year late. The remaining 81% had not graduated by the time the study ended.3

Sixth-Grade Math and Graduation

Moreover, failing a sixth-grade math course was a better predictor of failure to graduate than either a student’s race or status as an English Language Learner. In comparison, end-of-sixth-grade test scores were poor predictors of whether a student would drop out.

High school math predicts career goals

When it comes to math achievement, the high school years may be some of the most critical in a student’s academic career. We’re not trying to sound overdramatic, but research indicates a student’s math performance in these grades may affect the rest of their life.

To start with, there appears to be a relationship between high school students’ math achievement and their hopes and dreams for the future. A longitudinal study examined the career aspirations of “high-achieving” ninth graders (who attained 75% or better in their math courses) and “low-achieving” ninth graders (who attained less than 75% in their math courses).

After controlling for students’ perceptions of their own math competence, their overall GPA, and the education levels of their parents, the authors found ninth-grade math achievement had a significant effect on career aspirations—not just in ninth grade but even after high school graduation.4 Math achievement, specifically, seemed to affect career goals above and beyond overall academic achievement.

Low-math-achieving students not only started out with lower occupational aspirations, but also experienced a dramatic decline in their aspirations from mid-high school onward. High-math-achieving students also saw a decline in career aspirations, but started with higher overall aspirations and saw a more gradual decline throughout high school and postsecondary years, ending with career goals notably higher than their low-achieving peers.

Ninth-grade math achievement is a “critical filter” for students’ career goals.

The authors suggested that ninth-grade math achievement is a “critical filter” for students’ career goals and “low math achievement early in high school may steer adolescents away from the advanced math courses required by postsecondary education programs that lead to many higher-prestige career paths, not only in the physical science and technology fields, but also in health, commerce, and many social sciences.”

As we’re about to see, those advanced math courses in high school are particularly important when it comes to college and career outcomes.

High school math predicts college graduation, postsecondary degrees, and career earnings

A report that examined the long-term outcomes of thousands of students across the United States found clear connections between the highest level of math completed by the end of high school and the highest degree of education attained 10 years later.5 Only 3% of students who had completed vocational math but no higher-level math courses had earned a bachelor’s degree or higher, whereas 73% of students who had completed at least one calculus course held a bachelor’s degree or higher.

High School Math and Bachelor’s Degree

Furthermore, students who did not complete more-advanced math courses such as algebra or calculus were much more likely to drop out of high school or fail to earn a high school diploma.

High School Math and Graduation

For all ethnicities and all income levels, the higher the level of math courses a student completed, the more likely they were to graduate college with a bachelor’s degree. Completion of more-advanced math courses increased the predicted probability of college graduation even when the authors controlled for demographic traits, socioeconomic status, family and school characteristics, and overall measures of math ability (i.e., math GPA and grade 10 math test score).

Even 10 years after high school, math curriculum had an effect on annual earnings. Students who had completed a calculus course earned 65% more than students whose math education did not progress past a vocational math course. After accounting for ethnicity, gender, and other demographic traits; parental education and income; and high school characteristics, more-advanced mathematics courses still had an effect on annual earnings.

High School Math and Career Earnings

Moreover, math curriculum continued to have “striking” effects on earnings even after controlling for highest degree earned and college major as well as demographics, family, and school, suggesting that “there is a direct effect of math curriculum on labor market productivity, which works independently of the final degree attained.” Following this logic, if there were two individuals of the same ethnicity and gender, who come from similar families and attended the same high school, who both have the same degree in the same field (say a bachelor’s degree in biology), the one who completed a calculus course by the end of high school would likely earn more money than the one who did not!

On top of that, math courses still seemed to have an effect on earnings when courses taken in other subjects were considered. Advanced-level English courses increased earnings, but not as much as advanced algebra or calculus did. In addition, algebra/geometry, intermediate algebra, advanced algebra, and calculus all appeared to increase earnings more than average-level English courses did.

Note that for all these analyses, the total number of math courses completed wasn’t the key factor—it was the level of those courses. As the authors put it, “it is not simply the number of math courses that matters; what matters more is the extent to which students take the more demanding courses, such as algebra/geometry.”

Math’s path to college and career readiness

We’ve seen how math milestones can help students get on the path to college and career success. From mastering fractions and whole-number division by the end of elementary school to completing more-advanced math courses by the end of high school, each milestone a student achieves is one step closer to success in school and in life.

What does the overall path look like for students? Returning to the first study examined in this post, that author concluded that state standards (as they existed in 2007) were a good starting point.1 When he looked at the math achievement trajectories that led to completion of college, he found that attaining the typical state standard of math proficiency would put students on track for earning an associate’s degree or above from a two-year college. Students who met or exceeded National Assessment of Educational Progress (NAEP) proficient level for math or Trends in International Mathematics and Science Study (TIMSS) high benchmark for math were likely to earn a bachelor’s degree or above from a four-year college.

Considering that only 40% of fourth-grade students, 33% of eighth-grade students, and 25% of twelfth-grade students scored proficient or above on the 2015 NAEP math assessment,6 this may seem like a high bar to reach—but it’s not impossible.

Students can move toward college and career readiness incrementally, one math concept at a time. An analysis of students in grades 3–8 using a research-based math practice program found that 42% of the students who mastered an average of one to three subskills weekly reached college- and career-readiness benchmarks. In comparison, only 33% of the typical students—who did not use the program—were college and career ready. The highest level of college and career readiness was seen among students using the program who averaged mastery of four or more subskills per week; 58% of these students met proficiency benchmarks—almost double the rate of the typical students.

Math College and Career Readiness

References

1Lee, J. (2012). College for all: Gaps between desirable and actual P–12 math achievement trajectories for college readiness. Educational Researcher, 41(2), 43-55.

2Siegler, R. S., Duncan, G. J., Davis-Kean, P. E., Duckworth, K., Claessens, A., Engel, M., Susperreguy, M. I., & Chen, M. (2012). Early predictors of high school mathematics achievement. Psychological Science 23(7), 691-697.

3Balfanz, R., Herzog, L., & Mac Iver, D. (2007). Preventing student disengagement and keeping students on the graduation path in urban middle-grades schools: Early identification and effective interventions. Educational Psychologist, 42(4), 223–235.

4Shapka, J. D., Domene, J. F., & Keating, D. P. (2006). Trajectories of career aspirations through adolescence and young adulthood: Early math achievement as a critical filter. Educational Research and Evaluation, 12(4), 347-358.

5Rose, H., & Betts, J. R. (2001). Math matters: The links between high school curriculum, college graduation, and earnings. San Francisco, CA: Public Policy Institute of California.

6National Center for Education Statistics. (2015). National Assessment of Educational Progress (NAEP) 2015 mathematics assessments. Digest of Education Statistics. Washington, DC: U.S. Department of Education Institute of Education Sciences. Retrieved from: https://www.nationsreportcard.gov/

7Renaissance. (2017). Trends in student outcome measures: The role of individualized math practice. Wisconsin Rapids, WI: Author.

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Renaissance Acquires myON to Expand Digital Literacy Solutions https://www.renaissance.com/2018/03/19/news-renaissance-acquires-myon-expand-digital-literacy-solutions/ Mon, 19 Mar 2018 14:02:45 +0000 https://renlearnstg.wpengine.com/?p=17334 Renaissance and myON come together to deliver a shared vision of literacy growth for all students WISCONSIN RAPIDS, Wis. (March 19, 2018) – Renaissance®, a leader in pre-K–12 learning analytics, today announced the acquisition of myON®, a leading provider of digital literacy solutions, from Francisco Partners. myON’s expansive digital content library and literacy tools, paired […]

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Renaissance and myON come together to deliver a shared vision of literacy growth for all students

WISCONSIN RAPIDS, Wis. (March 19, 2018)Renaissance®, a leader in pre-K–12 learning analytics, today announced the acquisition of myON®, a leading provider of digital literacy solutions, from Francisco Partners.

myON’s expansive digital content library and literacy tools, paired with Renaissance’s complementary reading practice and assessment offerings, enables Renaissance to deliver a comprehensive, innovative suite of reading solutions to educators and students worldwide. myON provides students with unlimited, simultaneous access to a personalized library of more than 13,000 digital books at home or in the classroom. myON also provides daily news articles written for students with myON News™, including French and Spanish content.

“myON and Renaissance are coming together to accelerate the realization of our shared vision of instilling the love of reading in students around the world,” said Daniel Hamburger, CEO of Renaissance. “We look forward to working with the talented team at myON to deliver on this vision by providing students with unlimited access to literature that is relevant and timely. We have long admired myON and see it as the perfect accompaniment to Renaissance Accelerated Reader®.”

“Renaissance and myON are truly connected by our history of providing literacy solutions that encourage kids to experience the joy of reading while developing their literacy skills at the same time,” said Todd Brekhus, president of myON at Renaissance. “We are thrilled to work alongside the team at Renaissance to evolve our products and provide children with ‘just right’ books that foster a passion for reading and continued academic growth. We also look forward to leveraging the best-in-class Renaissance Star Assessments® to further deepen and enhance our measurement capabilities, giving teachers robust data and insights to improve student literacy outcomes.”

Together, Renaissance and myON serve more than 20 million students worldwide. In addition to the organizations’ alignment on providing students with unlimited access to texts, Renaissance and myON are focused on providing districts with real-time data to measure students’ reading achievement and growth. myON and Renaissance will initially roll out solution packages that include Accelerated Reader and myON, while continuing to offer products on a standalone basis.

“It has been a privilege to support myON’s growth. We love meeting passionate advocates for myON in schools around the world, and we wish the team well in its next chapter with Renaissance,” said Jason Brein, Partner at Francisco Partners.

myON was previously a division of Capstone, a publisher of children’s books and digital reading products and services. Capstone has also worked with Renaissance as a content publisher for Accelerated Reader. The myON platform will continue to provide over 6,000 quality titles from Capstone.

Bob Coughlan, principal and co-owner of Capstone shares in the excitement of the news, saying, “Capstone is proud to be an integral partner for myON and Renaissance. We are excited to see these two great, complementary organizations come together. We look forward to seeing how together we will impact literacy for children worldwide.”

As part of the organizations’ integration, Renaissance welcomes Todd Brekhus to its executive leadership team. Todd will report to Daniel Hamburger as the president of myON at Renaissance and will be focused on product development and the integration of the two organizations.

Macquarie Capital served as an advisor to Renaissance in the transaction.


About Renaissance

Renaissance® is the leader in pre-K–12 learning analytics—enabling teachers, curriculum creators, and educators to drive phenomenal student growth. Renaissance’s solutions help educators analyze, customize, and plan personalized learning paths for students, allowing time for what matters—creating energizing learning experiences in the classroom. Founded by parents, upheld by educators, and enriched by data scientists, Renaissance knows learning is a continual journey—from year to year and for a lifetime. Our data-driven, personalized solutions are currently used in over one-third of U.S. schools and more than 70 countries around the world. For more information, visit www.renaissance.com.

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Having fun and closing gaps: The art of math, by a North Carolina PTA Teacher of the Year https://www.renaissance.com/2018/03/12/ss-having-fun-closing-gaps-art-math-north-carolina-pta-teacher-year/ Mon, 12 Mar 2018 20:26:08 +0000 https://renlearnstg.wpengine.com/?p=16145 Life can throw a lot at a third-grade student. In many elementary schools, third grade marks the start of letter grades, standardized testing, and state-mandated reading-proficiency requirements. In Title I schools, poverty and other issues at home often underlie and exacerbate young students’ academic struggles. Carly Schwartz teaches math and science to third-grade students at […]

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Life can throw a lot at a third-grade student. In many elementary schools, third grade marks the start of letter grades, standardized testing, and state-mandated reading-proficiency requirements. In Title I schools, poverty and other issues at home often underlie and exacerbate young students’ academic struggles. Carly Schwartz teaches math and science to third-grade students at Davenport A+ Elementary in Lenoir, North Carolina. Schwartz says that some 70 percent of Davenport students come from low-income families and a significant amount of them come into her classroom below grade level. In fact, 27 percent of Schwartz’s incoming students were as much as two years below grade level at the start of the 2017–18 school year.

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7 early literacy teaching strategies for developing successful young readers https://www.renaissance.com/2018/03/06/blog-instructional-strategies-7-early-literacy-pillars/ https://www.renaissance.com/2018/03/06/blog-instructional-strategies-7-early-literacy-pillars/#comments Tue, 06 Mar 2018 14:39:30 +0000 https://renlearnstg.wpengine.com/?p=16442 What is the key to developing “on level” young readers? It’s time to re-think our expectations for early literacy. Research shows that with the right type of instruction, 95% of all students should be “on level” by the end of the third grade. But I say we can do even better. Let’s up that goal […]

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What is the key to developing “on level” young readers?

It’s time to re-think our expectations for early literacy. Research shows that with the right type of instruction, 95% of all students should be “on level” by the end of the third grade. But I say we can do even better. Let’s up that goal and strive to have 95% of our students reading at grade level by the end of first grade.

What’s the key to this tremendously high expectation?

Focusing on the 7 pillars of early literacy instruction and understanding how to teach early literacy so that children will learn. In this blog, I’ll take a look at each of the 7 pillars of early literacy instruction and provide early literacy teaching strategies for incorporating these pillars into your classroom.

What are the strategies for developing early literacy?

The strategies for developing early literacy are known as the 7 pillars of early literacy instruction and include:

  1. Alphabetic principle
  2. Phonological awareness
  3. Phonemic awareness
  4. Phonics
  5. Word recognition
  6. Vocabulary
  7. Structural analysis

When students are taught these early literacy pillars in the correct order, they will have the foundation they need for early success in reading.

The 7 pillars of early literacy instruction

#1: Alphabetic principle

The alphabetic principle is the concept that letters and their patterns represent the sounds of spoken language.

Children’s reading development is completely dependent upon their understanding of this critical principle. They must grasp that there are predictable relationships between sounds and letters— relationships they will later learn to apply to both familiar and unfamiliar words—to enable them to begin to read with fluency.

Early literacy teaching strategies for helping students master the alphabetic principle include activities such as:

  • Reading ABC books
  • Pointing out letters in their environment
  • Playing alphabet games
  • Singing ABC songs and chants
  • Providing the opportunity for students to play with letter shapes, like magnetic letters
  • Identifying and naming both uppercase and lowercase letters
  • Introducing writing activities early on, to give students plenty of practice writing the letters they’ve learned

Note that the sequence of instruction has a significant impact on learning. For the alphabetic principle, instruction must follow a sensible sequence that introduces letters in a way that’s easy for students to learn. For example, do not introduce “b” and “d” at the same time, and be sure to teach “p” and “q” several weeks apart.

#2: Phonological awareness

Phonological awareness is the ability to identify and manipulate the different parts of oral language, such as words and syllables. It is important to note that phonological awareness is an auditory concept that does not involve the printed word.

The five levels of phonological awareness are:

  1. Rhyming and alliteration
  2. Sentence segmentation
  3. Syllables
  4. Onsets and rimes
  5. Phonemic awareness

Early literacy strategies for teaching phonological awareness include:

  • Having students divide sentences into words
  • Reading rhyming books and having children find the rhyming words
  • Clapping out words into syllables
  • Practicing alliteration
  • Segmenting and blending onsets and rimes
  • Singing songs, chants, and nursery rhymes

 As with the alphabetic principle, the order of instruction is key.

#3: Phonemic awareness

Phonemic awareness is a subset of phonological awareness that focuses on the individual sounds that make up words. Teach phonemic awareness only after the larger phonological awareness concepts have been mastered.

Just like with phonological awareness, the skills that are involved in phonemic awareness are 100% auditory.

Instructional strategies for literacy in the pillar of phonemic awareness can include:

  1. Using clapping, tiles, chips, felt squares, and Elkonin boxes to help children identify and match initial, middle, and final sounds in words.
  2. Verbally practicing blending sounds into words.
  3. Manipulating phonemes by removing, adding, or substituting the sounds in words. For example, help the child turn “cat” into “at” (removal), “cats” (addition), and “bat” (substitution).

#4: Phonics

The concept of phonics builds on phonemic awareness, which involves connecting the sounds of oral language with the letters of written language.

Once again, the instructional sequence of phonics is of the utmost importance and should be done in the following order:

  1. Start with the high-utility letters: A, E, I, O, U, L, N, S, T, and R (Hint: These are your 1-point Scrabble letters).
  2. Teach the consonants before you introduce the consonant blends.
  3. Introduce long vowels only after the student has mastered all short vowels and consonant blends.

And remember, students don’t have to know every phonetic sound to begin reading and writing. For instance, a child who only knows the letters “a” and “m” is ready to practice the words “am,” “ma,” and “mama.”

Also, focus on using decodable texts that align with the phonetic elements being taught. This way, students build the habit of decoding words, rather than constantly guessing or relying on picture clues.

#5: Word recognition

Irregularly spelled words, also known as sight words, cannot be decoded and must be memorized. For these words, teachers must explicitly teach each word’s:

  • Spelling
  • Pronunciation
  • Meaning

Teachers should also have students practice reading and writing sight words alongside phonetically decodable words.

Be sure to only introduce a very limited set of sight words in the early grades. I recommend no more than four per week.

Some early literacy teaching strategies for helping students master the pillar of word recognition include:

  • Having them read (and reread) books containing their sights words
  • Helping them to focus on the structure of irregularly spelled words
  • Teaching them to use context clues

#6: Vocabulary

The instruction of phonics, word recognition, and vocabulary should be constantly intertwined. As students learn to read and spell words, it is important to make sure they also understand the meanings of those words.

Some early literacy teaching strategies for helping to grow students’ vocabularies include:

  1. Creating word-conscious classrooms that celebrate students when they use new vocabulary words.
  2. Not being afraid of using more complex words. Beef up the vocabulary you use with your students instead of “dumbing it down.”
  3. Providing plenty of explicit instruction around the meaning of individual words.
  4. Teaching word-learning strategies, such as structural analysis.

#7: Structural analysis

Structural analysis is a decoding strategy that introduces students to the parts of words, including:

  • Prefixes
  • Suffixes
  • Root words

By breaking a word into its component parts, your students gain valuable insights about the word’s spelling and pronunciation—and can then anticipate similar multisyllabic words they will encounter in the future.

Structural analysis strengthens students’ skills in these areas:

  • Decoding
  • Word recognition
  • Vocabulary

It is also a fantastic way to teach literacy in a cross-disciplinary manner.

You can incorporate early literacy strategies for the pillar of structural analysis by:

  • Engaging your students in active reading
  • Teaching them how to utilize context clues when they meet an unfamiliar word

You can also use structural analysis to bring science and social studies terms into the language arts classroom, as well as to leverage literacy skills in the content areas.

Why repetition is crucial to the success of the 7 pillars of early literacy instruction

For each of the 7 pillars of early literacy, it’s important to remember that students will learn different skills at different rates. Some students may master a new skill after four repetitions, while other students will need 100.

Repetition is the key to success, so make sure students have as many practice opportunities as they need in order to learn each pillar. With enough repetition and the right instructional sequence, you’ll see your young readers soar!

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Activate your knowledge: Reading resources and action steps https://www.renaissance.com/2018/02/27/blog-activate-your-knowledge-reading-resources-action-steps/ https://www.renaissance.com/2018/02/27/blog-activate-your-knowledge-reading-resources-action-steps/#comments Tue, 27 Feb 2018 14:58:25 +0000 https://renlearnstg.wpengine.com/?p=16176 This is the final entry in the Education Leader’s Guide to Reading Growth, a 7-part series about the things education leaders need to know about reading—and the steps they need to take. Struggling readers. Reading time. ZPD. Text variety. Effort. Comprehension. Motivation. Relations with science and math. Over the last several posts, this series looked […]

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This is the final entry in the Education Leader’s Guide to Reading Growth, a 7-part series about the things education leaders need to know about reading—and the steps they need to take.

Struggling readers. Reading time. ZPD. Text variety. Effort. Comprehension. Motivation. Relations with science and math. Over the last several posts, this series looked at reading practice and reading growth from a lot of different angles. What we haven’t yet looked at, though, are the resources education leaders need in order to turn these concepts into reality and the top action steps that will support high-quality reading practice in their schools and districts.

Resources

In order to implement a reading practice strategy that accelerates reading growth, educators need two key resources: a reliable assessment and a high-quality reading practice program.

Reading Assessment

A solid assessment will provide the reliable, valid data and rich insights you need for an effective reading practice strategy. At a minimum, your reading assessment should:

  • Accurately identify the reading level of each student.
  • Indicate whether a student’s reading level is at, above, or below benchmark.
  • Provide reports that allow you to track reading achievement (gains) over time.
  • Be administered at least three times per year (beginning, middle, and end).

For the most impactful reading practice strategy, an ideal reading assessment will:

  • Accurately identify both a student’s reading level and their Zone of Proximal Development (ZPD).
  • Allow you to compare student scores against multiple benchmarks (such as state, district, or school benchmarks).
  • Identify which reading skills a student has mastered and which ones they are ready to learn next via an empirically validated learning progression (which should be aligned to your state standards).
  • Measure a student’s reading growth, in addition to their reading achievement.
  • Cover all grades (pre-K–12), using a consistent scoring scale so that you can track a student’s reading progress over their entire academic career.
  • Provide interactive reports that track student progress throughout the school year and from year to year.
  • Forecast future achievement and skills mastery.
  • Allow for flexible and easy administration, so educators can assess students as frequently as needed.
  • Integrate and share data with your selected reading practice program.

Reading Practice Program

There’s much more to effective reading practice than setting a student in front of a book and telling them to read. A good reading practice program will help ensure students are engaging in the type of practice that fuels growth. At minimum, it should:

  • Provide a method to track student reading time.
  • Help students find texts that are within their Zone of Proximal Development (ZPD).
  • Measure a student’s literal comprehension of the texts they have read.
  • Include a personalized goal-setting feature.

A robust, research-based reading practice program will be much more than just an “add-on” to your overall reading strategy; it will serve as a core resource that supports both educators and students on a daily basis. An ideal reading practice program will:

  • Provide reports that allow both educators and students to visually track reading time as well as monitor other key reading factors (such as literal comprehension) on a daily basis.
  • Allow students to choose the titles they want to read, rather than assigning only teacher-selected titles or limiting students to only a narrow band of text complexity.
  • Offer students personalized recommendations and encourage them to discover new fiction and nonfiction titles that are age-appropriate, matched to their individual interests, and within their ZPD.
  • Increase students’ access to a diverse range of fiction and nonfiction reading materials with a special emphasis on books, but also including shorter works such as news articles.
  • Include thousands of literal comprehension quizzes for a wide variety of fiction and nonfiction titles at all different reading levels and maturity/interest levels.
  • Automatically score literal comprehension quizzes and make it easy for educators to monitor the average literal comprehension level of each student.
  • Help educators set specific personalized goals around average text complexity level (according to a child’s ZPD), daily engaged reading time, and average literal comprehension scores.
  • Show each student their personalized goals as well as their progress toward those goals. 
  • Have a parent/guardian portal or other platform that empowers family members to view their child’s most recent activity, monitor their progress, and support at-home reading practice.
  • Integrate and share data with your selected reading assessment.

Action Steps

Entire books could be—and have been—written about the steps needed to implement a successful reading strategy. The reality is that there is no one recipe or magic formula that will work for every student in every school in every district. However, there are key steps that we recommend all education leaders take to support high-quality reading practice, reading growth, and student success.

  • Ensure your selected reading assessment and reading practice program are implemented with fidelity. Initial and ongoing professional development for educators using these resources is highly recommended to ensure best-practice usage.
  • Reserve at least 15 minutes of every school day for independent reading practice at all grade levels—especially middle and high school.
  • Make sure students have equitable access to texts that they can read at home and on the go. For digital materials, make sure students have devices and Internet access outside of school so they can read eBooks outside of school hours. For print materials, students should be able check out books from school or class libraries for extended periods. 
  • Turn reading into a core part of your district and school culture. Fill classrooms and hallways with words, book posters, and more. Encourage all educators and staff—not just language arts teachers—to talk about what they’re reading, ask kids what they’re reading, be seen reading, and share their favorite reads.
  • Engage parents, guardians, and families. Make it easy for them to support their child’s reading practice by supplying them with suggested texts to read and discuss at home, equipping them with information about what factors contribute to high-quality reading practice, and sharing the personalized reading goals you’ve set for their children.
  • Stay curious. There are always new discoveries being made, new research being published, and new insights being shared. Make it a habit to read blogs, magazines, or journals that keep you up to date with the latest reading news. Subscribe to your favorites!

Although this is the last entry in the Education Leader’s Guide to Reading Growth, the learning is far from over! A new blog series is already in the works, so check back frequently or subscribe to the Renaissance newsletter for the latest updates.

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Interwoven: Achievement in reading, science, and math https://www.renaissance.com/2018/02/20/blog-interwoven-achievement-reading-science-math/ https://www.renaissance.com/2018/02/20/blog-interwoven-achievement-reading-science-math/#comments Tue, 20 Feb 2018 16:43:39 +0000 https://renlearnstg.wpengine.com/?p=16147 This is the sixth entry in the Education Leader’s Guide to Reading Growth, a 7-part series about the key factors that affect reading success—and how reading success affects overall student success. Struggles in science? Low math scores? Maybe your students need more reading practice. At first, “reading practice” may seem an odd answer to questions […]

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This is the sixth entry in the Education Leader’s Guide to Reading Growth, a 7-part series about the key factors that affect reading success—and how reading success affects overall student success.

Struggles in science? Low math scores? Maybe your students need more reading practice.

At first, “reading practice” may seem an odd answer to questions about science and math achievement, but upon closer examination, the interwoven nature of achievement is revealed.

As discussed in the first post in this series, research has shown that students with strong reading skills are much more likely to graduate high school on time and enroll in college. As we’re about to see, multiple studies have also shown that students with strong reading skills are more likely to perform well in science and math, too.

Higher reading achievement, higher science achievement

The connection between reading achievement and science achievement can perhaps be most clearly seen in PISA results, where it’s consistent both geographically and temporally. The Programme for International Student Assessment (PISA) is the world’s largest assessment of teenage students, assessing students in dozens of countries every three years.

One researcher analyzed three different sets of PISA scores, representing more than 800,000 students in more than 50 countries.1 For the 2000 data set, there was a statistically significant correlation between reading and science achievement in all 43 countries examined, with correlations ranging from 0.675 to 0.916. The average for all countries was 0.840. The United States came with an above-average correlation at 0.884.

For the 2003 data set, the results were similar. The correlation between reading and science achievement was statistically significant in all 41 countries examined, ranging from 0.599 to 0.892, with an average correlation of 0.805. Once again, it was higher in the United States, where the correlation was 0.813.

The correlation appeared once more in the 2006 data set, where all 56 countries had a significant correlation between reading and science achievement, ranging from 0.603 to 0.902. The average correlation (0.819) was higher than it had been in 2003 (0.805), which is notable, as several countries that year piloted a new version of the science assessment that was specifically designed to reduce the reading difficulty or reading load of the questions while retaining the science content. (A correlation is not available for the United States, as there was an error in the country’s 2006 testing and its scores were not included in the analysis.)

Reading and Science Over Time

In the PISA’s own analysis of the 2006 tests, they found the correlation between the regular PISA science and PISA reading assessments was higher still, at 0.83. The new test—the one designed with a lower reading load—had a smaller, but still quite notable, correlation of 0.73. In comparison, the correlation between general interest in science and student performance was 0.13, and the correlation between enjoyment of science and performance was 0.19.2 Even with the revised test, the relationship between reading skill and science achievement was much closer than the one between interest and enjoyment of science and science achievement.

The relationship between reading skill and science achievement is much closer than the one between interest and enjoyment of science and science achievement.

Another study dug deeper into the relationship between reading achievement and science achievement to look more closely at how reading difficulty affects scores. This one analyzed the Progress in International Reading Literacy Study (PIRLS) and the Trends in International Mathematics and Science Study (TIMSS) achievement scores of 185,475 fourth-grade students in 34 countries.3

The researchers categorized questions on the TIMSS assessment by their reading difficulty or reading demand level: low (32% of all questions), medium (38%), or high (30%). They also split students into three equal groups according to their PIRLS scores: an upper tercile, a middle tercile, and a lower tercile.

In all countries, students in the upper tercile of reading achievement answered more science questions correctly, on average, than students in the other two terciles. Students in the lowest reading tercile averaged the fewest number of correct science answers.

Science and Reading Difficulty

This pattern was true regardless of the level of reading difficulty—and the average percent correct for each group did not drop precipitously as the reading demand increased. Students in the upper reading tercile answered 66% of the low reading demand questions correctly and 62% of the high reading demands, a decrease of only 4%. For both the middle and the lower reading terciles, the decrease in average percent correct between low reading demand and high reading demand was only 6%.

In both cases, the connection between reading achievement and science achievement seems to be more than just an artifact of reading difficulty of the science questions, as it remains high even when reading difficulty decreases.

The author who analyzed the PISA scores felt there wasn’t necessarily a direct cause-and-effect relationship between reading and science—that reading comprehension did not directly cause science proficiency, nor did science proficiency cause reading comprehension. Rather, she preferred the explanation that it’s the products of extensive reading practice (e.g., background knowledge, reading strategies, and general vocabulary) that drive higher science proficiency.1

However, it’s not just that students who are better readers tend to have higher science knowledge. A third study examined these two variables—reading skill and science knowledge—and found some quite surprising results.

This study looked at more than 1,600 high school students (grades 9–12) from suburban, rural, and urban schools. Researchers used separate assessments to measure students’ reading skills and science knowledge. They then compared those to four different measures of science achievement: score on state science test, grade in the science course, score on a multiple-choice science comprehension test, and score on an open-ended science comprehension test.

Across all age groups, both reading skill and science knowledge were significant predictors of all four science achievement measures. However, a further regression analysis found reading skill had a larger effect than science knowledge on three of the four science achievement measures.4

Reading Skill vs. Science Knowledge

The data revealed that reading skill actually helped students compensate for gaps in science knowledge for most measures of science achievement. In fact, for all four achievement measures, students with higher reading skills but lower science knowledge scored as high or higher than students with lower reading skills but higher science knowledge.

For all four science achievement measures, students with higher reading skills but lower science knowledge scored as high or higher than students with lower reading skills but higher science knowledge.

Furthermore, while the effect of reading skill was noteworthy for students with lower science knowledge, it was even greater for students with higher science knowledge. It significantly enhanced their performance on all four measures of science achievement. The authors recommend reading—specifically books and science articles—to help students gain more science knowledge.

Higher reading achievement, higher math achievement

In comparison to science—even the hard sciences—math seems like it should involve more numbers and fewer words, so does reading skill still matter?

Several studies say it matters quite a lot.

Returning to the TIMSS and PIRLS analyses, this time comparing reading and math, a familiar pattern emerges.3 Once again, the researchers categorized questions on the TIMSS assessment by their reading difficulty. For the math questions, 35% fell into the low category, 35% in medium, and 31% in high.

Looking at the three reading terciles, the top third of readers answered more math questions correctly than the middle tercile, which in turn had a higher percent correct than those in the lowest tercile. This pattern held across all three levels of reading difficulty in all 34 countries.

Math and Reading Difficulty

The authors noted that, unlike with science, it seemed students with lower reading skills were additionally disadvantaged on the math questions that required more reading. The performance of students in the upper tercile of reading skill changed very little as the reading demand increased—this group averaged 66% correct on both low reading demand and high reading demand questions, dropping slightly to 63% with medium reading demand questions.

There was more variation with the middle reading tercile, whose average percent correct decreased by 3% between low reading demand and high reading demand questions. For the lowest reading tercile, the decrease was even larger at 6%. Further analysis found the inter-tercile difference for high reading demand questions was significantly different from the inter-tercile difference for low reading demand. Based on this data, reading difficulty does play a role in math achievement—but even at the lowest levels of reading difficulty, the connection between high reading achievement and math achievement persists.

Another study of fourth-grade students suggested that “reading may be a necessary and important component in overall math competence and should not be overlooked in drawing conclusions about mathematics skills.”5 An analysis showed that reading performance was highly correlated with the two main components of mathematics, computation and applications. Students who performed well in reading tended to perform well in mathematics; students who were not proficient in reading did not perform well on math measures.

A different study followed students from fourth to seventh grades to see how reading achievement and math achievement interacted over time. The results showed that not only were reading and math achievement highly corrected in fourth grade, but that there was a tendency for students with higher initial reading scores to have higher mathematics growth rates over time. Students with higher growth rates in reading also tended to have higher growth rates in mathematics.6

“A solid foundation in reading may facilitate gains in more than just reading and would directly affect the growth of mathematics.”
—Shin et al., 2013

The authors concluded that “a solid foundation in reading may facilitate gains in more than just reading and would directly affect the growth of mathematics.”

Looking at these researchers’ recommendations—that reading is a good way to gain science knowledge and that reading may directly affect math growth—it seems that increases in reading practice may affect much more than just reading scores. In fact, students may even see benefits beyond improved school achievement: Studies have shown that reading practice can also enhance students’ empathy for others, self-confidence as readers, motivation to read throughout their lives, and positive attitudes toward reading.7

So if you have students who are struggling with low achievement in science or math—or if you have advanced students looking to further boost their science or math performance—then you may want weave in high-quality reading practice as a key element in your intervention or enrichment programs.

What are the tools you need to start infusing high-quality reading practice throughout your educational programs or initiatives? In our last entry in this series, we provide a clear checklist of the must-have resources and must-take action steps for supporting high-quality reading practice.

To read the next post in this series, click the banner below.

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References

1 Cromley, J. G. (2009). Reading achievement and science proficiency: International comparisons from the Programme on International Student Assessment. Reading Psychology, 30(89), 89-118.

2 Organization for Economic Cooperation and Development (OECD). (2007). PISA 2006: Science Competencies for Tomorrow’s World, Volume 1: Analysis. Paris: OECD Publications.

3 Martin, M. O., & Mullis, I. V. S. (Eds.). (2013). TIMSS and PIRLS 2011: Relationships among reading, mathematics, and science achievement at the fourth grade—implications for early learning. Chestnut Hill, MA: Boston College.

4 O’Reilly, T., & McNamara, D. S. (2007). The impact of science knowledge, reading skill, and reading strategy knowledge on more traditional “high-stakes” measures of high school students’ science achievement. American Educational Research Journal, 44(1), 161-196.

5 Thurber, R. S., Shinn, M. R., & Smolkowski, K. (2002). What is measured in mathematics tests? Construct validity of curriculum-based mathematics measures. School Psychology Review, 31(4), 498-513.

6 Shin, T., Davison, M. L., Long, J. D., Chan, C. K., & Heistad, D. (2013). Exploring gains in reading and mathematics achievement among regular and exceptional students using growth curve modeling. Learning and Individual Differences, 23(1), 92-100.

7 International Reading Association. (2014). Leisure reading: A joint position statement of the International Reading Association, the Canadian Children’s Book Centre, and the National Council of Teachers of English. Retrieved from http://literacyworldwide.org/docs/default-source/where-we-stand/leisure-reading-position-statement.pdf

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Renaissance Solutions Named Tech & Learning Best of Show Winners at TCEA 2018 https://www.renaissance.com/2018/02/20/news-renaissance-solutions-named-tech-learning-best-of-show-winners-tcea-2018/ Tue, 20 Feb 2018 14:37:47 +0000 https://renlearnstg.wpengine.com/?p=16140 Renaissance Flow 360 and Renaissance Accelerated Reader 360 named Best of Show winners WISCONSIN RAPIDS, Wis. (Feb. 20, 2018) – Renaissance®, the leader in pre-K–12 learning analytics, is thrilled to announce that Tech & Learning named Renaissance Flow 360® and Renaissance Accelerated Reader 360® Best of Show winners at TCEA 2018 in Austin. “It’s an […]

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Renaissance Flow 360 and Renaissance Accelerated Reader 360 named Best of Show winners

WISCONSIN RAPIDS, Wis. (Feb. 20, 2018)Renaissance®, the leader in pre-K–12 learning analytics, is thrilled to announce that Tech & Learning named Renaissance Flow 360® and Renaissance Accelerated Reader 360® Best of Show winners at TCEA 2018 in Austin.

“It’s an absolute honor for our solutions to be recognized at TCEA,” said Elizabeth Lehnertz, vice president of product marketing at Renaissance. “It’s especially rewarding to have Accelerated Reader 360 recognized two years in a row. We continually strive to optimize our solutions to help educators increase student growth, and this award speaks volumes about our approach to innovation.”

Renaissance Flow 360 helps educators bridge the gap from assessment and planning to instruction and practice, reducing the time spent grading assignments, collecting data, searching for instructional resources, and creating lesson plans. Fundamental to the program is the Renaissance Growth Alliance™, a collaboration that brings together in-class instruction with Renaissance’s assessment and learning analytics to facilitate a seamless personalized learning journey for all students.

In addition, Renaissance Flow 360 automatically tracks key data from assessments and practice and converts that data into a unified measure of mastery. At any given moment, educators can obtain deep insight into student mastery—easily organized by domain, standard, skill, or subskill—so they can focus instruction.

Accelerated Reader 360 provides data-driven, personalized reading practice to help every student become a flourishing reader, ready to succeed in college and career. Students are engaged in reading self-selected authentic books and articles. Short comprehension quizzes and built-in close reading practice activities, combined with automatic and educator feedback, keep students accountable for their learning. Rich dashboards and reporting provide educators with the insights necessary to identify quickly which students need more support.

A complete list of the winners recognized by Tech & Learning at TCEA can be found here: http://bit.ly/2BYBjj7.

To learn more about Renaissance Flow 360 or Accelerated Reader 360, click the buttons below.

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About Renaissance

Renaissance® is the leader in pre-K–12 learning analytics—enabling teachers, curriculum creators, and educators to drive phenomenal student growth. Renaissance’s solutions help educators analyze, customize, and plan personalized learning paths for students, allowing time for what matters—creating energizing learning experiences in the classroom. Founded by parents, upheld by educators, and enriched by data scientists, Renaissance knows learning is a continual journey—from year to year and for a lifetime. Our data-driven, personalized solutions are currently used in over one-third of U.S. schools and more than 70 countries around the world. For more information, visit www.renaissance.com.

About Tech & Learning’s Best of Show Awards

Tech & Learning’s prestigious awards program honors great products at TCEA 2018. The products were selected by an anonymous panel of educator judges, who scoured the exhibit hall floor during the conference in Austin. The judges rated their impressions on a sliding scale, evaluating areas such as quality and effectiveness, ease of use, and creative use of technology. They then met in person to decide which technologies will have the most impact in the classroom and deserved to be named Best of Show.

Contact for Media Inquiries Only:

Renaissance
Katie Waite
pr@renaissance.com
715-424-3636

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Improved K–2 assessments help charter schools achieve fast gains in early literacy https://www.renaissance.com/2018/02/14/ss-improved-k-2-assessments-help-charter-school-achieve-fast-gains-early-literacy/ Wed, 14 Feb 2018 21:54:38 +0000 https://renlearnstg.wpengine.com/?p=15940 Teachers say it’s the look that can make them teary-eyed—that “I’ve got it!” expression when a very young student first recognizes rhyming sounds or suddenly makes the connection between letters and sounds. But getting to those moments can be challenging, particularly in classrooms of 20 or more incoming K–2 students with widely varying skill levels, […]

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Teachers say it’s the look that can make them teary-eyed—that “I’ve got it!” expression when a very young student first recognizes rhyming sounds or suddenly makes the connection between letters and sounds. But getting to those moments can be challenging, particularly in classrooms of 20 or more incoming K–2 students with widely varying skill levels, experiences, and preparation.

The post Improved K–2 assessments help charter schools achieve fast gains in early literacy appeared first on Renaissance.

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Motivating readers: Promote reading growth and accomplish reading goals for struggling readers https://www.renaissance.com/2018/02/13/blog-motivating-readers-goals-choice-reading-growth/ https://www.renaissance.com/2018/02/13/blog-motivating-readers-goals-choice-reading-growth/#comments Tue, 13 Feb 2018 20:54:08 +0000 https://renlearnstg.wpengine.com/?p=15886 This is the fifth entry in the Education Leader’s Guide to Reading Growth, a 7-part series that explores reading practice, reading growth, and the factors that matter most for student reading success. What is the key to long-term reading success? By now, we hope we’ve convinced you that increasing high-quality reading practice is crucial to […]

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This is the fifth entry in the Education Leader’s Guide to Reading Growth, a 7-part series that explores reading practice, reading growth, and the factors that matter most for student reading success.

What is the key to long-term reading success?

By now, we hope we’ve convinced you that increasing high-quality reading practice is crucial to students’ long-term success in reading. But how do you, in turn, convince your students, especially those who are struggling in reading, to engage in that high-quality reading practice?

Motivation is the key.

It makes sense that students who are motivated to read will read more. One study even found that motivation, not past reading history, was a better predictor of a student’s current and future volume and breadth of reading.1 The authors concluded that motivation increases reading frequency, rather than reading frequency causing an increase in motivation. In other words, to get our students reading, we have to motivate them first.

The effect of motivation on reading achievement: What does the research say?

If motivation affects reading practice, how does it affect reading achievement?

Two separate studies have examined the “temporal-interactive effect” that a positive attitude toward reading has on reading achievement. This means motivation interacts more and more with achievement as time goes on. And even if motivation does not seem to affect a student’s current reading achievement, it may have a significant impact on their future reading achievement.

Even if motivation does not seem to affect a student’s current reading achievement, it may have a significant impact on their future reading achievement.

The first study found that a student’s attitude toward reading at the beginning of third grade was not significantly related to their reading achievement in second and third grades.

Achievement in third grade was the best predictor of achievement in seventh grade, which is not surprising given the cumulative nature of learning. However, a student’s reading attitude at the beginning of third grade also had significant power in forecasting reading achievement in the spring of seventh grade — almost five years later!2

Motivation and Future Achievement

The study’s authors proposed that the relationship between reading attitude and reading achievement is both complex and long-term. Thus, in early elementary grades, there may be little or no correlation. The connection then grows over time and by early adolescence reading attitude turns into an important causal determinant of reading achievement.

The second study looked at slightly older students. It found a significant positive relationship between reading attitudes in fourth grade and reading achievement in fourth and fifth grades.3 The authors suggested that reading attitudes and reading achievement are significantly related by the time students enter the upper elementary grades—matching the first study’s suggestion that the relationship between the two grows closer over time.

The strongest attitude-achievement correlation was between a student’s reading attitude in fourth grade and their achievement in fifth grade, indicating there is a more powerful relationship between current motivation and future achievement than between current motivation and current achievement.

Motivation & Current Achievement

What can be learned from these studies? We’d suggest two key takeaways:

  1. It is important to motivate students to read, even if we cannot detect any immediate impact on achievement. The biggest effects might not be seen until months or even years later.
  2. Motivation gets more important as students age, not less, so keeping students motivated to read in middle and high school is essential.

3 steps to motivate reading practice

Following are three interrelated strategies for encouraging all students to read more.

#1: Identify what we want students to do

First, we must identify the reading activities and behaviors that we want to promote among students. In other words—what does high-quality reading practice look like?

Thankfully, we’ve already done the work for the first step. As detailed in our second and third blog posts, we know exactly what we want students to do. We want them to spend more time reading. We want them to read a variety of texts within their Zone of Proximal Development (ZPD). And we want them to put effort into their reading.

#2: Identify what success looks like

Second, we have to decide how much of those activities and behaviors are needed. What does success look like?

Before we dive into this aspect of reading motivation, let us emphasize that success may look different for every student. Instead of defaulting to grade-level expectations, we suggest setting personalized goals in reading for students.

#3: Set personalized goals for student reading practice

Third, we need to set multiple reading goals for each student, based on reading time, reading materials, and student effort.

Reading time

The first personalized goal we want to set is around reading time. We know students should be reading at least 15 minutes a day in order to avoid slowed growth, so that is an excellent starting point. However, when we’re considering reading goals for struggling readers and other students who need additional growth, we might want to increase the goal to 20, 30, or even 60 minutes of daily practice.

An educator should rely on their expertise and knowledge of the student as well as any assessment data they have (including growth history) to judge which time goal is most appropriate for each student’s individual needs.

Reading materials

The second personalized goal we want to set is around reading materials. We know the reader profile with the highest average reading achievement is the one that is diversified in long and complex texts. This means we want our students to read a healthy number of texts of varying lengths, including:

  • Books
  • Newspaper articles
  • Magazine features
  • Graphic novels

We also know that below-ZPD (Zone of Proximal Development) reading is associated with slowed growth, so we want most of those titles to be within or above a student’s ZPD.

Remember that each student will have a unique ZPD based on their individual reading level, and that their ZPD will change as they learn and grow. The goal of having the majority of texts be “within or above ZPD” will stay the same throughout a child’s schooling. But what is and isn’t “within or above ZPD” will change from year to year and even during the course of the school year.

Once again, educators should rely on their knowledge and expertise to decide how much reading should be within the student’s ZPD. Note that below-ZPD texts should not be banned entirely.

Student effort

The third personalized goal we want to set is around effort.

This might seem to be the hardest of the goals for reading to set and monitor, but it’s actually not. As discussed in our fourth blog post, literal comprehension is connected to effort. High literal comprehension is a strong sign that a student is putting effort into their work. On the other hand, it may also be a sign that a student is reading texts that are too easy, so keep an eye out for students who always score 100%.

However, be very cautious when scores indicate low literal comprehension. It may be a sign of low effort, but it may also be a sign that:

  • A student’s ZPD is set too high
  • They’ve chosen a text that’s too hard
  • They need more instruction around reading skills or comprehension strategies
  • They do not have the background knowledge or vocabulary required to understand a specific text

Consider literal comprehension to be a reflection of both the student’s effort and the teacher’s instruction. High literal comprehension signals that multiple factors are all coming together and growth is being accelerated. But if just one factor is missing, whether on the student’s or teacher’s end, then low literal comprehension might be the result.

Set a goal that students maintain high literal comprehension. We recommend 85% or higher to support accelerated growth. When students fall below that goal, be sure to thoroughly investigate the cause before making decisions or taking action.

What are some examples of reading goals for struggling readers?

As you might expect, goals in reading will look different depending on the age of the student. For example, the personalized reading goals for struggling readers in the 2nd-grade may include things such as:

  • Reading for a certain number of minutes each evening
  • Participating in the summer reading club at their local library
  • Narrating what they’ve read back to a parent or teacher

In the upper grades, a list of reading goals for struggling readers may have the students aiming to:

  • Keep a reading journal
  • Read a specific number of nonfiction books
  • Read a book by a new author each month
  • Read all the books in a favorite series

Encourage students to choose one or two goals for reading each month or until they are able to demonstrate mastery. Once they reach their goal, build on their success by having them select a new goal. On the other hand, if they struggle with a specific goal, collaborate with them to create a new strategy to achieve the goal.

By working with students to set personalized reading goals, educators are helping them create a purpose for reading that can last a lifetime.

Identify key motivational factors

A key factor in how to motivate high-quality reading practice is to look at what makes students more likely to reach their personalized goals. What are the key motivational factors in helping them want to read?

Personalized goals as reading motivation

Now that we’ve defined high-quality reading practice and set goals, how do we motivate students to reach those goals? The good news is that you’ve already started! Personalized goal setting is a very powerful motivational tool.

A study that took a close-up look at the reading practice habits and achievement of more than 4.2 million students in grades 1–12 discovered students who had personalized goals in reading read more and achieved better outcomes. It found that students who had personalized goals that were set as part of a research-based reading practice program:

  • Read 35% more minutes per day
  • Read more difficult books; and
  • Had 4% higher literal comprehension scores than students who used the same program but without set goals

It shouldn’t be surprising then that the students with personalized goals for reading also experienced higher reading achievement growth.4

Goals and Reading Achievement

Surveys reveal multiple dimensions of motivation

What other factors help motivate high-quality reading practice? Many.

Motivation is a huge topic—so huge that one could dedicate an entire library to the subject. For example, a study examining 11 different dimensions of reading motivation found that all of them had statistically significant correlations with reading activity.5

Dimensions of Reading Motivation

The authors of the study emphasized that reading motivation should be viewed as multifaceted, rather than as a single entity. Students are not simply “motivated” or “not motivated.” They might be motivated in one dimension but not another—and not all dimensions are equal.

Keeping this in mind, a blog post like this one could never hope to provide a comprehensive list of everything that motivates students to read. Instead, for this blog, we’ll narrow our focus to look at what kids say motivates them as a helpful starting point.

Another survey that polled more than 1,700 middle school students in 23 schools—a mix of urban schools and rural/small-city schools—revealed that reading, in and of itself, can be motivating. When students were asked an open-ended question about what they enjoyed most about their reading or language arts classes, reading made up 77% of the reasons provided.6

When the study’s authors organized the responses into categories, the order of popularity was as follows:

  • Personal reading (reading for personal reasons such as reading for enjoyment or to learn something new)
  • Reading in a social context (reading, or talking about reading, with peers or the teacher)
  • Activities related to reading (such as watching a movie after reading the book)
  • Reading materials (specific titles or genres)

Many students provided more than one reason, reflecting the multifaceted nature of motivation. For example, personal reading made up 36% of the reasons provided but was mentioned by 41% of students.

Enjoyment of Reading Language Arts

When asked a checklist question about what reading activities they enjoyed most, there were two clear winners: free reading time and the teacher reading out loud.

To a lesser degree, students also enjoyed reading plays and poetry out loud, reading teacher-selected class novels, listening to other students reading out loud, reading with the whole class, and participating in book discussion groups. Students were twice as likely to enjoy reading books they chose (free reading time, 63%) as reading books selected by the teacher (class novels, 31%).

Students’ Most-Enjoyed Reading Activities

Another open-ended question directly asked students what made them want to read. Once again, motivation was multifaceted, with many students providing more than one reason. The most common was the reading materials themselves. High-quality materials, interesting topics, specific genres and types, and other text-related elements were all factors that made kids want to read.

Personal reasons came next—such as a desire to learn or the desire to enjoy reading as an activity—followed closely by classroom factors, which included a quiet environment for reading and class projects related to reading.

Note that external rewards, including grades and prizes, made up only 6% of total reasons and were mentioned by only 7% of students. The final category was people, which included encouragement from the teacher or discussing texts with peers.

Grades and Prizes

Yet another survey, this one of more than 1,000 children ages 6–17, also found kids had a strong preference for choosing their own reading materials.7 Nearly nine out of ten said their favorite books were the ones they had picked out themselves. A similar number said they were more likely to finish books they had chosen. However, less than two-thirds of children said they usually got to choose which books they read for fun.

Student Reading Choice

Some students also reported difficulty with finding good reading materials. Three-quarters said they knew they should read more books for fun, and nearly six in ten reported liking or loving reading books for fun. But many had trouble finding books they liked—with the number increasing as children grew older.

Students Struggle to Find Good Books

Because “reading materials” was the top response for what made students want to read in the first survey examined, it’s concerning that so many children have trouble finding texts they enjoy. Children reported that educators provided the best ideas about books to read for fun, followed by friends, adult family members, and school book clubs/book fairs.

As educators, we should encourage student choice—and be prepared to offer plenty of options when children struggle to find engaging reading materials. For this reason, we strongly recommend downloading a copy of What Kids Are Reading, which provides lists of the most popular books and articles for each grade based on the reading habits of millions of students across the United States.

In addition, similar to the pattern we saw when examining reader profiles in our third blog post, there was a relationship between a child’s access to reading material at home—specifically books—and the frequency with which they read for fun. Frequent readers had access to more than twice as many books as infrequent readers. From stocking up the library with physical books students can bring home to subscribing to an eBook service students can access from personal or loaned devices, increasing their access to books in school and at home should be a key priority for educators.

4 key takeaways about motivating students to read

  1. The majority of children find reading and reading-related activities to be enjoyable, so engaging students in reading can, in itself, be motivating.
  2. The best ways for educators to engage students in reading at school are to set aside time for independent reading and to read aloud to students, as these were the preferred activities by a large margin.
  3. Giving students access to a wide variety of high-quality texts, connecting reading to students’ personal interests or learning goals, making reading a key part of school and classroom activities, and turning reading into a social activity are good ways to motivate students to read.
  4. Students should be encouraged to choose their own books and other reading materials, but educators should be prepared to help kids find good book choices.

Set the stage for long-term reading success

Returning to the question we posed at the beginning of this post, the answer now seems clear. How do we motivate struggling readers to engage in that high-quality reading practice? It’s done by:

  • Setting personalized goals for reading
  • Dedicating time to reading activities
  • Providing access to a wide variety of high-quality reading materials
  • Supporting student choice
  • Socializing reading and making it part of school culture

And by being patient. Just like students, motivation needs time to grow and succeed.

Thus far, we’ve examined reading quantity, reading quality, and reading motivation. In the next entry, we expand our horizons and explore how reading success relates to success in other content areas, such as math and science.

References

1 Wigfield, A., & Guthrie, J. T. (1997). Relations of children’s motivation for reading to the amount and breadth or their reading. Journal of Educational Psychology, 89(3), 420-432.

2 Kush, J. C., Watkins, M. W., & Brookhart, S. M. (2005). The temporal-interactive influence of reading achievement and reading attitude. Educational Research and Evaluation, 11(1), 29-44.

3 Martinez, R. S., Aricak, O. T., & Jewell, J. (2008). Influence of reading attitude on reading achievement: A test of the temporal-interaction model. Psychology in Schools, 45(10), 1010-1023.

4 Renaissance Learning. (2014). What kids are reading: And why it matters. Wisconsin Rapids, WI: Author.

5 Baker, L., & Wigfield, A. (1999). Dimensions of children’s motivation for reading and their relations to reading activity and reading achievement. Reading Research Quarterly, 34(4), 452-477.

6 Ivey, G., & Broaddus, K. (2001). “Just plain reading”: A survey of what makes students want to read in middle school classrooms. Reading Research Quarterly, 36(4), 350-377.

7 Scholastic. (2017). Kids & family reading report. Retrieved from http://www.scholastic.com/readingreport/files/Scholastic-KFRR-6ed-2017.pdf

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Unlocking student potential: Using informal assessment to gauge student understanding throughout the instructional cycle https://www.renaissance.com/2018/02/08/blog-unlocking-student-potential-using-informal-assessment-to-gauge-student-understanding-throughout-the-instructional-cycle/ Thu, 08 Feb 2018 18:05:00 +0000 https://renlearnstg.wpengine.com/?p=63098 In recent years, there has been a lot of discussion about the amount of time that K–12 students spend taking assessments. Many educators, politicians, and parents are concerned that schools may be over-testing children. It is possible that the question we should be asking is not, “How much time is spent assessing students?” but rather, […]

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In recent years, there has been a lot of discussion about the amount of time that K–12 students spend taking assessments. Many educators, politicians, and parents are concerned that schools may be over-testing children.

It is possible that the question we should be asking is not, “How much time is spent assessing students?” but rather, “What is the purpose and structure of the assessments we are currently implementing?”

We believe the personalized focus and immediate feedback provided by informal assessment may be the answer to the over-assessment and lack of understanding of students’ needs in many classrooms.

Keep reading to discover the numerous benefits of informal assessment, along with examples of informal assessments you can easily implement in your classroom.

Teacher and boy on laptop

Are we using the most effective forms of assessment?

Historically, educators have spent a significant amount of time assessing student learning, and these assessments were frequently given in the form of summative evaluations to discover what students had learned in a given unit—or over the course of an entire school year. More often than not, there was little or nothing done to circle back and reteach once the test had been given.

In other words, the test was administered, grades were recorded in the grade book, and the teacher moved on to the next topic, whether the students knew the material or not.

Over the past few years, there has been a movement stressing the importance of carefully analyzing the data that educators are collecting. Much of this has been done in professional learning communities, or PLCs, where educators work in collaboration to develop common assessments for the purpose of evaluating student learning.

After they administer these assessments, teachers meet to discuss the results and brainstorm the best ways to remediate when needed.

Why the solution may be informal assessment

Ideally, the educators will also perform item analysis to figure out if there are problem areas for an individual student or group of students. Are multiple students struggling with the same skill? Do these students share a common misconception that needs to be addressed?

Once problem areas have been identified, teachers must then figure out how to respond to these educational needs. Maybe students would benefit from attending a few individualized support sessions or small-group interventions. Or, teachers may have the flexibility to group their students during a common work time to optimize their resources and allow for differentiation with their grade-level counterparts.

If groups are created, students should not be assigned to them permanently. Instead, they should be moved out of the group once they’ve mastered the skill and are ready for new material. This means teachers will need to be continuously re-evaluating their students. This re-evaluation should be done in an authentic manner and on a regular basis.

While we have traditionally relied on formal, paper-and-pencil assessments to inform decision making, more and more teachers are choosing to use informal evaluation methods to check student learning and regroup their students. Informal assessment examples include:

  • Exit slips/tickets
  • Strategic multiple choice
  • Skills checklist
  • Demonstration stations
  • Photo capture
  • Student-created quizzes
  • Individual whiteboard responses

When an informal assessment indicates that students are progressing in their understanding of a topic or standard, they can be formally assessed and, when ready, move out of the assigned group and begin to work on new content, as mentioned above.

Kids studying on tablets

7 informal assessment examples that can help you pinpoint exactly what your students need

The great thing about informal assessments is that they help us to gauge students’ understanding during the learning process instead of “after the fact.” In this way, informal assessment changes teachers’ relationship with student learning.

How so?

Through informal assessment, the teacher becomes a guide throughout the learning process, rather than the judge of the student’s final product. While committing to informal assessment school-wide can be a game-changer for your learners, it’s also important to understand that regularly checking in with kids’ learning is essential to good teaching.

We recognize that teachers are already stretched thin when it comes to classroom management and covering all of the required content. To make it easier, we encourage you to look for informal assessment practices that fit into the life of your classroom and result in data that’s easy to track and follow through on. To get you started, let’s take a deeper look at the seven informal assessment examples we mentioned above.

#1: Exit slips/tickets

As the name implies, this informal assessment is administered at the end of a lesson, before students exit the classroom. Prompts you might use on exit slips/tickets include:

  • Here are 3 things I learned today…
  • Here are 2 things I found interesting…
  • Here is 1 question I still have…
  • The most important thing I learned today was…
  • I would like to learn more about…
  • The best part of today’s class was…
  • Discuss one way today’s lesson can be used in your life.
  • Did working with a partner today make your job easier or harder? Explain why.

When using exit slips/tickets, it’s best to get kids in the habit of knowing they will be expected to fill out slips/tickets that follow the same format every time. This helps them to know what they need to be thinking about as they are learning.

If you have students learning virtually, exit slips/tickets are also important from a simple check-in standpoint. In addition to assessing students’ understanding of a particular lesson, the slips/tickets can help you to assess students’ level of engagement and social-emotional well-being.

Insights to move learning forward

Discover solutions from Renaissance to support both formal and informal assessment

Teen working in library

#2: Strategic multiple choice

Multiple-choice questions make assessments more reliable, make marking easier, and make student understanding more visible to teachers. To come up with multiple-choice questions that show what and how students are thinking, teachers need to have a good idea of ways kids might misunderstand the information. Teachers can then present one correct response with three possible misunderstandings, or “distractors.”

As mentioned earlier, performing item analysis to determine which students chose each distractor can provide helpful insights into common misconceptions, which you can then address with individual students or in a small-group setting.

Evidence-based selected response (EBSR) questions are also an option here. EBSRs have two parts: a traditional multiple-choice question (part 1) followed by a prompt (part 2) to identify the evidence the student used to select his or her response.

#3: Skills checklists

Skills checklists help you to informally evaluate student progress based on your own observations. The checklists can easily be adapted to any subject matter you are teaching or skill you want your students to learn.

Here’s how a skills checklist works: Before teaching a unit, develop a list of all the skills each student will learn. When working with students, put either a “+” or “–” to indicate where you think each of the students is with regard to each skill. The data you collect goes into a spreadsheet or directly into an easy-to-use learning management system (LMS) to give you an overall view of your students’ progress.

Your checklist should include all the key details about the skill you are trying to assess, such as what the students should know and what level they should be at, in order to properly determine your rating of each skill.

Two boys on a tablet

#4: Demonstration stations

The use of demonstration stations is a great way for students to show what they know and to help you determine the best direction for future instruction. In this example of informal assessment, stations are set up at varying times throughout a unit where students are asked to demonstrate their learning.

At each station, there should be an iPad or laptop where students can complete an activity, making the collection of data easy and seamless.

For example, in an early elementary classroom, you could create a demonstration station that contains a mat for each student with their name on it and an assortment of Wikki Stix. By referring to a list of the sight words they are working on, the students can then each make the words on their list using the Wikki Stix.

When they complete the project, students can use the iPad to take a picture of the words they created, making it easy for you to assess their level of accuracy.

#5: Photo capture

Photo capture is another fun and easy way to informally assess student learning. Simply take photos of things that are related to what your students are currently learning. Ask the students to caption or comment on each photo based on their understanding of the subject. You can then assess the captions/comments and give each student a rating on a scale from 1 (deep understanding) to 5 (surface understanding).

In the following example, a teacher posted a photo of Henry Ford to Instagram, and she asked her students to (a) identify Ford and (b) list two things he is famous for:

Illuminate screenshot
Sample photo caption activity (Source: Nerdy, nerdy, nerdy)

This activity can be used with non-photo sources as well. For example, students can capture news articles or podcast clips that they find particularly compelling and relate them to the topic of study.

#6: Student-created quizzes

Instead of giving students a quiz, have them create their own!

Formulating questions about newly learned content is a great way to encourage students to engage in deep thinking and focus on the most essential ideas and details. For example, as you’re reading a class novel, assign different groups of students to work together to create a quiz on each of the chapters.

After reviewing the quizzes, you can gain added insight by having the groups take each other’s quizzes to assess their comprehension of individual chapters in the novel.

Girl writing on whiteboard

#7: Individual whiteboard responses

This informal assessment example is used to quickly assess students’ understanding of a concept and identify students who may need extra support. The process is easy: Students simply answer a question on their mini whiteboards and hold up their answers so the teacher can see the entire class’s answers at the same time.

You’ll need:

  • Mini whiteboards (or a piece of paper in a sheet protector)
  • Thin dry-erase markers
  • Erasers

The procedure is simple:

  1. Give each student a whiteboard, marker, and eraser.
  2. Ask a question.
  3. Students answer the question on the whiteboard.
  4. As students are answering the question, walk around the room to check for understanding.
  5. When all students are finished, ask them to raise their mini whiteboards all at once.

At a glance, you will be able to easily evaluate who understood the concept and who may need additional support.

Group of teachers

How Renaissance supports informal assessment

Renaissance’s DnA custom assessment platform is designed to meet a wide variety of district-, school-, and classroom-level testing needs. With more than 80,000 standards-aligned items in core subject areas, along with pre-built assessments and rich reporting, DnA gives you deep insight into what students know—and where they might be struggling.

DnA offers a number of item types for use in custom assessments, including:

  • Multiple choice
  • EBSR
  • Constructed response
  • Charting
  • Drag in the blank
  • Graphing
  • Hot spot
  • Inline dropdown
  • Match list
  • Multipart
  • Number line
  • Ordering

This wealth of content allows you to assess students’ understanding of a concept in multiple ways, so you can provide the right instruction and feedback to move learning forward.

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Predict reading growth: The power of literal comprehension https://www.renaissance.com/2018/02/08/blog-predict-reading-growth-power-literal-comprehension/ https://www.renaissance.com/2018/02/08/blog-predict-reading-growth-power-literal-comprehension/#comments Thu, 08 Feb 2018 17:37:33 +0000 https://renlearnstg.wpengine.com/?p=15589 This is the fourth entry in the Education Leader’s Guide to Reading Growth, a 7-part series examining the growth factors and growth predictors for boosting reading achievement. You’ve set your students up for the reading success they need to be college- and career-ready graduates. At least 15 minutes of every school day are reserved for […]

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This is the fourth entry in the Education Leader’s Guide to Reading Growth, a 7-part series examining the growth factors and growth predictors for boosting reading achievement.

You’ve set your students up for the reading success they need to be college- and career-ready graduates. At least 15 minutes of every school day are reserved for reading practice. Teachers have the tools needed to identify a student’s reading level and ZPD. Students have easy access to diverse fiction and nonfiction books. You’re recognizing and celebrating student effort.

But is it actually working?

It’s happened to all of us: After getting all the ingredients and following the recipe’s steps exactly, the meal just didn’t turn out as expected. But your students are infinitely more important than dinner, and you need to know that everything is working as expected now—you can’t wait until the end of the year to see if the recipe was a success or failure.

So how do we monitor reading growth without hours and hours of formal testing? How do we ensure students are truly on the path to achievement?

Research suggests there is a quick and easy way to do exactly that. A study of the reading habits of more than 2.2 million students using a research-based reading practice program revealed that literal comprehension can be used to predict reading gains. Students who averaged 75% or higher on the program’s short literal comprehension quizzes throughout the school year were found to have made accelerated, or higher-than-average, gains. The greatest gains were seen when students averaged 85% to 95% on quizzes. On the other hand, students with lower average scores in literal comprehension saw lower-than-average gains.1

Literal Comprehension and Reading Growth

To be clear, literal comprehension is not the end goal of reading instruction and practice, especially in the middle and upper grades. Inferential comprehension, evaluative comprehension, and other higher-order thinking skills are all critical for students to be successful in school and in life. However, these competencies cannot occur in the absence of literal comprehension—and they are often much more difficult and time-consuming to measure than literal comprehension.

High literal comprehension is the solid foundation students need to build higher-order skills. Low literal comprehension indicates that the fundamentals are missing and deeper comprehension cannot take place. This study found that literal comprehension was a meaningful predictor of overall reading achievement—and thus a very helpful way for educators to monitor students’ reading in the months or weeks between lengthier formal assessments.

Literal comprehension, ZPD, and growth

The same study also found that, when literal comprehension dips below 60%, reading growth slows regardless of whether a student is reading below, within, or above their Zone of Proximal Development (ZPD).

Low Comprehension and Low Growth

As discussed in the last blog post, lower literal comprehension scores may indicate a student did not actually read the text, did not put effort into understanding the text, chose or was assigned a text well above their skill level, needed more instruction and guidance around using comprehension strategies, or did not have the background knowledge or vocabulary needed to comprehend the text’s topic.

However, literal comprehension below 60% is quite rare when students read below or within their ZPD. Looking at more than 112 million quizzes, the study found that students scored below 60% on only 6% of quizzes when reading below their ZPD and on only 10% of quizzes when reading within their ZPD.

Comprehension by ZPD

As a result, when it comes to texts within or below a student’s ZPD, teachers can use literal comprehension scores as a quick accountability check to ensure students are truly putting effort into their reading and not skimming or entirely skipping texts. If a student is putting forth effort, low average literal comprehension with these texts could be a “red flag” indicating that the student is struggling with a specific concept, idea, or vocabulary term, or that the student’s reading level has been misidentified and their ZPD set too high. In all cases, teachers should intervene—and the low score is the early “tip off” that empowers them to do so in a timely manner.

Low literal comprehension scores are more common when students read above their ZPD, with students scoring below 60% on more than a quarter of these quizzes. As noted in the last post, gains are not accelerated when students struggle to comprehend these harder texts; instead the reverse happens and gains decrease.

It may be that a low score on above-ZPD reading is less likely caused by a lack of effort—although that may still happen—and more likely a sign that a student simply needs greater scaffolding or support to engage with the more challenging reading material. Once again, teachers should intervene quickly and the low score is the signal they need in order to do so right away instead of after midyear screening.

When we compare low literal comprehension to higher literal comprehension across all three ZPD levels—below, within, and above—we see accelerated gains occurred in only two scenarios: when comprehension was above 60% on within-ZPD and above-ZPD texts.

Comprehension, ZPD, and Growth

(The greatest growth occurs when students have higher comprehension on an above-ZPD text, but this is less likely to happen—as seen above—and above-ZPD reading may decrease motivation. For high growth and high motivation, we encourage educators to follow the ZPD “rules of thumb” from the last post where the majority of a student’s reading is within their ZPD.)

Literal comprehension, engaged reading time, and growth

Educators can also use literal comprehension to monitor the quality of reading time—helping to maximize the impact of every minute spent reading. Looking at a comparison of the reading time, literal comprehension, and reading growth of more than half a million students, we see that high literal comprehension is critical for getting the most growth out of each minute spent reading.1 Based on this data, we offer three main take-aways for the reader.

First, when literal comprehension was low, it didn’t matter how much time a child spent reading—growth stayed low. Increasing engaged reading time from less than 15 minutes to more than 30 minutes had almost no impact on Student Growth Percentile (SGP) gains if literal comprehension remained low. In other words, if students aren’t able to understand what they are reading, spending more time reading won’t significantly boost growth. In all three scenarios, growth remained well below average.

Low Comprehension and Reading Time

It should be noted that if a student scores below 60% on an individual book quiz, time spent reading that book is not considered “engaged reading time” as the student was not able to meaningfully engage with the book. A student who spends hours and hours reading but consistently scores below 60% on quizzes will have zero minutes of engaged reading time. This student would be included in the < 15 min group in the graph above. If anything, the graph understates how little impact additional reading has when literal comprehension is low.

Second, if literal comprehension was high, indicating high-quality reading practice, even a few minutes of reading were extremely valuable. Even students who read less than 15 minutes with high literal comprehension saw greater than typical growth, and growth increased the longer students spent reading. Students who had 30+ minutes of high-quality reading practice per day saw the greatest growth out of all groups analyzed with a median SGP of 83—far above typical growth (SGP of 50).

High Comprehension and Reading Time

Furthermore, students who read for even a few minutes (less than 15) with high comprehension showed greater growth than those who read more than twice as long (30+ minutes) with medium comprehension. The high-comprehension, short-time group had a median SGP of 71, well above typical growth, while the medium-comprehension, long-time group had an SGP of 51—essentially typical growth (50). Based on this data, educators may want to put as much attention on comprehension as they do on reading time, if not more.

Medium and High Comprehension

Third, high literal comprehension is most commonly associated with longer engaged reading times. When looking at only those students who averaged 85% or better on literal comprehension quizzes, we see most (72%) had at least 15 minutes of engaged reading time per day. The largest group (43%) had 30 or more minutes of engaged reading time per day.

High Comprehension and Reading Time

At the opposite end of the spectrum, when looking at only those students who averaged less than 65% on literal comprehension quizzes, we see the vast majority have less than 15 minutes of engaged reading time per day. As explained above, comprehension is used to calculate engaged reading time, so it’s not surprising this group had low engaged reading time.

However, it’s not impossible to have low average literal comprehension and high engaged reading time—15% of this group had 15 or more minutes of engaged reading time per day, including the 4% that even managed 30+ minutes—it’s just incredibly rare.

Low Comprehension and Reading Time

For students in this group, focusing on increasing comprehension would be a better option than simply reading for longer at the same low level of comprehension. The typical Student Growth Percentile (SGP) of students with low literal comprehension and less than 15 minutes of engaged reading time was 13; the SGP of students with low literal comprehension and 30+ minutes of reading time was 11. Even when reading stayed under 15 minutes per day, going from low literal comprehension (< 65%) to medium literal comprehension (65%–85%) increased SGP from 13 to 30; increasing literal comprehension further to high levels (> 85%) brought SGP up to 71.

That’s not to say reading time doesn’t matter. Reading time does matter quite a lot, as we saw in the second entry in this series, but it needs to go hand-in-hand with comprehension.

We would guess that the relationship between comprehension and reading is not a simple causal one, but more intertwined—improved comprehension skills may inspire a student to spend more time reading, while an increase in engaged reading time may help students hone and improve newly learned comprehension skills. We would recommend that educators spend time teaching reading comprehension strategies and also make sure that students have enough time to practice and master those strategies.

Reading practice and college and career readiness

Students who spend lots of time reading and read with high comprehension are more likely to have higher levels of growth. They are also more likely to have higher levels of college and career readiness.

A study of 2.8 million students found that students who read 30+ minutes per day with high comprehension (85% or higher) were nearly twice as likely to achieve the college and career readiness benchmarks for their grade as typical students. The increase was even more dramatic among special populations, with students in free- and reduced-lunch programs seeing a 2.5 increase in college and career readiness, struggling readers seeing a 2.8 increase, and English Learners seeing a whopping 4.8 increase.2

College and Career Readiness Reading

What’s especially impressive is how easy this approach is, requiring only simple literal comprehension quizzes that students can complete in minutes after reading a text, without teachers needing to go through the time-consuming process of scheduling or administering a formal screener or assessment on a weekly or biweekly basis. However, teachers can’t be expected to read every book their students read and write corresponding quizzes, so a high-quality reading practice program that provides quizzes for lots of different texts, automatic scoring, and easy reporting is absolutely essential for this growth-accelerating approach.

A quick note about those literal comprehension quizzes. While it may be tempting to use these quizzes to both monitor ongoing growth and provide students with letter grades, educators should be very cautious about the latter.

Consider a student who chooses to read a book about airplanes that’s above her ZPD because she wants to better understand her father’s favorite hobby. She might struggle comprehending the whole text, faltering on words like aerodynamics and fuselage and not fully understanding the concept of wingtip vortices. However, at the end of the book she’s proud and excited about what she has learned—and can’t wait to surprise her dad with her new knowledge—despite scoring 65% on a literal comprehension quiz.

Her teacher has two options. He can give the girl a D grade based on her literal comprehension score, which may discourage her from reading further about STEM topics or risking any books above her ZPD for fear of lowering her grades. Or he can view the low comprehension score as a learning opportunity and guide her to a kid-friendly resource—like NASA’s student site—to help her learn the vocabulary and concepts. This can also help instill the idea that failure isn’t the end of learning, but sometimes just step upon the path to mastery, and build up the student’s resiliency and growth mindset.

In theory, the teacher could do both, but research shows that when students get both grades and feedback, they focus only on the grades and the feedback doesn’t really register.3, 4

A better option might be grading students based on progress toward a set of personalized goals.

However, we recognize that grades may be needed in many situations. For these, a better option might be grading students based on progress toward a set of personalized goals. For example, if a teacher sets a goal of 7.5 hours of reading per month (about 15 minutes per day) and a child reads 6.0 hours, he might receive a grade of 80%. Teachers could also set goals for maintaining a certain level of average literal comprehension across multiple texts, keeping reading logs, or reading a certain number or percentage of texts within or above a student’s ZPD. All of these options would allow our airplane-loving student to try harder texts on occasion, while encouraging her to keep the majority of her reading within her ZPD, and to always try her best to comprehend what she reads.

This prompts our next big question: How can educators set appropriate reading goals and keep students motivated to read? In the next blog post, we take a look at the surprising relationship between motivation and achievement, the role of personalized goals, and the many dimensions of motivation.

References

1 Renaissance Learning. (2015). The research foundation for Accelerated Reader 360. Wisconsin Rapids, WI: Author.
2 Renaissance Learning. (2017). Trends in student outcome measures: The role of individualized reading practice. Wisconsin Rapids, WI: Author.
3 William, D. (2011). Embedded formative assessment. Bloomington, IN: Solution Tree.
4 Brookhart, S. M. (2008). How to give effective feedback to your students. Alexandria, VA: ASCD.

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81,000-student Florida district boosts achievement and state ranking with spot-on K–12 assessments https://www.renaissance.com/2018/01/30/ss-florida-district-boosts-achievement-state-ranking-assessments/ Tue, 30 Jan 2018 17:18:32 +0000 https://renlearnstg.wpengine.com/?p=13571 Testing…testing…testing. Unfortunately, repeated testing is the only path many school districts see to improving student achievement and performance on state assessments. But not all tests produce reliable or actionable insights, and the hours- or even days-long process can be self-defeating, draining students and encroaching on valuable classroom instruction time. Challenged to find a better course, […]

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Testing…testing…testing. Unfortunately, repeated testing is the only path many school districts see to improving student achievement and performance on state assessments. But not all tests produce reliable or actionable insights, and the hours- or even days-long process can be self-defeating, draining students and encroaching on valuable classroom instruction time. Challenged to find a better course, the Instructional Technology team at Lee County School District in Fort Myers, Florida, forged a program that produces useful data, gives educators more time to teach, and helps students learn more and score better on standardized tests.

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Maximized minutes: Growth factors and high-quality reading practice https://www.renaissance.com/2018/01/30/blog-maximized-minutes-growth-factors-high-quality-reading-practice/ https://www.renaissance.com/2018/01/30/blog-maximized-minutes-growth-factors-high-quality-reading-practice/#comments Tue, 30 Jan 2018 16:52:43 +0000 https://renlearnstg.wpengine.com/?p=15331 This is the third entry in the Education Leader’s Guide to Reading Growth, a 7-part series about the critical importance of high-quality reading practice when it comes to reading achievement, written specially for today’s education leaders. Your students need more reading practice. Reading practice doesn’t just help struggling readers get on track for success; it […]

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This is the third entry in the Education Leader’s Guide to Reading Growth, a 7-part series about the critical importance of high-quality reading practice when it comes to reading achievement, written specially for today’s education leaders.

Your students need more reading practice. Reading practice doesn’t just help struggling readers get on track for success; it can help all students—from all walks of life—accelerate reading gains and improve performance.

However, educators don’t have infinite time: There are only six or seven precious hours in a typical American school day. Given how much needs to be accomplished in this narrow window, it can be hard to ask teachers and students to stuff much more into their already-packed schedules.

That’s why it’s so essential to get the most out of every minute of reading practice. In this post, we examine three different elements—or “growth factors”—that help contribute to high-quality reading practice. Note this isn’t an exhaustive list of all the variables that may influence the effectiveness of reading practice (for example, the critical element of instruction is not covered), but rather a starting point to help guide your efforts around practice in the right direction.

Growth factor: The Zone of Proximal Development

The first factor for powering growth through reading practice that we’ll examine is the Zone of Proximal Development, or ZPD.

A study of more than 2.2 million students showed that students achieved accelerated reading gains—that is, grew at a faster rate than the national average—when they read within their ZPD, but did not when they read below their ZPD.1 This is only looking at students who averaged 60% or better on literal comprehension quizzes, as scores below 60% may indicate that a student did not actually read the book, did not put effort into understanding the book, or did not have the reading skills, background knowledge, or vocabulary needed to comprehend the book’s topic. (In our next post, we’ll examine the role of comprehension in far greater depth.)

Within ZPD Reading and Reading Growth

So what is ZPD? Russian psychologist Lev Vygotsky first introduced the concept in the late 1920s. In general terms, it describes the range between what a student is able to do independently, without assistance, and what they are unable to do, even with assistance. Tasks that fall between these points—activities that a learner can accomplish with scaffolding, guidance, or collaboration—are within a student’s ZPD. A key element of ZPD is that it is specific to each learner and will change as that learner grows and refines their skills.

When it comes to reading practice, a different definition of ZPD often emerges. Frequently, ZPD is used to describe the range of text complexity that a student can read independently but not effortlessly—some educators may also call this a student’s “instructional level” or “independent reading level.” Reading materials in a student’s ZPD should offer just enough challenge to help them build stronger reading skills, but not so much that they become frustrated and discouraged from further reading. Depending on the reading scale and formula used, ZPD ranges often start just below a student’s measured reading ability and then extend to texts that are just above their ability level.

Visualization of a ZPD Range

While ZPD represents an optimal range of reading challenge for a given student, it is imperative to note that not everything a student reads must be within their ZPD. Moreover, children should not be limited to only those reading materials within their ZPD.

Plenty of reading materials below a student’s ZPD can contribute to their socioemotional learning; expand their academic vocabularies; build knowledge in science, social studies, and other content areas; and grow their love of reading. These are all important reading outcomes, even if they may not necessarily contribute to accelerating reading gains. As long as a student is reading plenty of materials within their ZPD and hitting growth goals, there is no reason to prevent them from reading some below-ZPD materials.

At the other end of the scale, there can be great benefit to exposing children to materials that are above their ZPD. When children have the skills, scaffolding, and support needed to keep literal comprehension above 60%, above-ZPD reading is associated with significant positive reading gains. Examples of scaffolding may include teaching content and concepts prior to reading, previewing vocabulary, listening to the book read aloud, or reading with a more skilled partner.

Reading Gains by ZPD Range

However, it should be noted that merely giving students harder books will not automatically accelerate reading gains—and could actually slow progress if they cannot understand them. To maximize gains, it is better to give students a book within their ZPD that they can understand than a book above their ZPD that they cannot.

Above-ZPD Reading, Comprehension, and Growth

In addition to slowing growth, pushing students to read above their ZPD may also decrease motivation. One study published in the Journal of Educational Research noted that students were less motivated to read and exhibited fewer on-task behaviors when they were asked to read materials far above their skill level, even when paired with more proficient readers for support.2 Although these students saw reading level gains, further analysis found no statistically significant difference in gains between the students reading far above their instructional level and those reading at their instructional level.

In summary, the rules of thumb might be:

  • Encourage lots and lots of within-ZPD reading to ensure reading gains.
  • Encourage below-ZPD reading if the content will help a student grow in areas outside of the language arts or will increase motivation.
  • Encourage above-ZPD reading if the student has both the motivation and the support/scaffolding needed to meaningfully engage with the text.

Growth factor: Quality and diversity of reading materials

An analysis of the Program for International Student Assessment (PISA) scores looked at the reading habits of more than 174,000 students across 32 countries, including nearly 4,000 in the United States.3 The study found that students generally fell into one of four categories or “reader profiles”:

  • “Least diversified readers,” who only read one type of content with any real frequency (multiple times per month);
  • “Moderately diversified readers,” who read two types of content (typically magazines and newspapers) with frequency and occasionally read other content types;
  • “Diversified readers in short texts,” who frequently read short-form content (such as comics, magazines, and newspapers) and occasionally read long-form content; and
  • “Diversified readers in long and complex texts,” who frequently read both long-form and short-form content.

The Four Reader Profiles

Within the US, two groups had average scores below both the national and international average, and two groups scored well above both averages. It should be no surprise that the top-scoring group was “diversified readers in long and complex texts” and the bottom-scoring group was “least diversified readers.” However, what may be surprising is that “diversified readers in short texts” performed only slightly better than “least diversified readers.” “Moderately diversified readers” scored considerably better than “short texts,” but not nearly as well as “long texts.”

Reading Performance Relates to Reader Profile

It’s not just reading a lot that’s connected to high scores—it’s reading lots of different texts, too. Based on this data, a steady diet of only short-form content such as newspaper articles, magazine features, comic books, short stories, or book excerpts does not appear to help students reach the highest levels of reading achievement. They need books. Frequent reading of fiction and nonfiction books, combined with frequent or occasional reading of shorter texts, appears to be a key part of the overall recipe for reading success.

Students need books. Frequent reading of fiction and nonfiction books, combined with frequent or occasional reading of shorter texts, appears to be a key part of the overall recipe for reading success.

Why do long, complex texts have such an impact on achievement? Although definitive data is not available, it may be that these longer texts not only allow students to build general background knowledge, but to also build deeper background knowledge—to explore a single topic or concept more extensively for richer understanding. They may also grow a student’s reading stamina, i.e., their ability to focus on independent reading for longer periods of time without being distracted or disengaged from the task.

Note that socioeconomic status appeared to play only a small role in which type of reader a student was. The average socioeconomic differences between the four reader profiles were found to be small in every country studied. Within the US, the “moderately diversified” group had highest mean index for socioeconomic status (54.7 on a 0–90 scale), followed closely by “long texts” (54.0), then “short texts” (50.8), and “least diversified” (49.4).

Reader Profile and Socioeconomic Status

This matches the data explored in the last post, where a student’s level of reading engagement was a stronger predictor of their reading performance than their socioeconomic status.

What did seem to matter, however, was a child’s access to reading material at home—specifically books. Students in the “long texts” group had the highest access to books, while students in the “least diversified” group had the lowest access to books.

Access matters: Students who have access to books outside of school are more likely to be diversified readers who frequently read long and complex texts.

What does this mean for schools? While educators can’t control students’ home environments, they can boost equity of access by investing in school and classroom libraries, subscribing to digital services that offer rich catalogs of eBooks and other reading materials, and encouraging students to bring home books, eReaders, or other digital devices for reading. Reading options can be further enriched with kid-friendly newspapers or magazines (digital or print), but make sure all students have a way to read books and/or eBooks at home.

Growth factor: Student effort

A study of 12,000 students across 715 high schools found that student effort was significantly and positively related to a student’s achievement as measured by their GPA.4

A multilevel regression analysis further found that student effort was a better predictor of achievement than any other individual-level variable examined, including gender, family structure, ethnicity, and family socioeconomic status, as well as behavioral factors such as associating with peers who encouraged positive education-oriented behaviors (positive peers), discussing school with parents or guardians (parent-child discussion), and having parents or guardians who were involved in school activities (parental school involvement).

Effort is More Related to Achievement

When examining student effort more closely, a specific type of effort—commitment—had the strongest relationship with achievement. This describes a student’s commitment to their education: taking an interest in their schoolwork, trying to stay on task in class, working hard to achieve good grades, and understanding the role of education in post-school success (i.e., getting a job).

Types of Effort and Achievement

Attachment, the extent to which students care about and have positive feelings for school, was the next highest. Involvement, a student’s participation in extracurricular activities (e.g., band or sports), did not have a significant correlation with achievement.

It should be noted that commitment and attachment, as individual factors, each had a greater correlation with achievement (0.19 and 0.15 correspondingly) than the next-highest factor (positive peers at 0.09). Simply put, effort seems to matter a lot when it comes to achievement.

And effort appears to have a huge impact for all different types of students. A separate analysis of nearly 7,000 high school students across four different tracks—honors/advanced, academic, general (reference), and vocational/other—found that effort had significant, positive effects on achievement in every track. The results further indicated that the effects of effort on learning are the same for all students, regardless of their track.5

Another important finding was that, while prior effort did have an effect on current achievement—learning is cumulative, after all—the effect was much smaller than that of current effort. The authors concluded that students who try harder learn more, regardless of how much effort they exerted in previous years. In other words, it’s never too late for students to see the benefits of trying harder, even if they didn’t do so in the past.

It’s never too late for students to see the benefits of trying harder, even if they didn’t do so in the past.

In the context of reading practice, we suggest that students who have not previously put much time or effort into reading could still reap notable benefits by starting today—especially if they start applying themselves to a wide variety of reading materials within their ZPD. The combination of ZPD, diversified texts, and effort all help students to get more out of every minute they spend reading, with the potential to fuel greater gains and higher achievement.

We’ve now set our students up for accelerated reading gains. We’ve set aside at least 15 minutes every day for reading practice. We’re encouraging students to read books that are in their zone of proximal development. We’ve given students access to a wide range of texts, including books, and we’re making sure students can use those texts at home for after-school reading. We’ve told students how important effort is and are motivating them to try their best when reading.

(For more information on motivation and its impact on reading achievement, see the fifth entry in this series.)

But how do we know growth is actually happening without waiting for midyear or end-of-year testing? Obviously, nonstop testing is not an option. Thankfully, there is a way to monitor high-quality reading practice—a reliable indicator of growth that’s quick and easy for both students and educators—and it’s the topic of our next blog post.

References

1 Renaissance Learning. (2015). The research foundation for Accelerated Reader 360. Wisconsin Rapids, WI: Author.

2 Morgan, A., Wilcox, B. R., & Eldredge, J. L. (2000). Effect of difficulty levels on second-grade delayed readers using dyad reading. Journal of Educational Research, 94, 113-119.

3 Kirsch, I., de Jong, J., Lafontaine, D., McQueen, J., Mendelovits, J., & Monseur, C. (2002). Reading for change: Performance and engagement across countries: Results from PISA 2000. Paris, France: Organization for Economic Co-operation and Development (OECD).

4 Steward, E. B. (2008). School structural characteristics, student effort, peer associations, and parental involvement: The influence of school- and individual-level factors on academic achievement. Education and Urban Society, 179(2), 179-204.

5 Carbonaro, W. (2005). Tracking, students’ effort, and academic achievement. Sociology of Education, (78)1, 27-49.

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What are kids reading? It’s all about choice https://www.renaissance.com/2018/01/25/blog-its-all-about-choice/ Thu, 25 Jan 2018 16:52:00 +0000 https://renlearnstg.wpengine.com/?p=14940 I am NOT a fan of book clubs. Don’t get me wrong, I am a voracious reader and I like to discuss books as much as the next gal, but I simply cannot have someone else choose which book I read next. I know many people love these gatherings, but for me there are just […]

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I am NOT a fan of book clubs. Don’t get me wrong, I am a voracious reader and I like to discuss books as much as the next gal, but I simply cannot have someone else choose which book I read next. I know many people love these gatherings, but for me there are just too, too many books out there and just not enough time to read them all. So having to read a book that someone else has selected? No thank you.

I do, however, love hearing about books others have enjoyed, digging back into classics I may have bypassed years ago, and cracking open a random book that catches my eye and then draws me right in with its first line of text.

I take choosing each book that I read very seriously. I never want to read a book I don’t feel strongly about (see my distaste for book clubs, above) and I also feel very unsettled by the notion of starting a book but not finishing it because I lose interest. So, when deciding what to read next, I’m choosy. Very choosy. I read reviews, find out what others have read, and examine what books have somehow crept into my consciousness. Sometimes I have a mental list of books I’m eager to read and sometimes I feel like I’m starting from scratch, asking “What in the world should I read next?”

Deciding on that next book is really challenging sometimes. What a great, low-stakes challenge and wonderful “problem” to have, of course, but a challenge nonetheless.

And I’m a reader—an extremely engaged, enthusiastic reader. I cannot imagine what kids who are reluctant or resistant readers go through in trying to find the right book. Or those who struggle with reading or struggle with finding something—anything—to read that is interesting but also understandable for them. The task must be daunting and extremely frustrating. And for these kids, this challenge is not so low stakes. There are implications to not finding that great read—the one that hooks them in right now and then drives their desire to read more later—that can weigh heavily on their achievement in school and their later success in life.

So how do we help? How do we light that first spark for reading and then continue to foster their relationship with books?

What we do is celebrate reading. We make it fun. We not only offer them choice and ownership of their reading, but we learn about their individual interests and then help them seek out books on those topics. We find out what their peers are reading or recommend. We help focus their efforts so that we simultaneously open the world of books to them while lighting their unique paths to follow.

What Kids Are Reading is brimming with K–12 book lists and data insights to help light the way as you and your students take this journey. Inside you’ll find popular reads for each grade, top nonfiction books and articles, top books read independently, top chapter books, kids’ highest rated books, educators’ recommendations, and a decade of number one books. A close examination of Renaissance Accelerated Reader® data, upon which the report is based, sheds light on key findings for nonfiction reading, struggling readers, and popular reading trends. Guest essayists include author/illustrators Nick Bruel (Bad Kitty series) and Janet Stevens (Tops & Bottoms) as well as three educators—Genny Kahlweiss, a classroom teacher from California; Nicole Erwin, a librarian from Tennessee; and Valerie Kropinack-Hackett, an administrator in New Jersey—who share their personal reading experiences and how the Accelerated Reader program has impacted their teaching and students.

So jump in, get inspired, and then go inspire your students. Maybe you’ll hook them with a title that’s read the most in their grade or the books their peers rate highest, or maybe by grouping together kids with like interests and forming a book club. What’s most important is finding out what works for them.

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Renaissance’s 2018 What Kids Are Reading Report Tracks Decade of Reading Trends https://www.renaissance.com/2018/01/25/news-renaissance-2018-wkar-report-tracks-decade-reading-trends/ Thu, 25 Jan 2018 16:44:20 +0000 https://renlearnstg.wpengine.com/?p=14921 World’s largest study of K–12 reading habits analyzes most popular titles, reading data over past 10 years WISCONSIN RAPIDS, Wis. (Jan. 25, 2018) – Today Renaissance®, the leader in pre-K–12 learning analytics, celebrates the release of the 10th anniversary edition of What Kids Are Reading. Each year, the report offers an important reflection on reading […]

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World’s largest study of K–12 reading habits analyzes most popular titles, reading data over past 10 years

WISCONSIN RAPIDS, Wis. (Jan. 25, 2018) – Today Renaissance®, the leader in pre-K–12 learning analytics, celebrates the release of the 10th anniversary edition of What Kids Are Reading. Each year, the report offers an important reflection on reading trends in U.S. schools.

What Kids Are Reading: 10th Anniversary Edition includes most-read fiction and nonfiction titles by grade level, using data from 9.4 million K–12 students who read 323 million books and articles during the 2016–2017 school year. The report also features a list of number-one books for the past 10 years for grades 1–12, offering deeper insights into the variation in difficulty and interest level of top titles during this period.

Researchers at Renaissance produce the report by analyzing the data and reading habits from the Renaissance Accelerated Reader® platform. What Kids Are Reading delivers a snapshot of the most popular reads in each state and nationally, as well as reading achievement and improvement scores by grade. This year, the report also includes a list of students’ highest-rated book picks in each grade as well as top educator picks for different age groups.

“Over the past decade, What Kids Are Reading has played a significant role in providing educators and parents with essential information about students’ reading habits,” says Eric Stickney, director of educational research at Renaissance. “For instance, we understand how the characteristics of reading practice differ for struggling readers who close achievement gaps versus those who do not, and how reading practice impacts vocabulary exposure.”

Key findings from the 2018 report:

  • Struggling readers who dedicated at least 15 minutes per day to reading practice were able to reduce the achievement gap. Struggling readers who read for 30 minutes or more grew even more, increasing by an average of 15 percentile points during the year.

  • Over the last 10 years, the typical student’s reading journey was likely to begin with iconic Dr. Seuss books in first grade, progress to the popular Diary of a Wimpy Kid series by third grade, advance to The Hunger Games in middle school, and top off with Shakespeare in high school.

  • Students’ nonfiction reading peaks around grades 4 and 5. According to Renaissance’s data, nonfiction reading has grown about 10 percent or less nationwide since the school year prior to the National Governors Association’s release of new, challenging academic standards in 2010, which stressed the importance of reading varied texts.

  • In 2018, Green Eggs and Ham is still a favorite among K–2 students; Diary of a Wimpy Kid books remain quite popular in grades 3–6; The Giver and The Outsiders take the two top spots in grades 7–8; and literary classics like To Kill a Mockingbird, The Crucible, and Of Mice and Men are among the most-read titles in high school.

To download the full report and view top books by state and grade, please visit: https://www.renaissance.com/wkar.


About Renaissance

Renaissance® is the leader in pre-K–12 learning analytics—enabling teachers, curriculum creators, and educators to drive phenomenal student growth. Renaissance’s solutions help educators analyze, customize, and plan personalized learning paths for students, allowing time for what matters—creating energizing learning experiences in the classroom. Founded by parents, upheld by educators, and enriched by data scientists, Renaissance knows learning is a continual journey—from year to year and for a lifetime. Our data-driven, personalized solutions are currently used in over one-third of U.S. schools and more than 70 countries around the world. For more information, visit www.renaissance.com.

Contact for Media Inquiries Only:

Renaissance
Katie Waite
pr@renaissance.com
715-424-3636

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Daily reading practice and the magic of 15 minutes https://www.renaissance.com/2018/01/23/blog-magic-15-minutes-reading-practice-reading-growth/ https://www.renaissance.com/2018/01/23/blog-magic-15-minutes-reading-practice-reading-growth/#comments Tue, 23 Jan 2018 17:55:22 +0000 https://renlearnstg.wpengine.com/?p=14846 This is the second entry in the Education Leader’s Guide to Reading Growth, a 7-part series about the relationship between daily reading practice, reading growth, and overall student achievement. Multiple studies show the connection between time and frequency of daily reading practice, reading growth, and reading test scores. But students are reading less and less. […]

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This is the second entry in the Education Leader’s Guide to Reading Growth, a 7-part series about the relationship between daily reading practice, reading growth, and overall student achievement.

Multiple studies show the connection between time and frequency of daily reading practice, reading growth, and reading test scores.

But students are reading less and less.

Explore the importance of daily reading practice in the Education Leader’s Guide to Reading Growth, a series about strategies for improving literacy achievement.

How reading 15 minutes a day leads to substantial gains in reading achievement

In our last post, we examined how reading practice characteristics differ between persistently struggling students and students who start out struggling but end up succeeding. We also examined how strong reading skills are linked to high school graduation rates and college enrollment rates.

However, it’s not just struggling readers who could benefit from daily reading practice. A study of the reading practices of more than 9.9 million students found that more than half of the students read less than 15 minutes per day on average.1

Students’ Average Daily Reading Time

Fewer than one in five students averaged a half-hour or more of daily reading practice, and fewer than one in three read between 15 and 29 minutes on a daily basis.

Few Students Read 30 Minutes or More

The problem is that 15 minutes seems to be the “magic number” at which students start seeing substantial positive gains in reading achievement. Yet, less than half of our students are reading for this amount of time.

15 minutes seems to be the “magic number” at which students start seeing substantial positive gains in reading achievement; students who read just over a half-hour to an hour per day see the greatest gains of all.

Reading gains fall well below average when daily reading practice is less than 15 minutes

An analysis comparing the engaged daily reading practice and reading scores of more than 2.2 million students2 found that students who:

  • Read less than five minutes per day saw the lowest level of growth
  • Read 5–14 minutes a day saw sluggish gains that fell below national averages
  • Read 15 minutes or more a day saw accelerated reading gains higher than the national average
  • Read just over a half-hour per day saw the greatest gains of all

15 Minutes and Reading Growth

Although many other factors, such as…

  • Quality of instruction
  • Equitable access to reading materials, and
  • Family background

… play a role in achievement, the consistent connection between time spent on daily reading practice and reading growth cannot be ignored.

Moreover, if daily reading practice is linked to reading growth and achievement, it follows that low levels of reading practice correlate to low levels of reading performance, and high levels of reading practice should connect to high levels of reading performance.

This pattern is precisely what we see in student test data.

Strong connections between daily reading practice and achievement

An analysis of more than 174,000 students’ Programme for International Student Assessment (PISA) scores revealed that the connection between daily reading practice and reading performance was “moderately strong and meaningful” in all 32 countries examined—including the United States.3

On average, students who spent more time on daily reading practice, read more diverse texts, and saw reading as a valuable activity, scored higher on the PISA’s combined reading literacy scale.

The study also found a student’s level of reading engagement was more highly correlated with their reading achievement than their:

  • Socioeconomic status
  • Gender
  • Family structure
  • Time spent on homework

In fact, students with the lowest socioeconomic background but high reading engagement scored better than students with the highest socioeconomic background but low reading engagement.

Socioeconomic Status and Reading Performance

Overall, students with high reading engagement scored significantly higher than the international average on the combined literacy scale, regardless of their family background.

The opposite was also true, with students with lower reading engagement scoring significantly below the international average, regardless of their socioeconomic status.

Closing achievement gaps with daily reading practice

The authors suggested that reading practice can play an “important role” in closing achievement gaps between different socioeconomic groups.

Frequent, high-quality reading practice may help children compensate for—and even overcome—the challenges of being socially or economically disadvantaged. But a lack of daily reading practice may erase or potentially reverse the advantages of a more privileged background.

In short, daily reading practice matters for kids from all walks of life.

Daily reading practice and PISA scores in the United States

For students within the United States, daily reading practice may not simply be more important than socioeconomic status—it may also be more important than many school factors.

Looking at only American students’ PISA scores, we see that reading engagement had a higher correlation with reading literacy achievement than:

  • Time spent on homework
  • Relationships with teachers
  • A sense of belonging
  • Classroom environment
  • Pressure to achieve (which has a negative correlation)

In addition, a regression analysis showed achievement went up across all measures of reading literacy performance when daily reading practice increased.

Correlation of Reading Engagement and Literacy Achievement

Although the PISA only assesses 15-year-olds, similar patterns can be seen in both younger and older American students.

In 2013, the National Center for Education Statistics (NCES) compared students’ National Assessment of Educational Progress (NAEP) reading scores with their reading habits.4 For all age groups, they found a clear correlation between the frequency with which students read for fun and their average NAEP scores.

The more frequently students read, the higher their scores were.

Reading Frequency and Reading Scores

NAEP results and the correlation between daily reading practice and reading scores

What is especially interesting about the NAEP results is that the correlation between reading frequency and reading scores was true for all age groups—and the score gaps increased across the years.

The differences between children who reported reading “never or hardly ever” and those who read “almost every day” were staggering:

  • Among 9-year-olds, there was an 18-point difference
  • By age 13, the gap widened to 27 points
  • At age 17, it further increased to 30 points

This seems to run contrary to the commonly held wisdom that reading practice is most important when children are learning how to read but less essential once fundamental reading skills have been acquired.

Indeed, we might even hypothesize the opposite—that daily reading practice may grow more important as students move from grade to grade and encounter more challenging tasks.

Until more research either confirms or disproves this possible explanation, it is nothing more than a guess, but an interesting one to consider.

However, what is clear is that daily reading practice is decreasing among all age groups, with the most dramatic decrease among the very students who may need it the most.

Troubling declines in daily reading practice

Over the last three decades, reading rates have dramatically declined in the United States. In 1984, NAEP results showed the vast majority of 9-year-olds read for fun once or more per week, with more than half reporting daily reading practice.

Only one in five reported reading two or fewer times per month. By 2012, 25% of all 9-year-olds were reading for pleasure fewer than 25 days per year.5

9-Year-Old Reading - 1984 vs 2012

For older students, the drop is even more precipitous. In 1984, 35% of 13-year-olds read for fun almost every day, and another 35% read one or two times per week.

In total, more than two-thirds of the 13-year-olds reported reading at least once a week. In 2012, nearly half read less than once a week.

13-Year-Old Reading 1984 vs 2012

Among 17-year-olds, the percentage reading almost every day dropped from 31% in 1984 to only 19% in 2012. The percentage who read for fun less than once a week rose from 36% to 61%.

The number of 17-year-olds reporting reading “never or hardly ever” tripled.

17-Year-Old Reading 1984 vs 2012

And the decline in reading is not due to students spending more time on homework in 2012 than in 1984. During the same time, the percentage of students who reported spending more than an hour on homework actually declined.

In 1984:

  • 19% of 9-year-olds
  • 38% of 13-year-olds, and
  • 40% of 17-year-olds

…reported spending an hour or more on homework the day prior to the NAEP. In 2012, those numbers had dropped to:

  • 17% for 9-year-olds
  • 30% for 13-year-olds
  • 36% for 17-year-olds

Why are we seeing the greatest gaps and the greatest declines in the oldest students? Although many different factors are likely at play, one of them might be that the effects of daily reading practice are cumulative over a student’s schooling—especially when it comes to vocabulary.

The long-term effects of daily reading practice

What’s the difference between kids who read more than 30 minutes per day and those who read less than 15 minutes per day? Twelve million.

Students with an average daily reading time of 30+ minutes between kindergarten and twelfth grade are projected to encounter 13.7 million words. At graduation, their peers who averaged less than 15 minutes of daily reading practice are likely to be exposed to only 1.5 million words.

The difference is more than 12 million words.

Children in between, who read 15–29 minutes per day, will encounter an average of 5.7 million words—less than half of the high-reading group but nearly four times that of the low-reading group.1

Vocabulary Exposure and Daily Reading Time

Some researchers estimate students learn one new vocabulary word for every thousand words read.6 Using this ratio, a student who reads only 1.5 million words would learn only 1,500 new vocabulary words from reading. However, a student who reads 13.7 million words would learn 13,700 new vocabulary terms—more than nine times the amount of vocabulary growth.

This is especially important when we consider that students can learn far more words from reading than from direct instruction. Even an aggressive schedule of 20 new words taught per week will result in only 520 new words by the end of a typical 36-week school year.

This does not mean that reading practice is “better” than direct instruction for building vocabulary. Direct instruction is key, but teachers can only do so much of it.

Instead, we ask educators to imagine the potential for vocabulary growth if direct instruction, structural analysis strategies, and daily reading practice are all used to reinforce one another.

The relationship between vocabulary and reading achievement

Vocabulary plays a critical role in reading achievement. Research has shown that more than half the variance in students’ reading comprehension scores can be explained by the depth and breadth of their vocabulary knowledge—and these two vocabulary factors can even be used to predict a student’s reading performance.7

We can see the relationship between vocabulary and reading achievement clearly in the NAEP scores. The students who had the highest average vocabulary scores were the students performing in the top quarter (above the 75th percentile) of reading comprehension.

Similarly, students with the lowest vocabulary scores were those who were in the bottom quarter (at or below the 25th percentile) in reading comprehension.This means those additional 12 million words could potentially have a huge impact on student success.

Making daily reading practice a priority for all students

So, what are we to do, when daily reading practice is so clearly connected to both vocabulary exposure and reading achievement, but not enough students are getting enough reading practice to drive substantial growth?

The answer seems clear: We need to make daily reading practice a top priority for all students in all schools.

Making daily reading practice a system-wide objective may be one of the most important things we can do for our students’ long-term outcomes, especially if we combine daily reading with high-quality instruction and effective reading curricula.

It is time to put as much focus on daily reading practice as we do on school culture, student-educator relationships, and socioeconomic factors.

However, not all reading practice is built the same. Quantity matters, but so does quality. In the next post in this series, we explore how you can ensure your students are getting the most out of every minute of daily reading practice.

To read the next post in this series, click the banner below.
Next Post

References

1 Renaissance Learning. (2016). What kids are reading: And how they grow. Wisconsin Rapids, WI: Author.

2 Renaissance Learning. (2015). The research foundation for Accelerated Reader. Wisconsin Rapids, WI: Author.

3 Kirsch, I., de Jong, J., Lafontaine, D., McQueen, J., Mendelovits, J., & Monseur, C. (2002). Reading for change: Performance and engagement across countries: Results from PISA 2000. Paris, France: Organization for Economic Co-operation and Development (OECD).

4 National Center for Education Statistics. (2013). The nation’s report card: Trends in academic progress 2012 (NCES 2013 456). Washington, DC: U.S. Department of Education Institute of Education Sciences.

5 National Center for Education Statistics. (2013). Table 221.30: Average National Assessment of Educational Progress (NAEP) reading scale score and percentage distribution of students, by age, amount of reading for school and for fun, and time spent on homework and watching TV/video: Selected years, 1984 through 2012. Digest of Education Statistics. Washington, DC: U.S. Department of Education Institute of Education Sciences. Retrieved from: https://nces.ed.gov/programs/digest/d15/tables/dt15_221.30.asp

6 Mason, J.M., Stahl, S. A. , Au, K. H. , & Herman, P. A. (2003). Reading: Children’s developing knowledge of words. In J. Flood, D. Lapp, J. R. Squire, & J. M. Jensen (Eds.), Handbook of research on teaching the English language arts (2nd ed., pp. 914-930). Mahwah, NJ: Lawrence Erlbaum Associates.

7 Qian, D. D. (2002). Investigating the Relationship Between Vocabulary Knowledge and Academic Reading Performance: An Assessment Perspective. Language Learning, 52(3), 513-536.

8 National Center for Education Statistics. (2013). 2013 Vocabulary report. 2013 Reading assessment. Washington, DC: U.S. Department of Education Institute of Education Sciences.

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New Jersey district with diverse population gets students to read 220,000 books https://www.renaissance.com/2018/01/18/ss-new-jersey-district-diverse-population-students-read-220000-books/ Thu, 18 Jan 2018 14:41:30 +0000 https://renlearnstg.wpengine.com/?p=14641 Jak było dzisiaj w szkole? Unfamiliar with the phrase above? It’s “How was school today?” in Polish, just one of the 65 different languages spoken in Clifton, New Jersey. In fact, more than 40 percent of the Clifton Public Schools District’s 11,000 students come from families that speak native languages other than English1—making reading instruction […]

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Jak było dzisiaj w szkole? Unfamiliar with the phrase above? It’s “How was school today?” in Polish, just one of the 65 different languages spoken in Clifton, New Jersey. In fact, more than 40 percent of the Clifton Public Schools District’s 11,000 students come from families that speak native languages other than English1—making reading instruction challenging for educators.

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Problem identification: The first important step in problem solving https://www.renaissance.com/2018/01/18/blog-problem-identification-the-first-important-step-in-problem-solving/ Thu, 18 Jan 2018 15:53:00 +0000 https://renlearnstg.wpengine.com/?p=62847 As educators, we understand that we must clearly identify a problem in order to solve it. And we need to pass this skill along to our students as well. Whether the issue is a lack of academic progress, challenging classroom behavior, or anything else we may come across from day to day, the best method […]

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As educators, we understand that we must clearly identify a problem in order to solve it. And we need to pass this skill along to our students as well.

Whether the issue is a lack of academic progress, challenging classroom behavior, or anything else we may come across from day to day, the best method is having a plan of attack and then executing it to arrive at a satisfactory solution.

In this blog, I’ll examine the steps of the problem-solving process, relate them to our approach at Renaissance, and then focus on the very first step: problem identification.

What is problem identification in K–12 education, and what does it look like when you clearly identify a problem? Keep reading to find out.

Boy in glasses on a computer

How is problem identification used in schools?

Educators can use problem identification to seek solutions to resolve problems in the school environment that occur at the district, school, class, and individual levels. Problem identification is part of the scientific method, as it serves as the first step in a systematic process to identify and evaluate a problem and then explore potential solutions.

Problem identification can be used in schools as the first in the following steps of the problem-solving process in education:

  1. Identify the problem: State your problem as clearly as possible, and be specific about the situation. Include background, context, and symptoms of the issue when identifying the problem.
  2. Form a hypothesis: Hypothesize what is causing or maintaining the conditions around the problem. Try to really get to the root cause.
  3. Develop possible solutions: Use analytic thinking to come up with as many possible solutions to the problem as possible. In this step, anything goes.
  4. Decide on one solution: Critically evaluate everything you came up with in step three, and decide which solution is the most feasible.
  5. Implement the solution: Plan out the steps you will take, and then follow them.
  6. Collect data to evaluate the outcome: How effective was the solution? Do you need to go back to the drawing board and try a different approach?

Teams of educators can use this problem-solving approach as often as needed to come up with the right solutions to their issues.

Smiling girl outdoors

The Renaissance 5-step approach to solving problems

Renaissance takes a similar approach to problem solving, but our model is distilled down to five key steps. You’ll find that we cover the same ground but with slightly different terminology.

Our 5-step problem-solving approach includes:

  1. Problem identification
  2. Problem definition
  3. Plan development
  4. Plan implementation
  5. Plan evaluation

In the remainder of this blog, I’ll focus on the first step in the process—problem identification—which is the essential starting point of the approach.

Teacher working with small group of students

What is problem identification?

According to Christ & Arañas (2014), a problem can be defined as an unacceptable discrepancy between students’ expected performance and their observed performance. Therefore, problem analysis aims to confine this discrepancy by identifying it in concrete terms.

Problem identification begins when the possibility of an issue is brought forward by an educator, school staff member, or a parent/guardian. At this stage, there may be few details about the extent of the problem or why it is present. Problem identification initiates an investigation of a possible concern.

Problem identification calls upon educators to utilize both a multi-source and multi-method approach to gathering information:

  • Multi-source means that you consider instruction, curriculum, environment, learner, and more
  • Multi-method involves steps including review, interview, observe, and test

This helps to ensure that the problem is matched with evidence-based, standardized interventions or solutions.

Why is problem identification essential?

As the first step in problem analysis, problem identification—if done well—provides the foundation for a solution. Bergan (1995) describes problem identification as the most critical step in addressing a student’s need for effective intervention.

Early and effective problem identification can enable improved:

  • Identification of educational needs at the district, school, classroom, or individual level
  • Resource allocation; and
  • Intervention selection

Problem identification involves two steps:

  1. Identifying and acknowledging that a discrepancy exists (i.e., identifying that there is a problem); and
  2. Developing a problem identification statement

The following is an example of a problem identification statement using a hypothetical grade 4 student named Emily:

Emily attends to instruction (i.e., eyes on the instructor and/or the task at hand) an average of 45% of the time, while her 4th-grade peers in the same classroom attend to instruction an average of 85% of the time.

Here, the discrepancy between Emily’s expected performance (an attention rate of 85%) and her observed performance (an attention rate of only 45%) serves as the starting point for the problem-solving process.

Data to move learning forward

Discover solutions from Renaissance to better identify and support each student’s needs.

Teacher and girl on computer

5 characteristics of what effective problem identification looks like

If you don’t identify problems the right way, your other problem-solving steps probably aren’t going to fall into place. Use these examples to set goals when going through problem identification.

#1: Effective problem identification is clear, objective, and specific

Howell, Hosp, & Kurns (2008) outline a test to determine when a problem identification statement is effective. It’s called “the stranger test.”

According to the stranger test, problem identification statements need to be:

  1. Clear (i.e., unambiguous).
  2. Objective (i.e., leaving no room or limited room for inferences).
  3. Specific enough for a stranger (i.e., an individual who is only provided with the problem identification statement) to be able to observe the student of interest and identify when the problem is present or absent.

#2: Effective problem identification is well-informed

As mentioned previously, a problem is a discrepancy between expected and observed performance.

This problem may arise in regard to expected behaviors, expected academic performance, or an expected skill set. Therefore, to identify a problem, it is important to have an understanding of typical or expected levels of performance for a specific learner.

This expected level of performance serves as a criterion by which a skill, knowledge base, or behavior can be compared. In some instances, this may come in the form of benchmark norms, expert opinion, or your state’s academic standards for ELA or mathematics.

#3: Effective problem identification can occur at the system, group, or individual level

Within a multi-tiered system of support (MTSS), problem identification can occur at the individual, group, or system level. Part of effective problem identification is determining at which of these levels the problem exists.

For example, if the problem is common for more than 20% of learners in a classroom, problem analysis should occur at the system level so that solutions are developed for all of these students.

If the problem is common for 5% of learners or an identified group, problem analysis is best conducted at the group level.

If the problem is rare or specific to a particular learner, problem analysis should occur at the individual level.

#4: Effective problem identification uses an appropriate assessment tool

Problem identification requires the use of an appropriate measure or assessment tool to determine whether a problem (i.e., discrepancy) exists. For example, to determine whether a reading problem exists, an oral reading measure may be used to calculate a student’s reading rate and accuracy, which can then be compared to seasonal benchmarks for the student’s grade level.

#5: Effective problem identification is timely

Finally, although problems may arise at any time throughout the school year, one primary goal of universal screening is problem identification.

Early and regularly-scheduled screening periods allow for early intervention. When problems are identified early, there is more time to address and remediate the problem with well-chosen interventions.

Boy smiling in class

How can Renaissance help with problem identification?

Problem solving is a cornerstone of FastBridge and Star Assessments, which provide data and resources to support the problem-solving model.

For example, multiple FastBridge reports can be used for problem identification, including:

  • Class list
  • Impact
  • Group screening
  • Group growth
  • Detailed group
  • Screening to intervention
  • Behavior; and
  • Impact

In addition, FastBridge’s universal screening data, norms, and benchmark scores can assist educators in identifying problems in behavior, reading, and math. The data can also determine whether a particular problem is an individual, class, or school-wide problem. This will help you to know which stakeholders need to be involved in the problem-solving process and which metrics to monitor to determine whether your solution is effective.

References

Bergan, J. R. (1995). Evolution of a problem-solving model of consultation. Journal of Educational and Psychological Consultation, 6, 111-123.

Christ, T.J., & Arañas, Y.A. (2014). Best practices in problem analysis. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology VI. Bethesda, MD: National Association of School Psychologists.

Howell, K. W., Hosp, J. L., & Kurns, S. (2008). Best practices in curriculum-based evaluation. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V. Bethesda, MD: National Association of School Psychologists.

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Reliable assessment data helps teachers at Delaware Catholic school personalize learning https://www.renaissance.com/2018/01/17/ss-reliable-assessment-data-delaware-catholic-school-personalize-learning/ Wed, 17 Jan 2018 19:28:47 +0000 https://renlearnstg.wpengine.com/?p=14646 When asked to identify her school’s most valuable resource, Dr. Mary Elizabeth Muir, principal at All Saints Catholic School in Wilmington, Delaware, doesn’t hesitate. “Our teachers. Traditionally, Catholic education has been synonymous with high-quality academics, a reputation built largely on the strength of our educators. Today, one of the ways we empower teachers is by […]

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When asked to identify her school’s most valuable resource, Dr. Mary Elizabeth Muir, principal at All Saints Catholic School in Wilmington, Delaware, doesn’t hesitate. “Our teachers. Traditionally, Catholic education has been synonymous with high-quality academics, a reputation built largely on the strength of our educators. Today, one of the ways we empower teachers is by putting valid, reliable assessment and student-growth data at their fingertips.”

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6 more minutes: Struggling readers, reading practice, and growth https://www.renaissance.com/2018/01/17/blog-6-more-minutes-struggling-readers-reading-practice-growth/ https://www.renaissance.com/2018/01/17/blog-6-more-minutes-struggling-readers-reading-practice-growth/#comments Wed, 17 Jan 2018 18:07:19 +0000 https://renlearnstg.wpengine.com/?p=14445 This post is the first entry in the Education Leader’s Guide to Reading Growth, a 7-part series about how education leaders can use research-driven strategies to support reading growth and achievement—and improve student outcomes. What are the differences between a student who starts and ends the school year as a struggling reader, and a student […]

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This post is the first entry in the Education Leader’s Guide to Reading Growth, a 7-part series about how education leaders can use research-driven strategies to support reading growth and achievement—and improve student outcomes.

What are the differences between a student who starts and ends the school year as a struggling reader, and a student who starts out struggling but ends the year succeeding?

A recent study comparing the two groups noted several differences in their reading practice characteristics, and one of them was the time spent reading per day. Students in the latter group—the “successful” readers—read approximately six minutes more per day on average.

In the world’s largest study of the reading habits of K–12 students—encompassing nearly 9.9 million students in more than 30,000 schools across the United States over the 2015–2016 school year—the authors also found differences in average words read (successful readers read more words) and quality of the reading practice as measured by the average comprehension level (successful readers had higher comprehension).1

The study first looked at third-grade students who began the school year in the bottom quarter of reading achievement—struggling readers who would typically be identified as needing “intervention” or even “urgent intervention.”

On average, the third graders who failed to meet grade-level benchmarks by the end of the year had 14.6 minutes of engaged reading time per day. In comparison, the third graders who met the college- and career-readiness benchmarks for their grade read for 20.0 minutes—a difference of less than 6 minutes of daily reading time. On average, these students also read 100,448 more words and had 11% higher comprehension than their peers who did not meet benchmarks.

The study next looked at sixth-grade students. Sixth graders who started the year in the bottom quarter and ended the year below benchmark read an average of 12.4 minutes per day. Sixth graders who started in the same place but achieved college- and career-readiness benchmarks averaged 18.0 minutes of engaged reading time per day. Once again, the difference in daily reading time was less than 6 minutes. These students also read more words on average (230,422 more) and had higher average comprehension (9% higher).

6 Minutes and Struggling Readers

It’s important to recognize that engaged reading time is not the same as time spent looking at a page. It’s calculated based on the text’s total word count and difficulty/complexity level as well as the child’s individual reading level and overall comprehension of the text. For example, reading the same page for an hour without understanding its meaning counts as zero minutes of engaged reading time. (More information about how engaged reading time is calculated can be found here.)

While the study did not examine other variables that can affect achievement—such as quality of instruction or socioeconomic status2—the data show that students who struggle initially but then begin to dedicate significant time to reading with high understanding can experience accelerated growth during the school year. This implies that, in addition to the high-quality instruction and intensive support that we know are essential for struggling readers to learn reading skills,3 time to practice applying those skills is also important.

It also indicates that reading practice isn’t simply an effect of a student’s reading skills. While it’s true that students who read well tend to read more, the fact that students who started at the same skill level but ended the school year with very different outcomes after engaging in different amounts of reading practice suggests that high-quality reading practice could help make significant contributions to growth. In other words, reading practice can be a sign of stronger reading skills, but it can also help build stronger reading skills.

What makes this particular revelation—that a small increase in daily reading time may play a role in turning a struggling reader into a successful one—even more eye-opening is the long-term impact reading skills (or a lack of reading skills) can have in a student’s academic career.

Struggling readers in third grade

A longitudinal study of nearly 4,000 students found that children who read proficiently in third grade were four times more likely to graduate on time than peers who were not proficient in reading in third grade. In fact, nearly one in six students who did not read proficiently in third grade did not graduate high school by age 19.4

When looking at only those students who were far below proficient—students categorized as having “below basic” reading skills—the rate dropped even further, with almost one in four students failing to graduate on time. Among students who did read proficiently in third grade, only one in twenty-five had not graduated high school by age 19.

Struggling Readers in Third Grade

Another longitudinal study, this time of 26,000 students, found that less than 20% of students who were in the bottom quarter of reading achievement (0–24th national percentile) in third grade went on to attend college. At the other end of the scale, nearly 60% of the students who were in the top quarter of reading achievement (75th–100th national percentile) enrolled in college.5

In other words, the strongest readers—students who were in the top quarter of reading achievement in third grade—were nearly three times more likely to enroll in college than peers who struggled with reading and were in the bottom quarter of reading achievement.

Considering the numbers, the question must then be asked: Could a few additional minutes of engaged reading practice each day, combined with high-quality instruction and other supports, help a struggling third-grade student get on a trajectory toward high school graduation and college enrollment?

Results of Third Grade Reading Success

Struggling readers in sixth grade

If elementary reading performance has a role in high school graduation rates, then middle-school reading performance is even more critical. A longitudinal study of almost 13,000 students found that only 12% of students who failed an English course in sixth grade graduated high school on time. Another 6% graduated late. The remaining 82% did not graduate by the time the study had ended.6

Struggling Readers in Sixth Grade

It should be noted that sixth grade is part of a period during which reading gains experience the biggest decline. Over the course of a student’s education, yearly reading gains typically decrease as they move through the grades—which is the normal pattern for cognitive development and not a cause for concern. Students often see very large reading gains in early years; the difference between a student’s reading skills in second grade and third grade is much greater than the difference between skills in tenth and eleventh grades. However, the rate at which reading gains slow is not steady across all years—and sixth grade is part of a period during which that rate is lowest.

If you chart typical midyear Lexile® reader measure ranges (25th percentile to 75th percentile) across multiple grades, you’ll end up with a curve that starts fairly steep and softens as the years go by.7 Viewing the data this way, it’s easy to see that there is room for improvement, but it’s hard to see why we would look more closely at any grade range in particular.

Typical Midyear Lexile Reading Measures

However, if you look at only the changes in typical Lexile reader measure ranges across the years, a different pattern emerges. Here we do not see a steady decline across the years, but instead a steep drop at the fifth and sixth grades.

For most grades, the increase in both the upper and lower boundaries is 80% to 100% of the prior year’s increase. From tenth to eleventh grade, the upper boundary increases by 40L, which is 80% of the increase between ninth and tenth grade (50L), which is turn is 91% of the increase between eighth and ninth grade (55L)—and that is 92% of the increase between seventh and eighth grade (60L). However, between fourth and fifth grade the increase drops to 61% for the lower boundary and 68% for the upper boundary, and between fifth and sixth grade the increase drops to 63% for the lower boundary and 65% for the upper boundary.

Changes in Typical Midyear Lexile Reader Measure Ranges

It is at sixth grade that students stop independently reading books within the text complexity bands for their grade. Between second and fifth grades, the vast majority of students read at least one book in their target grade band. In sixth grade, that number plummets below 20% and never really recovers. From sixth grade through high school, less than 15% of students, on average, read one or more books in their target range.8

Percentage of Students Reading Books within the Text Complexity Band for their Grade

It is tempting to imagine what might happen if we were able to reverse these trends. If a few additional minutes of daily reading practice may help struggling readers transform into successful readers, could this also help change these students’ entire academic trajectories? What if adding a few minutes of high-quality reading activities in our elementary classrooms reduced the total number of struggling readers in middle school? Could those minutes keep them reading within their text complexity grade bands, not just in sixth grade but in future grades?

What if we made a few additional minutes of daily reading practice a reality for all struggling readers, in all grades?

Let us be clear: We are not saying that six minutes of reading time is all you need to turn struggling readers into successful readers. We are saying that, if you have struggling readers in your schools, or if you have ever been concerned about your students’ reading achievement levels or graduation rates, reading practice must be one of your top priorities.

However, it’s not just struggling readers who aren’t getting enough reading practice. In the next entry, we examine the relationship between reading practice and growth and show why increasing reading practice for all students needs to be a system-wide priority.

References

1 Renaissance Learning. (2016). What kids are reading: And how they grow. Wisconsin Rapids, WI: Author.

2 Baker, B. D., Farrie, D., & Sciarra, D. G. (2016). Mind the gap: 20 years of progress and retrenchment in school funding and achievement gaps (Research Report No. RR-16-15). Princeton, NJ: Educational Testing Service.

3 Gersten, R., Compton, D., Connor, C.M., Dimino, J., Santoro, L., Linan-Thompson, S., and Tilly, W.D. (2008). Assisting students struggling with reading: Response to Intervention and multi-tier intervention for reading in the primary grades. A practice guide. (NCEE 2009-4045). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from https://ies.ed.gov/ncee/wwc/PracticeGuides

4 Hernandez, D. J. (2012). Double jeopardy: How third-grade reading skills and poverty influence high school graduation. Baltimore, MD: The Annie E. Casey Foundation.

5 Lesnick, J., Goerge, R., Smithgall, C., & Gwynne, J. (2010). Reading on grade level in third grade: How is it related to high school performance and college enrollment? Chicago, IL: Chapin Hall at the University of Chicago.

6 Balfanz, R., Herzog, L., & Mac Iver, D. (2007). Preventing student disengagement and keeping students on the graduation path in urban middle-grades schools: Early identification and effective interventions. Educational Psychologist, 42(4), 223–235.

7 MetaMetrics. (n.d.). Matching Lexile measures to grade ranges. Retrieved from https://lexile.com/educators/measuring-growth-with-lexile/lexile-measures-grade-equivalents
LEXILE®, LEXILE FRAMEWORK®, and the LEXILE® logo are trademarks of MetaMetrics, Inc.

8 Renaissance Learning. (2015). What kids are reading: And the path to college and careers. Wisconsin Rapids, WI: Author.

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Fuel Education Joins as Latest Renaissance Growth Alliance Partner https://www.renaissance.com/2018/01/16/news-fuel-education-renaissance-growth-alliance-partner/ Tue, 16 Jan 2018 15:05:11 +0000 https://renlearnstg.wpengine.com/?p=14598 WISCONSIN RAPIDS, Wis. (Jan. 16, 2018) – Renaissance®, the leader in pre-K–12 learning analytics, announces Fuel Education® (FuelEd®) as the latest Renaissance Growth Alliance™ partner. As part of the Renaissance Growth Alliance, the companies are bringing together their complementary solutions to provide teachers with personalized instruction to help increase student engagement and mastery. The integration, […]

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WISCONSIN RAPIDS, Wis. (Jan. 16, 2018)Renaissance®, the leader in pre-K–12 learning analytics, announces Fuel Education® (FuelEd®) as the latest Renaissance Growth Alliance™ partner. As part of the Renaissance Growth Alliance, the companies are bringing together their complementary solutions to provide teachers with personalized instruction to help increase student engagement and mastery.

The integration, which is supported by Renaissance’s assessment-driven instruction solution, Renaissance Flow 360®, will enable teachers to use Renaissance Star 360® assessment data to accurately place students into FuelEd’s Stride™ adaptive learning solution. Stride guides students to practice where they need it most by providing engaging content that motivates students toward mastery using games as rewards. Star 360 helps educators quickly and accurately determine students’ mastery in reading and math.

“Our collaboration with FuelEd will help teachers better engage students and evaluate performance, giving them a complete, data-driven picture of student mastery,” says Paula O’Gorman, senior vice president of corporate affairs at Renaissance. “We’re pleased to work alongside FuelEd, a company that is leading the way in blended learning with adaptive learning solutions like Stride. Stride motivates students and, when paired with Star 360, is a powerful platform for educators to enhance learning experiences in the classroom.”

Renaissance formed the Renaissance Growth Alliance to provide teachers with assessment-driven instructional planning. The Renaissance Growth Alliance brings best-in-class instructional providers to Renaissance Flow 360, the only offering that connects assessment, planning, instruction, and practice in one place. The result is a holistic view of student growth and performance.

“Renaissance is a trusted name in the K–12 community,” says FuelEd General Manager Sean P. Ryan. “By combining their assessment expertise with our personalized instructional solution, teachers will save time placing students in the program and will be better able to reliably measure results over time, thus creating the potential for a better and faster cycle of learning.”

Stride is an adaptive learning tool that engages pre-K-8 students through a six-step system that rewards learning with games. The solution utilizes adaptive assessment and targeted learning paths aligned to teacher-specified goals, paced to student needs, and structured to give students more control over their own educational journeys. A recent efficacy study found that using Stride helped students improve their test scores.

For more information about Fuel Education’s Stride, visit http://www.fueleducation.com/stride. To learn more about the Renaissance Growth Alliance, visit https://www.renaissance.com/growth-alliance/.


About Renaissance

Renaissance® is the leader in pre-K–12 learning analytics—enabling teachers, curriculum creators, and educators to drive phenomenal student growth. Renaissance’s solutions help educators analyze, customize, and plan personalized learning paths for students, allowing time for what matters—creating energizing learning experiences in the classroom. Founded by parents, upheld by educators, and enriched by data scientists, Renaissance knows learning is a continual journey—from year to year and for a lifetime. Our data-driven, personalized solutions are currently used in over one-third of U.S. schools and more than 70 countries around the world. For more information, visit www.renaissance.com.

About Fuel Education

Fuel Education® partners with school districts to fuel personalized learning and transform the education experience inside and outside the classroom. The company provides innovative solutions for pre-K through 12th grade that empower districts to implement successful online and blended learning programs. Its open, easy-to-use Personalized Learning Platform, PEAK™, enables teachers to customize courses using their own content, FuelEd courses and titles, third-party content, and open educational resources. Fuel Education serves more than 2,000 school districts, offering one of the industry’s largest catalogs of K–12 digital curriculum, certified instruction, professional development, and educational services. To learn more, visit www.fueleducation.com and Twitter.

Contact for Media Inquiries Only:

Renaissance
Katie Waite
pr@renaissance.com
715-424-3636

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The teacher as reading coach: Relationship-building that motivates students to read and achieve their personalized goals https://www.renaissance.com/2018/01/11/blog-teacher-reading-coach-relationship-building-motivates-students-read-achieve-personalized-goals/ Thu, 11 Jan 2018 15:55:10 +0000 https://renlearnstg.wpengine.com/?p=14416 I think we all can agree that text is silent, given voice only by the generosity of the reader. Yet, even when we accept that reading is a conversation between the reader and author, we can build better teacher-student relationships by reading aloud to students of all ages, talking enthusiastically about books and articles we’ve […]

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I think we all can agree that text is silent, given voice only by the generosity of the reader. Yet, even when we accept that reading is a conversation between the reader and author, we can build better teacher-student relationships by reading aloud to students of all ages, talking enthusiastically about books and articles we’ve read, and encouraging discussion among students.

After all, reading is a complex, social enterprise. Teachers and students who talk about what they are reading and what they want to read next form a reading partnership. When we talk about what we are reading, we create meaning with the person listening to us. This enhances the social aspect of learning to read and reading to learn. So, teachers and students get closer when the teacher reads to them and, in turn, when they talk to the teacher about what they are reading.

Practice and goal setting are really about motivation.

Anders Ericsson writes that “deliberate (e.g., meaningful, purposeful, effective, gets the job done) practice” requires scientific attention to:

  1. Specific improvement goals
  2. Constant drive to work slightly outside the comfort zone
  3. A good coach to minimize the risk

#1. Set specific improvement goals and talk about them with students:

Personalized goals build the love of reading and help students develop a growth mindset. Goals are more effective in motivating students when they’re specific—more than simply “earn points” or “score this well.” Goals help students understand why reading at their level is a really, really good idea. They build vocabulary and prior knowledge. Students get to talk to people about their goals and the cool stuff they are reading.

Points and scores are a way to track great reading—they are neither the purpose for, nor the joy of, reading. However, they do play a significant role in making reading improvement specific and visible. “Visibility” is big in motivation. That’s why our progress pages in Renaissance Accelerated Reader are so important.

#2. Constant drive to work slightly outside the comfort zone:

Teacher/student relationships can really blossom when a teacher shows enthusiasm about what students are reading, and guides students to stretch their comfort zone, perhaps by suggesting a slightly harder book about a topic the student loves. Even the most motivated students need to sustain their drive and work just outside their comfort zone. Did you know that when left to make their own choices, young readers (K–2) most often select nonfiction books? So, let them select nonfiction that may be a bit outside of their comfort zone.

#3. A good coach to minimize the risk:

Practice takes a good coach. Data help every teacher become a great reading coach—the reading buddy (because remember, reading is a social enterprise). Strengthen the student and teacher partnership by using data to monitor what students are doing in the name of reading and using that data to make sure they are on a good path—to learn to read in order to build vocabulary, background knowledge, and the love of reading.

When teachers talk with students about what they are reading and track their reading data, they can minimize risks, including the risk of not reading 30+ minutes per day, or the risk of reading books too far outside the Zone of Proximal Development (ZPD), or the risk of reading for points rather than pleasure. Some questions a reading coach might ask: Are you reading at your just-right level? Are you reading this book because it interests you or because you just want the points? Did you understand what you read? What was the best part? What surprised you?

Interest is the number one motivator. There is a lot of great work on motivation. I go to Guthrie and Davis (1997), who state that motivation to read is multidimensional. Students are motivated to read when they have an abundant supply of books available, have some degree of autonomy in what they will read, and get to read just for fun and just from their own interests. I also like going to the literature on motivation. There is a great study from Texas A&M University (see Xiang, P., Chen, A., and Bruene, M., 2005) that looked at intrinsic/extrinsic motivation among fourth graders. Like Guthrie and Davis, the researchers found that “interest” trumped all other means of motivation. Let students read what’s interesting to them, and read they will.

Extrinsic motivation does play a role. Who doesn’t like recognition for hard work? But the impact of extrinsic motivation wanes over time. The activity—in this case, reading—becomes less important, while the reward becomes more important. Eventually, some lose interest in both the activity and the reward.

Motivation works best when it focuses on the task rather than on the ego.

  • Task—You are building up your stamina for reading. As a result, you are learning hundreds of new words and gaining lots of knowledge.
  • Ego—Congrats! You went after those points and you reached your goal.

Extrinsic motivation typically increases ego-involvement while decreasing task-involvement. Intrinsic motivation does just the opposite. Intrinsic motivation (specifically reading because you’re interested in the topic) was the most influential factor in student success.

In summary, the work on teacher/student partnerships points to a relationship built upon students’ interests and willingness to take responsibility for their own learning. It’s all about effective management of classroom routines, talking about reading and using data to build relationships, and setting personalized goals to help students build a growth mindset. A successful Accelerated Reader implementation is built from all three.

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Two content developers share their favorite books (and more) from 2017 https://www.renaissance.com/2017/12/21/blog-content-developers-favorite-books-2017/ https://www.renaissance.com/2017/12/21/blog-content-developers-favorite-books-2017/#comments Thu, 21 Dec 2017 14:31:17 +0000 https://renlearnstg.wpengine.com/?p=13835 Alexa, read me Harry Potter and the Sorcerer’s Stone. (Did you know Harry Potter and the Sorcerer’s Stone was the most requested book for Amazon’s Alexa to read aloud in 2017?) This past week, Amazon published its annual This Year in Books. The data highlights the most popular books ordered from Amazon.com, the most gifted […]

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Alexa, read me Harry Potter and the Sorcerer’s Stone. (Did you know Harry Potter and the Sorcerer’s Stone was the most requested book for Amazon’s Alexa to read aloud in 2017?) This past week, Amazon published its annual This Year in Books. The data highlights the most popular books ordered from Amazon.com, the most gifted books, and a bunch of other interesting tidbits of information about the reading habits of Amazon customers in 2017. While there are a ton of great reads on a list, a lot of them are familiar titles we’ve seen on our annual What Kids Are Reading report, which got us thinking about all the great books our content developers here at Renaissance get to read. With nearly 200,000 reading quizzes available, our team gets to read a lot of great stuff. We spoke to Chris and Shannon, two Renaissance content developers, and asked them to reflect on their 2017. From the most rewarding aspects of their job to their favorite books, we wanted to learn more about them.

What’s the best part about your job? What do you find most rewarding?

Chris: “The best part about my job is that I’m paid to read and think about what can be learned. It’s rewarding to have a hand in helping students improve their reading skills and learn more about science and the world we inhabit. I get the chance to learn about new discoveries in science almost every week!”

Shannon: “I was approached multiple times by local educators wanting some assistance in finding materials for their hard-to-reach students. For upper-grade students interested in specific genres or other students interested in certain topics, Renaissance Accelerated Reader BookFinder was a great tool to refer to them. Most of these educators had Renaissance Accelerated Reader in their schools, but [they] didn’t know about the advanced search function. I was so happy that our solution could help!”

What was your favorite book or article you read? What was it about? Why was it your favorite?

C: “Although my favorite books to write quizzes on are middle-school-level science books, my favorite book in 2017 was Jack London and the Klondike Gold Rush. I learned so much about that time in history and the events in London’s life that inspired him to write books like White Fang and The Call of the Wild. I admired the miners’ persistence through the hardships of getting to Alaska, traveling to the sites where they made their claims, and actually digging for gold. I also learned that although the miners had to carry everything they needed on their backs, they often had at least one book with them. They spent parts of the long, dark winter nights in the Yukon reading by candlelight, and they traded books and considered them very valuable!”

S: “I recently recommended the Silvermay book series and the Three Dark Crowns series to a friend looking for Christmas gifts. Both were from up-and-coming authors in the fantasy genre, and [they] explored fresh ideas in myth and lore, an area that tends to see a lot of redundancy.”

How many books or articles did you read in 2017 for Renaissance?

C: “225? Give or take a few.”

S: “I read six books a week and two more for edits. Sometimes, if they are large, I do three a week. Other weeks, I will have as many as ten smaller titles.” (For those keeping score at home, that adds up to around 312 books.)

While looking at the results of Amazon’s This Year in Books, a striking number of books on the list correlate to television series and movies. In the past, we’ve noticed the same thing in our What Kids Are Reading report. For example, when The Hunger Games movies came out, we saw a spike in the book’s popularity. Another one that comes to mind is the Captain Underpants series. With the recent movie coming out, there’s a strong chance that the books will experience a surge in popularity. Staying on top of these trends is super important as our content developers are assigned new reads and create reading quizzes for Accelerated Reader—especially as we head into 2018.

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Renaissance’s Chief Academic Officer ‘Unlocks Student Talent’ in New Book https://www.renaissance.com/2017/12/15/news-unlocking-student-talent/ Fri, 15 Dec 2017 14:17:40 +0000 https://renlearnstg.wpengine.com/?p=13647 Dr. Gene Kerns co-authors book that serves as a talent code for teachers WISCONSIN RAPIDS, Wis. (Dec. 15, 2017) – Renaissance®, the leader in pre-K–12 learning analytics, today announces the release of Unlocking Student Talent: The New Science of Developing Expertise, a research-driven book co-authored by Gene M. Kerns, EdD, vice president and chief academic […]

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Dr. Gene Kerns co-authors book that serves as a talent code for teachers

WISCONSIN RAPIDS, Wis. (Dec. 15, 2017)Renaissance®, the leader in pre-K–12 learning analytics, today announces the release of Unlocking Student Talent: The New Science of Developing Expertise, a research-driven book co-authored by Gene M. Kerns, EdD, vice president and chief academic officer at Renaissance. Unlocking Student Talent explores how educators can develop student expertise and foster talent.

“After reading books like The Talent Code by Daniel Coyle, which profiles the series of experiences and factors that take generally ordinary people and turn them into world class experts, I thought it would be insightful to apply this research to education,” says Dr. Kerns. “Developing expertise is one of the main goals of teaching, and the sooner teachers can tap into that expertise, the better—it can have a tremendous impact on a student’s future success. Unlocking Student Talent gives teachers their own ‘talent code’ for the classroom.”

In addition to The Talent Code, Dr. Kerns, alongside co-authors Dr. Robin Fogarty and Brian Pete, drew upon a decade of written works to inform Unlocking Student Talent, including:

  • Outliers by Malcom Gladwell,

  • Talent is Over-rated by Geoff Colvin,

  • Bounce by Matthew Syed, and

  • Peak: Secrets from the New Science of Expertise by Dr. K. Anders Ericsson and Dr. Robert Pool.

Most of these books, written for general audiences, focus on how individuals can achieve elevated levels of performance through extended training and practice. Unlocking Student Talent discusses three key elements of developing expertise in students: motivation, practice, and coaching. When incorporated into instruction, these elements can help educators shape students into independent learners and skilled performers who are career- or college-ready upon graduation.

“This book offers revolutionary proposals for transforming general education and, in particular, describes how to produce high-school graduates who are independent learners prepared and ready to employ the appropriate methods in acquiring whatever skills they need to succeed in their careers,” write Drs. Ericsson and Pool in the foreword of Unlocking Student Talent.

For more information about Unlocking Student Talent, please visit: https://www.renaissance.com/lp/unlocking-student-talent. To order a copy of the book, please visit Teachers College Press: https://www.tcpress.com/unlocking-student-talent-9780807758724.


About Renaissance

Renaissance® is the leader in pre-K–12 learning analytics—enabling teachers, curriculum creators, and educators to drive phenomenal student growth. Renaissance’s solutions help educators analyze, customize, and plan personalized learning paths for students, allowing time for what matters—creating energizing learning experiences in the classroom. Founded by parents, upheld by educators, and enriched by data scientists, Renaissance knows learning is a continual journey—from year to year and for a lifetime. Our data-driven, personalized solutions are currently used in over one-third of U.S. schools and more than 70 countries around the world. For more information, visit www.renaissance.com.

About Gene M. Kerns, EdD

Gene M. Kerns, EdD, is a third-generation educator with teaching experience from elementary through the university level, in addition to his K–12 administrative experience. As Vice President and Chief Academic Officer at Renaissance, Dr. Kerns advises educators in both the US and the UK about academic trends and opportunities. Previously, he served as the Supervisor of Academic Services for the Milford School District in Milford, Delaware. He has bachelor’s and master’s degrees from Longwood College in Virginia and a doctor of education degree from the University of Delaware. His first publication, Informative Assessment: When It’s Not About a Grade, focused on using routine, reflective, and rigorous informative assessments to inform and improve teaching practices and student learning.

Contact for Media Inquiries Only:

Renaissance
Katie Waite
pr@renaissance.com
715-424-3636

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6 models for measuring student growth https://www.renaissance.com/2017/12/14/blog-6-models-for-measuring-student-growth/ Thu, 14 Dec 2017 21:08:00 +0000 https://renlearnstg.wpengine.com/?p=63138 Back in the days of No Child Left Behind (NCLB), schools were given credit for the percentage of students achieving the state’s “proficient” level. The amount of ground that students needed to cover in order to reach proficiency was not part of the equation, however. In the past few years, accountability has expanded the view […]

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Back in the days of No Child Left Behind (NCLB), schools were given credit for the percentage of students achieving the state’s “proficient” level. The amount of ground that students needed to cover in order to reach proficiency was not part of the equation, however.

In the past few years, accountability has expanded the view of achievement by recognizing that some students have to travel a much greater distance (metaphorically speaking) to reach proficiency, even though this remains the minimum target for everyone. This has led policymakers to look at ways to measure students’ academic growth via various growth models.

It’s clearly impossible to get a picture of the whole child without measuring academic growth. In this blog, I’ll break down what student growth really is and discuss some of its components. I’ll then describe six models that schools are using to measure student growth.

Girl doing work with a tablet

What does student growth mean?

To put it simply, student growth is how much academic progress a student has made between two points in time. For example, this could be from the start of the school year to the end of the school year, or from one grade to the next.

But measuring the academic growth of students is not a simple matter. There are many different approaches and models that exist, with each one having its own implementation procedures and use cases. No matter how you measure growth, all methods of measuring growth depend on several factors to be valid and reliable.

First, you need to have good assessments featuring quality items with sound psychometric properties. This includes the number of items, standards alignment, DOK levels, P-Values, and so forth.

Additionally, there needs to be alignment among the assessment, the curriculum, and the methods of instruction. Students need to be motivated and engaged to do their best, so we have some idea of the reliability of the growth data that is being provided to us through the assessments.

Why it’s important to measure student growth

Measuring student growth is important because it leads to a better picture of the whole child. Instead of just looking at grades on a test or report card, we are able to see how much knowledge students have gained over a given period of time, which helps us to better evaluate their progress. In other words, student growth data gives a more comprehensive understanding of learning and a better indication of progress than a one-time test does.

Growth measures are also valuable because they can give local and state leaders a more complete picture of a school and the overall quality of instruction.

Student growth measures give teachers a way to evaluate themselves as well. When educators compare where their students were at an earlier point in time academically with where they are now, they can better evaluate the impact of their teaching and make adjustments as necessary.

Boy testing on a computer

Student growth measures examples

The ways we measure student growth can be divided into summative and formative uses of assessment.

Summative assessments are cumulative and often show what students have learned at the end of a topic of study or general course. Examples of summative assessments include:

  • Unit tests
  • Midterm or final exams
  • Papers
  • Final projects
  • District or state tests

In contrast, formative assessments involve feedback that continuously measures what students are learning. Because they reveal whether and how students are growing day-to-day, formative assessments should be used to make decisions about what lessons come next. Examples of formative assessments include:

  • Classroom quizzes
  • Written comments on student work
  • Casual conversations
  • Informal surveys
  • Rubrics
  • Discussions during and after a lesson
Smiling teen boy in class

Models of measuring student growth

There are six different methodologies and approaches we can take when it comes to measuring the growth of students. These models are more likely to use summative assessments to provide academic growth data. Let’s explore each model in more detail.

Accurate insights on student growth

Discover assessment tools from Renaissance to measure academic growth.

#1: Gain score model

The gain score model measures year-to-year change by subtracting the prior year’s (initial) score from the current year’s (final) score. The gains for a teacher are averaged and compared to the overall average gain for other teachers. Gains are quite easy to compute and can be used with local assessments.

We’ve had state accountability assessments use the gain-score model as well, and it’s probably the most basic model available. The problem is that it doesn’t account for students’ initial achievement levels. Instead, it’s just a basic calculation of the change in score for students.

#2: Value-added model (VAM)

A value-added model (VAM) is frequently used for teacher evaluation because it seeks to measure the teacher’s contribution in a given year by comparing the current test scores of their students to the scores of the same students in previous years. In this manner, value-added modeling seeks to isolate the contribution that each teacher provides in a given school year, which can be compared to the performance measures of other teachers.

VAMs are considered to be fairer than the gain score model, given that a VAM considers potentially confounding context variables like past performance, student status, or socioeconomic status (SES).

VAMs are generally not used with local assessments but are intended for state accountability assessments. Typically, the calculations of these models are complex, and you’ll need quite a bit of data for the VAM calculations to occur.

#3: VAM-covariate adjusted approach

In this model, growth is measured by comparing students’ expected scores with their actual observed scores on an assessment.

How does this work?

A student’s expected (or predicted) score is obtained by looking at prior test scores over multiple years—as well as students with similar testing performance in those prior years and other similar characteristics. An estimate is then made of how this group of students would be expected to score (on average) on a test:

VAM Model
VAM-covariate adjusted approach

The growth measure is related to the number of scale score points a group of students scored above or below their expected score, which takes into account their prior testing performance.

One of the downsides of this approach is that it requires several years of “matched” data for accuracy. In other words, you can’t just use any random group of students for prior testing performance—you need to have that data linked to all the same students over several years to have an accurate VAM model.

#4: Student growth percentile (SGP)

A student growth percentile (SGP) describes a student’s growth compared to other students with similar prior test scores—known as “academic peers”. Percentiles are used to rank a student’s growth compared to their peers, which is more a straightforward and easier-to-interpret method.

Student growth percentiles also allow us to fairly compare students who start at different levels with similar students. This is called “banded growth.” This model can be used with local assessments, such as a pre-test or post-test model.

Unlike VAMs, each student receives an individual percentile score, ranging from 1–99. A student with an SGP of 60, for example, grew as much as or more than 60 percent of their academic peers during the same time period.

Note that both FastBridge and Star Assessments from Renaissance report student growth percentiles.

Teen girl on tablet with teacher

#5: Effect size approach

Effect size is a way of quantifying the size of the difference between two groups that is easy to calculate and understand, and can be used with any outcome in education (or even in fields like medicine).

The goal of effect size is to provide a measure of the “size of the effect” or impact from instruction rather than pure statistical significance, which gets confounded with effect size and sample size.

Effect size scores are equal to “Z-scores” of a normal distribution and have the same possible range of scores. Effect size scores will typically range from -1.5 to +1.5. If a teacher receives an effect size of +1.0, for example, this means that their students grew 1 standard deviation of test score points more than the average teacher’s students.

#6: Computer-adaptive approaches

These have become quite common and typically use a “Vertical Scaled Score” to show growth in a single year on the same scale. This method is ungraded and could be similar to measuring a student’s height—as a student grows on the vertical scale, they are increasing their academic skills accordingly.

They can also overcome the limitations of fixed-form assessments (i.e., a subset of items that can’t be adjusted). In other words, adaptive assessments will adapt downward or upward in difficulty, based on a student’s performance.

Teacher and boy on laptop

How Renaissance can help teachers measure student growth

To sum up, focusing on student proficiency by itself is not enough. Schools and districts are required to show student growth within and across school years as well.

Renaissance’s FastBridge and Star Assessments provide valid and reliable data for universal screening, progress monitoring, measuring student growth, and much more.

Highly rated by the National Center on Intensive Intervention (NCII)—the leading third-party evaluator of K–12 assessments—FastBridge and Star provide quality data to support effective instruction and intervention.

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New book on student talent and expertise https://www.renaissance.com/2017/12/14/blog-new-book-student-talent-expertise/ https://www.renaissance.com/2017/12/14/blog-new-book-student-talent-expertise/#comments Thu, 14 Dec 2017 14:17:56 +0000 https://renlearnstg.wpengine.com/?p=13578 I’m thrilled to announce the release of my new book, Unlocking Student Talent: The New Science of Developing Expertise. As the chief academic officer at Renaissance, one of my top priorities is helping educators understand how advances in learning science can be applied in the classroom. To keep up with things, I have to read […]

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I’m thrilled to announce the release of my new book, Unlocking Student Talent: The New Science of Developing Expertise.

As the chief academic officer at Renaissance, one of my top priorities is helping educators understand how advances in learning science can be applied in the classroom. To keep up with things, I have to read a lot. Nearly every publication adds a bit of new information or insight, but a precious few change the way I view the world. The Talent Code by Daniel Coyle is one of those precious few.

The book profiles the experiences of world-class performers—people who stand out in various fields. Through a combination of research, site visits, and stories, Coyle attempts to illuminate “the talent code”—a series of experiences and factors that turn generally ordinary people into world-class performers.

I stumbled upon the book on the way to a meeting. While waiting in an airport, it caught my eye and I purchased it on a whim. I started reading it during the flight and found it impossible to put down. When I landed, I couldn’t wait to tell others. In fact, during the meeting, eyes began to roll as I continually referenced the book.

One of the three elements Coyle identifies as essential to eventual success is “deep practice.” Since its formation, Renaissance has stressed the vital importance of students practicing essential skills. Coyle’s insights shed new light on why we’ve seen such great success with our practice programs, Renaissance Accelerated Reader and Renaissance Accelerated Math.

After The Talent Code, I transitioned to similar works: Outliers by Malcom Gladwell, Talent is Overrated by Geoff Colvin, and Bounce by Matthew Syed. I also became aware of Dr. Anders Ericsson’s seminal research and the book he recently co-authored along with Robert Pool, Peak: Secrets from the New Science of Expertise. I even had the fortune to host Ericsson’s webinar on the secrets of deliberate practice.

Gene Kerns

Dr. Gene Kerns

As much as I enjoyed all these works, something pained me about them. Most were written for a general audience, and none of them were expressly written with educators in mind. After years of reflecting on how to best distill this research with educators at the forefront, I had the opportunity to work with Dr. Robin Fogarty, internationally renowned education consultant and author, and Brian Pete, adult learning and professional development expert. The result of our collaboration is Unlocking Student Talent: The New Science of Developing Expertise, which presents this research in meaningful terms for educators.

We’re very excited by the book’s early reception. Dr. Ericsson and Mr. Pool graciously reviewed the text and, in the forward, they heralded the book as “offer[ing] revolutionary proposals for transforming general education.” Leading assessment expert Dr. Rick Stiggins provided an endorsement and called the book “a guide book for all who wish to use assessment for learning and other strategies in partnership with talented learners in the service of their success.”

We hope this book will change the way educators like you view daily work and that it has a profound impact on you, much like The Talent Code did on me. The science of expertise reveals that we are all gifted. We are “all endowed with a brain so flexible and adaptable that it [can], with the right sort of training, develop a capability that seems quite magical to those who do not possess it” (Ericsson and Pool, 2016).

So much talent is yet to be tapped.

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Why academic fluency matters in K–12 education https://www.renaissance.com/2017/12/08/blog-why-academic-fluency-matters-in-k-12-education/ Fri, 08 Dec 2017 15:40:00 +0000 https://www.renaissance.com/?p=63516 Educators sometimes ask me why so many FastBridge assessments are timed. The answer is that timing is necessary in order to document a student’s fluency with tasks. So, what exactly is academic fluency—and why is it so important? In this blog, I’ll explore this concept in detail and explain how best to assess it. What […]

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Educators sometimes ask me why so many FastBridge assessments are timed. The answer is that timing is necessary in order to document a student’s fluency with tasks.

So, what exactly is academic fluency—and why is it so important? In this blog, I’ll explore this concept in detail and explain how best to assess it.

What is academic fluency?

Academic fluency is the ability to complete a task with the right accuracy and timing. Fluency is important because when students are fluent with a skill, their brains are able to focus on higher-level components of the overall task and not on the individual steps.

Fluency is necessary, but not sufficient, to become an expert at a task. That said, fluency is an essential precursor to the mastery of academic skills.

An example of the importance of fluency in everyday life

One example of the importance of fluency is driving a car. Do you remember when you learned how to drive, perhaps in a high school drivers’ ed course? There were many steps to learn, such as turning the ignition while keeping your foot on the brake, putting the car in gear, and—for those of us old enough to have learned on a manual transmission—changing gears while driving. Add in parallel parking, changing lanes, and other traffic navigation, and you have a complex set of skills.

When first learning any new skill, just putting each of the subskills together in the right order, and with the right timing, is the main goal. That is fluency.

In all cases, the accuracy of the steps is more important than speed. In order to build driving fluency, it’s best to practice at slow speeds on back roads before driving on the highway. With practice, our accuracy improves and we are ready for faster driving.

Eventually, most drivers reach the point where they don’t have to “think” about the individual steps needed to operate the vehicle. Instead, we just get in and drive while thinking about other things. At this stage, our driving skills have become so fluent that they are automatic, and our brains can focus on other, more important things.

We can relate this example to gaining a foundation of the basic building blocks of educational concepts, and then having those ideas come to us naturally as we learn more and more.

group of kids reading in library

The concept of automaticity within academic fluency

Another word that conveys the importance of academic fluency is automaticity. The research about the role of fluency in learning academic skills comes from investigations of cognitive automaticity.

This research includes using functional magnetic resonance imaging (fMRI) to see which neurons are activated when students read or use math skills. Studies have shown that during the initial learning stages, when accuracy is the primary focus, certain brain regions are active. But once the learner becomes automatic with the task, different regions become active.

In particular, the brain uses the temporal and occipital regions during initial learning and then switches resources to use the frontal lobe once automaticity is achieved. Importantly, this is an interactive process, meaning that we can always learn new skills and then use those skills for more advanced purposes.

Eventually, the frontal lobe mediates learning activities by helping us determine if we are automatic with a skill or if more focused attention is necessary at certain points. An example is encountering a new word in a text. Even advanced readers will need to slow down and use basic decoding and vocabulary skills to read the word. Then, the frontal lobe can connect that word to other information and resume faster processing.

As all teachers know, students vary in the amount of instruction needed to become automatic with skills. Additionally, each student can vary in terms of how much instruction is needed for one area (e.g., math) as compared to another (such as basketball or swimming).

In thinking about fluency instruction, it is important to remember that accuracy must always come before speed, as I noted earlier. But once accuracy is strong, fluency instruction can help the student to master the skill so that it will become automatic.

Tools to support academic fluency

Discover solutions from Renaissance to assess and strengthen reading and math fluency.

Teaching academic fluency

In recent years, many fluency interventions have become available. This is partly due to the recognition given to fluency in the 2000 National Reading Panel report. This report identified fluency as one of the 5 “big areas” of reading.

Of course, fluency is important for learning all new skills, not just reading. There are three key components of fluency instruction that must be present for it to be effective. These include selecting the right level of instructional material, using enough repetitions, and timing.

Selecting the right level of instructional material

Fluency instruction should always happen with material that a student can complete with a high level of accuracy.

Before starting any fluency intervention, be sure to confirm that the student can complete the tasks with enough accuracy. Otherwise, the student will end up practicing and reinforcing errors.

Using enough repetitions

Fluency comes from repeated practice. However, too little or too much practice is not effective.

Most published fluency interventions have specified numbers of practice repetitions for students to complete. The number necessary for each student to reach mastery will vary, and adding more for those students who need them is okay.

For homemade fluency interventions, plan to start with 3–5 repetitions per item set (e.g., reading passage or math problems). Then, adjust the number in relation to the student’s progress over time.

Including the element of timing

Timing is a necessary part of fluency, because it is the only way to capture (e.g., measure) improvements over time. Fluency interventions will need to include some timing, but not always for each practice. Timing also plays an important role in evaluating student fluency improvement.

boy reading on tablet

Two ways to measure academic fluency

In order to measure a student’s fluency progress, a timed measure must be used. Here are two strategies for using timed measures to assess fluency:

#1: “Cold” and “hot” tasks within a lesson

One approach to timing is to have students complete a “cold” and “hot” version of the task at the start and end of each lesson:

  • The cold version means completing the task without immediate prior practice while being timed.
  • The hot version means completing the same timed task again after practicing. 

Using cold and hot samples is a good way to see the immediate effects of practice on student performance.  If a student does not demonstrate gains from the cold version to the hot version, it suggests that the level of material is not right or that other instruction is needed.

#2: Using general outcome measures

In addition to using cold and hot assessments as part of the lessons, teachers can also use selected FastBridge assessments to track student fluency progress in general outcome measures (GOM). GOMs are assessments that include the same level and type of skill being taught but not the same exact words, numbers, stories, etc.

Using GOMs for progress monitoring helps to show if the fluency gains from the intervention carry over into other instances of the same task.

Renaissance: Supporting academic fluency in reading and mathematics

Fluency is important because it shows a student’s automaticity with important skills. As students become more fluent with skills such as word decoding and math facts, their brains transition from using focused cognitive energy on the individual steps to putting all the information together in the frontal cortex.

The more automatic a student’s basic skills are, the more content the brain has to make sense of and act on information. Fluency can be taught by selecting the right level of material, providing practice opportunities, and timing student performance.

Connect with an expert today to learn more about Renaissance assessment and instruction solutions that support academic fluency.

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At the NYC intersection of philanthropy, schools, and reading: 50,000 students benefit https://www.renaissance.com/2017/11/28/ss-nyc-intersection-philanthropy-schools-reading-50000-students-benefit/ Tue, 28 Nov 2017 17:40:32 +0000 https://renlearnstg.wpengine.com/?p=10020 William Ruane knew a thing or two about investing. A $10,000 initial investment in the Sequoia Fund that he co-founded in 1970 would be worth more than $4 million today. Under his cooperative management, the Sequoia Fund became one of the most consistently high-performing investment funds on Wall Street. But in terms of enduring investment […]

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William Ruane knew a thing or two about investing. A $10,000 initial investment in the Sequoia Fund that he co-founded in 1970 would be worth more than $4 million today. Under his cooperative management, the Sequoia Fund became one of the most consistently high-performing investment funds on Wall Street. But in terms of enduring investment value, perhaps Mr. Ruane’s largest community-development venture was the Carmel Hill Fund, a private foundation he established in 1986 to support social service, mental health, and education initiatives.

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Renaissance Professional Development Platform Wins Tech & Learning Stellar Service Award https://www.renaissance.com/2017/11/28/news-2017-stellar-service-awards/ Tue, 28 Nov 2017 15:50:26 +0000 https://renlearnstg.wpengine.com/?p=13620 Renaissance-U voted Best Use of Afterschool Time (Best online PD training) WISCONSIN RAPIDS, Wis. (Nov. 28, 2017) – Renaissance®, the leader in pre-K–12 learning analytics, is pleased to announce that, for the second year in a row, Renaissance-U® was voted Best Use of Afterschool Time (Best online PD training) in Tech & Learning’s Stellar Service […]

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Renaissance-U voted Best Use of Afterschool Time (Best online PD training)

WISCONSIN RAPIDS, Wis. (Nov. 28, 2017)Renaissance®, the leader in pre-K–12 learning analytics, is pleased to announce that, for the second year in a row, Renaissance-U® was voted Best Use of Afterschool Time (Best online PD training) in Tech & Learning’s Stellar Service Awards.

Tech & Learning’s Stellar Service Awards were established to honor the great achievements in customer care and satisfaction in edtech, providing another look at what influences the buying decisions of educators nationwide.

Renaissance-U, an online professional development platform for educators using Renaissance solutions, provides flexible professional learning through personalized coaching supported by self-paced tutorials and activities. This dynamic SaaS platform is consistently updated with new content to help schools effectively use Renaissance’s assessment and practice solutions. In addition, the platform was recently upgraded to optimize the end-user experience.

“It’s an absolute honor to have Renaissance-U recognized for a second straight year,” said Elizabeth Lehnertz, vice president of product marketing at Renaissance. “We work closely with educators to provide effective professional development tools and to know that Renaissance-U is helping educators promote student growth is incredibly rewarding.”

A complete list of the winners can be found here: http://bit.ly/1fB9kpF. Detailed descriptions of Renaissance-U and the other winners will be featured in the December/January issue of Tech & Learning Magazine.

To learn more about Renaissance-U, click the button below.

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About Renaissance

Renaissance® is the leader in pre-K–12 learning analytics—enabling teachers, curriculum creators, and educators to drive phenomenal student growth. Renaissance’s solutions help educators analyze, customize, and plan personalized learning paths for students, allowing time for what matters—creating energizing learning experiences in the classroom. Founded by parents, upheld by educators, and enriched by data scientists, Renaissance knows learning is a continual journey—from year to year and for a lifetime. Our data-driven, personalized solutions are currently used in over one-third of U.S. schools and more than 70 countries around the world. For more information, visit www.renaissance.com.

About Tech & Learning’s Stellar Service Awards

Tech & Learning’s Stellar Service Awards were established to honor the great achievements in customer care and satisfaction in edtech, providing another look at what influences the buying decisions of educators nationwide. A product and how it performs has to come backed up with a team, a website, support, and service.

Contact for Media Inquiries Only:

Renaissance
Katie Waite
pr@renaissance.com
715-424-3636

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Renaissance Star Assessments® Approved as “Student Growth Assessments” by Virginia Department of Education https://www.renaissance.com/2017/11/28/news-vdoe-approves-renaissance-star-assessments/ Tue, 28 Nov 2017 15:07:35 +0000 https://renlearnstg.wpengine.com/?p=12806 Star Assessments support Virginia public school districts by providing valid measures of student growth WISCONSIN RAPIDS, Wis. (Nov. 28, 2017) – Renaissance®, the leader in pre-K–12 learning analytics, announces that the Virginia Department of Education (VDOE) has approved and added Renaissance Star Reading®, Renaissance Star Math®, and Renaissance Star Early Literacy® to its list of […]

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Star Assessments support Virginia public school districts by providing valid measures of student growth

WISCONSIN RAPIDS, Wis. (Nov. 28, 2017)Renaissance®, the leader in pre-K–12 learning analytics, announces that the Virginia Department of Education (VDOE) has approved and added Renaissance Star Reading®, Renaissance Star Math®, and Renaissance Star Early Literacy® to its list of Student Growth Assessments. Star Assessments support Virginia public school districts by delivering valid student growth data to inform teachers’ instruction and evaluation.

Star Assessments provide screening, goal setting, and progress monitoring data which gives educators reliable insight to help lead their students toward mastering Virginia’s Standards of Learning (SOL) in reading and math. These evidence-based assessments also personalize practice to promote student growth and to position students for future success.

“We’re proud to work closely with the VDOE and Virginia public schools to help teachers better determine student growth and mastery of SOL tests,” says Jason Sutch, senior vice president of government affairs at Renaissance. “District leaders and educators who use Star Assessments in Virginia also maximize instructional time by using the immediate, data-driven reports to determine students’ levels and what they are ready to learn next.”

Tania Brown, literacy specialist at Manassas Park City Schools in Manassas Park, Virginia, provides professional development in her district, helping teachers effectively implement Star Reading and Star Early Literacy in the classroom. Tania believes that Star Assessments ease the burdens of data extraction and evaluation, and help teachers at her school guide students toward greater reading growth.

“The learning progressions within Star Reading and Star Early Literacy help our teachers quickly pinpoint what students know, so they can easily determine those students who are on their way to mastering SOL reading skills, and those who need intervention,” says Brown. “Our teachers have experienced tremendous success in terms of improving student outcomes, which has been so rewarding for our educators, as well as for students and their parents.”

The 20-minute computer adaptive assessments deliver actionable, accurate information in the shortest amount of testing time. They also offer learning progressions for reading and math, customized to Virginia’s SOL. Educators throughout Virginia receive a clear articulation of skills for grade and state level, as well as an understanding of where each student is in relation to the standards, based on a scaled score.


About Renaissance

Renaissance® is the leader in pre-K–12 learning analytics—enabling teachers, curriculum creators, and educators to drive phenomenal student growth. Renaissance’s solutions help educators analyze, customize, and plan personalized learning paths for students, allowing time for what matters—creating energizing learning experiences in the classroom. Founded by parents, upheld by educators, and enriched by data scientists, Renaissance knows learning is a continual journey—from year to year and for a lifetime. Our data-driven, personalized solutions are currently used in over one-third of U.S. schools and more than 70 countries around the world. For more information, visit www.renaissance.com.

Contact for Media Inquiries Only:

Renaissance
Katie Waite
pr@renaissance.com
715-424-3636

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]]> Educators, what are you thankful for this year? https://www.renaissance.com/2017/11/22/blog-educators-thankful/ https://www.renaissance.com/2017/11/22/blog-educators-thankful/#comments Wed, 22 Nov 2017 17:10:26 +0000 https://renlearnstg.wpengine.com/?p=12582 Thanksgiving is a time to reflect and rejoice. While traveling and planning dinner can be stressful, nothing beats coming together with others. It also is a great time to take a moment and appreciate all that we have. We asked our Renaissance Royals™ community what they’re thankful for this year and we received a ton […]

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Thanksgiving is a time to reflect and rejoice. While traveling and planning dinner can be stressful, nothing beats coming together with others. It also is a great time to take a moment and appreciate all that we have. We asked our Renaissance Royals™ community what they’re thankful for this year and we received a ton of great responses with a recurring theme of loving coworkers, curious students, and involved parents. Below, we’ve highlighted a few of our favorites.

#1. Supportive parents and amazing students

“I am extremely thankful for all of my supportive parents this year. It has been a long time since I have had so many parents involved and who question their child first. I am also thankful for some amazing students. They are very involved in their academics, as well as helping their cl>#2. Parents, families, and community members

“As an educator, there is so much to be thankful for. The parents, families, and community members who support our rural school. The volunteers who are committed to helping wherever they are needed. Our supportive principal who knows we give all we’ve got for the success of all of our students. And, lastly, to my own family for understanding that teaching is more than a career. It is a calling.” – Jody Steinhaus

#3. Working with wonderful children

“I am thankful for getting the opportunity to work with wonderful children. Our future is our youth of today and there is no greater honor than having a role in their development.” – Tom Beauchamp

#4. A great support staff

“I am thankful for a great support staff! Schools need great teachers and parents, but a lot of the time it is our secretaries, computer technicians, and janitors that make sure things run efficiently so teachers can do what teachers do best!!” – Brenda Curtis

#5. Making strides

“I am so very thankful this year for so many things. School-wise, I am thankful that my students are making strides and that they can see that their efforts are paying off. We are testing and tracking and plotting growth. It has helped them to visualize their achievements.” – Leeann Needham

As you wrap up this week, take a moment to reflect on all of the positives. From supportive parents to measurable student growth, there is always something to appreciate. What are you thankful for this year? Let us know in the comments below, post on our Facebook page, or tweet us at @RenLearnUS! And have a wonderful Thanksgiving!

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Renaissance Named 2017 Tech & Learning Awards of Excellence Winner https://www.renaissance.com/2017/11/20/news-awards-of-excellence/ Mon, 20 Nov 2017 21:53:48 +0000 https://renlearnstg.wpengine.com/?p=12531 Renaissance Star 360 and Renaissance-U recognized as “Best Upgraded Products” WISCONSIN RAPIDS, Wis. (Nov. 20, 2017) – Renaissance®, the leader in pre-K–12 learning analytics, is pleased to announce that Renaissance Star 360® and Renaissance-U® received Tech & Learning’s 2017 Awards of Excellence for Best Upgraded Products. A panel of Tech & Learning educator advisors tested […]

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Renaissance Star 360 and Renaissance-U recognized as “Best Upgraded Products”

WISCONSIN RAPIDS, Wis. (Nov. 20, 2017)Renaissance®, the leader in pre-K–12 learning analytics, is pleased to announce that Renaissance Star 360® and Renaissance-U® received Tech & Learning’s 2017 Awards of Excellence for Best Upgraded Products.

A panel of Tech & Learning educator advisors tested hundreds of entries to determine the winners of the New Products and Best Upgraded Products categories. Star 360 and Renaissance-U were honored as proven education tools that have “added significant enhancements.”

“Thanks to the work of our educator judges, Tech & Learning is proud to announce this year’s Awards of Excellence awardees,” said Kevin Hogan, content director at Tech & Learning. “Our readers should feel confident that these technologies will enable them in the classroom, in the front office, and even off campus. Congratulations!”

Star 360, the leading interim and formative assessment suite, includes Star Reading®, Star Early Literacy®, Star Math®, Star Spanish®, and Star Custom®. Star 360 helps educators know precisely what students have mastered, the goals they need to reach, and optimal paths to proficiency. This year’s updates to Star 360 include the addition of Star Spanish, shorter assessments, precise fine-tuning of learning progressions, and new student resources.

Renaissance-U, an online professional development platform for educators using Renaissance solutions, provides flexible professional learning through personalized coaching supported by self-paced tutorials and activities. This dynamic SaaS platform is consistently updated with new content to help schools effectively use Renaissance’s assessment and practice solutions. In addition, the platform was recently upgraded to optimize the end-user experience.

“We’re grateful to receive this recognition from Tech & Learning and the educator judges,” said Elizabeth Lehnertz, vice president of product marketing at Renaissance. “These awards are especially gratifying because we work closely with educators to continually enhance our solutions and deliver effective classroom and professional development tools. It’s an honor to earn an award for this innovation.”

A full list of the 2017 Tech & Learning Awards of Excellence winners can be found at http://www.techlearning.com/contests/0007/2017-awards-of-excellence-winners/70877. Detailed descriptions of the winners and judges’ comments will be featured in the outlet’s December/January awards issue.

To learn more about Star 360 or Renaissance-U, click the buttons below.

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About Renaissance

Renaissance® is the leader in pre-K–12 learning analytics—enabling teachers, curriculum creators, and educators to drive phenomenal student growth. Renaissance’s solutions help educators analyze, customize, and plan personalized learning paths for students, allowing time for what matters—creating energizing learning experiences in the classroom. Founded by parents, upheld by educators, and enriched by data scientists, Renaissance knows learning is a continual journey—from year to year and for a lifetime. Our data-driven, personalized solutions are currently used in over one-third of U.S. schools and more than 70 countries around the world. For more information, visit www.renaissance.com.

About Tech & Learning’s Awards of Excellence

Tech & Learning’s Awards of Excellence program has been recognizing outstanding edtech products for over 35 years. With a solid reputation in the industry as a long-standing, high-quality program, the AOE recognizes both creative new offerings and significantly updated products that help educators in the business of teaching, training and managing with technology. All entries are given a rigorous test-driving by qualified educators in several rounds of judging. Products are also carefully screened by the T&L editorial team.

Contact for Media Inquiries Only:

Renaissance
Katie Waite
pr@renaissance.com
715-424-3636

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A new level of achievement: The Seal of Biliteracy https://www.renaissance.com/2017/11/16/blog-new-level-achievement-seal-of-biliteracy/ https://www.renaissance.com/2017/11/16/blog-new-level-achievement-seal-of-biliteracy/#comments Thu, 16 Nov 2017 14:52:29 +0000 https://renlearnstg.wpengine.com/?p=11824 The Seal of Biliteracy Caps and gowns, pomp and circumstance, faculty and family buzzing about students’ incredible achievements. Graduation ceremonies never fail to inspire. While some students graduate with honors, a testament to the extra requirements they’ve met, others are awarded the Seal of Biliteracy, “a statement of accomplishment that helps to signal evidence of […]

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The Seal of Biliteracy

Caps and gowns, pomp and circumstance, faculty and family buzzing about students’ incredible achievements. Graduation ceremonies never fail to inspire. While some students graduate with honors, a testament to the extra requirements they’ve met, others are awarded the Seal of Biliteracy, “a statement of accomplishment that helps to signal evidence of a student’s readiness for career and college, and for engagement as a global citizen” (Seal of Biliteracy Guidelines, 2015). Given by the states’ departments of education or local districts, the Seal of Biliteracy is an award given to high-school seniors upon graduation in recognition of having achieved the state-determined level of proficiency in English as well as one or more additional languages—certifying their biliteracy for future employers and universities.

Originating in California, the Seal of Biliteracy has been approved in 28 states and is in the initial stages of approval in 12 states and under consideration in two more states. Recommendations for implementation were drafted by four national organizations: The American Council on the Teaching of Foreign Languages (ACTFL), The National Association of Bilingual Education (NABE), the National Council of State Supervisors for Languages (NCSSFL), and the Teaching of English to Speakers of Other Languages (TESOL) International Association.

Seal of Biliteracy

What are the benefits of earning the Seal of Biliteracy?

All students are eligible to earn the Seal of Biliteracy and, according to the guidelines, the focus is on achieving the level of proficiency required for English and one or more other languages, acknowledging that the level of proficiency may be different for these languages. The options for demonstrating language proficiency need to show a student’s ability to use the language, not simply show knowledge of it.

An understanding of the true benefit of being awarded the Seal of Biliteracy was perhaps best expressed by this response from a student being asked about it by Chicago Tribune reporter Diane Rado: “When asked I tell someone that I got a four or five on the Spanish Advanced Placement Exam, they say, ‘That’s nice.’ They don’t really know what that number means or how hard the test was. When I say that I received the Seal of Biliteracy, they understand that I have skills in two languages—even my boss gets it and is impressed.”

Guidelines and recommendations

The Seal of Biliteracy includes guidelines and multiple recommendations for states to evaluate students’ proficiency in English, including state English language arts assessments for all students and state English language development assessments for English Learners. Recommendations for languages other than English include the Advanced Placement Exam, the International Baccalaureate Exam, and several others.

In addition to recommendations for states, the Seal of Biliteracy guidelines also recommend that students keep a portfolio of their language performance, tracking improvement and progress toward the level required by their state. Among the elements suggested for the portfolio is an assessment measure outside those provided for specific courses.

Empowering students

Having students track their own improvement and progress toward the level required by their state can empower students to influence their own path toward mastery. With Renaissance Accelerated Reader and guidance from educators, students can select books in English or Spanish that are meaningful and relevant to them and driven by their own interests. They can also print their own TOPS reports to keep in their portfolio, giving them the opportunity to track the book level and percentage correct for each book’s reading comprehension quiz. In addition, educators can print Student Performance Record reports at regular intervals during the school year, providing a summary of all the books students have read as well as book levels and percentages correct on reading comprehension quizzes by language, which students can also keep in their portfolio. These reports empower students, which is the true goal of student agency.

Imagine students taking ownership of their learning in two languages. Now that is impressive!

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RTI Tier 2 intervention: Finding the ground truth https://www.renaissance.com/2017/11/09/blog-rti-tier-2-intervention-ground-truth/ https://www.renaissance.com/2017/11/09/blog-rti-tier-2-intervention-ground-truth/#comments Thu, 09 Nov 2017 14:48:20 +0000 https://renlearnstg.wpengine.com/?p=10567 Successful Tier 2 intervention As mentioned in a previous post, multi-tier systems of support work. Now, let’s explore how they work. More precisely, let’s seek to find the ground truth—information gleaned from direct observation rather than information based on inference—in scheduling time for successful Response to Intervention (RTI) Tier 2 interventions. With the incredible opportunity […]

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Successful Tier 2 intervention

As mentioned in a previous post, multi-tier systems of support work. Now, let’s explore how they work. More precisely, let’s seek to find the ground truth—information gleaned from direct observation rather than information based on inference—in scheduling time for successful Response to Intervention (RTI) Tier 2 interventions.

With the incredible opportunity to read research related to RTI, coupled with the opportunity to spend time with education leaders across the United States, drawing inferences from established practices guides my thinking on RTI. Most school systems I’ve observed tailor their RTI implementation to meet the goals of their district, students, and resources, including time and a physical space for intervention. The following examples provide an illustration of this:

RTI Tier 2 Intervention

  • A district near Albany, New York, restructured lunch time to allow time for the meal and social interaction while adding a laser-focused block of time for supplemental instruction.
  • Many districts take advantage of homeroom time to offer Tier 2 instruction and support.
  • Other schools implement “What I Need” or WIN time for Tier 2 support.

The inferences drawn from these examples suggest that commitment and creativity frame the most impactful schedules for Tier 2 instruction.

A more doable approach to RTI? We think so!

Our guest author, Tonya Newsom, Curriculum Coordinator from Livingston Parish Public Schools (LPPS) in Livingston, Louisiana, shared her insights below on the parish’s new perspective on time for Tier 2 intervention.

For our district, RTI has been challenging as we have tried our best to meet individual student needs with quality instruction while tracking progress and maintaining appropriate records. Over the past two years, restructuring has been done in some of our schools, resulting in what we believe is a positive change in addressing all students. Sometimes we do things a certain way for so long that it never occurs to make a mind shift in the way we schedule work or where we do our work.

Once you experience something new, you cannot help but wonder, “Why is it so hard to change?” “Why is it so hard to see a different structure?”

Well, “seeing” is what happened for us!

After we visited two schools and their classrooms, a mind shift toward creative scheduling happened. We then realized we were seeing a trend. Some principals from our district made the visits with us, and immediately they went into a mode of reworking schedules for their students, teachers, and interventionists. We have always followed the model of pulling students from the classroom and having them go to their intervention session. Through creative scheduling, we now have some schools sending personnel resources into the classroom at a specific time so that every child in the classroom gets what he or she needs. Specifically,

  • students in intervention receive instruction to close gaps in their learning, and
  • students who need enrichment have an opportunity to make additional growth.

Renaissance Star Assessments data provide insight for educators to establish the most effective direction for our students. In LPPS, we actively prepare students for assessment, making sure they understand why we assess and how their data will be used. Knowing we have the best data to drive instruction helps us realize our goal of motivating students to “do your best”.

Everyone wants “his or her bucket filled.” It is great when you see all your students happy in small groups getting what they need!

Finding the ground truth

Where do you find time for effective Tier 2 interventions? How do you provide meaningful, engaging learning experiences for students not identified as needing supplemental support in Tier 2? Let us know and share your ground truth in the comments below, post on our Facebook, or tweet us at @RenLearnUS!

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Rising to literacy challenges with effective universal screening https://www.renaissance.com/2017/11/02/blog-rising-to-literacy-challenges-with-effective-universal-screening/ https://www.renaissance.com/2017/11/02/blog-rising-to-literacy-challenges-with-effective-universal-screening/#comments Thu, 02 Nov 2017 14:01:45 +0000 https://renlearnstg.wpengine.com/?p=10245 Almost two-thirds of students perform below proficiency in reading in public schools across the country (National Assessment of Educational Progress, 2015). Literacy outcomes are even more dismal in large city schools, with three-fourths of all students failing to achieve reading proficiency on NAEP assessments. Such grave literacy casualties necessitate a triage system as envisioned through […]

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Almost two-thirds of students perform below proficiency in reading in public schools across the country (National Assessment of Educational Progress, 2015). Literacy outcomes are even more dismal in large city schools, with three-fourths of all students failing to achieve reading proficiency on NAEP assessments. Such grave literacy casualties necessitate a triage system as envisioned through effectively designed and implemented multi-tiered systems of support.

Sadly, effective implementation of multi-tiered systems of literacy support is the exception rather than the rule across the country. The failure to realize the promise of effective literacy support has many root causes and varies greatly across school districts and states. A quintessential component of an effective, multi-tiered system of supports (MTSS) is timely, effective, and efficient identification of needed reading skills through universal screening.

For universal reading screening to be timely, it must be conducted early and frequently to prevent students from developing gaps between needed skills and acquired skills. Effective universal reading screening must target essential early literacy and literacy skills needed for success at each grade level. For universal reading screening to be efficient, it must be completed within the very least amount of time possible, resulting in only minimal loss of instructional time.

Two-step screening model: Step one for all but step two for only some

A two-step universal reading screening process in which the first step reliably eliminates those students with obvious literacy proficiency is followed by a more detailed second step to be implemented for those students without literacy proficiency could provide a foundation for a more effective multi-tiered system of support. This two-step universal screening process as described in Rising to Dyslexia Challenges Through Multi-Tiered Systems of Support (Gibbs, 2017) is effective in identifying not only students who exhibit the word-level literacy skill deficits that are among the characteristics of dyslexia, but those students whose literacy struggles result from other literacy skill deficits.

The first step in the universal reading screening should be a general outcome measure that determines whether students process and comprehend print at expected levels. The second step of the literacy screening should provide insights regarding the student’s word reading accuracy, phonemic decoding skill, spelling, and ability to read words accurately and fluently within grade level passages. Many students who struggle with reading, including those with dyslexia, have deficits in these word-level and foundational literacy skills. Some students may have adequate word-level skills but may struggle due to reading comprehension and vocabulary challenges. The second step in the reading screening will equip schools to provide targeted and more effective reading interventions based upon the student’s identified challenges.

Literacy evaluation for a very few

When early tiers of literacy intervention do not result in desired outcomes and literacy proficiency is not achieved, additional information will be needed. In the case of students with word-level challenges and characteristics of dyslexia, an evaluation would need to determine the underlying cause of those characteristics. This more in-depth evaluation may provide an understanding of the causes of the student’s limited response to the targeted tier interventions and, importantly, may suggest needed direction for future interventions and supports.

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Renaissance Recognized in Two Distinguished Education Technology Industry Award Programs https://www.renaissance.com/2017/11/01/news-renaissance-recognized-two-distinguished-education-technology-industry-award-programs/ Wed, 01 Nov 2017 17:00:34 +0000 https://renlearnstg.wpengine.com/?p=10231 Renaissance solutions named among favorite classroom tools in THE Journal’s 2017 Readers’ Choice Awards and the 2017 Tech Edvocate Awards WISCONSIN RAPIDS, Wis. (Oct. 31, 2017) – Renaissance®, the leader in pre-K–12 learning analytics, is pleased to announce that it was named an award winner in two distinguished education technology award programs: THE Journal’s 2017 […]

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Renaissance solutions named among favorite classroom tools in THE Journal’s 2017 Readers’ Choice Awards and the 2017 Tech Edvocate Awards

WISCONSIN RAPIDS, Wis. (Oct. 31, 2017)Renaissance®, the leader in pre-K–12 learning analytics, is pleased to announce that it was named an award winner in two distinguished education technology award programs: THE Journal’s 2017 Readers’ Choice Awards and the 2017 Tech Edvocate Awards.

To determine THE Journal’s 2017 Readers’ Choice Awards, a record number of educators voted on their favorite edtech solutions, awarding Renaissance these honors:

In 20 minutes or less, Star Reading assesses the proficiency level of each student, making it easy to group students and select the appropriate content for reading practice. Rich performance data provides educators with powerful insights to help guide each student towards higher reading growth. Star Early Literacy helps determine a student’s command of phonemic awareness, phonics, and other literacy and numeracy skills in less than 20 minutes as well. Educators can intervene faster and provide students with effective instruction during the most critical years of their literacy development.

The 2017 Tech Edvocate Award winners were selected by a panel of edtech thought leaders and educators. This panel recognized the excellence of two Renaissance products, awarding

Renaissance Flow 360® was also named as a finalist in the Tech Edvocate Awards. This solution helps educators bridge the gap from assessment and planning to instruction and practice, reducing the time teachers spend grading assignments, collecting data, searching for instructional resources, and creating lesson plans.

The Star 360 assessment suite, a leading interim and formative assessment, includes Star Reading, Star Early Literacy, Star Math®, Star Spanish®, and Star Custom®. Star 360 helps teachers know precisely what students have mastered, the goals they need to reach, and the optimal path to proficiency. Accelerated Math provides deep math practice at the unique levels students need to grow—from foundational skills to grade-level standards. The program encourages collaboration and meaningful discourse about math to let students reflect on their understanding and create deep math knowledge.

“It means so much that educators and edtech leaders have named our assessment and practice solutions as some of their favorite classroom tools,” said Elizabeth Lehnertz, vice president of product marketing at Renaissance. “Educators are at the heart of what we do, so we are honored to receive this recognition from those we support with our solutions every day.”

A full list of THE Journal’s 2017 Readers’ Choice Award winners can be found here: http://bit.ly/2hSPH3H.
A full list of the 2017 Tech Edvocate Award winners can be found here: http://bit.ly/2xGqXOY.

To learn more about Star Reading, Star Early Literacy, Star 360, or Accelerated Math, click the buttons below.

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About Renaissance

Renaissance® is the leader in pre-K–12 learning analytics—enabling teachers, curriculum creators, and educators to drive phenomenal student growth. Renaissance’s solutions help educators analyze, customize, and plan personalized learning paths for students, allowing time for what matters—creating energizing learning experiences in the classroom. Founded by parents, upheld by educators, and enriched by data scientists, Renaissance knows learning is a continual journey—from year to year and for a lifetime. Our data-driven, personalized solutions are currently used in over one-third of U.S. schools and more than 70 countries around the world. For more information, visit www.renaissance.com.

Contact for Media Inquiries Only:

Renaissance
Katie Waite
pr@renaissance.com
715-424-3636

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K–8 assessments help Montana district drive college/career readiness https://www.renaissance.com/2017/10/31/ss-k-8-assessments-help-montana-district-drive-collegecareer-readiness/ Tue, 31 Oct 2017 20:24:45 +0000 https://renlearnstg.wpengine.com/?p=9524 For college-bound high school seniors, weak test scores in the spring can mean remedial courses on campus in the fall. How big a deal could that be? As it turns out, huge. An academic counselor at Helena College in Montana cites a troubling finding that suggests only three percent of first-year college students needing two […]

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For college-bound high school seniors, weak test scores in the spring can mean remedial courses on campus in the fall. How big a deal could that be? As it turns out, huge. An academic counselor at Helena College in Montana cites a troubling finding that suggests only three percent of first-year college students needing two or more remedial math or literacy courses will graduate. That stark prediction is just one of the reasons Helena Public School educators in Helena, Montana, prioritize college and career readiness for their K–12 students.

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Three library themes to supercharge student learning https://www.renaissance.com/2017/10/12/blog-three-library-themes-to-supercharge-student-learning/ https://www.renaissance.com/2017/10/12/blog-three-library-themes-to-supercharge-student-learning/#comments Thu, 12 Oct 2017 13:59:00 +0000 https://renlearnstg.wpengine.com/?p=9717 “A good library will never be too neat, or too dusty, because somebody will always be in it, taking books off the shelves and staying up late reading them.” – Lemony Snicket School libraries are the beating hearts of so many schools. They are places where students can unearth newfound interests, learn more about something […]

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“A good library will never be too neat, or too dusty, because somebody will always be in it, taking books off the shelves and staying up late reading them.”
– Lemony Snicket

School libraries are the beating hearts of so many schools. They are places where students can unearth newfound interests, learn more about something they have been just itching to explore further, or simply unwind with a good book. While libraries provide space for all this, they would be nothing without the incredible people working in them. We asked our librarians in the Renaissance Royals™ community how they decorate their libraries and inspire student learning. Below are just a handful of the wonderful responses we have received.

Grab a book and saddle up, pardner

Virginia Wiedenfeld, a school librarian at a Catholic school in Texas, brainstorms with students’ parents to come up with different themes at the beginning of each school year. Together, Virginia and some of the parents landed on “Saddle Up and Read” as the theme for this year. To decorate, parents brought in old cowboy boots and straw to make centerpieces throughout the school’s library. In addition, random Wild West trivia was scattered around the room. Virginia says, “We also gathered up some bandanas and shelf markers that say, ‘Round Up Some Great Books!’” Students have the opportunity to earn Renaissance Accelerated Reader certificates if they are one of the top point earners over the summer. Each one says, “Great job, pardner,” and includes free Whataburger coupons from the San Antonio Spurs basketball team. How does Virginia tie it all together? “I dress up and wear a vest saying, ‘Reading Sheriff!’”

Superheroes, assemble!

Krystal Dozier, a media specialist in Alabama, transforms her library into a place for superheroes to gather. Throughout the library, there are posters depicting different superheroes motivating students to read, superhero wreaths hanging on the door, and superhero quotes dangling from the ceiling. In fact, Krystal’s reading chair is decorated with a Wonder Woman theme! Outside the library, there’s a display showcasing the names of students who reach their Accelerated Reader goals.

A trip to the magical land of Oz and beyond

Mary Meyer, a school librarian in Missouri, rotates themes. In the past, her library has done The Wizard of Oz (complete with a yellow brick road and ruby slippers), The Lion, the Witch, and the Wardrobe (with coats hanging in the entrance to the wonderful library of Narnia), Dr. Seuss, Winnie-the-Pooh, superheroes, Captain Underpants, and much more. Mary says, “I pull out books that pertain to the theme and leave them up until Halloween, when I change the library to a holiday theme complete with book displays. I usually get help from older kids. I do it on a very low budget and get a lot of my inspiration from Pinterest. Then I go ahead and recycle themes after a few years.”

From a Wild West theme to Captain Underpants, you can spruce up your school library and encourage student learning in a variety of ways. Does your library incorporate different themes throughout the school year? If so, what themes have you used? Are you planning to try some of the themes listed above? Let us in the comments below, post on our Facebook, or tweet us at @RenLearnUS!

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Colorado K–6 charter school consistently performs above district average https://www.renaissance.com/2017/10/11/ss-colorado-k-6-charter-school-consistently-performs-above-district-average/ Wed, 11 Oct 2017 20:38:17 +0000 https://renlearnstg.wpengine.com/?p=9697 It was 1917 when students first walked through the doors of a little red brick schoolhouse in Lamar, Colorado. Today, that same structure welcomes a fifth generation of students to the Alta Vista Charter School, a K–6 elementary school with its own enduring history of solid performance. Talara Coen has been the Alta Vista administrator […]

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It was 1917 when students first walked through the doors of a little red brick schoolhouse in Lamar, Colorado. Today, that same structure welcomes a fifth generation of students to the Alta Vista Charter School, a K–6 elementary school with its own enduring history of solid performance. Talara Coen has been the Alta Vista administrator and principal since 2000, just two years after it became a charter school. “Every year our students consistently perform above the district average, helping the school routinely achieve a performance rating on the Colorado Department of Education (DOE) School Performance Framework. Most recently, on the state-mandated PARCC testing, where a 50th percentile ranking indicates achievement of learning goals, our students placed in the 82nd percentile ranking in reading and the 88th in math.”

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How do we monitor the progress of English Learners? https://www.renaissance.com/2017/09/28/blog-how-do-we-monitor-the-progress-of-english-learners/ https://www.renaissance.com/2017/09/28/blog-how-do-we-monitor-the-progress-of-english-learners/#comments Thu, 28 Sep 2017 13:24:54 +0000 https://renlearnstg.wpengine.com/?p=9620 Sharing the same goal As educators, we all share the same goal—to prepare students for college and career success. This academic achievement happens over time, and the process for English Learners is no exception. Since we’re talking a process of years, many educators across the country measure students’ academic progress three or more times a […]

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Sharing the same goal

As educators, we all share the same goal—to prepare students for college and career success. This academic achievement happens over time, and the process for English Learners is no exception. Since we’re talking a process of years, many educators across the country measure students’ academic progress three or more times a year to ensure they are making sizeable progress in each grade. In addition to participating in academic screening, most English Learners take tests in English language proficiency (ELP) to ensure they are making the necessary gains.

Meet Alex

As you settle into the new school year, take a moment to consider how you monitor the progress of your English Learners. Consider the following scenario.

Alex is a Spanish-speaking English Learner in the third grade. He’s had classroom instruction in both English and Spanish since kindergarten. According to his state’s ELP exam, he is at level three out of five. He is fully conversational in English and is sometimes taken for a native English speaker. Even though he reads at a fourth-grade level in Spanish, he reads at a second-grade level in English.

Two questions may come to mind about Alex: (1) Is his performance typical for a third-grade English Learner at ELP level three? (2) Does he demonstrate skills in his native language that could transfer over to what he is learning in English?

Both questions matter. The answer to the first question is important because, according to Dr. Nelson Flores (2017), “We’re not talking about the ability to communicate in English. We’re talking about the ability to do grade-level content in English.”

Knowing that other students in the same grade and at the same ELP level read at a first-grade level while Alex reads at a second-grade level tells you something about him that might not be obvious: He is a good reader who appears to be making measurable progress toward handling grade-level content in English. As for the second question, the fact that Alex reads at grade level in Spanish means he has developed some important literacy skills that he can transfer to English.

Take two important steps

To ensure your English Learners are making progress toward college and career readiness, consider taking the following steps:

1. Disaggregate your English language arts and Math assessments by grade and ELP level. This level of disaggregation lets you know if a student’s performance is typical for the grade and ELP level.

2. Assess your English Learners in their native language (e.g. Spanish) in language arts and math. Comparison across languages reveals the grade-level skills a student has in their native language that they cannot yet demonstrate in English.

Know the power of (the right) technology

This is where the right technology, such as Renaissance Star 360®, makes all the difference, especially when it comes to guiding instruction and monitoring the progress of English Learners. The ability to disaggregate grade-level data by English language proficiency level lets educators compare the performance of every English Learner with that of “true peers”—students at the same grade and ELP level—as well as against benchmarks they need to reach. This information is critical for all English Learners, regardless of native language, and would be impossible without technology.

Native Spanish speakers make up more than 80 percent of the English learners in K–12. Because of this, Renaissance has developed Renaissance Star Spanish®, giving educators the ability to compare side-by-side the grade-level skills students can demonstrate in English to those they can demonstrate in Spanish. Like disaggregation, this can be done thanks to the technology of Star 360.

As the school year progresses, you can be confident that you are meeting the needs of your English Learners because you have the data needed to guide instruction and monitor their progress.

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Lessons we can all learn from Reading Recovery https://www.renaissance.com/2017/09/21/blog-lessons-can-learn-reading-recovery/ https://www.renaissance.com/2017/09/21/blog-lessons-can-learn-reading-recovery/#comments Thu, 21 Sep 2017 13:18:15 +0000 https://renlearnstg.wpengine.com/?p=9544 When I was a Reading Recovery teacher, “Back to School” meant screening the lowest-performing first-graders for placement in the program. As I walked students down to my room for the assessment, I would try to put them at ease by telling them we were just going to do some reading and writing together. I’ll never […]

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When I was a Reading Recovery teacher, “Back to School” meant screening the lowest-performing first-graders for placement in the program. As I walked students down to my room for the assessment, I would try to put them at ease by telling them we were just going to do some reading and writing together. I’ll never forget the day one young student looked at me sadly and responded, “But I don’t know how to read.”

This broke my heart, but these are the children that Reading Recovery targets.

Thought of as a “safety net,” the idea of Reading Recovery is to intervene early, before students experience failure. The program combines early identification, proven instructional practices, and one-on-one instruction, empowering the teacher to tailor each lesson to the learner’s specific strengths and needs to accelerate reading development. With this approach, even the student that started with no confidence was reading at grade level just 18 weeks later.

Many schools do not have the resources and staff to provide this kind of specialized, one-on-one intervention for every student. But there are essential lessons we can learn from Reading Recovery practices that we can use to help all students become successful readers.

First, early identification and intervention are critical. Decades of research have shown that students who do not read proficiently by third grade are likely to fall further and further behind in future grades, making them four times less likely to finish high school.

In Reading Recovery, I used a one-on-one assessment that took 30+ minutes to administer and another 30+ minutes for me to analyze the results.

Thankfully for today’s busy teachers, there are now assessments that take 20 minutes or less to determine which students need extra reading support, which skills and sub-skills they’ve mastered, and what they need to learn next. This saves hours of instructional time, plus and gives educators better insights into student learning! It’s not surprising that many states, including Arkansas, Michigan, and Mississippi, have approved these assessments to help educators quickly identify struggling readers in the early grades. In fact, Mississippi has seen three years of academic gains among its youngest students.

How can teachers make the most of this instructional time? Once again, we can learn from Reading Recovery methods.

Reading Recovery emphasizes the importance of practice when it comes to learning and mastering skills. In Reading Recovery, students build reading skills by reading books in their Zone of Proximal Development (ZPD)—that is, books that students can mostly read on their own but still offer some challenges that they will need to work through. Learning occurs as the teacher expertly coaches students to draw upon known skills or strategies to work through the challenge, and then reinforces how students worked through the challenge so they can employ that same strategy later.

Why is reading practice so critical? Reading is a process whereby a reader generates meaning by sampling information from three separate cueing systems: meaning cues (pictures, previous story events, background knowledge), structure cues (sentence structure, grammar, pattern), and visual cues (letters, words). Acceleration happens when readers learn to orchestrate these three cueing systems at once, and that can only happen when they are engaged in actual reading. When a student hits a challenge in the text, the teacher prompts him to pay attention to the cueing system he is missing.

These simple interactions have a huge impact on reading development. As a student’s ZPD increases, the level of challenge he encounters increases, and that is what continually fuels his reading growth. Knowing where a student is in his reading development, understanding what he needs to learn next, and matching him with “just right” books for instruction and practice: this is the secret formula that accelerates reading growth, especially in the early years.

As with assessment, there are great tools that can help teachers find engaging, age-appropriate books that match a student’s ZPD. And when that student looks back at you with a look of delight because she just read a book that was too hard for her a few weeks earlier, it’s all worth it!

What strategies have you used to help struggling young learners become confident, capable readers? Let us know in the comments below, post on our Facebook, or tweet us at @RenLearnUS!

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Is ‘good enough’ good enough? https://www.renaissance.com/2017/09/14/blog-is-good-enough-good-enough/ https://www.renaissance.com/2017/09/14/blog-is-good-enough-good-enough/#comments Thu, 14 Sep 2017 13:15:42 +0000 https://renlearnstg.wpengine.com/?p=9497 Previously, we explored distinctions between proficiency and growth. Proficiency, from its Latin origin, means “to accomplish or make progress.” Accomplishments in the education setting are generally described as reaching an established performance benchmark. Most commonly, this benchmark represents a minimally acceptable level of student performance at a certain grade level in a specific discipline. Proficiency […]

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Previously, we explored distinctions between proficiency and growth. Proficiency, from its Latin origin, means “to accomplish or make progress.” Accomplishments in the education setting are generally described as reaching an established performance benchmark. Most commonly, this benchmark represents a minimally acceptable level of student performance at a certain grade level in a specific discipline. Proficiency represents “good enough for now.”

While “proficiency” comes to us courtesy of the Romans, the French gave us “mastery,” which they describe as “intellectual command.” Not just “good enough” but a confident, authoritative grasp of learning. We often speak of mastery in pursuits beyond school. For example, professional athletes are described as having physical command, singers at the top of their game demonstrate vocal command, and effective leaders showcase their tactical command. With all this command going around, is it enough for our scholars to simply make progress, or does each one deserve the opportunity to develop intellectual command?

Intellectual command

One of the earliest documented attempts at mastery learning in the United States was implemented in the San Francisco Normal School in 1912. In this model, students had to show evidence of mastery rather than via the dual requirement of fulfilling an established amount of time and a minimally-acceptable degree of knowledge.

The San Francisco model was not sustainable, due in part to the extensive amount of data and analysis required to fuel it. The roaring 1920s ushered in two additional efforts to implement mastery learning: the Winnetka Plan and work by the University of Chicago Laboratory School (Block, 1971; Washburne, 1922). Like the San Francisco model, neither one was sustainable. Additional efforts toward mastery continued throughout the 20th century (Bloom, 1968; 1972), each with similar challenges related to data-management technologies (or the lack thereof). Regardless, mastery remains at the heart of many of education’s boldest ideals, e.g. Response to Intervention and personalization.

Instructional command

If mastery is intellectual command, then guiding students to it requires instructional command. Recently, I asked a true artisan to describe her journey toward mastery. She mentioned three key elements:

  • Vision—see what needs to be done.
  • Others—seek guidance from mentors and colleagues.
  • Mistakes—grow from what could be done better.

Educators with instructional command have a deep understanding of students’ work with mentors and peers. Further, the emphasis over the past decade on resiliency, failing forward, and growth mindsets makes clear the power of paying attention to, and learning from, mistakes. However, there may be a place in the discussion to think more about vision and its role in instructional command and mastery learning.

With something as infinitely complex as guiding students toward making meaning from text or solving problems with symbolic representations, a vision of how learning happens is critical. A learning progression, such as Renaissance Core Progress Reading® or Renaissance Core Progress Math®, clearly lays out the skills and subskills required to master the domains of reading and mathematics in the order in which they are most commonly learned. Empirical testing found a strong statistical link between the progression of skills in these learning progressions and the assessed difficulty levels of Renaissance Star 360® items, making these learning progressions the “backbone” for Renaissance Star Assessments®. This means that educators can use scores from these assessments to see what students know and what they are ready to learn (Renaissance, 2017). This is vision. Using that vision to identify resources and design lessons for students based on what they know and what they are ready to learn is instructional command.

Renaissance mastery view

Mastery Dashboard

In addition to the vision required to understand where students are and what they are ready to learn, teachers need tools to visualize student progress toward mastery in specific areas of learning. The Renaissance mastery-view series of dashboards automatically tracks and reports information about a student’s performance by domain, standard, skill area, skill, or subskill (Renaissance, 2016). Within these dashboards, student performance is visualized in three key stages:

  • Beginning mastery—the first steps in learning are among the most critical. Students in the beginning mastery stage have achieved up to 59 percent mastery.
  • Developing mastery—as knowledge deepens, students develop greater understanding of skills and subskills and have achieved up to 79 percent mastery in that skill area, skill, or subskill.
  • Secure mastery—as students reach 80–100 percent mastery, they secure and maintain their knowledge.

Many teachers guide students to visualize their mastery—their continually refining intellectual command—via the Renaissance mastery view.

Command is all that is truly good enough

We began this discussion by questioning whether “good enough” is good enough. Is it good enough for now, or do the data-acquisition, analysis, and management tools exist to allow meaningful efforts toward intellectual and instructional command?

Also visit our EdWords™ page to browse our discussions of key education ideas—from personalized learning to productive struggle, we think it through and share our thoughts.

References

Blatchford, R. (2015). Differentiation is out. Mastery is the new classroom buzzword. The Guardian online. Retrieved from https://www.theguardian.com/teacher-network/2015/oct/01/mastery-differentiation-new-classroom-buzzword

Bloom, B. S. (1968). Learning for mastery. Evaluation Comment, 1(2), 1–5.

Bloom, B. S. (1976). Human characteristics and school learning, New York, NY: McGraw-Hill.

Block, J. (1971). Mastery learning theory and practice. Holt, Rinehart, & Winston.

Cooper, A. How personalized learning stars with less teacher talk and more student voice. EdSurge. Retrieved https://www.edsurge.com/news/2017-01-25-how-personalized-learning-starts-with-less-teacher-talk-more-student-voice

Renaissance (2016). Special Report: The Renaissance mastery model. Retrieved from https://www.renaissance.com/lp/renaissance-mastery-model/

Renaissance (2017). The next generation of Response to Intervention. Retrieved from https://www.renaissance.com/lp/next-generation-of-rti/

Washburne, C. W. (1922). Educational measurements as a key to individual instruction and promotions. Journal of Educational Research, 5(3), 195–206.

Wiliam, D. (2011) Embedded formative assessment. Solution Tree Press, Bloomington IN

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Student growth: Why does it matter? https://www.renaissance.com/2017/09/07/blog-student-growth-why-does-it-matter/ https://www.renaissance.com/2017/09/07/blog-student-growth-why-does-it-matter/#comments Thu, 07 Sep 2017 13:23:33 +0000 https://renlearnstg.wpengine.com/?p=9426 The first year of school is an exciting time for students and their parents. Riding the bus, meeting new teachers, and making friends are important milestones at the beginning of each school year. Let’s talk about Max, a student eager for his first day of kindergarten. It was hard to tell who was more excited […]

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The first year of school is an exciting time for students and their parents. Riding the bus, meeting new teachers, and making friends are important milestones at the beginning of each school year. Let’s talk about Max, a student eager for his first day of kindergarten.

It was hard to tell who was more excited about starting school, Max or his mom. Conversations about new clothes, backpacks, and riding the school bus became the norm as September crept closer and the leaves started to change. When the first day of school finally arrived, Max bounced into school to meet his teacher and start his year-long adventure.

Prior to this, preschool screenings had revealed that Max didn’t know his letters, letter sounds, or even how to write his name, but his new teacher assured his mom that he would be fine and would learn alongside his peers. Max joined his classmates and loved going to school each day. However, a couple red flags caused his mom and teacher to keep an eye on Max’s progress closely.

Because of this, it was not a big surprise when Max’s first benchmark assessment showed he was below proficient. Max often seemed distracted and didn’t seem to pay attention during class. However, he loved recess, snacks, and playing with friends, despite having a hard time sitting still.

A few months later, mid-year benchmarks showed that Max was still not proficient. Teacher-created assessments and observations showed similar results. Discussions during parent-teacher conferences focused on Max’s behavior and lack of proficiency. In response, his teacher recommended testing Max for special education. His mom was anxious and worried about her son’s ability to succeed, but agreed to the testing.

The special education testing results showed that Max had some areas of concern. His teacher, school psychologist, and principal recommend Max for special education and set up a meeting with his mom. Remember, this was only January of his kindergarten year. Mom was concerned, but agreed to qualifying him for special education.

Fast forward to May. End-of-the-year data meetings revealed more information about Max. Although Max was still not proficient, he showed the highest rate of student growth, not only in his class, but of the entire kindergarten class in Renaissance Star Early Literacy®. Max also had the highest rate of growth in an instructional literacy software program. The questions started swirling… What was happening? Was Max more comfortable with computers and tablets? Was he more familiar with electronic devices than pencil and paper? Has Max been exposed to literacy activities prior to entering school? Was Max on a path of growth to proficiency? Will he reach proficiency given a little more time? What questions might you ask about Max’s story?

Max's Proficiency

Max's Growth

Star Early Literacy Scale Score

Looking at student growth, in addition to proficiency, could have changed the conversations regarding Max’s qualifications for special education. Don’t we owe it, not only to Max, but all students to look at and consider growth before making decisions that might affect their learning opportunities? Max is just one example of why student growth matters. Looking at student growth, in addition to proficiency, is the right thing to do for students. Carol Dweck says it best, “Test scores and measures of achievement tell you were a student is, but they don’t tell you where a student could end up.”

How do you measure student growth? Have you had similar experiences in your career? Let us know in the comments below, post on our Facebook, or tweet us at @RenLearnUS!

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Renaissance Announces Education.com as Renaissance Growth Alliance Partner https://www.renaissance.com/2017/09/06/news-renaissance-announces-education-com-as-renaissance-growth-alliance-partner/ Wed, 06 Sep 2017 13:28:23 +0000 https://renlearnstg.wpengine.com/?p=9442 Collaboration between industry-leading providers creates a holistic view of student growth and performance WISCONSIN RAPIDS, Wis. (September 6, 2017) – Renaissance®, the leader in pre-K–12 learning analytics, announces Education.com, the leading online education destination for teachers, as the latest member of the Renaissance Growth Alliance™. The collaboration will provide educators with more instructional options and […]

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Collaboration between industry-leading providers creates a holistic view of student growth and performance

WISCONSIN RAPIDS, Wis. (September 6, 2017)Renaissance®, the leader in pre-K–12 learning analytics, announces Education.com, the leading online education destination for teachers, as the latest member of the Renaissance Growth Alliance™. The collaboration will provide educators with more instructional options and a seamless journey to personalized learning for every student.

The Renaissance Growth Alliance partnership will include Education.com’s digital resources, tools, and learning materials for teachers to easily view and assign to students using Renaissance Flow 360®—a new solution that supports personalized learning by connecting assessment, planning, instruction, and practice in one place. Education.com resources will be mapped to Renaissance’s learning progressions, which are tailored to each state’s standards, providing targeted instruction for each student. The integration also facilitates the ability for teachers to use Renaissance Flow 360 to track a complete view of student’s mastery of state standards and skill level at group or individual levels.

“Education.com offers a breadth of teacher-approved learning materials and resources for educators, which are easy to implement and scale in the classroom,” said Paula O’Gorman, senior vice president of strategic partnerships at Renaissance. “By integrating our Renaissance Star Assessments™ with these learning resources, educators will have access to the most time-efficient, effective assessment planning possible to drive classroom instruction. We’re proud to be able to team up with Education.com to offer educators a unique solution that allows them to choose content and plan and assign lessons in one place.”

The Renaissance Growth Alliance brings best-in-class instruction to Renaissance Flow 360, providing integrated solutions that span assessment, planning, instruction, and practice. This collaboration between instructional providers combines the impacts of individual solutions helping educators deliver targeted instruction to each of their students.

Education.com is one of the fastest-growing education technology businesses in the world. Over 13 million members—including 6 million teachers—utilize online learning games and lessons via apps as well as hands-on activities, worksheets, and workbooks for pre-K through fifth-grade students. These resources are developed by educational experts, incorporate leading pedagogical practices, and support national education standards.

“This integration delivers a tremendous amount of value for the educator in terms of time savings,” said Todd Schwartz, co-CEO and co-founder of Education.com. “By bringing together our powerful solutions, we’re able to fill gaps in planning to give time back to teachers so they can focus on creating successful learning outcomes in the classroom. The Renaissance Growth Alliance is a unique, educator-centric solution that supports our teacher members in their mission.”

For additional information on the Renaissance Growth Alliance, visit https://www.renaissance.com/growth-alliance/.


About Renaissance

Renaissance® is the leader in pre-K–12 learning analytics—enabling teachers, curriculum creators, and educators to drive phenomenal student growth. Renaissance’s solutions help educators analyze, customize, and plan personalized learning paths for students, allowing time for what matters—creating energizing learning experiences in the classroom. Founded by parents, upheld by educators, and enriched by data scientists, Renaissance knows learning is a continual journey—from year to year and for a lifetime. Our data-driven, personalized solutions are currently used in over one-third of U.S. schools and more than 60 countries around the world. For more information, visit www.renaissance.com.

About Education.com

Education.com provides teachers and parents with the learning resources they deserve. We believe that all children ages 3 to 11 should have access to educational content that they can learn, practice and play toward mastery. Over 13 million teachers and parents worldwide have joined Education.com since we launched our early learning platform in 2015. Our comprehensive curriculum covers Core Skills across Math, Reading, Writing, ELA, Science and more. Education.com is designed with flexibility, so it can be tailored to every child’s unique interests and needs. Parents and Teachers can follow our guidance step-by-step, create their own curriculum, or deep-dive into specific areas with over 30,000 games, worksheets, activities and lessons. Visit www.education.com or contact us at pr@education.com.

Contact for Media Inquiries Only:

Renaissance
Katie Waite
pr@renaissance.com
715-424-3636

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Michigan Department of Education Approves Renaissance Reading Assessment Solutions as a K–3 Literacy Assessment https://www.renaissance.com/2017/08/31/news-michigan-department-of-education-approves-renaissance-reading-assessment-solutions-as-a-k-3-literacy-assessment/ Thu, 31 Aug 2017 15:48:28 +0000 https://renlearnstg.wpengine.com/?p=9412 Renaissance assessments support Michigan Early Literacy Initiative WISCONSIN RAPIDS, Wis. (August 31, 2017) – Renaissance®, the leader in pre-K–12 learning analytics, announces the Michigan Department of Education (MDE) has approved its Renaissance Star Early Literacy® and Renaissance Star Reading® assessments to support K–3 early literacy initiatives in the state. Star Early Literacy and Star Reading […]

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Renaissance assessments support Michigan Early Literacy Initiative

WISCONSIN RAPIDS, Wis. (August 31, 2017)Renaissance®, the leader in pre-K–12 learning analytics, announces the Michigan Department of Education (MDE) has approved its Renaissance Star Early Literacy® and Renaissance Star Reading® assessments to support K–3 early literacy initiatives in the state. Star Early Literacy and Star Reading are now approved for both initial and extensive assessments lists in Michigan.

As initial assessments, Star Early Literacy and Star Reading will be used as screeners to identify potential challenges for students in demonstrating literacy skills at grade level based on Michigan’s K–3 English Language Arts (ELA) standards. As extensive assessments, Star assessments will be administered to students who may need additional support as identified on the initial assessment or through formative and classroom assessments.

“Michigan’s Early Literacy Initiative brings an increased focus to a very important area for many school districts,” says Laurie Borkon, vice president of educational partnerships at Renaissance. “Early intervention is the single best predictor for future success of students, particularly in reading. We’re pleased our Star assessments can contribute to this initiative through the approved lists in Michigan.”

Dr. Shawn K. Wightman, superintendent of Marysville Public Schools in Marysville, Michigan, is an advocate for Star assessments as a solution to help teachers throughout the district quickly and accurately access data to monitor student improvement—for K–3 as well as upper grade levels.

“Our district has seen great improvement in our assessment results since we started using Star for grades K–8,” says Dr. Wightman. “Star assessments are reliable, valid, predictive, and have become our preferred solution to monitor students’ growth between interim assessments. I commend the state for making early literacy a high priority, and I’m confident that by putting a concerted effort into screening K–3 students statewide, we will see large early literacy gains in Michigan in the years to come.”

The computer-adaptive Star Early Literacy and Star Reading assessments give educators the insight to determine if students are on track to meeting third-grade reading standards—providing the opportunity to pivot instruction or establish appropriate interventions as soon as possible. The assessments help educators answer essential questions related to screening, progress monitoring, proficiency, standards mastery, and instructional planning.

To continue to provide educators with resources to support early literacy initiatives, Renaissance is hosting a free live webinar, Kick-Start School Success with Early Literacy, on Wednesday, Oct. 4. During this webinar, presenter Pati Montgomery, award-winning education leader, literacy expert, and school innovator, will share insights on how today’s elementary educators can use early literacy best practices to boost reading achievement and give young learners the best start in school.

For additional information on Star Early Literacy, visit: https://www.renaissance.com/products/assessment/star-360/star-early-literacy-skills/, and for more information on Star Reading, visit: https://www.renaissance.com/products/assessment/star-360/star-reading-skills/.


About Renaissance

Renaissance® is the leader in pre-K–12 learning analytics—enabling teachers, curriculum creators, and educators to drive phenomenal student growth. Renaissance’s solutions help educators analyze, customize, and plan personalized learning paths for students, allowing time for what matters—creating energizing learning experiences in the classroom. Founded by parents, upheld by educators, and enriched by data scientists, Renaissance knows learning is a continual journey—from year to year and for a lifetime. Our data-driven, personalized solutions are currently used in over one-third of U.S. schools and more than 60 countries around the world. For more information, visit www.renaissance.com.

Contact for Media Inquiries Only:

Renaissance
Katie Waite
pr@renaissance.com
715-424-3636

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Tips and resources for easing into the school year https://www.renaissance.com/2017/08/31/blog-tips-and-resources-for-easing-into-the-school-year/ https://www.renaissance.com/2017/08/31/blog-tips-and-resources-for-easing-into-the-school-year/#comments Thu, 31 Aug 2017 13:28:30 +0000 https://renlearnstg.wpengine.com/?p=9391 As we enter the final stretch of August, the nights are getting cooler, school supplies are being pushed front and center in stores, and the trees are showing a hint of the fall colors to come. Where did the warm summer months go? While summer vacation seems to have come and gone once again, millions […]

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As we enter the final stretch of August, the nights are getting cooler, school supplies are being pushed front and center in stores, and the trees are showing a hint of the fall colors to come. Where did the warm summer months go? While summer vacation seems to have come and gone once again, millions are students are heading back to school—many for the first time. In fact, nearly three million children are going to school for the first time this fall! All this makes for a few hectic weeks coming up. To help during this stressful time, we’ve put together some tips and resources for easing into the classroom this fall.

Take a moment to enjoy the last few days of summer (if you haven’t gone back to school already!).

Although many schools have started back up for the 2017–2018 school year, a few are still set to start after the Labor Day weekend. Make time for yourself these last few days and get a little R&R. If school is already underway for you, take the weekend to unwind from the long week. These little moments will make a big difference on your mental health later in the semester.

Plan ahead for the months to come with different bulletin board designs.

A staple in most classrooms, bulletin boards can add flair and creativity to even the most boring classroom walls. Encourage students to read, explore other students’ interests, or help students learn something new with simple designs. One month could highlight books pertaining to the time of year, while another could highlight interesting facts about each student. Need some bulletin board ideas? Check out a few of our favorites on our Pinterest board.

Start building relationships with your students.

Building relationships with students at the beginning of the year is important. You will not only get to know your students’ likes, dislikes, and habits but also make them feel more comfortable as they adjust to a new grade. One of the best ways to build relationships the first week? Icebreaker activities! Check out our recent blog post on these activities here.

Build a support system with other educators.

Speaking of relationships, it’s also important to connect with other educators. Whether you’re brand new or teaching for the last time this fall, relationships can make or break your year. Plus, they help prevent educator burnout. Quality relationships provide support, serve as guidance for new educators, and provide safety nets when others stumble.

Take advantage of our curated back-to-school resources.

We’ve compiled our relevant help files, infographics, blog posts, product updates, and much more to make this fall a little easier for you. Curious to see what resources we’ve included? Visit www.renaissance.com/bts-2017/ and explore our plethora of back-to-school resources.

The beginning of the school year is stressful. However, it also brings excitement and new possibilities. Take advantage of the new year and prepare for the best school year yet!

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5 icebreaker activities for the first week of school https://www.renaissance.com/2017/08/24/blog-5-icebreaker-activities-for-the-first-week-of-school/ https://www.renaissance.com/2017/08/24/blog-5-icebreaker-activities-for-the-first-week-of-school/#comments Thu, 24 Aug 2017 13:20:32 +0000 https://renlearnstg.wpengine.com/?p=9321 The end of summer is bittersweet, but the beginning of a new school year is exciting. Fresh notebooks, pristine bulletin boards, and new faces await. Whether you’re about to begin your first year of teaching or your thirtieth, the first week can bring nerves and jitters—for students and teachers alike. Take this valuable time to […]

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The end of summer is bittersweet, but the beginning of a new school year is exciting. Fresh notebooks, pristine bulletin boards, and new faces await. Whether you’re about to begin your first year of teaching or your thirtieth, the first week can bring nerves and jitters—for students and teachers alike. Take this valuable time to build initial relationships and trust with students by using icebreaker activities. Not only will you get to know your students, but you’ll set them up for success in the months to come. (Want more tips? See Christina’s blog post on building connections with students through reading here.)

Below, we’ve highlighted a few icebreaker activities from our Renaissance Royals™ community to help students (and you!) learn a thing or two about each other and start the year off right!

#1. M&M’s

Morgan Foshee, a first-grade teacher, recommends using M&M’s to spark classroom discussions. To do so, create a few questions that correspond to each color in an M&M packet (e.g., Blue = What is your favorite movie? Red = What are you most excited about this school year? Yellow = Name something you did over summer vacation, etc.). Then, give each student a pack of M&M’s. Taking turns, have students reach into their M&M bag and grab one M&M without looking. Depending on the M&M’s color, have each student answer the corresponding question for the whole class to hear. Go around until the whole class has gotten a chance to share.

#2. Hello, Bingo!

What’s more fun than a game of bingo? B7? B7? Liana Ferrer, a fourth-grade teacher plays “Hello, Bingo!” with her students. She says, “It’s a way for students to get to know each other because they need to fill out each square with the name of a different person. They learn interesting things about each other as well as me.” Intrigued? To play, have students fill out a blank bingo sheet with different activities, likes, and dislikes. For example, one spot could be, “Someone who traveled to a different state this summer.” Students would then need to find another student that traveled to a different state over their summer vacation and have them sign their bingo sheet.

#3. Two truths and a lie

Deana Sain, a library media specialist, will often play “two truths and a lie” with students. Students write down two facts about themselves that are true and one that is a lie. Students can either read the two truths and lie out loud or write them on a whiteboard for others to see. Then, students are able to guess which one is the lie. You might be surprised at the results!

#4. A classroom full of superheroes

The Defenders. Iron Fist. Luke Cage. Jessica Jones. The list goes on and on. With the recent surge in superhero movies and TV shows, superheroes are popular as ever with students. To take advantage of this, Sharla Voepel, a sixth-grade teacher, incorporates a superhero into her classroom. She says, “I give each student a ‘faceless’ superhero to decorate and we add a photo of that student’s face. Each student has to describe his/her superpowers and why they need them.”

#5. Putting it all together

Angela Domond, a fourth-grade teacher, recommends having students complete a puzzle together. She says, “My desks are usually in groups of five. I give each group a 50-piece puzzle to put together. They have to work as a team. When they complete it, I put puzzle glue over it so I can display them on the wall.” The hard part? Finding a worthy puzzle!

Icebreaker activities can make the first week of school a little less stressful. Not only do icebreaker activities encourage students to voice their thoughts and opinions, but they support students in making meaningful connections with those around them.

What icebreaker activities do you use? Are you hoping to try one of the activities mentioned above?  Post on our Facebook, or tweet us at @RenLearnUS!

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Mississippi Department of Education Announces Steady Gains in Statewide Early Literacy Assessment https://www.renaissance.com/2017/08/21/news-mississippi-department-of-education-announces-steady-gains-in-statewide-early-literacy-assessment/ Mon, 21 Aug 2017 19:05:52 +0000 https://renlearnstg.wpengine.com/?p=9307 Renaissance Star Early Literacy supports pre-K, kindergarten success in Mississippi WISCONSIN RAPIDS, Wis. (August 21, 2017) – Renaissance®, the leader in pre-K–12 learning analytics, has announced the results of its Renaissance Star Early Literacy® Mississippi statewide assessment of learning in pre-K and kindergarten. The Mississippi Department of Education (MDE) confirms that the results show a […]

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Renaissance Star Early Literacy supports pre-K, kindergarten success in Mississippi

WISCONSIN RAPIDS, Wis. (August 21, 2017)Renaissance®, the leader in pre-K–12 learning analytics, has announced the results of its Renaissance Star Early Literacy® Mississippi statewide assessment of learning in pre-K and kindergarten. The Mississippi Department of Education (MDE) confirms that the results show a majority of these students have made significant gains during the academic year. This is the third year in a row that the state’s youngest students have made academic gains, with the average statewide score exceeding that of the previous two school years.

Nearly 37,000 Mississippi kindergarteners took the Star Early Literacy assessment in the fall and spring of the 2016-2017 school year. Statewide, 65 percent of kindergarteners scored above the end-of-year target score of 681. At the end of the 2015-2016 school year, 63 percent met the target score, up from 54 percent in 2014-2015. The target score of 681 signifies ‘transitional’ readers, or students who are beginning to read unfamiliar words and easy reader material and are on their way to becoming independent readers.

“It’s extremely encouraging to see the steady gains Mississippi students are making on the Star Early Literacy assessment,” says Laurie Borkon, vice president of government affairs at Renaissance. “Knowing the crucial role early literacy plays in laying the foundation for future educational success, this is a major accomplishment for the state. We congratulate the pre-K and kindergarten teachers in Mississippi, and wish them continued success in the school year ahead.”

Kathleen Grigsby, principal at Davis IB Elementary School in Jackson, Mississippi, the top elementary school in the state for five years in a row, recognizes that skills assessment is crucial in helping ensure kindergartners at her school achieve proficiency and growth in preparation for future grades.

“We rely on Star Early Literacy for fast, accurate assessments that help set the stage for student growth,” says Grigsby. “From the data yielded on foundational reading, language, vocabulary, and numeracy skills, our focused instructional teams can pinpoint the differentiated instruction needed to help us ensure every student is grade-level proficient and has mastered critical learnings for future grades.”

Research-validated, computer-adaptive Star Early Literacy is reliable, valid, and efficient, making it possible to screen an entire class in approximately 10 to 15 minutes, which allows educators to quickly interpret the data and prioritize student learning needs. Clear, concise reporting is immediately available to provide information on each child’s individual needs and identify areas of focus for intervention.

To continue to provide educators with resources to support early literacy initiatives, Renaissance is hosting a free live webinar, Kick-Start School Success with Early Literacy, on Wednesday, Oct. 4. During this webinar, presenter Pati Montgomery, award-winning education leader, literacy expert, and school innovator, will share insights on how today’s elementary educators can use early literacy best practices to boost reading achievement and give young learners the best start in school.

Montgomery is also a co-author of A Principal’s Primer for Raising Reading Achievement. For four years, she worked with MDE to provide Principal’s Primer trainings to Mississippi principals, assistant principals, and instructional coaches, with a focus on creating school structures and systems to increase reading achievement.

For additional information on Star Early Literacy, visit https://www.renaissance.com/products/assessment/star-360/star-early-literacy-skills/. For more information on the MDE assessment results, visit http://mdereports.mdek12.org/report1/r2016-17.aspx.


About Renaissance

Renaissance® is the leader in pre-K–12 learning analytics—enabling teachers, curriculum creators, and educators to drive phenomenal student growth. Renaissance’s solutions help educators analyze, customize, and plan personalized learning paths for students, allowing time for what matters—creating energizing learning experiences in the classroom. Founded by parents, upheld by educators, and enriched by data scientists, Renaissance knows learning is a continual journey—from year to year and for a lifetime. Our data-driven, personalized solutions are currently used in over one-third of U.S. schools and more than 60 countries around the world. For more information, visit www.renaissance.com.

Contact for Media Inquiries Only:

Renaissance
Katie Waite
pr@renaissance.com
715-424-3636

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Renaissance Announces Edmentum as Newest Member of the Renaissance Growth Alliance https://www.renaissance.com/2017/08/17/news-renaissance-announces-edmentum-as-newest-member-of-the-renaissance-growth-alliance/ Thu, 17 Aug 2017 17:01:01 +0000 https://renlearnstg.wpengine.com/?p=9283 Integration of Renaissance’s online assessment and Edmentum’s adaptive instruction will provide teachers with all-in-one personalized learning solutions WISCONSIN RAPIDS, Wis. (August 17, 2017) – Renaissance®, the leader in pre-K–12 learning analytics, announces Edmentum™, a leading provider of web-based learning solutions, as the newest member of the Renaissance Growth Alliance™. This technology partnership will provide educators […]

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Integration of Renaissance’s online assessment and Edmentum’s adaptive instruction will provide teachers with all-in-one personalized learning solutions

WISCONSIN RAPIDS, Wis. (August 17, 2017)Renaissance®, the leader in pre-K–12 learning analytics, announces Edmentum™, a leading provider of web-based learning solutions, as the newest member of the Renaissance Growth Alliance™. This technology partnership will provide educators with a seamless flow of data by using Renaissance Star Assessments® to drive placement into Exact Path, Edmentum’s K-8 individualized learning solution, helping to deliver targeted instruction to students.

In addition, as part of the Renaissance Growth Alliance, Exact Path will be integrated with Renaissance Flow 360®, the only offering that connects assessment, planning, instruction, and practice in one place. The integration will provide teachers the ability to incorporate key insights from Exact Path into a unified measure of student mastery.

“In collaborating with Edmentum, our goal is to provide teachers with data-driven solutions that help them improve student outcomes,” says Paula O’Gorman, senior vice president of strategic partnerships at Renaissance. “We’re committed to continually innovating our solutions to meet the needs of educators, and in the many conversations we’ve had with Edmentum about the Renaissance Growth Alliance partnership, it’s clear they share this same goal. It’s great to see this vision come to fruition by working together on a solution that gives time back to teachers to focus on what they truly do best—creating valuable learning experiences in the classroom.”

Renaissance recently formed the Renaissance Growth Alliance to enable integrated solutions between best-in-class instructional providers with Renaissance’s assessment, planning, and practice solutions to drive a holistic view of student growth and performance. This gives time back to teachers so more of it can be focused on instruction, progress monitoring, and personalization.

Edmentum provides K–12 solutions that blend technology with individual teaching approaches. Exact Path is a K–8 individualized learning solution, focused on understanding where students are academically. The solution utilizes adaptive assessment and targeted learning paths aligned to teacher-specified goals, paced to student needs, and structured to give students control over their own educational journeys.

“Edmentum is dedicated to making it easier for educators to individualize instruction,” said Edmentum CEO Jamie Post Candee. “This integration brings together two powerful programs, Exact Path and Star Assessments, to deliver student-centric, adaptive instruction to the classroom. By collaborating with Renaissance, we are offering schools and districts the flexibility to use the successful programs that they already have in place to deliver targeted instruction to all of their students.”

For additional information on the Renaissance Growth Alliance, visit https://www.renaissance.com/growth-alliance/.


About Renaissance

Renaissance® is the leader in pre-K–12 learning analytics—enabling teachers, curriculum creators, and educators to drive phenomenal student growth. Renaissance’s solutions help educators analyze, customize, and plan personalized learning paths for students, allowing time for what matters—creating energizing learning experiences in the classroom. Founded by parents, upheld by educators, and enriched by data scientists, Renaissance knows learning is a continual journey—from year to year and for a lifetime. Our data-driven, personalized solutions are currently used in over one-third of U.S. schools and more than 60 countries around the world. For more information, visit www.renaissance.com.

About Edmentum, Inc.

Edmentum, Inc., is committed to making it easier for educators to individualize learning for every student through simple technology, high-quality content, and actionable data. Founded in innovation, Edmentum’s powerful learning solutions blend technology with individual teaching approaches. Edmentum is committed to being educators’ most trusted partner in creating successful student outcomes everywhere learning occurs. Built on 50 years of experience in education, Edmentum solutions currently support educators and students in more than 40,000 schools nationwide. For more information, visit www.edmentum.com.

Contact for Media Inquiries Only:

Renaissance
Katie Waite
pr@renaissance.com
715-424-3636

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4 quick tips to build connections with students through reading https://www.renaissance.com/2017/08/17/blog-4-quick-tips-to-build-connections-with-students-through-reading/ https://www.renaissance.com/2017/08/17/blog-4-quick-tips-to-build-connections-with-students-through-reading/#comments Thu, 17 Aug 2017 13:17:34 +0000 https://renlearnstg.wpengine.com/?p=9224 The positive teacher-student relationship is thus important not so much because this is worthwhile in itself, but because it helps build the trust to make mistakes, to ask for help, to build confidence to try again, and for students to know they will not look silly when they don’t get it the first time. John […]

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The positive teacher-student relationship is thus important not so much because this is worthwhile in itself, but because it helps build the trust to make mistakes, to ask for help, to build confidence to try again, and for students to know they will not look silly when they don’t get it the first time.

John Hattie & Gregory Yates, Visible Learning and the Science of How we Learn

There is a tremendous amount of power behind the quote above. Many of us will greet new and familiar faces in the coming weeks of the school year. The beginning of the school year marks an important time to build connections and trust with students. Below, I’ve shared four quick tips on how I build these connections and trust through reading.

#1. Daily classroom read-alouds.

Get in front of your class and share a good picture book. Whether it is the great story of School’s First Day of School by Adam Rex or Strictly No Elephants by Lisa Mantchev, a good picture book allows for a shared classroom experience that can be reflected upon and discussed. These texts build context in which students can share what they know with you and each other. It’s a terrific way to connect, especially if you can choose a topic that may touch on a particular area of interest of a targeted student. Keep track of those read-alouds and celebrate the authors and books you read as a class throughout the school year.

#2. Classroom book clubs that dive deep into the experiences of students.

Reading Refugee by Alan Gratz allows middle-grade students to dive deeply into the current issues surrounding refugees while also referencing historical events. Want something for younger students? Jim Ugly by Sid Fleischman will keep any elementary school reader on the edge of his or her seat and wanting to read more. Book clubs build interest around different genres and help students create connections to other books simply by them sharing their likes and dislikes of a book with others. The best is when students are able to create video book trailers of these well-loved and read novels!

#3. Classroom and student goal setting allow reading goals to be achieved and celebrated.

Setting a target is a great way for students to stretch for success. I use Renaissance Accelerated Reader because it gives points for each successful quiz. It’s a quick tool for students and teachers to track the amount of successful reading that is occurring. I’ve offered recess, prizes, and parties for my classes when they reach important reading goals as individuals or a class. I’ve been able to connect with so many students as we celebrated a perfect Accelerated Reader quiz. High-five!

#4. Shared readings of a great novel builds a common experience for the class.

We all have our favorites that showcase an amazing plot that builds suspense, and delivers uplifting moments or even quivering sadness. Living through these moments together helps build a unity among students and their teachers. Building and sharing a LOVE for dynamic characters is another great way to connect. Who can’t help but love the actions of Auggie Pullman and Jack in Wonder or the courage and intensity of Jen Talbot from Among the Hidden?

These simple tips allow you as the teacher to create meaningful conversations around reading. Thus, building an awareness of student needs and increasing the confidence of the mighty readers we meet and interact with daily in our schools.

How do you build connections through reading with your students? What tips do you have? Share them in the comments below, post on our Facebook, or tweet us at @RenLearnUS!

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Reading culture ignites at Wisconsin middle school https://www.renaissance.com/2017/08/11/ss-reading-culture-ignites-at-wisconsin-middle-school/ Fri, 11 Aug 2017 13:40:40 +0000 https://renlearnstg.wpengine.com/?p=9148 At the year-end awards day last spring, Mineral Point Middle School students who reached their Renaissance Accelerated Reader 360® goals formed an impressive line of nearly 100 that stretched the length of the gym. Students from all achievement levels came together—from reading intervention to gifted and talented levels.

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At the year-end awards day last spring, Mineral Point Middle School students who reached their Renaissance Accelerated Reader 360® goals formed an impressive line of nearly 100 that stretched the length of the gym. Students from all achievement levels came together—from reading intervention to gifted and talented levels.

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6 ways technology has helped me facilitate student growth https://www.renaissance.com/2017/08/10/blog-6-ways-technology-has-helped-me-facilitate-student-growth/ https://www.renaissance.com/2017/08/10/blog-6-ways-technology-has-helped-me-facilitate-student-growth/#comments Thu, 10 Aug 2017 13:19:54 +0000 https://renlearnstg.wpengine.com/?p=9040 Many educators remember the days (and sometimes long, long nights) before technology became a trusted tool. In those days, we did everything by hand and often from scratch. We developed curricula, assessed students, calculated grades, set up groups, and more all within the confines of our paper planning books. We did it and we did […]

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Many educators remember the days (and sometimes long, long nights) before technology became a trusted tool. In those days, we did everything by hand and often from scratch. We developed curricula, assessed students, calculated grades, set up groups, and more all within the confines of our paper planning books. We did it and we did it well, but it was hard!

These days, when there is talk of teaching, the word “technology” almost always enters the conversation. As a veteran teacher, I for one am glad. Educational technology has helped decrease my planning time and stress while facilitating student growth at all levels in ways I never would have thought possible.

Below are six ways technology has helped me and countless others become better teachers in less time and with less stress.

#1. Quicker assessments, access to data, and data analysis.

The best assessments are often low-stakes, local, and quick. Computer-adaptive nationally normed reading and math tests can fit that bill. Our district uses Renaissance Star Assessments™ to track students’ paths to mastering grade-level standards. They take about 20 minutes, they can be administered as frequently as a teacher likes, and they provide easy-to-read reports.

#2. Better systems for differentiation.

It is increasingly easy for teachers to differentiate instruction based on need. Online assessments allow teachers to quickly decide on strategies that will increase learning and close gaps. Further, there are myriad user-adaptive programs, activities, and games available as apps or on the web for teachers to augment instruction while meeting all children at their own academic and interest levels.

#3. Opportunities to increase student ownership of learning.

The data we can gather thanks to technology can be used to help students monitor their own learning. Teaching students to set, monitor, and meet academic goals is a life skill that will serve them well. This ownership of learning and self-efficacy frees up invaluable time for teachers, as students become the primary drivers of their own learning.

#4. Meaningful methods of motivation.

When it comes to teaching and learning, motivation is the name of the game. The best teachers are good salespeople, but instead of selling goods, they sell ideas. Make no mistake—it is your job to motivate, persuade, and get children to believe they want what you’re selling them. If you want your students to learn from you, the key is to figure out how to make them want to learn from you. Technology can excite and engage students about a topic or subject. For more on motivation, check out the Motivation Toolkit at We Teach We Learn.

#5. Targeted professional development options.

Today, it is easier than ever to get the professional development we need to be better teachers. Online courses, learning modules, videos, professional websites, Twitter chats, and more all allow personalized professional growth. Check out this list of do-it-yourself professional development options for ideas.

#6. Easier ways to communicate with families.

Technology has doubtlessly made communication easier, which in turn can make relationships stronger. Teachers can harness the power of social media, text, and email to reach out to students, families, and the community at large in real time.

Effective teachers use three questions to guide their daily practice: What do my students know? What do they need to know? How can I get them there? Technology helps teachers answer all three questions, allowing quick, focused assessment, planning, and teaching for deep learning that helps all students achieve academic success. Whether you’re using one of the above strategies or all of them, the technology revolution is likely making your job easier and less stressful. Imagine what is next!

How has technology changed your classroom? How do you facilitate growth with technology? Post on our Facebook, or tweet us at @RenLearnUS!

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Personalized learning adds up to five grades of growth + National Math Club gold https://www.renaissance.com/2017/08/09/ss-personalized-learning-adds-up-to-five-grades-of-growth-national-math-club-gold/ Wed, 09 Aug 2017 17:51:25 +0000 https://renlearnstg.wpengine.com/?p=8939 At the beginning of the school year, skeptical parents worried that their own math deficiencies might foreshadow similar difficulties for their children just entering sixth grade. Those fears turned out to be wildly unfounded. By the end of the year, their sixth graders had collectively mastered more than 2,000 grade-level or higher math objectives. Overall, […]

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At the beginning of the school year, skeptical parents worried that their own math deficiencies might foreshadow similar difficulties for their children just entering sixth grade. Those fears turned out to be wildly unfounded. By the end of the year, their sixth graders had collectively mastered more than 2,000 grade-level or higher math objectives. Overall, the class of 20 averaged a five-grade-level jump in skillsets, with six students finishing in the 99th percentile and more than half ranking in the 90th percentile or higher on Renaissance Star Math® assessments.

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Arizona State Board of Education Approves Renaissance Star Reading Third Grade Proficiency Assessment as an Alternative Standardized Reading Assessment https://www.renaissance.com/2017/08/08/news-arizona-state-board-of-education-approves-renaissance-star-reading-third-grade-proficiency-assessment-as-an-alternative-standardized-reading-assessment/ Tue, 08 Aug 2017 14:41:38 +0000 https://renlearnstg.wpengine.com/?p=9098 Renaissance’s reading assessment supports Arizona Department of Education’s Move On When Reading legislation to position third-grade students for future success WISCONSIN RAPIDS, Wis. (August 8, 2017) – Renaissance®, the leader in pre-K–12 learning analytics, announces that the Renaissance Star Reading® Third Grade Proficiency Assessment has been added to the Arizona State Board of Education’s (SBE) […]

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Renaissance’s reading assessment supports Arizona Department of Education’s Move On When Reading legislation to position third-grade students for future success

WISCONSIN RAPIDS, Wis. (August 8, 2017)Renaissance®, the leader in pre-K–12 learning analytics, announces that the Renaissance Star Reading® Third Grade Proficiency Assessment has been added to the Arizona State Board of Education’s (SBE) list of approved third grade proficiency assessments. The approved reading assessments support a new exemption in the state’s Move On When Reading legislation, stating that third grade students who are retained on the reading portion of the state’s achievement test can still be promoted if they demonstrate, or make adequate progress toward, sufficient reading skills as evidenced by the assessments.

The Star Reading Third Grade Proficiency Assessment, part of Star Reading, scored the highest for measuring the Arizona third grade reading proficiency standards. The assessment is consistent with the exemption to this legislation by measuring students’ mastery of early literacy concepts and student progress toward third grade reading proficiency. The evidence-based reading assessment also personalizes practice to promote student growth and position students for future success.

“We look forward to continuing to work with Arizona schools to offer an assessment solution that is now approved and supports the state’s reading proficiency legislation for third grade,” says Dr. Luann Bowen, vice president of government affairs at Renaissance. “We know that most third graders reading below grade level will continue falling further behind as the content of their classwork becomes increasingly difficult. Renaissance is proud to help states like Arizona address this issue by providing teachers with insights to enhance student outcomes and guide them on the optimal path to reading proficiency.”

Across the country, there is a growing awareness of the role of policy making in addressing the issue of reading proficiency. Renaissance supports these initiatives in states and districts nationwide, and it shows this support in How to Catch Kids Before They Fall, a policy brief describing a common pathway for implementing a system of support to catch all struggling students—across grades and subject areas—and ensure that every child has the opportunity to become a strong, independent reader.

Tim Moses, principal at Superstition Springs Elementary School of Gilbert Public School District in Mesa, Arizona, is pleased with the Arizona SBE’s decision to approve the Star Reading Third Grade Proficiency Assessment as an alternative standardized reading assessment. “Our elementary school has been using Renaissance Accelerated Reader® along with Star Reading for many years, and we have seen tremendous success in terms of early intervention,” says Moses. “We have trust and assurance that we’ll be able to accurately determine a student’s mastery of the third grade reading standards with this assessment.”

The Star Reading Third Grade Proficiency Assessment delivers accurate and actionable information in the shortest amount of testing time. The 20-minute, 50-item computer adaptive assessment measures third grade reading standards, and students taking this assessment receive items from four domains of these standards, including informational text, literature text, foundational skills, and language vocabulary acquisition and use.

For additional information on Star Reading, visit https://www.renaissance.com/products/assessment/star-360/star-reading-skills/. For more information on Arizona’s Move On When Reading legislation, visit http://www.azed.gov/mowr/.


About Renaissance

Renaissance® is the leader in pre-K–12 learning analytics—enabling teachers, curriculum creators, and educators to drive phenomenal student growth. Renaissance’s solutions help educators analyze, customize, and plan personalized learning paths for students, allowing time for what matters—creating energizing learning experiences in the classroom. Founded by parents, upheld by educators, and enriched by data scientists, Renaissance knows learning is a continual journey—from year to year and for a lifetime. Our data-driven, personalized solutions are currently used in over one-third of U.S. schools and more than 60 countries around the world. For more information, visit www.renaissance.com.

Contact for Media Inquiries Only:

Renaissance
Katie Waite
pr@renaissance.com
715-424-3636

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Renaissance Named SIIA Education Technology 2017 CODiE Award Winner https://www.renaissance.com/2017/07/31/news-renaissance-named-siia-education-technology-2017-codie-award-winner/ Mon, 31 Jul 2017 13:39:56 +0000 https://renlearnstg.wpengine.com/?p=8990 Renaissance Accelerated Reader 360 receives prestigious industry award WISCONSIN RAPIDS, Wis. (July 31, 2017) – Renaissance®, the leader in pre-K–12 learning analytics, announces that Renaissance Accelerated Reader 360® received a 2017 SIIA CODiE Award for Best Learning Capacity-Building Solution. Accelerated Reader 360, which engages K–12 students in independent and close-reading practice, was honored among 35 […]

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Renaissance Accelerated Reader 360 receives prestigious industry award

WISCONSIN RAPIDS, Wis. (July 31, 2017)Renaissance®, the leader in pre-K–12 learning analytics, announces that Renaissance Accelerated Reader 360® received a 2017 SIIA CODiE Award for Best Learning Capacity-Building Solution. Accelerated Reader 360, which engages K–12 students in independent and close-reading practice, was honored among 35 award winners across 34 education technology categories.

“Accelerated Reader 360 is a great tool for encouraging reading, which supports learning in all academic areas indirectly,” commented one of Renaissance’s SIIA-appointed judges. “The goal of this system is to develop students’ love of reading, and this is accomplished by matching the right student with the right book at the right reading level…Accelerated Reader 360 definitely holds the crown with [its] ability to host the content and to present it to the students at appropriate levels for the learner.”

The CODiE Award winners were announced during a ceremony in San Francisco on July 26 at the Education Impact Symposium, hosted by the Education Technology Industry Network, a division of SIIA. Educators and administrators served as judges for the first-round review of nominees to determine the education finalists, and SIIA members then voted on the finalist products. The scores from both rounds were tabulated to determine the winners.

“The CODiE Awards mean a lot to Renaissance because they are the industry’s only peer-reviewed awards,” said Mike Evans, interim CEO at Renaissance. “We are honored to receive this distinguished recognition and will continue to work closely with educators and administrators around the world to innovate our offerings and strive toward a mission that’s at the heart of each and every Renaissance solution—accelerating learning for all.”

The SIIA CODiE Awards are the premier awards for the software and information industries and have been recognizing product excellence for more than 30 years. The awards offer 93 categories, organized by industry focus, in education technology and business technology.

A full list of the winners appears here: http://www.siia.net/codie/2017-Winners. For more information about Accelerated Reader 360, visit: https://www.renaissance.com/products/practice/accelerated-reader-360/.


About Renaissance

Renaissance® is the leader in pre-K–12 learning analytics—enabling teachers, curriculum creators, and educators to drive phenomenal student growth. Renaissance’s solutions help educators analyze, customize, and plan personalized learning paths for students, allowing time for what matters—creating energizing learning experiences in the classroom. Founded by parents, upheld by educators, and enriched by data scientists, Renaissance knows learning is a continual journey—from year to year and for a lifetime. Our data-driven, personalized solutions are currently used in over one-third of U.S. schools and more than 60 countries around the world. For more information, visit www.renaissance.com.

About the SIIA CODiE Awards

The SIIA CODiE Awards™ is the only peer-reviewed program to showcase business and education technology’s finest products and services. Since 1986, thousands of products, services, and solutions have been recognized for achieving excellence. For more information, visit www.siia.net/CODiE.

Contact for Media Inquiries Only:

Renaissance
Katie Waite
pr@renaissance.com
715-424-3636

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Renaissance Star 360 Approved as a K–2 Assessment by the Arkansas Department of Education https://www.renaissance.com/2017/07/26/news-renaissance-star-360-approved-as-a-k-2-assessment-by-the-arkansas-department-of-education/ Wed, 26 Jul 2017 15:56:23 +0000 https://renlearnstg.wpengine.com/?p=8954 Renaissance, Arkansas Department of Education work together to provide comprehensive early childhood assessment WISCONSIN RAPIDS, Wis. (July 26, 2017) – Renaissance®, the leader in pre-K–12 learning analytics, has announced that its Renaissance Star 360® assessment suite has been approved as a K–2 assessment by the Arkansas Department of Education (ADE). The state’s contract for Star […]

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Renaissance, Arkansas Department of Education work together to provide comprehensive early childhood assessment

WISCONSIN RAPIDS, Wis. (July 26, 2017)Renaissance®, the leader in pre-K–12 learning analytics, has announced that its Renaissance Star 360® assessment suite has been approved as a K–2 assessment by the Arkansas Department of Education (ADE). The state’s contract for Star 360, based on mutual agreement by Renaissance and the ADE, may run through June 30, 2024.

The ADE is committed to supporting early childhood education to ensure that all Arkansas children develop a strong foundation for learning. In doing so, the ADE seeks to provide all K-2 students with a comprehensive assessment that measures student performance and growth on the Arkansas English Language (ELA) and mathematics academic standards for grades K–2. The assessment solutions adopted by the ADE are measured through a rigorous and thorough approval process.

Mike Evans, interim CEO at Renaissance, says, “Star 360 can maximize instructional and practice time by immediately yielding timely and actionable data-driven insights and reports designed to provide rich information and drive instruction. We’re honored to be able to support the ADE’s efforts to provide teachers with critical insights to prevent students from falling behind.”

Powered by the Renaissance Growth Platform™, Star 360 is the leading interim and formative assessment tool, giving educators research-validated, state-specific learning data in less than 20 minutes of testing time. Star 360 allows educators to see grade-level mastery down to the sub-skill level—making it possible to know precisely what students have mastered, the goals they need to reach, and the optimal path for proficiency. These insights make it possible for educators to make informed decisions, personalize learning, and lead every student to mastery of the Arkansas Academic Standards.

The Star 360 assessment suite includes Renaissance Star Early Literacy®, Renaissance Star Reading®, Renaissance Star Math®, and Renaissance Star Custom®, a day-to-day formative assessment tool where teachers can administer pre-made and custom assignments for reading, math, and early literacy. Star 360 assesses the Arkansas Academic Standards for English language arts and mathematics through state-aligned learning progressions built specifically for the state’s standards. Arkansas teachers can use Star 360’s Arkansas-specific learning progressions to quickly identify what K–2 students have mastered and what they are ready to learn next. The learning progressions also provide thousands of aligned instructional resources to guide and differentiate instruction.

Thelma Forte, former principal of Union DaVinci Magnet School in Texarkana, Arkansas, and the current superintendent at the Mineral Springs School District in Mineral Springs, Arkansas, used the program at Union Magnet School to monitor student growth while increasing the use of research-based childhood assessments. She applauds the ADE’s decision and is excited about the implementation of Star 360 in the Mineral Springs School District.

“Star 360 provides educators more information in less time,” Forte says. “The program assesses the breadth and the depth of the Arkansas standards, and the resulting data and reporting makes it easy for us to track student mastery. It helps us answer key questions about our students—everything from the skills and concepts they’ve mastered and what they’re ready to learn next to which students may need intervention, or how they’re responding to the intervention. Instruction is meaningful, individualized, and effective due to information derived from the assessments.”

Throughout the summer, the ADE has worked continuously to prepare districts for this approval, including hosting a K—2 assessment vendor fair in late July. Renaissance participated in these demonstrations, and is also offering districts regional professional development and product training as part of the Star 360 approval.


About Renaissance

Renaissance® is the leader in pre-K–12 learning analytics—enabling teachers, curriculum creators, and educators to drive phenomenal student growth. Renaissance’s solutions help educators analyze, customize, and plan personalized learning paths for students, allowing time for what matters—creating energizing learning experiences in the classroom. Founded by parents, upheld by educators, and enriched by data scientists, Renaissance knows learning is a continual journey—from year to year and for a lifetime. Our data-driven, personalized solutions are currently used in over one-third of U.S. schools and more than 60 countries around the world. For more information, visit www.renaissance.com.

Contact for Media Inquiries Only:

Renaissance
Katie Waite
pr@renaissance.com
715-424-3636

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Renaissance Announces Expanded Partnership with Classworks as part of Renaissance Growth Alliance https://www.renaissance.com/2017/07/25/news-renaissance-announces-expanded-partnership-with-classworks-as-part-of-renaissance-growth-alliance/ Tue, 25 Jul 2017 13:23:17 +0000 https://renlearnstg.wpengine.com/?p=8938 Best-in-class assessment and instructional providers team up to support seamless personalized learning WISCONSIN RAPIDS, Wis. (July 25, 2017) – Renaissance®, the leader in Pre-K–12 learning analytics, announces an expanded partnership with Classworks® as part of the newly formed Renaissance Growth Alliance™. The collaboration allows for a seamless connection between Renaissance and Classworks, ensuring a steady […]

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Best-in-class assessment and instructional providers team up to support seamless personalized learning

WISCONSIN RAPIDS, Wis. (July 25, 2017)Renaissance®, the leader in Pre-K–12 learning analytics, announces an expanded partnership with Classworks® as part of the newly formed Renaissance Growth Alliance™. The collaboration allows for a seamless connection between Renaissance and Classworks, ensuring a steady flow of actionable data, simplifying educators’ access to vital information necessary for student growth.

“Teachers are at the heart of everything we do. We focus on providing them the time and the tools to do what they do best—teach,” says Paula O’Gorman, senior vice president of strategic partnerships at Renaissance. “To support this focus, we’ve formed the Renaissance Growth Alliance to enable integrated solutions between best-in-class instructional providers with Renaissance’s planning, assessment, and practice solutions to drive a holistic view of student growth and performance. We are pleased that Classworks is one of these Renaissance Growth Alliance partners.”

Classworks offers K–8 math, reading and language arts instruction and assessment. Classworks combines assessment data and targeted learning paths to find and fix learning gaps, delivering the right practice at the right time.

The time teachers save by quickly and accurately placing students is what makes Carol Artis, executive director of Curriculum & Instruction and Federal Programs for Wayne County Schools in Wayne County, North Carolina, excited about the partnership.

“Our district uses Renaissance Star 360® assessments to evaluate skill levels, monitor student progress, and guide and adjust our instructional plans,” Artis says. “We currently use Classworks in our elementary schools and several middle schools as Tier I and Tier 2 MTSS instruction, providing individualized instruction for each student based on Star assessment results.

The Renaissance Growth Alliance partnership means students’ Star assessment results will automatically place and drive Classworks instruction based on what our students know and what they’re ready to learn. We look forward to seeing continued improvement in learning outcomes and student growth with these powerful assessment and instructional solutions working closely together.”

Teachers no longer need to spend time placing students in Classworks learning paths—instead, learning paths based on Star 360 assessment data are automatically generated and available to students when they log into Classworks. This gives time back to teachers so more of it can be focused on instruction, progress monitoring, and personalization.

The two companies have worked together since 2015, when they first announced a strategic partnership to support teachers by implementing a personalized learning solution that reduced the testing burden in classrooms. Their partnership will be further advanced through the Renaissance Growth Alliance, which connects assessment, instruction, and the needed data and insight to further optimize teachers’ time and attention.

“Renaissance is a valuable partner because they deliver adaptive and precise assessments that work seamlessly with Classworks,” said Melissa Sinunu, president and COO of Curriculum Advantage, provider of Classworks. “We believe that by elevating our relationship through the Renaissance Growth Alliance we will provide teachers with granular student data and precise instruction materials to improve learning outcomes.”

For additional information on the Renaissance Growth Alliance, visit https://www.renaissance.com/growth-alliance/.


About Renaissance

Renaissance® is the leader in Pre-K–12 learning analytics—enabling teachers, curriculum creators, and educators to drive phenomenal student growth. Renaissance’s solutions help educators analyze, customize, and plan personalized learning paths for students, allowing time for what matters—creating energizing learning experiences in the classroom. Founded by parents, upheld by educators, and enriched by data scientists, Renaissance knows learning is a continual journey—from year to year and for a lifetime. Our data-driven, personalized solutions are currently used in over one-third of U.S. schools and more than 60 countries around the world. For more information, visit www.renaissance.com.

About Curriculum Advantage, Inc.

Curriculum Advantage, Inc. provides online instructional solutions proven to help students become critical thinkers and independent learners. Classworks® offers K-8 individualized learning paths driven by students’ assessment results for remediation and enrichment. Classbloom® offers on-grade level, K–8, standards-based reading and math classroom instruction, standards tracking, and real-time feedback. Curriculum Advantage’s evidence-based educational solutions are built upon strong instructional pedagogy and technological innovation to improve teaching and learning. For more information, visit http://curriculumadvantage.com/.

Contact for Media Inquiries Only:

Renaissance
Melissa Ripp
pr@renaissance.com
715-424-3636

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Boundless creativity and highest expectations: how a Nebraska district inspires reading-driven achievement https://www.renaissance.com/2017/07/19/ss-boundless-creativity-and-highest-expectations-how-a-nebraska-district-inspires-reading-driven-achievement/ Wed, 19 Jul 2017 19:04:20 +0000 https://renlearnstg.wpengine.com/?p=8898 Not everyone would see the educational potential in a few rolls of duct tape, marked-down boxes of marshmallow chicks, handmade traps for leprechauns, and boisterous rock concerts. Nor does every school district expect to achieve a 100 percent college acceptance rate. But the talented educators at the South Central Unified School District in rural Clay […]

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Not everyone would see the educational potential in a few rolls of duct tape, marked-down boxes of marshmallow chicks, handmade traps for leprechauns, and boisterous rock concerts. Nor does every school district expect to achieve a 100 percent college acceptance rate. But the talented educators at the South Central Unified School District in rural Clay County and Nuckolls County, Nebraska, ply equal parts creativity and high expectations to inspire exceptional reading-driven achievement. The district indeed boasts a 100 percent college acceptance rate, with an impressive enrollment rate of 87 percent.

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Personalized learning: Innovation? Or mere invention? https://www.renaissance.com/2017/07/13/blog-personalized-learning-innovation-or-mere-invention/ https://www.renaissance.com/2017/07/13/blog-personalized-learning-innovation-or-mere-invention/#comments Thu, 13 Jul 2017 13:09:26 +0000 https://renlearnstg.wpengine.com/?p=8860 Time will tell… I believe that one of the most useful definitions of innovation comes from the US Department of Education. It’s a particularly good definition because it considers a critical element forgotten in many others definitions—scale. Often, our associations with “innovation” relate to how dynamic it is—how it impacts the status quo. This definition, […]

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Time will tell…

I believe that one of the most useful definitions of innovation comes from the US Department of Education. It’s a particularly good definition because it considers a critical element forgotten in many others definitions—scale.

Innovation Definition

Often, our associations with “innovation” relate to how dynamic it is—how it impacts the status quo. This definition, however, points out that impact without scale is only “invention.” It takes both impact and scale combined to result in true innovation.

Most would agree that personalizing learning would have significant impact on the status quo. It seems that personalized learning currently qualifies as an “invention” as it has had an impact in some places, but it clearly has not yet reached broad scale. Will time judge personalized learning to be just an invention, or will it achieve “innovation” status? The deciding factor will be the extent to which scale is achieved.

A lack of scalability

Much too often, standing in the way of the success of personalization has been the lack of scalability—being able to extend relevant practices to an entire class, the whole school, or even a school district. However, what is different now is the availability of technology. Personalized learning is not a student sitting in front of a computer all day long, that would represent a pendulum swing that makes us no better off. What we’re referring to is the use of technology to reduce the burden on teachers in areas such as identifying worthwhile learning resources, compiling and looking at data, and planning. At Renaissance, we’ve performed a series of studies showing that the average teacher spends eight to 10 hours a week planning.

Most of those teachers are planning for the traditional model, maybe with a little bit of differentiation. And those are hours spent before school, after school, at night, and on the weekends, in addition to teaching all day long. If those teachers are spending eight to 10 hours a week to plan fairly standard instructional content, what hope is there for them to be able to personalize? There’s no time left. Under the individualization aspects of a personalized learning model, students transition from one unit to the next at varying times, which requires a lot of paperwork and a lot of tracking. If teachers are already tapped out, where would the hours come from to help them stay on top of this planning and record keeping burden?

That’s where the right kind of technology such as Renaissance Star 360®, can help reduce planning time by pairing assessment results with instructional resources. If that work were done manually, handling the continual assess-plan-instruct activities of personalized instruction would be nearly impossible. With more student data available than ever before, teachers are able to see where their students are at, how they’re progressing, and how they compare to others. Challenging, relevant content can be assigned to students with the click of a button. Without technology, personalizing learning would be a huge burden on teachers and take up time that they already don’t have.

Small steps

Personalized learning isn’t something that can be accomplished overnight. It takes time and involves a tremendous shift away from the way we’re used to thinking about education. It starts with small steps, such as introducing new bits of student data to teachers, or asking them to do one thing differently in their classrooms. Slowly, these methods can help scale personalized learning and make it a reality.

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Pennsylvania district standardizes assessment, predicts state test results within 3–5 percent https://www.renaissance.com/2017/07/11/ss-pennsylvania-district-standardizes-assessment-predicts-state-test-results-within-3-5-percent/ Tue, 11 Jul 2017 17:57:29 +0000 https://renlearnstg.wpengine.com/?p=8869 Tractors in the parking lot and state-of-the-art education technology in the classroom form the perfect embodiment of this school’s mission to deliver “world-class education with a rural advantage.” Located in the small city of Saint Marys in northwestern Pennsylvania, Saint Marys Area Middle School is one of five schools—including an adjacent high school and three […]

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Tractors in the parking lot and state-of-the-art education technology in the classroom form the perfect embodiment of this school’s mission to deliver “world-class education with a rural advantage.” Located in the small city of Saint Marys in northwestern Pennsylvania, Saint Marys Area Middle School is one of five schools—including an adjacent high school and three elementary schools—that comprise the Saint Marys Area School District. In this largely rural district, students benefit from personalized attention, inclusiveness, and a highly supportive school-community partnership, which often characterize education in small-town settings.

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Florida Department of Education Approves Renaissance Star Early Literacy as State’s Kindergarten Readiness Screener https://www.renaissance.com/2017/07/11/news-florida-department-of-education-approves-renaissance-star-early-literacy-as-states-kindergarten-readiness-screener/ Tue, 11 Jul 2017 13:27:24 +0000 https://renlearnstg.wpengine.com/?p=8857 Renaissance and the Florida Department of Education collaborate to support kindergarten success WISCONSIN RAPIDS, Wis. (July 11, 2017) – Renaissance®, the leader in Pre-K–12 learning analytics, has announced that its Renaissance Star Early Literacy® assessment solution has been approved as the Florida Department of Education’s (DOE) Kindergarten Readiness Screener. The Florida DOE will begin using […]

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Renaissance and the Florida Department of Education collaborate to support kindergarten success

WISCONSIN RAPIDS, Wis. (July 11, 2017)Renaissance®, the leader in Pre-K–12 learning analytics, has announced that its Renaissance Star Early Literacy® assessment solution has been approved as the Florida Department of Education’s (DOE) Kindergarten Readiness Screener. The Florida DOE will begin using Star Early Literacy at the beginning of the 2017–2018 school year.

The Florida DOE approves assessment solutions though a rigorous approval process. These reviews include thorough examinations by instructional, technology, and assessment experts from multiple divisions within the Florida DOE, such as the Division of Technology and Innovation and the Office of Early Learning.

“We look forward to working with schools across the State of Florida to provide them with an assessment solution that clearly identifies students’ readiness for kindergarten in their early literacy skills, which is critical to educational success,” says Renaissance interim CEO Mike Evans. “The Star Early Literacy assessment will immediately yield data-driven insights, reports designed to promote action, and access to open educational resources that are aligned to and curated for Florida Standards.”

The state is providing Star Early Literacy to public schools as a screening tool to be used at the beginning of the kindergarten year. Research-validated, computer-adaptive Star Early Literacy is focused on reliability and efficiency, making it possible to screen an entire class in approximately 10–15 minutes, which allows educators to quickly interpret assessment data and prioritize student learning needs. Clear, concise data reporting will be immediately available to provide information about a child’s readiness to learn the content of kindergarten literacy skills. Star Early Literacy will also meet each child’s individual needs, and identify areas of focus for intervention.

In addition to the recent approval of Star Early Literacy, Renaissance also collaborated with the Florida DOE on the approval of Renaissance Star Reading® as an Alternative Standard Reading Assessment for Florida’s third-grade students. Star Early Literacy and Star Reading measure students’ mastery of early literacy concepts and student progress toward third-grade reading proficiency while personalizing practice to promote growth and positively impact students’ future success. Renaissance continues to be the state leader in measuring student performance.

Rob Stratton, coordinator of instructional technology, instructional materials, and media at Lee County School District in Fort Myers, Florida, agrees with the Florida DOE’s decision to approve Star Early Literacy as the state’s Kindergarten Readiness Screener. “Lee County School District has already been using Star Early Literacy as a kindergarten screener, and we’re thrilled about the state’s decision.”

Renaissance is working closely with the Florida DOE to provide regional trainings this month, throughout the state, to ensure and support an effective rollout of this new assessment measure.

For additional information on Star Early Literacy, visit https://www.renaissance.com/products/assessment/star-360/star-early-literacy-skills/. For more information on the Florida DOE Kindergarten Readiness Screener, visit http://www.fldoe.org/accountability/assessments/k-12-student-assessment/flkrs/.


About Renaissance

Renaissance® is the leader in Pre-K–12 learning analytics—enabling teachers, curriculum creators, and educators to drive phenomenal student growth. Renaissance’s solutions help educators analyze, customize, and plan personalized learning paths for students, allowing time for what matters—creating energizing learning experiences in the classroom. Founded by parents, upheld by educators, and enriched by data scientists, Renaissance knows learning is a continual journey—from year to year and for a lifetime. Our data-driven, personalized solutions are currently used in over one-third of U.S. schools and more than 60 countries around the world. For more information, visit www.renaissance.com.

Contact for Media Inquiries Only:

Renaissance
Melissa Ripp
pr@renaissance.com
715-424-3636

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New thinking about RTI within the MTSS framework https://www.renaissance.com/2017/06/29/blog-new-thinking-about-rti-within-the-mtss-framework/ https://www.renaissance.com/2017/06/29/blog-new-thinking-about-rti-within-the-mtss-framework/#comments Thu, 29 Jun 2017 13:30:11 +0000 https://renlearnstg.wpengine.com/?p=8740 Introduction The positive impact of Response to Intervention (RTI) over the past 40 years, plus the recent emphasis on social-emotional aspects of learning, has made it possible to address the academic, social, emotional, and developmental needs of all learners by aligning empirical data, resources, and support. In other words, Multi-Tiered System of Supports (MTSS) works. […]

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Introduction

The positive impact of Response to Intervention (RTI) over the past 40 years, plus the recent emphasis on social-emotional aspects of learning, has made it possible to address the academic, social, emotional, and developmental needs of all learners by aligning empirical data, resources, and support. In other words, Multi-Tiered System of Supports (MTSS) works. Within the MTSS model, RTI continues to capture the best use of data-fueled insights to support learners. The pillars of RTI—universal screening, proven interventions, and monitoring progress toward goals—remain constant. In this blog post, we explore fresh ways to think about screening and progress monitoring.

Screening as a barometer

Traditionally, RTI screening data were primarily used as one of multiple measures to identify students in need of additional support. Screening operated somewhat like radar, pinpointing each student’s distance from a location—in this case, the benchmark.

What if, instead, we thought about screening as a barometer? Just as a barometer measures the force exerted by the atmosphere, universal screening measures the pressure exerted on core instruction by the atmosphere surrounding the benchmark. If the benchmark lacks rigor, we may fail to identify students on the cusp of challenge; too rigorous, we may lack resources to support all identified students. As VanDerHeyden et. al. (2016) write, “trying to provide intervention to more than 20 percent of students rapidly overwhelms the system’s resources,” increasing the pressure on core instruction.

Educators using Renaissance Star 360® for screening can, and often do, customize the benchmark to reflect the districts’ goals. The three images displayed below reflect data from the same screening event. Note that the shape of the data is identical in all three screening reports. The first two reports reflect benchmarks at the 40th and 50th PR. The third report reflects student data within the atmosphere of the proficiency benchmark for the state summative exam.

SchoolDistrictAlabama

WORM

At a recent meeting focused on Star screening data, Richard Slade, Head Teacher for Plumcroft Primary School in the UK, shared the concept of “Write Once Read Many” (WORM). Write once—generate data via screening. Read many—use screening data for multiple purposes. Think about viewing data through both the RTI and state proficiency lenses. For the purposes of informing intervention decisions, view the data via an established, consistent benchmark. This helps determine how many students you can comfortably serve in Tiers 2 and 3. Then, view the data again through the state proficiency lens as a barometer to check the strength of core instruction and its impact on each student.

If working with state proficiency, keep in mind that despite the efforts of the two assessment consortia, proficiency cut scores vary significantly from state to state, and even among assessed grade levels within a state. It is not uncommon to see proficiency around the 80th PR, which raises questions about the wisdom of setting such a high standard to inform intervention decisions. “Read many” with data reported in relation to the state proficiency benchmark is perhaps most effective in informing core instructional decisions.

Sound goals and progress monitoring

“Intervening without consideration for what a student specifically needs is like choosing an antibiotic without identifying the bacteria causing an infection,” VanDerHeyden et. al. (2016) write. Star screening data highlights the potential need for intervention and provides insights to specify what that student must gain during intervention.

Keep in mind that goal setting is about the development of the student and the effectiveness of the intervention. Essentially, you set a goal for the student and for the intervention. Goals need adequate time and enough test administrations to ensure that you make a sound decision. Traditionally, Tier 2 interventions were delivered and decisions made about their effectiveness in 6–8 weeks, but there is little empirical evidence to support that practice (Shapiro, 2013).

Psychometrically, we need to make sure we have allowed time for the student to develop, and assessed often enough, over a long enough period, to make progress-monitoring decisions with confidence. These “long enough periods” are determined by grade spans, for example:

  • In the primary grades, educators should allow a minimum duration of time in intervention and progress monitoring of 8–12 weeks.
  • For intermediate grades (3rd–5th), allow 12–18 weeks at a minimum.
  • At the secondary level (6th–high school), a minimum of 18+ weeks could be required to observe and understand lasting changes in academic progress.

During the weeks of intervention, Star 360 is administered at least five times to reach psychometrically sound progress monitoring decisions. The aim is to balance the need for quality data with a need to protect instructional time and make the right decision about the student.

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Building a culture that lasts https://www.renaissance.com/2017/06/27/blog-building-a-culture-that-lasts/ Tue, 27 Jun 2017 13:22:24 +0000 https://renlearnstg.wpengine.com/?p=8727 Our team celebrated Red Nose Day this past May. Featured above is the Madison Marketing Department. If you ask a Renaissance® employee what the company stands for, chances are he or she will tell you we’re deeply committed to our mission: to accelerate learning for all children and adults of all ability levels and ethnic […]

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Our team celebrated Red Nose Day this past May. Featured above is the Madison Marketing Department.

If you ask a Renaissance® employee what the company stands for, chances are he or she will tell you we’re deeply committed to our mission: to accelerate learning for all children and adults of all ability levels and ethnic and social backgrounds, worldwide.

As you might expect from a company that’s been around for more than three decades, our mission is deeply ingrained in the Renaissance mindset. It’s also at the heart of our culture, and it’s why many of our employees joined Renaissance—and why they’ve remained with us for years.

Why is our culture important?

In 2015, as our 30th birthday approached, we began reflecting even more on the Renaissance culture. We had never formally defined it; instead, it was something our employees said they could just feel, something rooted in the behaviors the organization demonstrates—and accepts—as our team gets work done every day.

Defining our culture is crucial for our current employees because the experience they have at Renaissance shapes how they approach their work, collaborate with their teammates, and, ultimately, deliver products to our customers.

For job candidates, culture is no longer just “nice to have.” It’s now a primary consideration when they’re weighing job offers. Today, job seekers have more insight into potential employers than ever before, helping them make better-informed career decisions. When they look for their next career moves, they want more than just a job description and a list of benefits; they want to know what a company stands for.

So we set out to learn from our employees about the values, beliefs, and behaviors that support our mission. What makes us unique? What makes us attractive as an employer—to current staff members or future employees? What makes Renaissance, well, Renaissance?

Formalizing the code

Over the course of six months, our leadership team spent time with Renaissance employees from around the world talking about what the company stands for and what’s important to them as employees. As a result of these conversations and feedback, we developed a Culture Code that belongs to everyone at Renaissance, from the longest-term employees to our newest hires.

The Renaissance Culture Code is rooted in six shared beliefs that drive us toward achieving our mission, every day:

  • We put teachers first.
  • We turn data into insight for educators.
  • We are responsive innovators.
  • Our people are the life-blood of our company.
  • Our higher performance and higher purpose are mutually reinforcing.
  • Our remarkable performance is the result of great teamwork.

Charting our progress

How do we know if our defined culture is making a difference? The short answer is that we ask. We measure employee experience at Renaissance in several ways, including engagement surveys and eNPS scores. We talk to employees during our quarterly all-hands meetings, and we track it by encouraging employee and candidates to post reviews on our Glassdoor page.

Supported by these data points, we’ll know if we need to revisit the Culture Code. In fact, we expect the Culture Code to evolve over time, like our company and products do. However, these six beliefs represent who Renaissance is today—who we are, who we’re working for—and they support how we work. Our culture is what makes Renaissance Renaissance, and we care so much about our culture because it directly impacts you.

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The 2 things educators should read this summer https://www.renaissance.com/2017/06/22/blog-2-things-educators-should-read-summer/ https://www.renaissance.com/2017/06/22/blog-2-things-educators-should-read-summer/#comments Thu, 22 Jun 2017 13:26:26 +0000 https://renlearnstg.wpengine.com/?p=8646 Introduction As many of us prepare for summer reading, I have been asked once again to make some recommendations. The list we compiled last year remains relevant, but I would like to offer some additional ideas. A few recommendations At the top of my book recommendations is FOCUS: Elevating the Essentials to Radically Improve Student […]

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Introduction

As many of us prepare for summer reading, I have been asked once again to make some recommendations. The list we compiled last year remains relevant, but I would like to offer some additional ideas.

A few recommendations

At the top of my book recommendations is FOCUS: Elevating the Essentials to Radically Improve Student Learning by Mike Schmoker (2011). This work is a reminder that less is often more. Schmoker asserts that schools must focus on three essential things to ensure optimum student success: a streamlined, essential curriculum; 90 minutes a day of purposeful reading and writing; and effective teaching.

Many want to innovate, and Schmoker (2011) notes that “innovation is fair game,” but only after the essentials are implemented and as long as “innovation does not in any way dilute or distract us from these essentials” (Schmoker, 2011, p. 12). Renaissance Accelerated Reader is an outstanding way to assist with the 90 minutes of daily purposeful reading and writing. To be clear, Schmoker is advising 90 minutes of the activities consist of actual reading and writing. Instruction on reading and writing—activities, worksheets, etc.—would not count in this time.

My next recommendation is an article. Given the increasing interest around personalized learning, it is critical that we all stay current on this initiative. Association for Supervision and Curriculum Development (ASCD) recently devoted the March issue of Educational Leadership to the topic of “Getting Personalization Right,” and a great article by Carol Ann Tomlinson (2017) titled “Let’s Celebrate Personalization, But Not Too Fast” is available online.

Tomlinson (2017) notes that we are in “an era when the hallmark is change, the survival mechanism is flexibility” (Tomlinson, 2017, para. 1). She muses on the challenge of defining personalization when “there are currently so many iterations…that it begins to look like everything—and nothing” (Tomlinson, 2017, para. 5). She poses some critical questions so that if schools are attempting to personalize, they can begin with “informed action—action based on full awareness of the complexity of meaningful school change and accompanied by judicious planning” (Tomlinson, 2017, para. 25).

The issue as a whole presents personalization in a very balanced, thought-provoking way. Yes, it’s clearly the way we are moving, but some sharp edges must also be addressed for us to move forward successfully.

What else are you reading this summer?

Summer is a great time to catch up on a few things. What else are you reading this summer? Are you attending any workshops? Have you enrolled in a summer class at your local college? Let us know in the comments below, post on our Facebook, or tweet us at @RenLearnUS!

Here’s to a relaxing summer with opportunities to consider new ideas and reflect on the basics!

References

Schmoker, M. J. (2011). FOCUS: Elevating the essentials to radically improve student learning. Alexandria, VA: Association for Supervision and Curriculum Development.

Tomlinson, C. A. (2017). Let’s celebrate personalization: But not too fast. Educational Leadership, 74(6), 10–13. Retrieved from http://www.ascd.org/publications/educational-leadership/mar17/vol74/num06/Let’s-Celebrate-Personalization@-But-Not-Too-Fast.aspx

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Blazing a new Oregon Trail: first graders read 7,000+ books https://www.renaissance.com/2017/06/15/ss-blazing-a-new-oregon-trail-first-graders-read-7000-books/ Thu, 15 Jun 2017 19:33:16 +0000 https://renlearnstg.wpengine.com/?p=8553 They just didn’t want to read. Rewards and incentives that usually worked for first graders held no sway. But between the start of the school year in September and the close of their reading program in late May, a tiny miracle unfolded. Twenty-six disinterested, diffident six- and seven-year-olds discovered they could read—and loved it! By […]

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They just didn’t want to read. Rewards and incentives that usually worked for first graders held no sway. But between the start of the school year in September and the close of their reading program in late May, a tiny miracle unfolded. Twenty-six disinterested, diffident six- and seven-year-olds discovered they could read—and loved it! By the end of the year, Crystal Salmi’s first-grade class at Warrenton Grade School in Warrenton, Oregon had set a new standard for achievement, together reading nearly five million words in more than 7,000 books.

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The “John Hattie effect size” in educational research: What is it and how is it used? https://www.renaissance.com/2017/06/15/blog-the-john-hattie-effect-size-in-educational-research-what-is-it-and-how-is-it-used/ Thu, 15 Jun 2017 18:18:00 +0000 https://www.renaissance.com/?p=63320 As an educator, you’ve likely heard that John Hattie and his work on effect size have revolutionized education. But like many in our field, you may not be familiar with the origins of Hattie’s work and what makes it such a powerful tool for identifying effective teaching methods and strategies. In this blog, I’ll delve […]

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As an educator, you’ve likely heard that John Hattie and his work on effect size have revolutionized education. But like many in our field, you may not be familiar with the origins of Hattie’s work and what makes it such a powerful tool for identifying effective teaching methods and strategies.

In this blog, I’ll delve into John Hattie’s effect size methodology and its relevance to education. I’ll also provide a word of caution to teachers when using Hattie’s research to improve student outcomes.

Students working on whiteboard

What is the John Hattie effect size?

Effect size is a simple way of quantifying the difference between two groups that has many advantages over the use of typical tests of statistical significance alone (e.g., t-tests). Effect size should be easy to calculate and understand, and it can be used with any outcome in education (and in other disciplines as well).

Education researcher John Hattie developed a method of synthesizing various influences according to their effect size in different meta-analyses. In his original study titled Visible Learning, he ranked 138 influences related to learning outcomes from very positive effects to very negative effects. Through further study, he later updated this list to cover 195 influences in his book, The Applicability of Visible Learning to Higher Education.

Through his research, Hattie found that the average effect size of all the interventions he studied was 0.40. He therefore decided to judge the success of influences relative to this “hinge point” to find an answer to the age-old question, What works best in education?

He currently bases his research on nearly 1,200 meta-analyses.

How was the John Hattie effect size developed?

Hattie created great interest in 2008 when he published Visible Learning. In the book, he compares the statistical measure of effect size to the impact of a variety of influences on students’ achievement, such as:

  • Class size
  • Holidays
  • Feedback
  • Learning strategies

Hattie’s study was designed as a “meta-meta-study” that collects, compares, and analyzes the findings of nearly 50,000 previous studies in education and brings the data together in a way that is readily comprehensible.

In 2012, Hattie published a follow-up book, Visible Learning for Teachers, which concentrated on the underlying story behind the data and provided many concrete and hands-on examples in the classroom. In many countries, Hattie’s findings have become an important part of a teacher’s professional development and guides schools in their prioritization of initiatives.

But how do educators make sense of the statistical practice of the “John Hattie effect size” that is so often cited in education publications, since it’s easy to become confused when reading this literature?

For example, if you’re reading a research paper and the specific program had an effect size of 0.35 (or 35% of a standard deviation), some questions you might ask include:

  • What does this actually mean?
  • Is this effect size large or small?
  • Is this program worth pursuing?

The answers to these questions aren’t necessarily clear and simple in actual practice. They depend on many factors that can affect the quality of the studies in question, such as:

  1. Did the researchers use quality measures and tools to assess the impact of the program?
  2. Was the study very brief and/or artificial relative to actual classroom conditions?
  3. Was the sample size too small to generalize to the larger student population? (Savin 2013)

For this reason, it would behoove us to first define what the John Hattie effect size is and what it can reveal as a metric, and to then discover how to interpret the values and use them effectively to impact student outcomes.

Boy testing on a computer

How is the John Hattie effect size used in education?

One of the most commonly used scenarios for the John Hattie effect size is to determine the efficacy of an intervention or educational practice relative to a comparison group or approach. Not only does the John Hattie effect size indicate if an intervention will work, but it also predicts how much impact to expect in a range of scenarios.

The goal of the John Hattie effect size is to provide a measure of “the size of the effect” from the intervention rather than pure statistical significance, which tends to get confounded with effect size and sample size.

Hattie mentions the term “meta-analysis,” which is one of the most useful ways of using effect size. This refers to the process of synthesizing research results into a single effect size estimate. When the research has been replicated, the different effect size results from each study can be combined to give an overall best estimate of the size of the effect.

The calculation of the John Hattie effect size is actually quite simple and is the standardized mean difference between the two groups. It can be expressed as an equation:

Effect size formula
Calculating the John Hattie effect size

This approach allows the researcher to look at various studies and, essentially, average the effect sizes across studies to derive a single metric—one that can predict how impactful an intervention or educational practice will be on specific student outcomes.

Effect size scores are equal to “z-scores” of a normal distribution and, thus, have the same possible range of scores. The John Hattie effect size scores will typically range from about -2.0 to 2.0, but could range from +/- infinity as the normal curve never touches the baseline. In theory, you could have many standard deviations above or below the average. Generally, John Hattie effect sizes range from -0.5 to 1.75 in most educational contexts.

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How to interpret effect size values

Jacob Cohen, an American statistician and psychologist who was renowned for his work on statistical power and effect size, described a basic method for interpreting effect size as follows:

  • 0.20 as small
  • 0.50 as medium
  • 0.80 as large

Ever since, these values have been widely cited as the standard for assessing the magnitude of the effects found in intervention research. However, Cohen cautions us about their appropriateness for such general use. Many people consider John Hattie effect sizes of:

  • 0.3 or less to indicate a small impact on outcomes
  • 0.4 to 0.6 to represent moderate treatment effects; and
  • 0.70 or greater to indicate highly effective treatments

Certainly, we can deduce that the higher the John Hattie effect size is, the greater the expected magnitude of the effect will be on student outcomes.

For example, a John Hattie effect size of 0.7 means that the score of the average student in the intervention group is 0.7 standard deviations higher than the average student in the “control” group. In other words, it exceeds the scores of 69% of the similar group of students who did not receive the intervention.

Tying this statistical discourse to the classroom, Hattie published his latest meta-analyses and reported the interventions and educational practices that are most effective, based on his meta-analyses of 1,200 studies. The following chart displays all of the John Hattie effect sizes larger than 0.70, as detailed in his 2016 book Visible Learning for Literacy:

Hattie effect sizes
Practices with effect sizes greater than 0.70

From these results, we can determine, for example, that Response to Invention systems produced a 1.07 standard deviation greater impact on student outcomes (higher test scores) than districts not implementing RtI approaches.

Furthermore, Hattie has identified what he terms the “super factors” affecting student outcomes:

Teacher estimates of achievement (Effect size = 1.62). Unfortunately, this reflects the accuracy of a teacher’s knowledge of their students and not “teacher expectations.” Therefore, this is not a factor teachers can use to boost student achievement.

Collective teacher efficacy (Effect size = 1.57). This factor involves helping all teachers on the staff to understand that the way they do their work on a day-to-day basis has a significant impact on student performance. This also means that teachers should not use distal factors such as a student’s home life, socio-economic status, or motivation as reasons for poor achievement. Great teachers will try to make a difference despite these inhibitory factors.

Self-reported grades (Effect size = 1.33). This factor reflects the fact that students are quite aware and capable of anticipating their grades before receiving their report cards. But this is not something teachers can truly use to boost performance.

Piagetian levels (Effect size = 1.28). This is another super factor on which teachers have little or no influence. Students who were assessed as being at a higher Piagetian level than other students perform better at school. The research does not suggest that trying to boost students’ Piagetian levels has any effect, however.

Conceptual change programs (Effect size = 1.16). This research refers to the type of textbook used by secondary science students. While some textbooks simply introduce new concepts, conceptual change textbooks simultaneously introduce concepts and discuss relevant and common misconceptions that can hinder deeper levels of student learning.

While the current research is limited to science textbooks in secondary school, it’s reasonable to predict that when teachers apply this same idea to introduce any new concept in their classroom, it could have a similar positive impact.

Response to Intervention (Effect size = 1.07). There are plenty of resources available to help schools use an RtI or multi-tier system of support (MTSS) framework effectively. RtI and MTSS involve screening students to see who is at-risk, deciding whether supporting intervention will be given in-class or out-of-class, using research-based teaching strategies within the chosen intervention setting, closely monitoring students’ progress, and adjusting the strategies being used when enough progress is not made.

While these frameworks are often designed for at-risk students, the underlying principles are the same as those advocated by Hattie as being applicable to all students.

Boy reading in wheelchair

A word of caution when using effect size research

Although the use of the John Hattie effect size has produced much conversation and innovation in education, there are some caveats to which educators must attend. According to Coe (2002), care must be taken with respect to interpreting effect size for educational programs and interventions.

The word “effect” often connotes or implies “causality.” In many cases, there is an identified relationship, but the word “effect” should be used only when it can be justified.

We must also be careful when comparing or aggregating John Hattie effect sizes when there are:

  1. Different operationalizations of the same outcome.
  2. Clearly different treatments.
  3. Measures derived from different student populations.
  4. Different levels of the same intervention applied.

Renaissance: Providing researched-based solutions to improve student outcomes

If you’re looking for tools and strategies to improve learning outcomes in your school or district, Renaissance can help. We offer research-based assessment, instruction, and practice solutions designed to help you:

  • Identify students’ needs in reading, math, and social-emotional behavior
  • Engage students in targeted instruction and practice at the just-right level
  • Boost the effectiveness of RtI and MTSS frameworks
  • Provide all stakeholders with ongoing insights into student progress and growth

Learn more

Connect with an expert today to learn how Renaissance solutions can help you to put research into action to support greater student growth.

Teacher working with a student

Sources

Coe, R. (2002). It’s the effect size, stupid: What effect size is and why it is important. Paper presented at the Annual Conference of the British Educational Research Association.

Cohen, J. (1990). Things I have learned (so far). American Psychologist, 45(12), 1304–1312.

Lipsey, M., et al. (2012). Translating the statistical representation of the effects of education interventions into more readily interpretable forms. US Department of Education.

Hattie, J. (2008). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York: Routledge.

Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. New York: Routledge.

Hattie, J., et al. (2016). Visible learning for literacy, grades K–12: Implementing the practices that work best to accelerate student learning. Thousand Oaks: Corwin.

Savin, R. (2013). Effect size matters in educational research. Retrieved from: https://www.edweek.org/education/opinion-effect-size-matters-in-educational-research/2013/01

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Renaissance named SIIA Education Technology CODiE Award finalists in four categories https://www.renaissance.com/2017/06/12/news-renaissance-named-siia-education-technology-codie-award-finalists-four-categories/ Mon, 12 Jun 2017 21:14:30 +0000 https://renlearnstg.wpengine.com/?p=8587 June 12, 2017 – Renaissance®, the leader in K-12 learning analytics, is thrilled to announce that Renaissance Flow 360®, Renaissance Accelerated Reader 360®, and Renaissance-U® were named 2017 SIIA CODiE Award finalists. Renaissance Flow 360 was named a finalist in the Best Cross-Curricular Solution and Best Learning Relationship Management Solution categories, Accelerated Reader 360 in […]

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June 12, 2017 – Renaissance®, the leader in K-12 learning analytics, is thrilled to announce that Renaissance Flow 360®, Renaissance Accelerated Reader 360®, and Renaissance-U® were named 2017 SIIA CODiE Award finalists. Renaissance Flow 360 was named a finalist in the Best Cross-Curricular Solution and Best Learning Relationship Management Solution categories, Accelerated Reader 360 in the Best Learning Capacity-Building Solution category, and Renaissance-U in the Best Professional Learning Solution for Faculty & Administrative Staff category.

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How do you involve parents in their students’ reading practice? https://www.renaissance.com/2017/06/08/blog-involve-parents-students-reading-practice/ https://www.renaissance.com/2017/06/08/blog-involve-parents-students-reading-practice/#comments Thu, 08 Jun 2017 13:44:31 +0000 https://renlearnstg.wpengine.com/?p=8547 The answer might not be so simple. We asked our Renaissance Royals community this question and received a ton of great responses. From sending home research highlighting the benefits of reading to writing-based projects, there are a ton of great ways to involve parents in their students’ reading practice. Below, we’ve highlighted a few of […]

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The answer might not be so simple. We asked our Renaissance Royals community this question and received a ton of great responses. From sending home research highlighting the benefits of reading to writing-based projects, there are a ton of great ways to involve parents in their students’ reading practice. Below, we’ve highlighted a few of our favorites! Check it out!

A few recommendations

  • “With our SFA program, the students have to read to their parents 20 minutes each night. The students have to write a brief comment about what they read. The parent has to sign off that this was done and the student brings it back to school the next day.” – Dvawn
  • “I provide parents research and data on the value of reading. I don’t make them sign reading logs, but I involve them in all of our reading celebrations so I can remind them of the need for their participation.” – Lloyd
  • “I encourage them to sign up for Renaissance Home Connect! When they are ‘in the know,’ they are more likely to be supportive. I have a huge classroom library and ask my students every afternoon, ‘Do you have a book to read tonight?’ They are always welcome to borrow from me.” – Renee
  • “I have the parents complete a novel study project. The students choose a book to read with their parents, then the parents and child write short books back and forth to each other about the original book they chose.” – Jayme
  • “Parents are always informed. I send a weekly newsletter home to state the reading skill we will be working on for the week. I also try to keep parents active with checking their child’s Renaissance Accelerated Reader® goal and their certification level. This helps drive reading fluency and comprehension.” – Melissa
  • “Students are provided with books daily and on weekends. I send messages to parents to encourage their child to read daily. I also send research-based literature expressing the importance of reading and the impact it has on a child’s overall academics now and long-term.” – Cynthia
  • “One of the hardest things to do is to get students to read during the summer. I send home different book lists such as the 2X2 list or the Texas Bluebonnet list. At our school district in August, students turn in summer reading logs and we have a ceremony for the top readers of each grade level.” – Michelle

Making it stick

In an earlier blog post, we highlighted the importance of keeping students engaged during summer. Perhaps the biggest component of this is involvement from parents. Not only do parents need to be involved in their students’ reading practice throughout the school year, but they also need to be during the summer months. It is truly a year-round exercise.

Share your suggestions

How do you keep parents involved in their students’ reading practice? What about during the summer months? Do you plan on trying any of these suggestions? Post on our Facebook, or tweet us at @RenLearnUS!

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Why student agency already exists https://www.renaissance.com/2017/06/01/blog-why-student-agency-already-exists/ https://www.renaissance.com/2017/06/01/blog-why-student-agency-already-exists/#comments Thu, 01 Jun 2017 13:14:10 +0000 https://renlearnstg.wpengine.com/?p=8465 A familiar definition In previous blog posts, I have advanced the U.S. Department of Education’s definition of personalized learning, which asserts that the approach is made up of the following three elements: Differentiation Individualization (which involves competency or mastery-based learning) Student agency Exploring student agency Differentiation has been an area of ongoing focus for many, […]

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A familiar definition

In previous blog posts, I have advanced the U.S. Department of Education’s definition of personalized learning, which asserts that the approach is made up of the following three elements:

  • Differentiation
  • Individualization (which involves competency or mastery-based learning)
  • Student agency

venndiagram

Exploring student agency

Differentiation has been an area of ongoing focus for many, and we previously explored individualization, so our attention now turns to student agency. Renaissance’s EdWords™ offers the following definition:

Student agency refers to learning through activities that are meaningful and relevant to learners, driven by their interests, and often self-initiated with appropriate guidance from teachers. To put it simply, student agency gives students voice and often, choice, in how they learn.

While student agency is a relatively new term within our professional discussions, does this mean that we have never sought to make students agents of their own learning? Certainly not! To varying degrees, teachers have often sought to give students voice and choice within their learning. However, when many other dynamics of the educational setting were fixed (e.g. required pace of learning), only so much choice was possible.

So how do we begin making students agents of their own learning in meaningful ways? I have seen numerous articles in which teachers are discussing this and developing their own strategies from scratch. Is this the best approach?

True empowerment

A common mistake in school improvement is to view a newly framed construct, like student agency, as something that never existed before. While the term “student agency” is relatively new, the concept is not, and well-documented and highly effective strategies already exist, if you know where to look.

I contend that elements of student agency exist within the field of formative assessment, particularly in the work of Dr. Rick Stiggins and his colleagues at the Assessment Training Institute. While numerous authors and researchers have suggested specific strategies for formative classroom assessment, Stiggins and his colleagues have had a unique focus on the impacts of assessment on students, noting formative assessment’s potential to provide feedback that motivates students.

Stiggins (2014) notes effective engagement through assessment as critical because “powerful roadblocks to learning can arise from the very process of assessing and evaluating depending on how the learner interprets what is happening to him or her” (Stiggins, 2014). “Traditional testing practices in the United States … cause many students to give up in hopelessness and accept failure rather than driving them enthusiastically toward academic success” (Stiggins, 2014).

As Fogarty and Kerns (2009) note, “empowering students with understanding and insight about their ability to learn and to retain and to apply is … true empowerment [that] dictates the skillful and robust use of formative assessments as part and parcel of the teaching/learning equation.” This empowerment is synonymous with agency.

Wiliam (2011) advances student agency under the heading of “activating students as owners of their own learning,” and his book Embedded Formative Assessment contains strategies. Elements supporting student agency can also be found in the discussions of metacognitive strategies, goal-setting, self-regulated learning, and having students track their own progress.

In all of this, there is excellent news! First, we don’t have to create all new strategies for student agency. Second, these highlighted areas that advance agency (e.g. formative assessment, metacognition) have been thoroughly researched and proved to have strong positive impacts on student performance (Black and Wiliam, 1998; Hattie, 2009; Stiggins, 2014).

As Stiggins (2014) notes, “Our aspiration must be to give each student a strong sense of control over her or his own academic well-being.” This becomes powerfully motivating and is true agency. It can be accomplished in many ways.

References

Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80(2), 139–148.

Fogarty, R., & Kerns, G. (2009). inFormative assessment: When it’s not about a grade. Thousand Oaks, CA: Corwin Press.

Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. London: Routledge.

Stiggins, R., Arter, J., Chappius, J., & Chappuis, S. (2004). Classroom assessment for student learning: Doing it right – using it well. Portland, OR: Assessment Training Institute.

Stiggins, R. J. (2014). Revolutionize assessment: Empower students, inspire learning. Thousand Oaks, CA: Corwin Press.

Wiliam, D. (2011). Embedded formative assessment. Bloomington, IN: Solution Tree.

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Tips and activities to prevent summer learning loss https://www.renaissance.com/2017/05/25/blog-tips-activities-prevent-summer-learning-loss/ https://www.renaissance.com/2017/05/25/blog-tips-activities-prevent-summer-learning-loss/#comments Thu, 25 May 2017 13:32:18 +0000 https://renlearnstg.wpengine.com/?p=8425 An introduction In Wisconsin, the warm summer months are welcomed with open arms after endless months of snow, sleet, and bitter cold. It’s a nice feeling when I can feel confident moving the knob in my car from heat to A.C. With summer comes the end of school for students in not just Wisconsin but […]

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An introduction

In Wisconsin, the warm summer months are welcomed with open arms after endless months of snow, sleet, and bitter cold. It’s a nice feeling when I can feel confident moving the knob in my car from heat to A.C. With summer comes the end of school for students in not just Wisconsin but all over the nation. From each week on at this point, educators are saying goodbye to their students for the year and wrapping up their lessons. However, despite students’ achievements this year, they risk losing a significant portion of what they’ve learned this summer.

Decades of research confirm that summer learning loss is real. In a recent article published by The New York Times, Smirk (2011) says, “The American ideal of lazy summers filled with fun has an unintended consequence: If students are not engaged in learning over the summer, they lose skills in math and reading. Summers off are one of the most important, yet least acknowledged, causes of underachievement in our schools.” Unfortunately, summer learning loss affects a significant portion of the student population. However, summer learning loss affects low-income students even more—and it can lead to a significant achievement gap.

Smirk sums it up when he says, “We cannot afford to spend nearly 10 months of every year devoting enormous amounts of intellect, energy, and money to promoting student learning and achievement, and then walk away from that investment every summer.” That’s why it’s crucial students remain engaged and continue learning throughout their summer vacations.

We cannot afford to spend nearly 10 months of every year devoting enormous amounts of intellect, energy, and money to promoting student learning and achievement, and then walk away from that investment every summer.

Smirk, 2011

Keeping students engaged

That responsibility falls on our shoulders. It’s up to us to help students understand that learning doesn’t stop once they walk out the school door. Below, we’ve highlighted a few ways to keep students engaged.

  • Take a moment to explore your surroundings.
    Whether you’re at the zoo or a park, take a moment to read plaques, signs, and everything else. Ask questions. Take a moment to Google the places you visit beforehand. Afterwards, go to your local library and check out books on those places to learn more.
  • Incorporate math into everyday tasks.
    Mathematics are all around us: at the restaurant we just ate at, behind the game of catch we’re playing with our friends, in the software running our iPhones. The list goes on and on. Ask students how much their lunch will cost. Ask them what angle they need to throw a football at to get it to their friend. Helping students realize that math is all around us keeps them on their toes and their math skills sharp throughout the summer.
  • Feed and encourage students’ natural curiosity.
    Students are naturally curious about the world. If they express an interest in something, encourage them to explore it! Have them visit the local library and check out books about their newfound interests. See if there are any events going on that might be exciting. What about YouTube videos or podcasts? Encourage students to Google their interests and see where the results take them.

A summer full of exploration

It’s clear that students need to remain engaged throughout summer—whether it’s exploring a local library or exploring the vast distances between planets in the solar system. Each week through the end of August, we’re highlighting different math and reading activities for students. Our student activities combine warm-weather topics and fun activities to motivate students and celebrate the joy of learning over the summer months, leading to success in the fall. Whether you’re looking for summer activities to share with parents or teaching summer school, we encourage you to take a look at our student activities and bookmark the page, since we’ll be releasing a new set of activities each week. 

References

Smink, J. (2011). This Is Your Brain on Summer. The New York Times. Retrieved from http://www.nytimes.com/2011/07/28/opinion/28smink.html

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The art and science of resiliency https://www.renaissance.com/2017/05/18/blog-art-science-resiliency/ https://www.renaissance.com/2017/05/18/blog-art-science-resiliency/#comments Thu, 18 May 2017 13:14:27 +0000 https://renlearnstg.wpengine.com/?p=8284 The art “Artists, Gombrich reminds us, do not paint what they see, they see what they are able to paint. An empty mind sees nothing.” (Eisner, 2017) Resiliency, grit, and growth mindset. These three ideals are so ingrained in folklore and educational discourse that they seem almost commonplace. An overconfident hare and a humble tortoise […]

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The art

“Artists, Gombrich reminds us, do not paint what they see, they see what they are able to paint. An empty mind sees nothing.” (Eisner, 2017)

Resiliency, grit, and growth mindset.

These three ideals are so ingrained in folklore and educational discourse that they seem almost commonplace. An overconfident hare and a humble tortoise remind us that slow and steady wins the race. A little blue engine called upon a growth mindset to deliver toys to children on the other side of the mountain (Piper, 1905). In Watch me rise: From the streets of despair to the halls of the ivy league (Luffborough, 2014), we learn that education holds the potential to overcome challenges related to homelessness, hunger, and a life outside of school that few of us can imagine. Indeed, there is plenty of available commentary related to resiliency.

Resiliency in the context of education is the heightened likelihood of success despite adversities related to environment and developed ways of thinking (Wang, Haertel, and Walberg, 1997). It can be nurtured through purposeful interactions between learner and teacher.

With that in mind, this blog post focuses on purposeful interaction to nurture resiliency in everyday classroom interactions.

We borrow this classroom interaction from the art community. If, as Eisner states, an empty mind sees nothing, then learning must begin with seeing something. Making learning targets explicit and visible to students is supported in the literature (Chappuis, 2014; Hattie, 2012; Stiggins, 2014; Wiliam, 2011). In doing so, teachers guide students to see the big picture—for example, writing to persuade—but then bring each lesson’s focus to a specific learning target such as understanding that evidence is based on fact. With this “evidence” target in mind, students review persuasive essays—both those that are well developed and those that miss the mark. They review, analyze, and separate the wheat from the chaff (distinguish persuasive arguments that are of high quality from those that are not). Students see the target and see what success—and failure—look like. Borrowing from Eisner, they are now equipped to “see” facts for what they are and “paint” their own persuasive argument. Without the visible learning targets and examples of success and missed opportunity, students approach the assignment with Eisner’s “empty mind.”

“If, as Eisner states, an empty mind sees nothing, then learning must begin with seeing something.”

The science

Prior to Hattie’s work on the 195 influences of learning, Wang et. al. (1997) identified 22 influences specifically related to building resiliency and to its positive impact on achievement. They found student and teacher interactions to be the third most potent of the 22 influences on student learning, having a stronger influence than either home life or peers. Further, Yeager and Dweck (2012) found a positive correlation between the belief that intellectual abilities and learning attributes can be taught. In other words, students make the connection between a response to adversity and meeting or exceeding their goals for learning.

“They found student and teacher interactions to be the third most potent of the 22 influences on student learning, having a stronger influence than either home life or peers.”

If the evidence suggests both the power of resiliency and the fact that it can be developed, the next logical step is to identify what has proven effective in guiding learners to look at mistakes as an opportunity to learn. For this, we look to the power of formative assessment. It may seem counterintuitive to connect assessment and resiliency; however, when students and teachers continually review evidence of ongoing progress, they develop tortoise-like approaches to learning. Slow and steady amplifies the learning to the degree that, in many cases, it effectively doubled the speed at which students learn (Wiliam, 2011).

Art and science

Making learning visible—as we did with the persuasive essay example—is a first step in building resiliency. The artistry of it is found in making the targets explicit and singularly focused. The science of it is found in the correlation between resiliency and achievement, furthered by ongoing formative assessment. Review students’ work on each target using self-reflection, peer review, or teacher/student conversations. Then, work on the next target. Slow and steady amplifies the learning.

An empty mind sees nothing. In the comments below, give us something to see. Please share your ideas about building resiliency. Are their specific quotes or practices you promote to build resiliency? Does formative assessment play a role in your classroom? If so, show us how. Let us see how you amplify learning.

References

Chappuis, J. (2014). Seven strategies of assessment for learning. Pearson Higher Education.
Eisner, E. (2017). The enlightened eye: Qualitative inquiry and the enhancement of educational practice. Teachers College Press. New York, NY.
Hattie, J. (2012). Visible learning for teachers: Maximizing the impact on learning. Routledge. New York, NY.

Luffborough, D. (2014). Watch me rise: Introduction by Doug Luffborough. Retrieved from: http://dougluffborough.squarespace.com/blog/2014/6/9/watch-me-rise-introduction-by-doug-luffborough.html.

Luffborough, D. (2014). Watch me rise: From the streets of despair to the halls of the ivy league. Writers of the Roundtable Press. Highland Park, IL.

Piper, W. (1905). The little engine that could. Platt and Monk. New York, NY.

Stiggins, R. (2014). Revolutionize assessment: Empower students, inspire learning. Corwin Press. Thousand Oaks, CA.

Wang, M., Haertel, G., & Walberg, H (1997). Fostering educational resilience in inner-city schools. Office of Educational Research and Improvement (ED). Washington, DC.
Wiliam, D. (2011). Embedded formative assessment. Solution Tree Press. Bloomington, IN.

Yeager, D. & Dweck, C. (2012). Mindsets that promote resilience: When students believe that personal characteristics can be developed. Taylor and Francis Online. Retrieved from: http://www.tandfonline.com/doi/abs/10.1080/00461520.2012.722805.

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Thank YOU for being a teacher https://www.renaissance.com/2017/05/11/blog-thank-you-for-being-a-teacher/ https://www.renaissance.com/2017/05/11/blog-thank-you-for-being-a-teacher/#comments Thu, 11 May 2017 12:33:43 +0000 https://renlearnstg.wpengine.com/?p=8213 These last few days, we’ve been celebrating Teacher Appreciation Week (speaking of which, have you seen our in-person thank you video?). In a blog post earlier this week, we highlighted three stories our Renaissance Royals community shared about educators who had profound impacts on their lives. Today, we want to highlight three stories our employees […]

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These last few days, we’ve been celebrating Teacher Appreciation Week (speaking of which, have you seen our in-person thank you video?). In a blog post earlier this week, we highlighted three stories our Renaissance Royals community shared about educators who had profound impacts on their lives. Today, we want to highlight three stories our employees shared.

Beth Peters, Implementation Specialist

My grandma, Gloria Bathke, was principal for many years at St. Mary’s in Wisconsin Rapids, WI. She had a profound influence on my love of reading, my education, and my devotion to the mission of Renaissance. Some of my earliest memories are of sitting in her office after school, at her big desk, sorting papers, organizing pencils, and dreaming of becoming a teacher or a librarian. Luckily, around this time my grandma met Judy Paul, and along with other inspiring St. Mary’s staff, committed the school to piloting a new and exciting program—Renaissance Accelerated Reader®.

Many years have passed, and many Accelerated Reader quizzes have been taken, since I was that young girl at her grandma’s desk. What I’ve gained on my journey to adulthood, with my grandma’s help, is a deep passion for education, and the desire to motivate and inspire students to find thrill and adventure through reading.

I think of her every day when I look at the old glass paperweight that sits on my desk. The same paperweight sat on her desk years ago, and I know she would be proud of me. Love and thanks to the memory of my grandma and the impression she left on me!

Melissa Ripp, Director, PR & Communications

I was in third grade when I realized that I wanted to be a writer when I grew up. I would tell anyone who listened that I was going to write a million books, and I was going to handwrite them all, because at eight years old, I wanted to be authentic—none of that typewriter stuff.

Attending a rural school in northeast Wisconsin, I was far away from the wonders of the world—but fortunately, I had my Gifted & Talented teacher, Mr. Powers—or, as we liked to call him, “Mr. P.” He was the first person in my life to show me that geography wasn’t a barrier, and that books and writing provided me an opportunity to learn about the world around me as well as create worlds of my own.

I distinctly remember Mr. P telling me about the laughing hyenas that resided in sub-Saharan Africa. I became obsessed with them. What followed—a “novel” about a hyena who had lost his laugh—was the first of many literary masterpieces over my elementary, middle, and high school years. Mr. P was my go-to teacher for all of it, and was the one who lobbied my school to allow me to do an independent study in creative writing my senior year. He took a budding writer under his wing and gave me the encouragement and resources I needed. Mr. P, you’re still the absolute BEST.

Marc DeCarli, Sales Trainer

When I was a junior at an East Coast high school I decided to join the choir. At the time, I had played the trumpet for nearly seven years. Performing in front of an audience was not a new thing for me, but I was never comfortable doing it.

That year my choir teacher, Susan Rice, asked me to try out for the lead role in the school play, Pippin. I did. I got it. And I was scared out of my mind! I was out of my element. I had a lot of self-doubt. I think I quit two or three times. But Ms. Rice was persistent, albeit frustrated, and she never ever gave up on me. Ever. In the end, I didn’t give up, either.

About 15 years later I ran into her and her husband at a school in Oregon, WI. I was flush with emotion. When she introduced me to her husband she said, “This is Marc, the boy from Pippin I always told you about.” It seems I’d left as much of an impression on her as she had on me.

It was an experience and a lesson I never forgot: to believe in myself. The world is my audience. Show up every day. Be in the moment.

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Taking a moment to #ThankATeacher https://www.renaissance.com/2017/05/09/blog-taking-a-moment-to-thank-a-teacher/ https://www.renaissance.com/2017/05/09/blog-taking-a-moment-to-thank-a-teacher/#comments Tue, 09 May 2017 12:43:26 +0000 https://renlearnstg.wpengine.com/?p=8127 This week, May 8–12, is Teacher Appreciation Week. We love Teacher Appreciation Week, but really, we feel it should be every week. Educators give us so much. They listen to our problems, our ideas, and our random thoughts. They serve as role models and counselors. They push us to become our best possible selves. While […]

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This week, May 8–12, is Teacher Appreciation Week. We love Teacher Appreciation Week, but really, we feel it should be every week. Educators give us so much. They listen to our problems, our ideas, and our random thoughts. They serve as role models and counselors. They push us to become our best possible selves. While we can’t thank every educator enough, Teacher Appreciation Week serves as a nice time to reflect and show gratitude to the educators in our lives for everything they do.

To celebrate Teacher Appreciation Week, we asked our employees and Renaissance Royals community to share their memories of educators who had profound impacts on their lives. We’ve highlighted a few of our favorites from the Renaissance Royals community below:

Rita Platt, Teacher/Librarian – St. Croix Falls School District

So many teachers have had an impact on me, but one in particular stands out. Mrs. Rita Refner was my tenth-grade driver’s ed teacher. The minute I saw her, I knew I would love her. Curly hair, a yellow scarf, pink lipstick, jean skirt, and yellow rain boots. She had a perky tone and gave students the same offer at the end of every class: “If anyone would care for a cup of tea, feel free to stop by!” To sum it up, Mrs. Refner was different, unique, quirky, and cool. One day I decided to take her up on her offer and stopped by for a cup of tea. That day, Mrs. Refner told me about how she had lost her husband to a crash with a drunk driver the year before. I asked her how she remained so positive. Her response, “What else am I going to do?” Her sense of personal style, her incredible outlook, her kind heart, and her, well, her downright out-there coolness inspired me! I knew that there were lots of ways I wanted to emulate Mrs. Ref, as I came to call her. And I did. Thanks, in part to her example, I wasn’t as troubled by my own unique qualities in high school as I might have been. Mrs. Ref showed me that being different is not only okay, it is wonderful.

Laura Reyes, Teacher – Rialto Unified School District

Many years ago, back in Mexico, sixth graders didn’t have a chance to go on to higher education. After the sixth grade, school was done because there weren’t any teachers willing to teach. My last day of sixth grade, my elementary teachers, led by Sr. Ruperto Ortiz and Sr. Gustavo Vaquera, announced that they would volunteer to teach seventh grade. The classes were from 5 p.m. to 10 p.m. I was in that group of students. Thanks to them, I was able to finish seventh, eighth, and ninth grade. Years later, other teachers helped me get my teacher’s credentials.

Carly Schwartz, Teacher – Caldwell County Schools

I was never a good student. In the 60s, reading problems like dyslexia were not addressed the way they are today. By the time I graduated high school, I was done with school. Sadly, I can’t share a heartwarming story about a teacher who made a positive difference. I could share stories of a different sort. It wasn’t until I had children of my own that I became interested in education. I certainly didn’t want their experience to be like mine. I enrolled in a program for people interested in working daycare. It was intensive. I always did my homework and came to class prepared, unlike many others. One day I was venting my frustration for being the only one in the group who came prepared. The instructor said something to me that changed my life. She said that I should help those who were not gifted students like myself. I still remember how stunned I felt. Her comment caused me to reassess who I was and what I might be capable of. She empowered me with confidence to enroll in college and go on to get a degree in education so that I might empower others.

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Is there really anything new about personalized learning? https://www.renaissance.com/2017/05/04/blog-is-there-really-anything-new-about-personalized-learning/ https://www.renaissance.com/2017/05/04/blog-is-there-really-anything-new-about-personalized-learning/#comments Thu, 04 May 2017 13:20:21 +0000 https://renlearnstg.wpengine.com/?p=8022 A definition As I have previously discussed, one of the most useful definitions of personalized learning comes from the U.S. Department of Education. It reads as follows: Personalized learning refers to instruction in which the pace of learning and the instructional approach are optimized for the needs of each learner. Learning objectives, instructional approaches, and […]

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A definition

As I have previously discussed, one of the most useful definitions of personalized learning comes from the U.S. Department of Education. It reads as follows:

Personalized learning refers to instruction in which the pace of learning and the instructional approach are optimized for the needs of each learner. Learning objectives, instructional approaches, and instructional content (and its sequencing) all may vary based on learner needs. In addition, learning activities are meaningful and relevant to learners, driven by their interests, and often self-initiated.

Personalized learning, then, is made up of three core elements:

  • Differentiation
  • Individualization (which involves competency or mastery-based learning)
  • Student agency

venndiagram

A new approach?

Personalization is presented as a rather new approach for us, but is it truly? It is hailed as the antithesis to the “factory model” of education, but I assert that the factory model never truly existed. Certainly, much of a typical school day—students assigned to grades based on ages and a regimented schedule—is adapted from factories, but the moment a teacher responds to a student’s need or question or reviews content in a different way, the factory model is shattered.

The machines at work in a factory neither respond to nor adapt for irregularities in their raw materials. On the other hand, teachers have always engaged in efforts to respond to students’ needs; however, they could only go so far. Required courses had to be completed in the allotted days, and there was only so much adaption possible as the machines marched on.

So, what is truly new about personalized learning? Differentiation? No, we’ve been dealing with those efforts for nearly two decades. Student agency? Well, the term is certainly new, but when you probe deeper you will find many connections to formative assessment, meta-cognitive strategies, and goal-setting, though that’s a topic for another blog post.

Individualization

At the end of the day, I contend that the truly new element of personalized learning is individualization, which for our purposes here I will treat as synonymous with competency- or mastery-based learning.

Culatta (2016) describes individualization as “learning experiences in which the pace of learning is adjusted to meet the needs of individual students, focusing on the ‘when’ of personalized learning.” He notes that “in individualized learning, all students go through the same experience, but they move on at their own pace.”

In individualization, we see something truly new. Prior to these discussions, course counts, Carnegie units, graduation requirements, hours of contact, and seat time have been at the center of our consideration. Now conversations are shifting to “mastery,” “outcomes,” and “competency-based learning.”

In a widely viewed TED talk (shown below), Sal Khan elaborates on this significant shift, noting that “when you artificially constrain how long and when you have to do something,” as we have with allotted days for any given class or course, you “pretty much ensure a variable outcome” that manifest as grades. Under these dynamics, a student can barely pass a course (master very little) and yet receive full credit. The emphasis is far more on time than it is on mastery.

Individualization, then, makes tremendous sense—focusing on mastery rather than seat time. But if we accept this, much of the structure of school as we know it unravels. The bell schedules and course counts go out the window and are replaced with mastery models, clear outcomes, flexible schedules and resources, and redefined teacher roles.

A fundamental shift

Are you ready for this brave new world? What do you think about this fundamental shift? If you’ve already started work in this area, please share what you have accomplished and the challenges you have faced.

References

Office of Educational Technology, U.S. Department of Education (2016). “Future Ready Learning: Reimagining the Role of Technology in Education.” National Education Technology Plan.

Culatta, R. (2016, March 21). What Are You Talking About?! The Need for Common Language Around Personalized Learning. [Web log post]. Retrieved from http://er.educause.edu/articles/2016/3/what-are-you-talking-about-the-need-for-common-language-around-personalized-learning.

Khan, S. (2016, September 26). Let’s teach for mastery – not test scores. [Video file] Retrieved from https://www.youtube.com/watch?v=-MTRxRO5SRA.

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The importance of test norms and how they work in education https://www.renaissance.com/2017/05/01/blog-the-importance-of-test-norms-and-how-they-work-in-education/ Mon, 01 May 2017 21:05:00 +0000 https://renlearnstg.wpengine.com/?p=63128 The main purpose of a score on any type of assessment is to convey information about students’ performance. Educators, parents, and students all want to know whether a student’s score represents a strong performance or is cause for concern. But, in order to evaluate a score, we need a frame of reference. Where do educators […]

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The main purpose of a score on any type of assessment is to convey information about students’ performance. Educators, parents, and students all want to know whether a student’s score represents a strong performance or is cause for concern.

But, in order to evaluate a score, we need a frame of reference. Where do educators find this basis for comparison? This is where test norms come in.

In this blog, we’ll review how test norms are developed and—more importantly—how they can assist teachers with instructional decision making.

Group of teens tablets

What are test norms?

Test norms—also known as normative scores—are scores collected from a large number of students with diverse backgrounds. The purpose of test norms is to identify what “normal” performance might look like on a specific assessment.

As a society, we have a tendency to characterize all measurable traits normatively, which is why normative scores can be so useful for describing academic performance.

So, how is a “normal” performance determined?

Normal performance refers to what scores are typically observed on an assessment by students in different grades. For example, students in grade 1 are not expected to know as much as students in grade 6. If students in all grade levels completed the same test, the younger grade students would be expected to obtain a lower score than the older grade students. In other words, the score distribution would be considered “normal” in relation to student grade levels.

Test scores don’t just vary from grade to grade, however. Typically, test scores will also vary among students in the same grade because of differences in their prior learning and general abilities.

Unlike benchmarks, test norms provide information related to all students’ current skills, whereas benchmarks determine which students have met a single specific goal.

Boy on tablet

How are test norms developed?

Test norms can only be developed for standardized tests—that is, tests that have specific directions for administration that are used in the same way every time the test is given. Educators can only compare scores when the test is identical for all students who take it, including both the items and the instructions.

Comparing scores from tests with different items and directions is not helpful for determining test norms, because students did not complete the same tasks. This means that score differences could vary due to the different questions on the tests.

To create standardized tests and to understand the differences in students’ scores within and between grade levels, test developers must create and try out items many times before they come up with a final test.

Once the test is complete, the test developers give the test to a “normative sample” that includes a selection of students from all grades and locations where the final test will be used. This sample is designed to allow a collection of scores from a smaller number of students than the entire group who will eventually take the test.

The normative sample group must be picked carefully, however. It needs to be diverse and representative of all the grade levels and students who will take the test later on. To ensure a representative normative sample, a certain number of students from each grade and from applicable geographic regions should be selected, as well as students with different background features.

For example, when choosing a normative sample for a state assessment, the test developer should include:

  • A set number of students from each grade level
  • Students from each county or school district in the state
  • Students with disabilities
  • Students who are learning English
  • Students from different socioeconomic backgrounds

To determine how many students should be chosen for a normative sample, test publishers typically use data from the US Census Bureau. Using the information that the government collects about people in the country, publishers assess students of various backgrounds who attend schools in different states and regions.

Once the normative sample is selected, the students complete the assessment according to the standardized rules. The scores are then organized by grade level and rank ordered—that is, they’re listed from lowest to highest. These are then converted to percentile rankings and analyzed.

Teacher working with boy in wheelchair

Using percentiles to represent test norms

The measurement of student performance begins as a raw score, such as the total number of correct responses. This score then needs to be translated into a scale that indexes what is typical. Using a percentile rank for this scale is both convenient and readily understood.

How does this work?

A percentile represents the score’s rank as a percentage of the group or population at or below that score. For example, if we say that a score of 100 is at the 70th national percentile, that means 70% of the national population scored at or below 100.

Percentiles generally range from 1–99, with the average or typical performance extending from about the 25th to the 75th percentile. Scores below the 25th percentile are below average, while scores above the 75th percentile are considered above average.

Insights to move learning forward

Discover valid and reliable assessments from Renaissance for pre-K–grade 12 learners.

Teacher and girl on laptop

How do test norms assist teachers in education?

As mentioned earlier, scores collected as part of a normative sample offer a way for educators to know which scores are typical and which ones are not. To determine if a particular student’s score is typical, the teacher must compare the score to the available test norms.

For example, if a teacher wants to know if a score of 52 is within the average range on a standardized test, she can consult the norms for that test. If the test has a range of scores from 0 through 100 and the average score is 50, then 52 would be considered normal. But if the test has a range of scores from 0 through 200 and the average score is 100, then 52 would be considered a lower-than-average score.

With this example, the teacher could then look and see the percentile ranking for a score of 52, which would indicate what percentage of students in the normative sample scored below and above 52.

This information would help the teacher to know how far below average the student’s score is and to then identify how many points the student would need to gain to reach the average range of scores.

Once this information is collected and analyzed for all of the teacher’s students, she can develop instruction that matches each student’s learning needs.

It’s important to mention that test norms can be used to identify both lower-achieving and higher-achieving students, and that teachers should develop lessons that help both groups of students to achieve learning goals.

Educator working at her desk

Test norms and benchmarks: Frequently asked questions

Now let’s dive into some frequently asked educator questions about test norms and benchmarks, specifically as they relate to assessments and reports in FastBridge. These questions include:

  • Are norms and benchmarks truly different? How so?
  • Why do they tell me different things?
  • Which one is recommended by Renaissance?

#1: What is the difference between a test norm and a benchmark?

Although many FastBridge screening reports display both test norms and benchmarks to support decision making, they are fundamentally different.

A normative comparison allows you to compare a student’s score to their peers. For example, when driving, the flow of traffic is a normative comparison. Depending on the location and time of day, the flow of traffic can change, given the other drivers on the road.

FastBridge has both local and nationally representative norms, which allows you to compare students’ scores to both local peers and to students nationwide.

Benchmarks, however, support the comparison of norms to a predetermined criterion. Using the driving example above, the speed limit would be an example of a benchmark. It doesn’t change based on who is driving on a given road. Instead, it provides a constant comparison to determine if your speed is safe in the given setting.

#2: Why do test norms and benchmarks tell me different things?

To answer this question, let’s stick with the driving example from above:

If we compare my speed of 60 mph to a speed limit of 55 mph, we might determine that I am driving too fast. However, if we compare it to the fact that all other drivers on the road are passing me and driving faster than 60 mph, we might decide that I’m driving too slowly.

The comparison we make might lead to different decisions. A police officer may be more attuned to the criterion—in this case, the speed limit of 55 mph—while a passenger in the car may pay more attention to the flow of traffic, or norm.

Similarly, when comparing screening data to norms or benchmarks, you might see some different patterns. For instance, if your school has many high-performing students, you may have students whose scores are low when compared to local test norms.

Those same students’ scores may meet low-risk benchmarks, though, and be within the average normative range nationally.

#3: Does Renaissance recommend using test norms or benchmarks?

This depends on the question you’re asking and the decision you’re trying to make.

Test norms are best used when decisions are being made that require you to compare students’ scores to that of other students. In other words, how is this student performing in relation to peers? At Renaissance, we recommend using test norms to decide whether additional support needs to be supplemental (i.e., provided to a few students) or provided to all students through Tier 1 core instruction.

On the other hand, when you want to determine if a student is at risk of not meeting standards, benchmarks should be used. At Renaissance, we recommend using benchmarks to determine which students need additional support, given that they’re not currently meeting grade-level expectations.

#4: How were normative ranges set?

Illuminated percentile
Normative ranges in FastBridge

The normative ranges were set to show where most students’ scores fall, and the ranges align with typical resource allocation in schools. Most schools do not have the resources to provide supplemental intervention to more than 20–30% of students.

FastBridge norms make it clear which students fall in these ranges. Additionally, if a student’s score falls between the 30th and 85th percentile ranks, the score is consistent with where the majority of students are scoring. That range also includes students who are likely receiving core instruction alone.

Remember, norms are not able to be used to indicate the risk of poor reading or math outcomes. So, students whose FastBridge CBMreading score is at the 35th percentile may be at-risk in reading, even though they likely will not receive additional support outside of core instruction.

This is why Renaissance recommends using benchmarks in conjunction with test norms so that the best decisions can be made about how to meet each student’s needs.

For example, a core intervention might be appropriate if a large number of students score below the benchmark but are within the average range compared to local norms.

#5: Can we set custom benchmarks in FastBridge?

District Managers can set custom benchmarks in FastBridge. If your school has done an analysis to identify the scores associated with specific outcomes on your state tests, those custom benchmarks can be entered into the system.

You can utilize this FastBridge Help Article to learn how to set custom benchmarks.

#6: Why are local test norms missing from some of my reports?

Because test norms compare students’ scores to those of other students, those comparisons could be misleading if only a portion of a school or district is assessed.

For example, if we only screen students whom we have concerns about, a student’s score may look like it’s in the middle of the group when, in reality, the student is at risk of not meeting expectations in reading or math.

Because of this, FastBridge will only calculate and display local test norms when at least 70% of students in a group have taken the screening assessment. If you have fewer than 70% of students screened with a specific assessment, we recommend using national test norms or benchmarks to identify student risk levels.

Fastbridge student benchmarks chart

#7: How are growth rates for goals and the Group Growth Report set?

The growth rates used in the FastBridge Progress Monitoring groups are based on research documenting typical improvement by students who participate in progress monitoring.

The growth rates in the Group Growth Report are based on the scores corresponding to the FastBridge benchmarks. However, they can be customized when accessing that report.

The rates of improvement (ROI), or growth rates, you’ll find in various parts of FastBridge are derived from our product’s normative data. The growth rates are developed based on the typical performance of students in the national test norms at every fifth percentile ranking.

You can find these growth rates in the normative tables in the Training and Resources tab within FastBridge. This section of the system also contains information about interpreting FastBridge norms and benchmarks.

Ultimately, while the two ideas have different applications, we know schools use test norms and benchmarks both together and separately to aid in decision making. Because of this, you can see both on many of our reports.

Teacher high-fiving student

Utilize FastBridge’s valid and reliable assessments to determine test norms and provide intervention for students

Without an accurate way to determine whether scores are typical or average for students in a given grade, it’d be difficult for educators to provide the right intervention or instruction to students.

Test norms are scores from standardized tests given to a representative sample of students who will later take the same test to determine the range of all possible scores on that test for each grade level. The scores are then matched to percentile ranks.

With FastBridge, Renaissance provides a reliable and valid assessment tool using curriculum-based measures (CBMs) and computer-adaptive tests (CATs) to help determine students’ needs, align the right interventions, and monitor progress—all in one platform.

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3 practical ideas to make blended learning work in your classroom https://www.renaissance.com/2017/04/27/blog-3-practical-ideas-make-blended-learning-work-classroom/ https://www.renaissance.com/2017/04/27/blog-3-practical-ideas-make-blended-learning-work-classroom/#comments Thu, 27 Apr 2017 13:30:59 +0000 https://renlearnstg.wpengine.com/?p=7921 “To have a great idea, have a lot of them.” – Thomas A. Edison Creating a set of practical ideas begins with gathering a lot of ideas. Fortunately, ideas about blended learning are abundant—with one of the first being focused on feedback. In the 1840s, Sir Isaac Pitman offered the first long-distance education course focused […]

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“To have a great idea, have a lot of them.” – Thomas A. Edison

Creating a set of practical ideas begins with gathering a lot of ideas. Fortunately, ideas about blended learning are abundant—with one of the first being focused on feedback. In the 1840s, Sir Isaac Pitman offered the first long-distance education course focused on shorthand. Students received tasks, via postcards. After completing the tasks, they returned the postcards to be graded and corrected (Pappas, 2015).

About 125 years later, computer-based training has lessened the need for paper-based materials and face-to-face interaction. Paper reduction is always a practical idea, but moving away from human interaction brings its own set of impracticalities, such as losing opportunities for conversations and personalized feedback.

Forty years ago, televised training ushered in another practical idea: keeping learners engaged. However, to turn these ideas into great, practical ideas, we explore three elements that make blended learning work: 1) focus on the learning, 2) monitor student engagement, and 3) insist on actionable feedback.

Focus on the learning

Learning is best realized when students know exactly what they are expected to learn and how they can demonstrate what they have learned (Chappuis, 2012; Hattie, 2012; Stiggins, 2014; Wiliam, 2011). In a practical blended model, teachers take great care to keep the learning target visible. This model is about more than posting the standard or objective in the classroom. The target is visible on resources used during instruction, audible during instruction and modeling, and tangible as students review authentic work aimed at that target.

For an example, let’s look at Renaissance Accelerated Reader 360®. Teachers make the target visible and audible during explicit instruction as they explain and model how to meet the target, which in this example is identifying the main idea and two supporting details. Following explicit instruction, students work with examples either from online sources or previous students’ work with this same learning target (with all identifying information removed), which makes the target tangible. As students review examples, they embed ideas related to the main idea and supporting details. To bring greater focus, the teacher then assigns a variety of additional articles at students’ reading levels so they can practice finding the main idea and supporting details on their own. Focusing on the learning—when it includes explicit instruction, modeling, and reviewing authentic samples of students’ work—is a practical idea for making blended learning work in your classroom.

Monitor student engagement

I found it intriguing that television was connected to engagement. Perhaps in the 1960s and early 1970s, but it seems that too much TV might have an unintended, negative consequence on student engagement. Usher in online engagement with short, targeted videos and opportunities for classroom interaction—that’s blended learning. Many are familiar with Khan Academy (www.khanacademy.org) and the idea of targeted tutorials with accompanying practice. In addition, teachers have identified an abundance of online, interactive mathematics support sites. For example, explore www.hippocampus.org, which is part of the National Repository of Online Courses (NROC). Courses are designed around online engagement and teacher–student face-to-face interactions. Regardless of students’ learning preferences or the quality of the online content, engagement remains a critical component of learning. Watching a video is one level of engagement, while participating in an online game or simulation is another. Conversations about what students are watching and simulating takes engagement to a deeper level. As Vygotsky (1978) writes, learning is a social enterprise mediated by language; speech is the social means of thought. Part of engagement is acquiring vocabulary to express what you are learning. Monitoring engagement by talking to students and gauging their development of content-specific vocabulary is another practical idea for blended learning.

Insist on actionable feedback

Some digital resources provide feedback in the form of visual or auditory congratulations. At that point, the learning is done. Other resources mark completion of a level and move the student forward to the next level. The learning continues. Actionable feedback is multi-dimensional, requiring student and teacher involvement. The key is remembering that when the feedback is definitive, as in a grade, that bit of learning stops. When the feedback is targeted and aimed at moving to the next level, that bit of learning continues.

Students should use the target to review their work. What is the target? Where did I start? Where am I today? How much further do I need to go? How can I get there? In conversations with the teacher, each student’s question becomes an action item and the learning continues. Ongoing learning via student feedback is another practical idea for blended learning.

Great, practical ideas

Like Edison, you pondered lots of ideas as you implemented blended learning. Please share your greatest, most practical ideas for blended learning in the comments below!

References

Chappuis, J. (2012). How am I doing? Educational Leadership. 70(1), 36–41. Retrieved from http://www.ascd.org/publications/educational-leadership/sept12/vol70/num01/%C2%A3How-Am-I-Doing%C2%A2%C2%A3.aspx

Hattie, J. (2014). Visible learning for teachers: Maximizing impact on learning. New York, NY: Routledge.

Maxwell, C. (2016). What blended learning is—and isn’t. Retrieved from http://www.blendedlearning.org/what-blended-learning-is-and-isnt

Pappas, C. (2015). The history of blended learning. Retrieved from https://elearningindustry.com/history-of-blended-learning

Reed, K. (2014). Student-centered learning: How to implement a blended learning program. Retrieved from https://www.knewton.com/resources/blog/ed-tech/blended-learning

Stiggins, R. (2014). Revolutionize assessment. Thousand Oaks, CA: Corwin.

Vygotsky, L. (1986). Thought and language. Cambridge, MA: MIT Press.

Wiliam, D. (2011). Embedded formative assessment. Bloomington, IN: Solution Tree Press.

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Ready, set, read: nurturing kindergarten and pre-K independent readers https://www.renaissance.com/2017/04/24/ss-ready-set-read-nurturing-kindergarten-and-pre-k-independent-readers/ Mon, 24 Apr 2017 18:32:23 +0000 https://renlearnstg.wpengine.com/?p=7876 “Miss Nelson, Miss Nelson, I need a new book!” He’s five, beaming with pride, and nearly dancing out of his sneakers as he spies Miss Nelson in the hallway. He can’t wait to tell her he’s just scored 100 percent on his reading quiz and wants his next book. While not every five-year-old is ready […]

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“Miss Nelson, Miss Nelson, I need a new book!” He’s five, beaming with pride, and nearly dancing out of his sneakers as he spies Miss Nelson in the hallway. He can’t wait to tell her he’s just scored 100 percent on his reading quiz and wants his next book. While not every five-year-old is ready for independent reading, over one third of kindergartners and a number of pre-K students at Wicklow Elementary School in Sanford, Florida, have the literacy skills to participate in an independent-reading program.

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Math = Power! Takeaways from NCTM 2017 https://www.renaissance.com/2017/04/20/blog-math-power-takeaways-from-nctm-2017/ https://www.renaissance.com/2017/04/20/blog-math-power-takeaways-from-nctm-2017/#comments Thu, 20 Apr 2017 13:23:24 +0000 https://renlearnstg.wpengine.com/?p=7753 A visit to San Antonio, TX San Antonio in April with 70-degree weather. This past month, over 7,000 educators from across the country converged in one place to learn new ways to get students excited about mathematics. Life could not have been better! From April 5–8, I had the pleasure of attending my seventh National […]

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A visit to San Antonio, TX

San Antonio in April with 70-degree weather. This past month, over 7,000 educators from across the country converged in one place to learn new ways to get students excited about mathematics. Life could not have been better!

From April 5–8, I had the pleasure of attending my seventh National Council of Teachers of Mathematics (NCTM) conference in San Antonio, TX. NCTM is my absolute favorite conference because, every year, I come back even more inspired and motivated to help students discover the joys that stem from mathematics. As usual, the conference organizers put together a substantial lineup of amazing speakers. As I reviewed the program schedule, I agonized over which sessions to attend. How can I be at all of them? There were so many math rock stars, such as Jo Boaler, Dan Meyer, Peg Smith, John Urschel, and Dylan Wiliam. I ended up taking Dan Meyer’s advice to “sleep when you’re dead” and attended his session, which started promptly at 8 a.m. on Saturday morning. I was reminded of his statement, “Math is power!” all day long.

From the NFL to a PhD

One of the most anticipated sessions was by John Urschel, an offensive lineman for the Baltimore Ravens AND a PhD candidate in mathematics at MIT. As a child, his mom “tricked” him into doing worksheets and puzzles. Math became something he not only loved but also needed to do. It taught him to be resilient and flexible and to make better decisions. (To learn more about another well-known athlete/mathematician, check out my interview with Olympic gold medalist Maya DiRado from this past fall.)

I found the Q&A after John’s presentation particularly interesting. One educator brought up the fact that there are very few African Americans with PhDs. John mentioned, “You don’t see mathematicians that look like me.” He wanted to focus on inspiring all children to become mathematicians, and he encouraged educators in the room to find specific examples of people who have done amazing things in math. (To get started, check out our free eBook.) Another educator asked him, “What do you say to those who hate puzzles?” He replied that life is nothing but puzzles and challenges. If you don’t like them, you should at least be trained in solving them.

Problem or puzzle?

Speaking of puzzles, I attended the ever-comical Edward Burger’s session on thinking and creative puzzle-solving. He challenged us to stop referring to “math problems” as such because they are truly puzzles. Besides, what child loves problems? There aren’t English problems or social studies problems. Here are some more of his great insights:

  • If you ask someone, “Do you understand ___?”, what goes in the blank doesn’t really matter because it is never a simple yes or no. Instead, Burger talks about understanding as a spectrum. We’re all at different levels of understanding of different things, but you can always acquire a deeper understanding of something. It is important to understand the simple things deeply because it will open worlds.
  • The power of effective failure is when you fail and do not leave it until new insights have been revealed.
  • There is no greater teacher than one’s own mistakes.

A case for making mistakes

Dylan Wiliam, one of the foremost experts in formative assessments, explained why formative assessments should be a priority for every school. “You remember things better when you get things wrong.” Mistakes should be celebrated! But we shouldn’t just leave them alone. It is our role as educators to guide students to correct their mistakes so they can move deeper into the spectrum of understanding. He also recommended that when we conduct formative assessments, we do not need to record every item. This makes a more favorable environment for students to make mistakes and learn from them.

It’s the task that matters

When I saw Peg Smith, the guru of mathematical discourse, at the author’s presentation area in the Exhibit Hall, I gave her a big hug. Last year, I wrote about my experience trying to get into a Peg Smith session. Her session was so full that my only option was to hear her nuggets of wisdom through the doorway. She advised educators to be very clear about what they want their students to learn about mathematics (slope is not a goal!) and that mathematical discussions need to be based on high-level, cognitively demanding tasks.

Share your NCTM experience with us!

Did you attend NCTM? What other great sessions did I miss? What were your key takeaways? Let us know in the comments below!

P.S. If you’re looking to attend your first NCTM conference, check out the grants NCTM is offering to participate in next year’s annual meeting in Washington, D.C.
https://www.nctm.org/Grants-and-Awards/grants/Future-Leader-Initial-NCTM-Annual-Meeting-Attendance-Awards/

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Understanding formative evaluation and its critical steps for successful learning  https://www.renaissance.com/2017/04/20/blog-understanding-formative-evaluation-and-its-critical-steps-for-successful-learning/ Thu, 20 Apr 2017 18:29:00 +0000 https://renlearnstg.wpengine.com/?p=62981 Imagine that, as an educator, you had zero insight into the skills or knowledge of your students. Now imagine that, as a student, you were unsure of your own capabilities. Clearly, it would be difficult to provide effective instruction in a classroom where neither the teacher nor the students had any idea of the students’ […]

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Imagine that, as an educator, you had zero insight into the skills or knowledge of your students. Now imagine that, as a student, you were unsure of your own capabilities. Clearly, it would be difficult to provide effective instruction in a classroom where neither the teacher nor the students had any idea of the students’ current skill level or needs.

With the correct tools and resources, however, both teachers and learners can gain deep insight into what the learners know and can do. As a result, teachers can implement interventions and processes to improve instruction.

In this blog, I’ll take a detailed look at formative evaluations, including common myths and facts, along with the five critical steps to effectively implement the process in the classroom.

What is formative evaluation?

Simply stated, formative evaluation—which is also referred to as formative assessment—is a process that helps to improve student learning. The process includes tasks selected by educators with the intention of providing greater insight into what students know and can do. With the information obtained through formative evaluation, teachers can enhance their understanding of how they should proceed with instruction.

Let’s consider an analogy. Imagine being on a sports team that’s competing in the Olympics. You know your team is physically capable of performing at the highest level, but your coach decides to cancel all practices and scrimmages. Instead, the coach thinks the official tournament is what matters and wants your team to save its energy for that day.

You’re probably thinking this is problematic. How will your team know where they stand in relation to the competition? How does your team know if they’re prepared?

Formative evaluation is much like the practices or scrimmages leading up to big games. It helps students measure their performance and realize what they still need to practice.

This type of assessment for learning—rather than simply assessing learning as it relates to meeting state or district standards—serves as an instructional guide during the learning process. As students gain better insight into their learning, they can take ownership of their performance and feel a greater sense of success mapped to their efforts.

Using formative evaluation the right way can also yield rich diagnostic information and establish a clear learning progression for students, regardless of their current mastery.

In this regard, formative evaluation becomes indistinguishable from teaching and learning as these processes become integrated.

students working on tablet

Myths and facts around formative evaluation

Formative evaluations can make a big difference in the classroom. Evidence shows that high-quality formative evaluations have a powerful impact on student learning, with an effect size on standardized tests of between 0.4 and 0.7. This effect size, in other words, ranges from “moderate” to “strong”—a home run in the world of treatment effects.

However, there are still some common myths surrounding formative evaluation that could be helpful to explain in order to understand exactly what formative evaluation looks like.

Myths about formative evaluation

Here are three of the most common myths about formative evaluation:

  1. Formative evaluation is not about recalling facts. Understanding and applying skills and knowledge go much deeper than simple recall. With formative evaluation, educators are not simply looking at how well students perform on a test. Instead, educators are looking at whether students understand the underlying concepts and can apply their learning in new contexts.
  2. Formative evaluation is not just administering a lot of quizzes. Instead, giving a lot of quizzes just means you’re giving a lot of shorter-term summative assessments. That is, unless you’re using these quizzes as data to inform your teaching and your students about their learning.
  3. Formative evaluation is not determined by the size of the assessment, but by how the assessment is being used.

Facts about formative evaluation

Here are three important facts about formative evaluation to keep in mind:

  1. Formative evaluations must be given frequently throughout the learning process to gain sufficient data for decision making.
  2. Formative evaluations must be directly related to skills or knowledge. They should be about what students need to know and be able to do. Formative evaluations must directly relate to specific skills and learning targets students are working on and the content they’re learning.
  3. Formative evaluations are specific in the type of feedback provided. In fact, grades are not important in formative evaluation—how students understand the learning target or demonstrate mastery of the skills is far more important. What is critical is that students must have a clear understanding of how they’re doing and where they need to go, based on interaction with and feedback from the teacher.

Different assessments that can be used for formative evaluation

There are many types of assessments commonly used in schools that can have a formative application—meaning, the action that is taken after the assessment to help improve student learning:

  1. Universal screener
  2. Lesson quiz
  3. Entrance ticket
  4. Exit ticket
  5. Chapter exam
  6. Progress monitoring tools
  7. Interim assessment
  8. State assessment

In the following sections, I’ll explain how to best use assessment data in a formative manner.

Maximize formative evaluation

Discover tools from Renaissance to simplify and streamline the formative assessment process.

5 critical steps of formative evaluation

The idea of formative evaluation and the evidence that shows its positive effect should be intriguing to educators. In fact, the impact of formative evaluation is larger than most other educational interventions, as I mentioned earlier.

But how can educators apply the process of formative evaluation in the classroom? Follow these critical steps to help guide the formative evaluation process:

#1: Indicate how students are moving toward proficiency of a standard

The skills and knowledge associated with the standard need to be clear and attainable. While all students need to be moving toward the same target, certain students can be working on a certain set of skills while others are working on more advanced skills.

Students should also know where they are on the learning continuum—i.e., they know the target. With formative evaluations, students must know where they are in relation to what needs to be accomplished, which should be directly related to the standard.

If you have a learning progression, and the students know what that looks like, then formative evaluations will let them know what comes next. This will give them the context they need to understand why they’re working on specific tasks. For example, they’ll be able to see that if they don’t know skill A, then they won’t be able to do skill B.

#2: Identify the current level of understanding in relation to expectations

Effective formative evaluations should provide a clear understanding of the skills that students are weak in, and if there are misunderstandings. Research tells us that if students misunderstand a concept, they will need approximately 150% more time and effort to unlearn and then relearn it.

For this reason, formative evaluations should not just look at what we taught yesterday or today, but assess concepts and knowledge that students should have developed that are essential to understand current teaching. It may even be necessary to review or re-teach concepts that should have been mastered at previous grade levels.

In general, formative evaluations should provide a clear picture of what gaps exist between what students currently know and what they need to learn in order to reach the next level.

#3: Provide specific and appropriate feedback

This is arguably the most important element of formative evaluations. The feedback should give the student a sense of what has been achieved—and also highlight areas that need improvement.

Just telling students where they are, what they have accomplished, and so forth doesn’t mean that they have internalized those statements. Students need you to discuss this feedback with them to understand that they know all of these things. After discussing feedback, students should be able to make statements such as:

  • “Right now, I know how to…”
  • “Next, I need to work on…”
  • “I have to be able to…before I can move on to…”

Further research shows that prompt oral feedback is most effective as an element of formative evaluation and that general statements, like “good job”, are not effective as formative evaluation. It should also be noted that feedback needs to be given promptly, because formative evaluations are not effective if students receive feedback on assessment days or weeks later.

#4: Engage students in the process

The use of formative evaluations provides a great opportunity for students to become actively involved in their learning. Formative evaluations allow students to know more about their learning than almost any other technique that educators use. The constant flow of data is essential if students are to see themselves as a partner in their learning.

An important part of formative evaluation is that students acquire the vocabulary necessary to communicate with other students about their learning. If students know where they are and where they are going, then they have some of the skills necessary to help other students in that process. The great thing is that with this comes a sense of shared responsibility, making everyone a part of learning.

According to the US Department of Education, students should track and monitor their learning to improve achievement. They can only do this if they:

  • Know what that learning target is
  • Know where they are now
  • Know where they need to go

This is all a part of formative evaluation.

#5: Provide time, support, and instruction so students can adjust, implement, and process their learning

The third element that supports improved achievement is to follow direct instruction with time for students to practice and apply what they have learned, with support from the teacher.

Once an assessment is given, students should have time to practice. The natural inclination is to move forward because of everything that needs to be covered each school year. But if formative evaluations are going to be successful, we need to go slow before going fast.

We should also use the formative evaluation data to clarify misconceptions, as noted above. If we know almost immediately that students don’t fully understand a specific concept, then the material needs to be clarified at that moment. The longer a misunderstanding stays in a child’s mind, the longer it will take to adjust their thinking.

Before moving on, perform instructional reflection. Use your discussions with students to review what has been taught. Engage students in that conversation and make sure the discussion revolves around the target originally established by the standard.

father helping daughter with assignment

Using formative evaluation in the classroom

There are formal resources and assessments to help gather data and analyze student learning. However, there are also simple ways to implement formative evaluation processes in the classroom to help both educators and learners assess knowledge and understanding.

Try implementing these processes into your classroom:

  1. One-minute check-in: Check in with every student for one minute a day to assess how they are feeling about their tasks.
  2. One-minute paper: Give students one minute to write a rapid-fire paper on a given topic to demonstrate their depth of knowledge as quickly as possible.
  3. Ask three things: Ask students to quickly list three things they want to know about a topic, or three things they are currently struggling to understand about the topic.
  4. 3-2-1 reflection: Have students write down three big ideas from what they’ve learned, two reflective comments, and one question they still have.
  5. 3x summarization: Have students summarize a topic in three ways: in 10–15 words, then in 30–50 words, and finally in 75–100 words. As the word count increases, students should add more depth and detail to their summarization to demonstrate a deeper understanding of the topic.
  6. 5 W’s and 1 H: Have students write down who, what, when, where, why, and how to demonstrate their knowledge of a topic.
  7. Anonymous feedback box: Have a box in your classroom where students can place anonymous comments about what they’re struggling with. This allows students to share their concerns without fear, and it helps educators to “crowdsource” information about where students might be struggling.
  8. Brainstorming: Place students in groups, and have each group write down key questions and brainstorm ways to answer that question.
  9. Five whys: Have students ask “why” five times to see if they can get to the root of their understanding of a topic.
  10. Flashcards: Use flashcards to have students answer questions midway through a unit to check their understanding.
  11. Flip charts: Have students get into groups and write everything they know cumulatively about a topic onto a flip chart and present it to the class.
  12. KWL charts: Ask students to write down what they know (K), what they want to know (W), and what they learned in a lesson (L) on a chart. This will help you to structure follow-up lessons based on students’ feedback.

Utilize formative evaluation tools with Renaissance

Without formative evaluations, educators are unable to evaluate and assess the quality of the learning that is taking place in their classrooms. How could they know how a student is evolving as a learner or what they can do to help a student be successful?

Using formative evaluations the right way can yield a lot of rich diagnostic information, and establish a clear learning progression for your students, regardless of their current mastery.

Renaissance offers several formative evaluation tools that can be used to help both educators and students understand student performance.

Whether you’re looking for …

  • A short-cycle assessment
  • Diagnostic assessment
  • Progress monitoring tools
  • Universal screeners

… or something else, Renaissance has the resources to help. Connect with an expert today to learn more about Renaissance assessments for pre-K–grade 12 learners.

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One year, tremendous math growth: the magic of a determined teacher and the right learning tools https://www.renaissance.com/2017/04/19/ss-one-year-tremendous-math-growth-the-magic-of-a-determined-teacher-and-the-right-learning-tools/ Wed, 19 Apr 2017 15:15:51 +0000 https://renlearnstg.wpengine.com/?p=7519 A less tenacious educator might have passed on such a teaching position. The opening was for a mathematics teacher at a small rural school plagued by seriously limited financial and staffing resources. Some 65 percent of the Pre-K–12 school’s total population of 265 students qualified for free/reduced-price lunch programs. But where another more cautious teacher […]

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A less tenacious educator might have passed on such a teaching position. The opening was for a mathematics teacher at a small rural school plagued by seriously limited financial and staffing resources. Some 65 percent of the Pre-K–12 school’s total population of 265 students qualified for free/reduced-price lunch programs. But where another more cautious teacher might have wavered, Missy Berry boldly accepted the challenge—with one stipulation. “I asked the principal for Renaissance Accelerated Math®. In my experience, Accelerated Math facilitates math instruction and practice to help students learn more and progress faster. And the program is a time-saver for teachers.”

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How are you celebrating National Library Week? https://www.renaissance.com/2017/04/13/blog-how-are-you-celebrating-national-library-week/ https://www.renaissance.com/2017/04/13/blog-how-are-you-celebrating-national-library-week/#comments Thu, 13 Apr 2017 13:31:02 +0000 https://renlearnstg.wpengine.com/?p=7629  National Library Week For the longest time, I could not find my library card. It was one of the first things that I, like a lot of kids, got to officially use my signature on. (Honestly, I don’t think my signature has changed that much since then.) However, now that I was home from college, […]

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 National Library Week

For the longest time, I could not find my library card. It was one of the first things that I, like a lot of kids, got to officially use my signature on. (Honestly, I don’t think my signature has changed that much since then.) However, now that I was home from college, I could not find it. Was it buried somewhere in my closet? Maybe it was in one of the old shoeboxes under my bed, buried within stacks and stacks of football cards? Whatever the case, it was missing. I had used it so many times as a kid that I had to tape up the numerous cracks just to keep it from falling apart in my wallet. Maybe that alone was a sign that I needed a new one.

Did you know this week is National Library Week? Since 1958, National Library Week has been held each year in April in recognition of the tremendous impact libraries have on so many communities. This year, from April 9–15, 2017, libraries will once again be recognized for their importance and numerous activities will be held at libraries across the country in celebration.

Libraries Transform

This year’s theme is “Libraries Transform”. They transform lives, communities, and provide a learning space for all. They are truly magical places. Not only do libraries provide a wealth of books, but they have audiobooks, music CDs, internet access, movies, and much, much more. One of the treasures at my library in Wisconsin Rapids, WI, is the massive archive of historical photos and documents about the city itself!

Celebrating our local libraries

In recognition of libraries everywhere, we asked a couple of our quiz writers about their local libraries, what they’re reading, and if they’re doing anything to celebrate the occasion.

“I live in a rural area in central Wisconsin, and I regularly visit the libraries in the small towns 10 miles to the southeast and 10 miles to the west. They often have what I need, and when they don’t, I have the interlibrary loan system that gives me access to many, many books! I almost always have at least one book checked out from the local library or through the interlibrary system. I check out nonfiction titles on things I want to learn more about. Right now, I am also reading Alice Hoffman’s The Marriage of Opposites for a book club I sometimes participate in.” – Eileen

“I visit my library about once a month. It’s a lovely, cozy place filled with books. What’s not to like? For fun, I’m currently reading three books—The Rivalry: Bill Russell, Wilt Chamberlain, and the Golden Age of Basketball; I Want My MTV: The Uncensored Story of the Music Video Revolution; and Bob Marley: The Stories Behind Every Song. For National Library Week, I’d recommend reading Water for Elephants by Sara Gruen or Steinbeck’s The Grapes of Wrath.” – Barb

Now it’s your turn. What are you doing for National Library Week? (+ free bookmarks!)

How are you celebrating National Library Week with your students? Are you going to make an extra trip to your school’s library this week? Do you remember getting your first library card? Let us know in the comments!

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What is instructional convergence? https://www.renaissance.com/2017/04/06/blog-what-is-instructional-convergence/ https://www.renaissance.com/2017/04/06/blog-what-is-instructional-convergence/#comments Thu, 06 Apr 2017 13:14:52 +0000 https://renlearnstg.wpengine.com/?p=6857 Introduction A recent superintendents’ summit in the Lower Hudson Valley of New York focused on digital convergence, which brings together existing district networks, hardware, and software for greater stability and efficiency. My task at this summit was to open a dialogue about instructional convergence, i.e., how teaching and learning can flourish in digital environments. Let’s […]

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Introduction

A recent superintendents’ summit in the Lower Hudson Valley of New York focused on digital convergence, which brings together existing district networks, hardware, and software for greater stability and efficiency. My task at this summit was to open a dialogue about instructional convergence, i.e., how teaching and learning can flourish in digital environments. Let’s explore.

Convergence

From the Latin convergere—meaning to incline together—convergence describes a tendency for ideas or objects to meet. This meeting results in a common result or conclusion. For example, when warm and cold ocean currents meet, the warm current rises to maintain the earth’s temperature while the cold current stirs up nutrients to fuel the production of phytoplankton blooms that feed fish and marine mammals. The result is a healthy ocean and the equal distribution of the earth’s temperature. The conclusion is clear: we must cherish our oceans.

Digital convergence

Digital convergence is the tendency for different technologies, media, content, services, and applications to become more similar with time and to become available via a single access point. The most obvious example is your smartphone. With it, you can check the weather in Omaha, read your favorite book, compose a piece of music, get directions, join teleconferences, text an acceptance of your upcoming dental appointment, and even make a phone call. Digital convergence results in increased access to information and resources. The conclusion is yet to be determined as smartphones, depending on the context, have made our lives more connected or less so, more seamless or more complex.

Digital convergence in education

Digital convergence in education brings opportunities and challenges. Greater access to devices opens the door to multiple sources of information as easily as it allows for information and resources that disrupt learning. In other ways, digital convergence holds the potential to alter the balance of power in teaching and learning where tradition holds that the teacher controlled what was learned as well as which resources were used to facilitate that learning. Even considering those challenges, the result of digital convergence in education triggers a move away from pre-determined types of adaptive software to software that is more intuitive and responsive to learners’ prior knowledge, levels of progress, and readiness for learning. The conclusion again relies on context. We recognize that our students enter school connected and ready to learn in that mode; however, we know learning is more than the sum of its parts (information, resources, and mastery, just to name a few).

“In other ways, digital convergence holds the potential to alter the balance of power in teaching and learning where tradition holds that the teacher controlled what was learned as well as which resources were used to facilitate that learning.”

teacher talking with students

Instructional convergence

We’ve explored convergence as collaborations in nature, technology, and educational technology. Now let’s look at convergence in human interaction. In ophthalmology, convergence is the coordinated turning of the eyes to bear upon a nearpoint. In other words, when you gaze at an object, an ocean, or a person, each eye turns slightly enough to bring focus, and then clarity, to what you see. The focus on a nearpoint brings us to instructional convergence.

Simply stated, instructional convergence is the place where data, learning analytics, and teacher expertise meet.

  • Data. With formative assessment processes and skillful use of interim, summative, and curriculum-based data, we learn where students are in the progression of learning and what their next steps are likely to be.
  • Learning analytics. Analyzing massive amounts of data helps us understand how to optimize learning and strengthen learning environments (Siemens, 2010). What Kids are Reading, an annual publication from Renaissance, represents learning analytics in action because it answers the following questions and many more: What do students read most often? How much are they reading? Which reading behaviors lead to the greatest growth?
  • Teacher expertise. A skilled educator also gauges non-cognitive aspects of learning, such as mindset, commitment to persistence, and sense of belonging (or hope for success) within a discipline. Students with a sense of belonging within a discipline thrive. Those without that sense or hope for success often use phrases such as “I hate reading,” “I don’t need to learn this,” or “I’m just not a math person.”

Like convergence in nature and in electronics, there is a result and a conclusion associated with instructional convergence. The result is informed instruction that leads to greater student outcomes. The conclusion is up to you! Please share your conclusion in the comments below.

References

Renaissance EdWords. (2017). Learning analytics. Retrieved from https://www.renaissance.com/edwords/learning-analytics.

Siemens, G. (2010). 1st International Conference on Learning Analytics and Knowledge 2011 call for papers. Retrieved from https://tekri.athabascau.ca/analytics/call-papers.

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Exploring FastBridge math progress measures: What is included and how to select the right one https://www.renaissance.com/2017/04/06/blog-exploring-fastbridge-math-progress-measures-what-is-included-and-how-to-select-the-right-one/ Thu, 06 Apr 2017 14:58:00 +0000 https://renlearnstg.wpengine.com/?p=63159 FastBridge has a variety of math assessments that teachers can use to monitor student progress. For such monitoring to be effective, however, the progress measure must match the skill the student is learning in the selected intervention. FastBridge’s math progress monitoring measures include tools that evaluate student mastery of: This blog reviews the available measures […]

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FastBridge has a variety of math assessments that teachers can use to monitor student progress. For such monitoring to be effective, however, the progress measure must match the skill the student is learning in the selected intervention.

FastBridge’s math progress monitoring measures include tools that evaluate student mastery of:

  • Math fact fluency
  • Applied problem-solving
  • The processes used to solve problems

This blog reviews the available measures and explains how to select the best progress monitoring measure to match each student’s instructional level.

Girl studying at kitchen table

What FastBridge math measures are available?

Here is a summary of the available FastBridge math progress monitoring measures, the levels available, and the skills covered.

earlyMath

Levels: K–1

Skills covered: All essential pre-mathematics and early mathematics skills, including numeral identification and number sequences

CBMmath Automaticity

Levels: 1–3

Skills covered: Fact fluency with addition, subtraction, multiplication, and division, with two forms:

  • General Outcome Measures (mixed skills)
  • Single Skill Mastery (single skills)

CBMmath Concepts and Applications (CAP)

Levels: K–8

Skills covered: Application of fact fluency to different problem types, with two forms:

  • General Outcome Measures (mixed skills)
  • Single Skill Mastery (single skills)

CBMmath Process   

Levels: 2–6     

Skills covered: Processes used to solve multi-step problems, with two forms:

  • General Outcome Measures (mixed skills)
  • Single Skill Mastery (single skills)

Note that the measures are organized by skill levels—not grade levels. This is because the FastBridge assessments are designed to track student progress toward specific math skills and not grade-level equivalents.

Grade-level indicators are arbitrary designations but don’t necessarily define what skills a student has mastered. FastBridge skill levels indicate a continuum of specific math skills throughout levels K–8.

Another important feature of FastBridge math progress monitoring measures is that they include both General Outcome Measures (GOM) and Single Skill Measures (SSM).

General Outcome Measures

General Outcome Measures (GOM) are math assessments that include a combination of problems reflecting the skill level. For example, a GOM for level 3 will include addition, subtraction, and multiplication problems, as well as problems with different numbers of digits in each part of the problem (3-digit by 2-digit, etc.).

Mixed-skill GOMs provide a way for teachers to learn how well students can switch between problems requiring different operations and skills.

GOMs are used for universal screening. They can also be used for progress monitoring when a teacher would like to know if a student can switch between problem types.

Single Skill Measures

Single Skill Measures (SSM) include problems of just one type. For example, a level 1 automaticity SSM probe might include all addition facts to 18.

SSM is used for progress monitoring only and provides a way for teachers to know if a student has mastered a specific skill being taught. Once mastered, both the instruction and the progress measure are then adjusted to the next skill.

Teacher smiling at boy

Selecting a math progress monitoring measure

The first step in selecting the best progress monitoring measure is to know what skill(s) a student needs to learn.

The best way to identify students’ instructional needs is to conduct universal screening. The screening assessment will show all students’ current math skill levels, as well as which students have met benchmark learning goals.

In FastBridge, students whose score indicates some risk of not reaching an end-of-year learning goal are indicated with one exclamation mark (!). Those at high risk are indicated with two marks (!!). These indicators are designed to help teachers know which students might benefit from additional instruction or intervention.

Although screening scores provide a first level of information about student math performance, they do not necessarily indicate each student’s current instructional needs. FastBridge offers several reports that teachers can use to see which skills a student has mastered and which skills still need to be learned.

Helpful reports for identifying specific skill needs are:

  • Individual Skills: Provides a student-specific listing of which skills a student has mastered, which skills the student is developing, and which skills are to be learned in the future.
  • Group Skills: Provides a class-wide summary of which skills were weaker or stronger for the entire class.

Interpreting the Individual Skills report

The following sample shows the top of the aMath Individual Skills Screening report for a third grader. Clearly, this student is at high risk for math difficulties:

Student's Percentile Rank
Sample aMath Individual Skills report (top section)

In order to know what skills this student needs to learn and what progress measure to use, examine the skill set sections found below this summary. Here is the Number and Operations in Base 10 skills summary for this student:

Numbers and operations base ten
Sample skills summary

When reviewing the Individual Skills report, teachers are encouraged to look closely at the “Developing Skills” section. These are the skills a student needs to master next, before going on to the more advanced future skills.

When a student’s list of developing skills is extensive, the teacher must select which one will be included in the current intervention. This selection should take into account several factors, including the skills currently being focused on in classroom instruction and the skills most essential for overall math development.

In this case, the student needs to master the very basic skill of knowing and writing numerals to 120. Intervention should focus on this skill, and Numeral Identification–1 would be the best progress measure to use.

The Individual Skills reports for earlyMath and the CBMmath assessments are not the same as for aMath. These reports show the actual items the student got right and wrong on each section of the assessment. Here is an example of Numeral Identification completed by a kindergarten student:

Sample earlyMath Individual Skills report
Sample earlyMath Individual Skills report

The above report format shows the teacher exactly which numbers the student does and does not know. In this case, Numeral Identification would again be the recommended progress measure.

Interpreting the Group Skills report

The Group Skills report is available for earlyMath and the three CBMmath assessments. The report is organized to show overall class performance on the skills covered in the selected assessment.

Sample earlyMath Group Skills report
Sample earlyMath Group Skills report

The above example shows part of a kindergarten class’ performance on Numeral Identification. In this class, there were three numerals that less than 80% of the students knew (28, 29, 31). This feature is designed to help teachers know what additional whole-group instruction will benefit all students.

When 80% or more students in a class have mastered a specific skill, it does not need to be taught at the whole-class level, but certain students might need small group or individual instruction to master the skill. When fewer than 80% of students in a class have mastered a skill, ongoing whole-class instruction of that skill is recommended.

Students should attain at least 90% accuracy on a numeral for the skill to be considered mastered.

Improving math outcomes

Discover solutions from Renaissance to support math learning and motivation.

Group of students in classroom

FastBridge instructional hierarchy for math

All FastBridge math progress monitoring measures reflect a skills hierarchy in which beginning skills are included at the lower levels and more advanced skills at the higher levels.

This is done because certain basic math skills must be mastered for students to move on to math proficiency. The skills hierarchy included in FastBridge assessments comes from two main sources:

  1. National Council of Teachers of Mathematics (NCTM); and
  2. Common Core State Standards (CCSS)

The NCTM first published an instructional hierarchy and guidelines for math instruction in 1989. More recently, the CCSS were published by the National Governor’s Association to provide states and school districts with more uniform learning targets at each grade level.

There are many similarities between these guidelines, including an emphasis on student mastery of all basic math facts across the four basic operations—addition, subtraction, multiplication, and division. It’s critical that students achieve automaticity with these math facts so they can use them while completing other math problems.

Once students have mastered basic facts, they are ready to use these facts to solve other types of math problems, including multi-step problems, story problems, and solving for a variable.

Teacher and girl on laptop

Matching skills to progress monitoring measures

The skill hierarchies reflected in the NCTM and CCSS guidelines are the basis for the organization of FastBridge’s math progress measures. The following table shows the skills and which FastBridge math assessments can be used for progress monitoring of those skills:

FastBridge Math Measures
FastBridge progress monitoring measures

Once a student’s specific math skill instruction needs have been identified, teachers can select the appropriate progress measure from the table above. The skills are listed from easier to more difficult. In the early primary grades, such as K and 1, the instructional focus is usually on learning numerals, the quantities they represent, and base 10 place value.

The best FastBridge progress measures for these skills are earlyMath Numeral Identification and earlyMath Number Sequence–1. Note that these measures do not have separate GOM or SSM, but only one form because they are distinct skills.

With these skills, students can move on to learning the single-digit (or up to 12) math facts for addition, subtraction, multiplication, and division. The automaticity of math facts is essential for later math proficiency and will determine how quickly a student can recall and use these facts to solve more complex math problems. When a student does not have the basic operation facts memorized, trying to complete more difficult problems will be frustrating or impossible.

The best progress measure for students working toward fact fluency is CBMmath Automaticity, which includes both GOM and SSM. The specific form to use depends on what skill the student needs to learn next.

Usually, SSM is best for progress monitoring automaticity. It is important when using CBMmath Automaticity to review the student data often and move the student up to the next skill once a skill is mastered.

Although schools might have local criteria for mastery, a general guideline is for the student to reach the low-risk benchmark score within the time limit. Although it consists of only 3 levels, CBMmath Automaticity can be used with students in the upper elementary, middle, and high school grades who have not yet mastered their basic math facts.

After students have developed automaticity with basic facts, they can be monitored with either CBMmath CAP or CBMmath Process. The decision of which to use should reflect the local curriculum and learning goals.

CBMmath CAP reflects a wider range of applied math skills that require using basic facts to solve applied problems. CBMmath CAP includes content matched to the skill hierarchies in most published math programs and has both GOM and SSM forms:

  • For students with specific skill problems, such as those involving fractions, the SSM is the best choice.
  • For students who are learning what operations to use for applied problems, the GOM is best.

The final option for math progress monitoring is CBMmath Process. This assessment focuses exclusively on the individual steps a student uses to solve a multi-step, basic operation, such as 304 + 67 + 2598.

This measure is best for students who have difficulty applying the steps needed to solve such problems and are working to build these skills.

Let’s take a closer look at the differences between CBMmath CAP and CBMmath Process.

Students working on whiteboard

CBMmath CAP

CBMmath Concepts and Applications (CAP) is an additional form of CBM for mathematics.

Like other CBM tools in FAST, CBMmath CAP is designed to show a student’s current skills in relation to year-long learning goals. CBMmath CAP is a computer-based assessment of applied math that includes items spanning from computation fact fluency to multi-step algebra problems.

Instead of grade levels, there are skill levels from 0 through 8. CBMmath CAP items were developed from an existing bank of FAST math items, including those in aMath and Standards-Based Math Assessments. The items were developed in accordance with the mathematics learning hierarchy in the CCSS.

CBMmath CAP is a timed measure, and the times allotted vary according to grade levels as follows.

Screening times by level:

  • K–3: 15 minutes
  • 4–5: 20 minutes
  • 6–8: 30 minutes
  • 9–12: 30 minutes

Progress monitoring times by level:

  • K–5: 15 minutes
  • 6–8: 20 minutes
  • 9–12: 20 minutes

Students complete about 20 math problems by selecting one of four answer choices. Each possible answer can be read aloud by clicking the headphones icon next to each answer choice. Students can also have each question re-read by clicking the icon.

CBMmath CAP sample
CBMmath CAP sample

CBMmath CAP scores and uses

CBMmath CAP reports the number of problems a student got correct in 10 minutes. When a student takes shorter or longer than 10 minutes to complete a session, the score will be prorated to match a 10-minute interval.

CBMmath CAP can be used for both universal screening and progress monitoring, as noted earlier.

When used for fall screening, we recommend that students complete the level below their current grade, since items in each level reflect content that might not yet have been taught. For winter and spring screening, students should complete the level matching their current grade.

When used for progress monitoring, we recommend the level matching the student’s current grade, unless the student is three or more years behind grade level in math skills.

CBMmath Process

The CBMmath Process assessment is the only FastBridge measure that must be administered and scored using paper and pencil. In its original version, after the students completed the CBMmath Process assessment, the teacher would use an online scoring key to analyze each individual step and process that the student used to solve the problems.

This scoring method, a form of error analysis, can be very helpful for teachers who want to learn the details of an individual student’s math difficulties.

Still, using an error analysis scoring method for all students may be more time-consuming than needed, because many students will make few mistakes and their work does not require such in-depth analysis.

CBMmath Process scoring and uses

Based on feedback from teachers, FastBridge convened a panel of CBMmath Process users, content experts, and researchers to design a revised alternative scoring method.

The panel developed a new, additional, scoring option for CBMmath Process. Known as “rapid scoring,” it evaluates each student’s response in relation to three color-coded score options:

  • Green = 100% points
  • Yellow = 50% points
  • Red = 0 points

To assist teachers with using this new rapid scoring option, the “rules” for awarding points are as follows:

  • 0 errors = 100% (green)
  • 1–2 minor errors = 50% (yellow)
  • More than 2 errors = 0 points (red)

100% of points are given when there are zero errors, 50% of points when there are two or fewer minor errors, and no points when the student makes more than two errors.

Teen boy studying

FastBridge: GOM and SSM in one easy-to-use math progress monitoring assessment

Educators know how important progress monitoring is to measure the exact skill being taught. With FastBridge, GOM and SSM are both included in the assessment model, so you can rest assured you’re getting an accurate assessment of your students’ abilities.

Valid and reliable FastBridge math assessments span basic facts to multi-step computation and higher-order applied mathematics to ensure successful math outcomes for all students. FastBridge also provides teachers with easy access to the recommended math screening assessments for each grade level, so there’s no confusion about which assessments to administer.

With a combination of computer-adaptive tests (CAT) and curriculum-based measures (CBM) for screening and progress monitoring, educators get deep visibility into the math skill strengths and needs of their learners.

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4 strategies to help students carry out successful mathematical discourse https://www.renaissance.com/2017/03/30/blog-4-strategies-to-help-students-carry-out-successful-mathematical-discourse/ https://www.renaissance.com/2017/03/30/blog-4-strategies-to-help-students-carry-out-successful-mathematical-discourse/#comments Thu, 30 Mar 2017 13:19:58 +0000 https://renlearnstg.wpengine.com/?p=6686 Creating meaningful discourse The research is clear—complex knowledge and skills are best developed through social interaction. Discourse allows students to develop and hone their thinking in an open, supportive environment. When students share ideas, construct arguments, and listen to understand peer perspectives, they develop the verbal and mathematical reasoning skills that are essential for college, […]

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Creating meaningful discourse

The research is clear—complex knowledge and skills are best developed through social interaction. Discourse allows students to develop and hone their thinking in an open, supportive environment. When students share ideas, construct arguments, and listen to understand peer perspectives, they develop the verbal and mathematical reasoning skills that are essential for college, career, and life readiness. While these discussions occur regularly in English and language arts classrooms, discourse is not a common part of mathematics instruction.

What it takes and how to do it

During our recent webinar Mathematical Discourse: What It Takes & How to Do It, Peg Smith identified the reason for this: facilitating productive mathematical discourse is hard. It requires you to teach in a way that is likely completely different from the way you learned math and to loosen the grip of control on your classroom, allowing students to take over conversations.

Peg Smith didn’t simply explain the need and the challenge; she outlined four key strategies that can help you create classroom conditions that enable students to carry out successful math discourse without derailing instruction.

1.) Selecting the right task. Choose tasks that are aligned to the goal of the lesson and that require students to think for themselves rather than simply following previously learned material.

2.) Asking “good” questions and predicting responses. Educators who make discourse part of their routines say it can’t be done on the fly. They anticipate the kinds of approaches students might take and create open-ended questions (general and tied to specific strategies) that make thinking public and move students past roadblocks.

3.) Monitoring groups as they work and selecting and sequencing strategies groups will present during whole-class discussions. This allows you to start with easy solutions that all students understand and build to more-complex strategies.

4.) Holding students accountable for listening to others and making sense of solutions that are different from their own. They will then understand that YOU and their community value their thinking and that having the “right” answer is not always the point.

Adding Renaissance Accelerated Math® to the mix

Renaissance’s math solutions have been designed with mathematical discourse in mind, and they can provide invaluable practical support as you begin implementing these strategies in your own classroom.

  • Structuring tasks that allow all students to participate meaningfully when your class includes students at widely different levels of math proficiency can be a challenge. Consider starting your implementation of mathematical discourse by using Renaissance Star Math® data to group students with similar needs, identify the skills they are ready to learn, and provide discourse tasks targeted to those skills.
  • Finding tasks that are worthy of great discussion can be easy once you’ve identified the skills students are ready to learn. Because skills are linked to resources through our learning progressions, you can quickly find tasks for the skills at DOK 2 and DOK 3 that are well suited to mathematical discourse.
  • Giving students specific strategies for showing their work as they complete Renaissance Accelerated Math® practice problems builds the habit of recording their thinking so they are prepared to discuss their reasoning with others.
  • Discussing students’ daily math practice with them is also a great way to get the ball rolling on mathematical discourse. Accelerated Math assignments provide each student with practice at the right level of challenge. Students receive immediate feedback so they can review their work in preparation for conferencing with you. These individual conferences are a great way to build students’ confidence in talking about math. It also allows you to model the use of open-ended questions that will help them listen to and understand their peers’ reasoning. You can get some ideas from a master math teacher about how to structure student conferences by clicking this link to access a complimentary video from our Renaissance-U® professional development package.

Integrating mathematical discourse into your classroom is no easy feat. How do you encourage your students to engage in mathematical discourse? Share your tips and comments below!

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Renaissance Accelerated Reader 360 and Renaissance Star 360 recognized as “Cool Tools” https://www.renaissance.com/2017/03/29/news-renaissance-accelerated-reader-360-and-renaissance-star-360-recognized-as-cool-tools/ Wed, 29 Mar 2017 18:50:40 +0000 https://renlearnstg.wpengine.com/?p=6808 March 29, 2017 – Renaissance®, the leader in K-12 learning analytics, is excited to announce that Renaissance Accelerated Reader 360® and Renaissance Star 360® were named finalists for the EdTech Digest Awards and recognized as “Cool Tools”! The EdTech Digest Awards Program shines a spotlight on cool tools, inspiring leaders, and innovative trendsetters in the […]

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March 29, 2017 – Renaissance®, the leader in K-12 learning analytics, is excited to announce that Renaissance Accelerated Reader 360® and Renaissance Star 360® were named finalists for the EdTech Digest Awards and recognized as “Cool Tools”! The EdTech Digest Awards Program shines a spotlight on cool tools, inspiring leaders, and innovative trendsetters in the education industry that are enriching the lives of learners everywhere.

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Learning data in action: 4 schools getting it right https://www.renaissance.com/2017/03/27/blog-learning-data-success-stories/ https://www.renaissance.com/2017/03/27/blog-learning-data-success-stories/#comments Mon, 27 Mar 2017 14:45:15 +0000 https://renlearnstg.wpengine.com/?p=6589 Learning data can open up a world of possibilities for educators. Take a look at the success stories below to see how four schools are using data to promote student growth and improve test scores. One school’s road to reading mastery Today, Cleveland School of the Arts is a certified Reading Master School. It’s been […]

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Learning data can open up a world of possibilities for educators. Take a look at the success stories below to see how four schools are using data to promote student growth and improve test scores.

One school’s road to reading mastery

Today, Cleveland School of the Arts is a certified Reading Master School. It’s been recognized as an Ohio School of Promise for nearly a decade and consistently scores in the 90th percentile for reading on the Ohio proficiency test. It wasn’t that long ago, however, that the school’s reading score was just 19%.

To ensure students received the proper level of reading instruction, Cleveland School of the Arts began using Renaissance Accelerated Reader. One year later, the school’s reading scores had doubled. By year three, the school began scoring in the 90s consistently.

“It’s been a journey, but Accelerated Reader has been the critical piece in our success,” said former Principal Dr. Barbara Walton. “Accelerated Reader not only taught our students how to read and made the difference in our scores, but also engaged parents and brought us together as a faculty. Accelerated Reader has played a huge part in everything we’ve done, and we have a culture of readers to show for it.”

Read the full story: Ohio arts school celebrates an encore performance in reading achievement.

Improving math scores with differentiated instruction

It’s no secret that personalized learning can help students achieve tremendous growth, but that’s often easier said than done—unless you’re Newport Heights Elementary School in California.

After starting the Renaissance Accelerated Math program, teachers at Newport Heights were able to quickly discover who understood the material and who didn’t, allowing them to personalize instruction for each student.

“With Accelerated Math, you have a differentiated math program for every student—one so individualized that every strength and weakness is clearly defined and can be acted on immediately,” said John Daffron, who teaches second and third grade. “The amount of feedback and the daily interaction with each child make it impossible for anyone to fall through the cracks.”

The proof is in the results. In the 2009-10 school year, 100% of Daffron’s third grade class scored ‘Proficient’ or ‘Advanced’ in math on the California Standards Test. Out of his 22 students, 18 scored ‘Advanced’ while three earned perfect scores.

Read the full story: Differentiated math instruction key to large classroom gains.

Data makes all the difference

Five years ago, the staff at Dr. Levesque Elementary in Maine began searching for a way to improve their falling New England Common Assessment Program scores. After trying out paper-intensive, curriculum-based solutions, it was clear that something needed to change.

That’s when they started taking a closer look at the Renaissance Star assessments they’d been using for the last ten years.

“We weren’t using Star assessments the way they were intended until we started ongoing progress monitoring and tracking about two years ago,” said Principal Lisa Bernier. “We were guessing for years, but now Star data gives us a real grasp on how our kids are learning and how to differentiate their instruction. It also proves we’re moving in the right direction.”

Teachers at Dr. Levesque began using the assessment data to inform their classroom instruction and personalize the learning experience for each student, and it paid off. The school earned an ‘A’ rating from The Maine School Performance Grading System, up from a ‘C’ just two years prior.

Read the full story: Data moves a Maine school’s rating from “C” to “A”.

Meeting new standards with learning data

When Kentucky became the first state to adopt the Common Core State Standards (CCSS) in English/language arts and math in 2012, Paducah Concord Elementary School had their work cut out for them to master the new standards.

The school began using a variety of Renaissance learning data solutions, and has already begun reaping the benefits of data-driven education, recently ranking 19 out of 733 elementary schools on Kentucky state assessments and being counted among the top 3% of schools in Kentucky. It’s also been named a School of Distinction and a Distinguished School.

“Renaissance has definitely played a role in our accomplishments,” said Principal Ginger Stewart. “We have excellent students, master teachers, involved parents, and a supportive district team, but the Renaissance products work if you work them. Each year, we refine the fidelity with which we use them.”

Read the full story: Kentucky school meets challenging reading and math CCSS goals.

>Learning data can open up a world of possibilities for educators. Take a look at the success stories below to see how four schools are using data to promote student growth and improve test scores.

One school’s road to reading mastery

Today, Cleveland School of the Arts is a certified Reading Master School. It’s been recognized as an Ohio School of Promise for nearly a decade and consistently scores in the 90th percentile for reading on the Ohio proficiency test. It wasn’t that long ago, however, that the school’s reading score was just 19%.

To ensure students received the proper level of reading instruction, Cleveland School of the Arts began using Renaissance Accelerated Reader. One year later, the school’s reading scores had doubled. By year three, the school began scoring in the 90s consistently.

“It’s been a journey, but Accelerated Reader has been the critical piece in our success,” said former Principal Dr. Barbara Walton. “Accelerated Reader not only taught our students how to read and made the difference in our scores, but also engaged parents and brought us together as a faculty. Accelerated Reader has played a huge part in everything we’ve done, and we have a culture of readers to show for it.”

Read the full story: Ohio arts school celebrates an encore performance in reading achievement.

Improving math scores with differentiated instruction

It’s no secret that personalized learning can help students achieve tremendous growth, but that’s often easier said than done—unless you’re Newport Heights Elementary School in California.

After starting the Renaissance Accelerated Math program, teachers at Newport Heights were able to quickly discover who understood the material and who didn’t, allowing them to personalize instruction for each student.

“With Accelerated Math, you have a differentiated math program for every student—one so individualized that every strength and weakness is clearly defined and can be acted on immediately,” said John Daffron, who teaches second and third grade. “The amount of feedback and the daily interaction with each child make it impossible for anyone to fall through the cracks.”

The proof is in the results. In the 2009-10 school year, 100% of Daffron’s third grade class scored ‘Proficient’ or ‘Advanced’ in math on the California Standards Test. Out of his 22 students, 18 scored ‘Advanced’ while three earned perfect scores.

Read the full story: Differentiated math instruction key to large classroom gains.

Data makes all the difference

Five years ago, the staff at Dr. Levesque Elementary in Maine began searching for a way to improve their falling New England Common Assessment Program scores. After trying out paper-intensive, curriculum-based solutions, it was clear that something needed to change.

That’s when they started taking a closer look at the Renaissance Star assessments they’d been using for the last ten years.

“We weren’t using Star assessments the way they were intended until we started ongoing progress monitoring and tracking about two years ago,” said Principal Lisa Bernier. “We were guessing for years, but now Star data gives us a real grasp on how our kids are learning and how to differentiate their instruction. It also proves we’re moving in the right direction.”

Teachers at Dr. Levesque began using the assessment data to inform their classroom instruction and personalize the learning experience for each student, and it paid off. The school earned an ‘A’ rating from The Maine School Performance Grading System, up from a ‘C’ just two years prior.

Read the full story: Data moves a Maine school’s rating from “C” to “A”.

Meeting new standards with learning data

When Kentucky became the first state to adopt the Common Core State Standards (CCSS) in English/language arts and math in 2012, Paducah Concord Elementary School had their work cut out for them to master the new standards.

The school began using a variety of Renaissance learning data solutions, and has already begun reaping the benefits of data-driven education, recently ranking 19 out of 733 elementary schools on Kentucky state assessments and being counted among the top 3% of schools in Kentucky. It’s also been named a School of Distinction and a Distinguished School.

“Renaissance has definitely played a role in our accomplishments,” said Principal Ginger Stewart. “We have excellent students, master teachers, involved parents, and a supportive district team, but the Renaissance products work if you work them. Each year, we refine the fidelity with which we use them.”

Read the full story: Kentucky school meets challenging reading and math CCSS goals.

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Read, read, read: words of wisdom in West Virginia https://www.renaissance.com/2017/03/24/ss-read-read-read-words-of-wisdom-in-west-virginia/ Fri, 24 Mar 2017 16:40:54 +0000 https://renlearnstg.wpengine.com/?p=6623 In a world of multimedia technologies that can distract and even isolate students, educators must work ever more resourcefully to entice schoolchildren back to the basics of learning. Mary Scott, assistant principal at Peterson-Central Elementary in Weston, West Virginia, suggests that a successful strategy combines creative programs, dedicated educators, and a relentless focus on fundamentals. […]

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In a world of multimedia technologies that can distract and even isolate students, educators must work ever more resourcefully to entice schoolchildren back to the basics of learning. Mary Scott, assistant principal at Peterson-Central Elementary in Weston, West Virginia, suggests that a successful strategy combines creative programs, dedicated educators, and a relentless focus on fundamentals. “Our teachers and parent volunteers are committed to helping students learn, both in and out of the classroom. Together we champion a wide range of activities to promote a culture of reading and help students develop a real passion for learning.”

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Renaissance Accelerated Math, Renaissance-U recognized as REVERE Award finalists https://www.renaissance.com/2017/03/21/news-renaissance-accelerated-math-renaissance-u-recognized-as-revere-award-finalists/ Tue, 21 Mar 2017 19:23:31 +0000 https://renlearnstg.wpengine.com/?p=6609 March 21, 2017 – We’re proud to announce that Renaissance Accelerated Math® and Renaissance-U® have won recognition as finalists for the REVERE Awards! The REVERE Awards are a product of the Association of American Publishers (AAP), and they identify and honor high quality resources that educate learners of all ages, in all media, and in […]

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March 21, 2017 – We’re proud to announce that Renaissance Accelerated Math® and Renaissance-U® have won recognition as finalists for the REVERE Awards! The REVERE Awards are a product of the Association of American Publishers (AAP), and they identify and honor high quality resources that educate learners of all ages, in all media, and in all educational environments, both in and beyond the classroom.

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Introducing the magic of reading—a mother’s story https://www.renaissance.com/2017/03/21/blog-introducing-the-magic-of-reading-a-mothers-story/ https://www.renaissance.com/2017/03/21/blog-introducing-the-magic-of-reading-a-mothers-story/#comments Tue, 21 Mar 2017 13:35:02 +0000 https://renlearnstg.wpengine.com/?p=6614 Humble beginnings Judi Paul wanted her four children to love reading as much as she did. For her, reading had always been a source of joy. Yet her children didn’t seem to share the same passion. On top of that, she started to notice that her children weren’t reading the classics she enjoyed as a […]

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Humble beginnings

Judi Paul wanted her four children to love reading as much as she did. For her, reading had always been a source of joy. Yet her children didn’t seem to share the same passion. On top of that, she started to notice that her children weren’t reading the classics she enjoyed as a child in school. So one afternoon in 1984, in the basement of her family’s home in little Port Edwards, WI, Judi sat down and curated a list of classic novels, complete with a point system based on difficulty and length, to inspire her children. Judi wanted her children to read things that were at the right level and would inspire a love for reading in each of them. To ensure that her children were comprehending what they were reading, she wrote multiple-choice questions for each novel, awarding her children points after they answered each question correctly. She wrote questions that required reading a novel in its entirety—each related to the main idea or themes throughout. Little did she know, she had just created what would later become Renaissance Accelerated Reader.

The Accelerated Reader
“The Accelerated Reader”

After initial success with her children, word about Judi’s reading program quickly spread to St. Mary’s Our Lady Queen of Heaven Catholic School, a nearby parochial school in Wisconsin Rapids, WI. Impressed by the program, teachers at St. Mary’s offered to pay for Judi’s program. Intrigued, Judi’s husband, Terry, helped turn his wife’s reading program into computer software. Thus, Accelerated Reader was born.

Lynda Borgen, one of the first teachers to use Accelerated Reader at St. Mary’s, was impressed. “My students loved gobbling up book after book,” she said. “It gave each one of them a sense of accomplishment when they would finish reading something and pass their Accelerated Reader quiz. We went through a lot of quizzes that first year.” At the time, her daughter was at the school and was also one of the first students to take an Accelerated Reader quiz.

Working closely with Lynda and the other teachers at St. Mary’s, Judi and Terry would listen to their feedback and tweak the program. They would regularly pop into the school and check to see how the program was working. They were genuinely interested in making the program the best it could be for teachers. Teachers loved being able to gauge their students’ comprehension and keep track of what they were reading. Word about the program quickly spread to the other schools in the surrounding area. Two years later, in 1986, Renaissance officially launched as a company, then named Advantage Learning Systems.

A bright future

Now, more than 30 years later, our name has changed, our solution offerings have expanded, and we’ve grown tremendously, but our mission remains the same. Judi and Terry set out to improve education, and knew that teachers were at the heart of every school. To them it was making sure schools—and the ever-important teachers that work in them—have the tools and resources they need to achieve their goals more effectively, ultimately empowering student growth. It is something that we still strongly believe today.

Today, students all over the nation use Accelerated Reader. In fact, Lynda’s grandson now uses it at the same school, since renamed, in Wisconsin Rapids. Lynda can’t help but smile when her grandson comes home excited about the latest Accelerated Reader quiz he’s passed. Although a lot has changed since it was first introduced more than 30 years ago, one thing remains the same about Accelerated Reader—the ability to inspire a love for reading in students everywhere.

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How can we personalize learning for ELL students? https://www.renaissance.com/2017/03/20/blog-how-can-we-personalize-learning-for-ell-students/ Mon, 20 Mar 2017 20:50:06 +0000 https://renlearnstg.wpengine.com/?p=6642 No two students are alike. Every student has a different background, different interests, and different classroom needs. To nurture each student’s individual strengths, learning must be personalized for each. For example, let’s take a look at Isabel and Luis, two English language learners. Isabel Isabel and her family just moved to the United States from […]

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No two students are alike. Every student has a different background, different interests, and different classroom needs. To nurture each student’s individual strengths, learning must be personalized for each. For example, let’s take a look at Isabel and Luis, two English language learners.

Isabel

Isabel and her family just moved to the United States from Columbia. They don’t speak any English. Isabel is eight years old and in third grade, but she often struggles to understand what her teachers are asking her to do. Isabel’s teachers are doing what they can to help, but with limited resources, they are not sure where to begin.

Luis

Then there’s Luis. Luis lives in Texas with his family. His parents were originally born in Mexico, but he was born in the United States. His parents speak Spanish at home with him and his brothers. His school has a population of 95% Hispanic students and he often hears a mix of both English and Spanish throughout the school day. Luis is fully conversational in English when talking with his friends in class or on the playground. However, his teachers are concerned because his test scores in English contradict what they see during daily interactions.

Do you know students like Isabel and Luis?

Personalized learning

Personalized learning is one of the most powerful strategies talked about in K12 education today. With advancements in technology, the ability to tailor instruction to meet the needs and interests of the individual student has become not only a possibility, but a reality. In addition, this shift in strategy brings the opportunity for students to progress and master curriculum at their own pace. According to Angela Cooper, a math teacher at Research Triangle High School in Durham, North Carolina, the purpose of personalized learning is “for students to get there on their own, using what they already have and know” (Cooper, 2017). How do you know for sure what ELL students already have and know if they are still learning English? If you do not have a starting place in what your students know, how can you move them forward?

Fortunately, Renaissance Star Assessments® are now available in English and Spanish. Let’s consider how these assessments affect the ability to personalize learning for ELL students.

A closer look at Isabel and Luis

Let’s take a closer look at Isabel. Although she speaks Spanish as a native language, she receives instruction in English only. The results of her Renaissance Star Reading® assessments, as seen in the Mastery View below, show that she has mastered grade-level language arts domains when tested in Spanish. When tested in English, however, she is limited to demonstrating minimal knowledge of phonics and word recognition—skills that fall well below her current grade. Taken together, this means that Isabel already has and knows grade-level language arts domains, but is unable to show this in English.

Isabel’s teacher, aware of the research showing the relationship between vocabulary and reading comprehension, uses this information to guide a personalized learning path for her. Because Isabel has already demonstrated competency in her grade-level domains in Spanish, her teacher decides the best way to help Isabel is to focus on English vocabulary development. She personalizes Isabel’s learning in two ways: 1.) building vocabulary using Spanish-English cognates—words Isabel is likely to already know in Spanish that will transfer to English, and 2.) including vocabulary words related to topics that increase her vocabulary across subject areas. To be sure this plan is effective, she monitors Isabel’s progress monthly with Star Reading.

Isabel Mastery Model Dashboard

Mastery View – Isabel

One year older than Isabel, Luis recently took Renaissance Star Math® assessments in English and Spanish. Like Isabel, Luis’s first language is Spanish. However, unlike Isabel, who receives instruction in English only, Luis is enrolled in a dual-language program—meaning he receives instruction in both English and Spanish. The results of his Star Math tests are shown in the Mastery View, making it easy to see side-by-side his domain performance by language. Reviewing Luis’s test results, his two teachers notice that he demonstrates mastery of five domains tested in Spanish and is coming along nicely in demonstrating some of the same skills in English. However, he appears to still struggle in measurement and data and geometry when tested in English.

Together, Luis’s teachers construct a plan. In reviewing the curriculum, the English teacher notices that the areas in which Luis struggled in English were heavily vocabulary-driven. In addition, the words that challenged Luis were not related to math operations. They were low-frequency words not often taught to second-language learners. To support Luis’s achievement in both languages, the teachers personalize his learning in both languages of instruction. First, they decide to increase the pace of the skills he already has and can demonstrate in both languages of instruction. Second, when in English, Luis previews each week’s math lesson in advance, creating a vocabulary list that helps him short-term while building vocabulary long-term. He looks each word up in the dictionary and then checks with his teacher to be sure his definition matches the use of the word in the math problem. Luis’s progress in math is monitored monthly to be sure the plan meets his needs.

Luis Mastery Model Dashboard

Mastery View – Luis

With so many variables to consider, personalizing learning may appear overwhelming at first when talking about ELL students. With the Mastery View from Star assessments, however, identifying what students already have and know in English compared to what students already have and know in Spanish is clear. The knowledge from Star assessments changes everything for teachers.

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From accurate assessments to fast adaptive action: district accelerates progress toward 100 percent literacy https://www.renaissance.com/2017/03/17/ss-from-accurate-assessments-fast-adaptive-action-district-accelerates-progress-100-literacy/ Fri, 17 Mar 2017 15:55:19 +0000 https://renlearnstg.wpengine.com/?p=6573 Nearly 13,000 students attend K–8 classes in the Broken Arrow Public Schools (BAPS) district in Broken Arrow, Oklahoma. District educators expect each student to achieve reading and math literacy, actively engage in extracurricular activities, and ultimately graduate on to higher education or careers. Jennifer Peterson, BAPS executive director of Elementary Administration, says that since 2014, […]

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Nearly 13,000 students attend K–8 classes in the Broken Arrow Public Schools (BAPS) district in Broken Arrow, Oklahoma. District educators expect each student to achieve reading and math literacy, actively engage in extracurricular activities, and ultimately graduate on to higher education or careers. Jennifer Peterson, BAPS executive director of Elementary Administration, says that since 2014, when the district first set out on this bold journey, school communities have embraced the challenge. “We believe it’s a realistic goal and work as a team every day to ensure each student stays on track to achieve learning targets.”

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PD, personalized learning, and daring classrooms: the big topics at SXSWedu® 2017 https://www.renaissance.com/2017/03/16/blog-pd-personalized-learning-and-daring-classrooms-the-big-topics-at-sxswedu-2017/ https://www.renaissance.com/2017/03/16/blog-pd-personalized-learning-and-daring-classrooms-the-big-topics-at-sxswedu-2017/#comments Thu, 16 Mar 2017 13:20:28 +0000 https://renlearnstg.wpengine.com/?p=6579 NOTE: This event is in the past. To give you a bit of insight into the general vibe of this year’s SXSWedu® conference, I’ll relay a story about what happened on Tuesday last week. The Renaissance team was enjoying coffee and breakfast at our hotel before joining 13,000+ educators, vendors, and students at the nearby […]

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NOTE: This event is in the past.

To give you a bit of insight into the general vibe of this year’s SXSWedu® conference, I’ll relay a story about what happened on Tuesday last week. The Renaissance team was enjoying coffee and breakfast at our hotel before joining 13,000+ educators, vendors, and students at the nearby Austin Convention Center when the clinking of silverware and the low chatter of conversation was drowned out by a man excitedly yelling and waving to a group of people that had passed him on their way to a much-needed cup of coffee.

“SXSWEDU! WHOOOOO!!!!”

They responded, “YESSSS!!!! SXSWEDU! WHOOHOO!!!!”

The man smiled at his tablemates. “See, this is what I love about this conference,” he said. “Complete strangers yelling to each other because we’re so excited to be here.”

Over my bowl of oatmeal, I smiled. This was going to be a great week.

It was my first time at SXSWedu—and Austin—and I had no idea what to expect. However, I did have one goal in mind, which was to learn about what was on the minds of educators and others in the education space. After attending sessions on everything from personalized learning and professional development to edtech research and the art (and science) of teaching, here’s what I found to be most important—and inspiring—to this year’s attendees.

Offering meaningful professional development

In a session hosted by EdWeek Market Brief, Education Week Senior Editor Sean Cavanagh and Christina Luke, Project Director for Marketplace Research at Digital Promise, an independent nonprofit research organization, focused on what edtech companies can do to create the specific professional development support that’s most needed. When the discussion was opened to the educators in the audience, three main needs were identified:

  • Personalized learning shouldn’t be for students only—educators need targeted, “personalized PD” tailored to their interests and levels of experience.
  • Modeling is important—many in the audience talked about the need for companies to clearly articulate how a product or solution can be used to improve classroom instruction.
  • Efficiency and effectiveness—from demonstrating the use of a product or solution in a way that isn’t overwhelming to showing educators the ways in which a solution saves them time or integrates with another product they’re already using, the focus was on saving educator time and resources.

Defining personalized learning

Many of the panel discussions at SXSWedu centered around personalized learning—specifically, what it means and how to do it. Our own Chief Academic Officer Gene Kerns gave a great talk on ways to make personalized learning a reality for English language learners. Another panel on Thursday, “Personalized Learning and the EdTech to Make It Happen,” focused on how education technology and schools need to balance tools with the end goals of personalized learning. A few key takeaways here include the following:

  • With student agency being a large part of personalized learning, educators still have a very large role to play. Educators still need to be there to scaffold and offer guidance when needed.
  • With personalized learning, focus on the goal first. Whether you’re engaging in student-led or teacher-led learning, the why behind what you’re doing is most important.
  • Look at your current technology infrastructure before you look at what you want or need to do to improve. Be clear on what you already have before you bring something new into the fold.

Creating daring classrooms

Thursday afternoon was a session that I had personally been looking forward to for the duration of the conference: the closing keynote, “Daring Classrooms,” with research professor and author Brené Brown. Brown, whose studies on courage, vulnerability, shame, and empathy have translated into three #1 New York Times bestsellers and one TED talk, “The Power of Vulnerability” (it’s been viewed over 25 million times!), spoke on her platform of leadership development and culture change—and how to create a culture of courage to classrooms.

“In a classroom, you can create a culture of courage if you’re willing to be excrutiatingly vulnerable and uncomfortable,” Brown said in her keynote. “Your classroom might be the only place a child has to take off their armor.” She expanded on this and ways to cultivate empathy in classrooms and then ended her keynote with discussion of nursing scholar Theresa Wiseman’s Four Attributes of Empathy: perspective taking, staying out of judgment, recognizing emotion in other people, and communicating emotion with people. Brown ended by saying, “The revolution will not be televised—it will be in your classrooms,” which brought everyone to their feet for a standing ovation.

Teaching: an art, a science, or both?

There were plenty of moments at SXSWedu that introduced a new perspective to me, but the most profound one was a panel I decided to attend at the last minute on Thursday called “Teaching: Art, Science, or Both?” The panel was made up solely of teachers and administrators who talked about how educational outcomes today can be shaped as much by research and science as by the individual talents of teachers and the cultures of schools.

With over 500 sessions to choose from, there were certainly times that I wished there were a few more of me so I could have attended all the sessions on my list. Still, the ones I did make it to prompted more than a few shifts in perspective and provided plenty of new learning. I’m already patiently waiting for information to come out about next year’s conference—and, if I’m being truthful, the opportunity to head to sunny Austin, Texas, as a respite from snowy and cold Wisconsin!

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Who’s your hero? Celebrating Women’s History Month https://www.renaissance.com/2017/03/09/blog-whos-your-hero-celebrating-womens-history-month/ https://www.renaissance.com/2017/03/09/blog-whos-your-hero-celebrating-womens-history-month/#comments Thu, 09 Mar 2017 14:17:46 +0000 https://renlearnstg.wpengine.com/?p=6436 My mom is my biggest hero. From supporting me (most of the time) to always being there to talk when something was on my mind, my mom has shaped me into who I am today. She is caring, strong, and everything I could ever ask for in a mother. Although I try to let my […]

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My mom is my biggest hero. From supporting me (most of the time) to always being there to talk when something was on my mind, my mom has shaped me into who I am today. She is caring, strong, and everything I could ever ask for in a mother. Although I try to let my mom know how much she means to me whenever possible, this month is especially important.

March is Women’s History Month. It serves as a time to reflect on the influential women throughout history and their tremendous impacts on our lives, which continue to be felt today. Through the magic of movies, television, and writing, we can see and hear their stories over and over, inspiring the next generation of women. And through the power of Learnalytics, we have the unique ability to see what students are reading and taking quizzes on in Renaissance Accelerated Reader® and Renaissance Accelerated Reader 360®, giving us a window into the stories inspiring students nationwide.

Below are just a few of the most popular books on inspirational women that are popular with K–12 students:

1. Mighty Jackie: The Strike-Out Queen – Marissa Moss

Jackie Mitchell’s father told her she could be good at anything if she worked hard enough. For Jackie, that was baseball. Marissa Moss tells the true story of Jackie Mitchell, the girl who struck out Babe Ruth and Lou Gehrig back-to-back in front of a stunned Tennessee crowd. This is a great read for students who are interested in sports!

2. Grace for President – Kelly DiPucchio & LeUyen Pham

“Where are the girls?”

When Grace finds out there has never been a female U.S. president, she immediately declares that she’ll be the first. To kickoff her political career, Grace enters her school’s mock election, which is a close, tough race. Appealing to all grades, Grace for President serves as a basic introduction to politics and the electoral college, and it may even inspire a future politician in your classroom!

3. Thank You, Sarah: The Woman Who Saved Thanksgiving – Laurie Halse Anderson

What’s your favorite Thanksgiving dish? Turkey? Stuffing? Green beans? All of the above? Either way, you might want to thank Sarah Josepha Hale. Sarah famously petitioned to make Thanksgiving a national holiday in the United States during the 1800s and continuously fought for years to make it a national holiday, finally persuading President Lincoln in 1863. Your students will get a kick out of this relatively unknown, yet important, part of history.

+ Bonus: Did you know Sarah was also a strong supporter of education for women? During her life, she encouraged women to enter the teaching and medical fields.

4. The Breadwinner – Deborah Ellis

When the Taliban hauled away Parvana’s father, her family was shaken. Parvana decided to disguise herself as a boy and become the breadwinner for her mother and younger siblings. Set in Afghanistan during the Taliban’s early regime, The Breadwinner reveals the tough realities for women. As a possible introduction to the Middle East, mid- and upper-grade students will pick up on the stark differences from their lives.

5. Who Was Helen Keller? – Gare Thompson

Helen Keller was born blind and deaf, but that didn’t stop her. With the help of a wonderful teacher, Helen learned to read, write, and do so much more. Serving as a great introduction to Helen Keller, Who Was Helen Keller showcases Helen’s determination and what we can accomplish if we put our minds to it. Students will enjoy reading Helen’s story with this strong entry in the Who Was… series.

Strong women are all around us. Throughout history, a profound number of women have made our lives better today. Whether they’re someone close to us or famous, March is a time to reflect on the achievements of women worldwide and aim for a better future.

Interested in more ideas for Women’s History Month? Check out some of the top books students are reading nationwide in this year’s What Kids Are Reading report.

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Students nationwide celebrate reading as participants in Renaissance’s annual ReadQuest event https://www.renaissance.com/2017/03/07/news-students-nationwide-celebrate-reading-as-participants-in-renaissances-annual-readquest-event/ Tue, 07 Mar 2017 16:17:04 +0000 https://renlearnstg.wpengine.com/?p=6431 March 7, 2017 – Ready, set, read! Last week on Friday, March 3, 2017, tens of thousands of students nationwide took part in ReadQuest. An annual event, ReadQuest celebrates the power of reading—and the incredible places it takes us.

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March 7, 2017 – Ready, set, read! Last week on Friday, March 3, 2017, tens of thousands of students nationwide took part in ReadQuest. An annual event, ReadQuest celebrates the power of reading—and the incredible places it takes us.

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SXSWedu: Renaissance Launches “Renaissance Growth Platform” https://www.renaissance.com/2017/03/06/news-sxswedu-renaissance-launches-renaissance-growth-platform/ Mon, 06 Mar 2017 14:02:39 +0000 https://renlearnstg.wpengine.com/?p=6408 Platform provides the most comprehensive view of student growth and mastery available for K-12 educators WISCONSIN RAPIDS, Wis. (March 6, 2017) – Renaissance®, the leader in K-12 learning analytics, announces that nearly 20 million students—one-third of United States schools—are actively using its innovative, ground breaking Renaissance Growth Platform™. The platform powers the company’s award winning […]

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Platform provides the most comprehensive view of student growth and mastery available for K-12 educators

WISCONSIN RAPIDS, Wis. (March 6, 2017)Renaissance®, the leader in K-12 learning analytics, announces that nearly 20 million students—one-third of United States schools—are actively using its innovative, ground breaking Renaissance Growth Platform™. The platform powers the company’s award winning portfolio: Renaissance Star 360® assessment solutions, the Renaissance Accelerated Reader 360® reading practice solution, and the Renaissance Accelerated Math® practice solution.

“Over a four-year period we conducted exhaustive research and interviewed hundreds of educators and learned that many of them are struggling to accurately measure student growth on a daily basis,” said Mark Angel, chief technology officer at Renaissance. “We also confirmed that they want to differentiate and personalize instruction, but it’s difficult for them to do so in a way that’s scalable in the classroom. Our Growth Platform makes both of these goals attainable for educators by allowing them to set goals and monitor student progress with greater efficiency.”

Released at the beginning of 2017, the Renaissance Growth Platform was built with three things in mind: flexibility, efficiency and usability. In parallel to building the Growth Platform, Renaissance rebuilt its complete portfolio to take advantage of the platform’s robust, scalable architecture. The power of the complete integrated suite manifests in several ways, including a workflow engine that allows educators to manage and deliver all assignments from Star assessments to Accelerated Reader 360 and Accelerated Math practice through a simple-to-use student inbox.

“The Renaissance Growth Platform is the next step in our vision to provide educators with a comprehensive view of student growth and mastery while giving them more time to focus on students,” says Mike Evans, interim CEO and chief financial officer at Renaissance. “Now we are able to deliver our entire portfolio with the fully integrated set of learning analytics educators need to make decisions and lay the groundwork for increased interoperability with school systems and instructional partners.”

Renaissance will unveil more about the Renaissance Growth Platform and its bold new vision for making personalized learning a reality for educators at SXSWedu, taking place March 5–9 in Austin, Texas. The company will be hosting the SXSWedu Opening Party on Monday, March 6, which is open to all SXSWedu attendees.


About Renaissance

Renaissance® is the leader in K–12 learning analytics—enabling teachers, curriculum creators, and educators to drive phenomenal student growth. Renaissance’s solutions help educators analyze, customize, and plan personalized learning paths for students, allowing time for what matters—creating energizing learning experiences in the classroom. Founded by parents, upheld by educators, and enriched by data scientists, Renaissance knows learning is a continual journey—from year to year and for a lifetime. Our data-driven, personalized solutions are currently used in over one-third of U.S. schools and more than 60 countries around the world. For more information, visit www.renaissance.com.

About SXSWedu

The SXSWedu® Conference & Festival fosters and celebrates innovations in learning by hosting a diverse and energetic community of stakeholders across a variety of backgrounds in education. The annual four-day event affords registrants open access to engaging sessions, immersive workshops, interactive learning experiences, film screenings, early-stage startups, business opportunities and networking. Through collaboration, creativity and social action, SXSWedu empowers its global community to Connect. Discover. Impact. SXSWedu is a component of the South by Southwest® family of conferences and festivals. Join the passionate and innovative community at SXSWedu, March 6-9, 2017 in Austin, Texas. For more information, please visit the online schedule.

Contact for Media Inquiries Only:

Renaissance
Melissa Ripp
pr@renaissance.com
715-424-3636

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A week in Austin, Texas: Being a student again at SXSWedu® 2017 https://www.renaissance.com/2017/03/01/blog-week-austin-texas-student-again-sxswedu-2017/ https://www.renaissance.com/2017/03/01/blog-week-austin-texas-student-again-sxswedu-2017/#comments Wed, 01 Mar 2017 18:58:24 +0000 https://renlearnstg.wpengine.com/?p=6349 Flights booked? Check. Hotel rooms secured? Check. Full-access conference passes? Check. Next week, from March 6–9, 2017, Renaissance will be in Austin, Texas, for SXSWedu®. For those not familiar with SXSWedu, it’s an offshoot of the popular SXSW festival that’s been held in Austin since the late 1980s. SXSWedu began in 2011, and since then, […]

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Flights booked? Check. Hotel rooms secured? Check. Full-access conference passes? Check. Next week, from March 6–9, 2017, Renaissance will be in Austin, Texas, for SXSWedu®.

For those not familiar with SXSWedu, it’s an offshoot of the popular SXSW festival that’s been held in Austin since the late 1980s. SXSWedu began in 2011, and since then, it’s been committed to fostering innovation in learning by hosting a passionate and diverse community of education stakeholders. The festival features four days of presentations, in-depth workshops, discussions, networking, and so much more. Last year, SXSWedu greeted nearly 14,000 educators, business and industry leaders, and stakeholders in the nonprofit and government arenas—and a few students, too!

I’m excited about SXSWedu for many reasons. First, this event has a reputation for being the place where bold and brave new ideas in education are unveiled. A quick glimpse at the list session titles, keynote speakers, and interactive workshops is enough to make anyone passionate about education swoon a little. With specific tracks on everything from data (student privacy, trends and predictions, ethics) and early learning (boosting curiosity, teaching STEM) to instruction (student empowerment, personalized learning) and learning spaces (build-your-own, outdoor tech instruction, maker spaces), you’ll have no shortage of things to learn. As someone who gets excited about every opportunity I have to be a student again, I can’t wait to settle in this weekend and figure out my conference schedule!

The other reason I’m excited is that we’ve been planning great events on behalf of Renaissance. We’ll be hosting several throughout the the week. Check out the descriptions below and make sure to stop by if you’re attending the conference.

SXSWedu Opening Party

Monday, March 6, 2017
7:30 p.m. – 11:30 p.m.
Buffalo Billiards, 201 East 6th Street

To close out the first day in Austin, we’ll be hosting an opening-day party. Food and beverages will be plentiful as well as games like billiards, darts, and more in a laid-back pool hall in Austin’s historic Sixth Street district. Join us for a bit of fun and reflection on the first day’s events. All SXSWedu attendees are welcome!

Industry Talk: Personalized Learning for ELL Students

Wednesday, March 8, 2017
4:00 p.m. – 4:30 p.m.
JW Marriott, Griffin Hall

English language learners are the fastest-growing segment of the public school population, and according to the National Education Association (NEA), one in four public school students will be ELL students by 2025. There are plenty of challenges facing these students and their teachers, one of the biggest being assessment. Appropriate assessment helps teachers understand if students are making progress or struggling due to a language barrier.

Meaningful formative assessment, paired with a personalized learning model, can truly make a difference for ELL students, but how do we arm educators with what they need and create scalable solutions? Gene Kerns, Vice President and Chief Academic Officer at Renaissance, will be speaking about personalized learning and how it can directly benefit ELL students.

Renaissance Star Spanish® Launch Party

Wednesday, March 8, 2017
6:00 p.m. – 8:00 p.m.
Swift’s Attic, 315 Congress Avenue

Our Star Spanish launch fiesta will celebrate the only solution on the market that delivers real-time insight into a student’s capabilities in English and Spanish. We’re excited to show you what Star Spanish can help your students achieve. If you’ll be in the Austin area, we’d love to have you as our guest. You don’t have to be registered for SXSWedu to attend, but space is limited for this event, and you must register to attend. Click here to RSVP.

A week of learning and discovering? Check. My first-ever visit to Austin institution Torchy’s Tacos? Check. The opportunity to meet so many people who share my passion for education? Double check.

I hope to see you in Austin, but if you’re not attending this year, I’ve got you covered! Be on the lookout for another blog from me after the event, where I’ll be giving a rundown of what I learned and what caught my eye at this year’s conference. And be sure to like our Facebook page and follow us on Twitter at @RenLearnUS, where I’ll be live-tweeting some of my adventures throughout the week.

Speaking of social media, we’re excited to announce that we’re hosting a Twitter chat with EdSurge (@EdSurge) during SXSWedu as well—on Tuesday, March 7, at 7:00 p.m. CST, to be exact. EdSurge will be leading this chat—Renaissance will moderate—about personalized learning and what it looks like in the classroom. To participate, follow EdSurge on Twitter, and when questions are posted during the chat, reply back with the hashtag #edsurgechat.

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Sparking student growth with personalized learning https://www.renaissance.com/2017/02/27/blog-sparking-student-growth-with-personalized-learning/ Mon, 27 Feb 2017 18:54:30 +0000 https://renlearnstg.wpengine.com/?p=6063 One of the many benefits of a learning data solution is the support it provides teachers to help personalize learning for every student. “Personalized learning refers to instruction in which the pace of learning and the instructional approach are optimized for the needs of each learner. Learning objectives, instructional approaches, and instructional content (and its […]

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One of the many benefits of a learning data solution is the support it provides teachers to help personalize learning for every student.

“Personalized learning refers to instruction in which the pace of learning and the instructional approach are optimized for the needs of each learner. Learning objectives, instructional approaches, and instructional content (and its sequencing) all may vary based on learner needs. In addition, learning activities are meaningful and relevant to learners, driven by their interests, and often self-initiated.” – U.S. Department of Education

With data-fueled insights into student learning, educators can drive student growth by tailoring lesson content, teaching methods, and pace of instruction for each student’s abilities and interests.

Assessing student learning

With a learning data solution, teachers can discover exactly what students know, where they need more help, and what they’re ready to learn next. This allows them to adjust assignments and lessons to fit each student’s needs and goals, so all can practice reading and math at the right level.

The most effective solutions are built on learning progressions that allow the system to tell teachers what to teach next and identify focus skills (the most critical skills a student needs to learn). And, with data, teachers can provide practice at multiple levels in the same classroom, ensuring each student has the opportunity to meet his or her full potential.

Spending more time on what matters

Along with helping educators customize learning paths for each student, learning data can also give teachers more time to spend on what matters most—creating an energizing, engaging learning environment for all students.

Renaissance’s Star 360 lets students complete tests in a fraction of the time because the interim assessments are computer adaptive, automatically adjusting each item based on the student’s answer to the previous item. This reduces testing time and student frustration and boredom, and reclaims time for instruction.

The efficiency of the assessment allows teachers to screen their entire class in minutes and instantly access reports by class or grade in order to prioritize their efforts and quickly plan instruction.

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ReadQuest 2017: Your passport to everywhere https://www.renaissance.com/2017/02/23/blog-readquest-2017-your-passport-to-everywhere/ https://www.renaissance.com/2017/02/23/blog-readquest-2017-your-passport-to-everywhere/#comments Thu, 23 Feb 2017 14:11:38 +0000 https://renlearnstg.wpengine.com/?p=6213 Waiting for six weeks I got my first passport when I was 15 years old. Standing in line at the local post office, nervous and not really sure what to expect, I waited. Clutching the pre-filled paperwork, I made my way to the attendant. After a couple signatures and a quick photo, he said I […]

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Waiting for six weeks

I got my first passport when I was 15 years old. Standing in line at the local post office, nervous and not really sure what to expect, I waited. Clutching the pre-filled paperwork, I made my way to the attendant. After a couple signatures and a quick photo, he said I could expect my password in about six weeks. I thought, “Wait, that’s it?”

That’s all it took! Six weeks later, my passport arrived, and I realized I had the ability to travel almost anywhere. I flipped through the passport, memorized, yet determined, to fill out the little booklet. A book in the hands of a child holds that same ability. From the depths of the sea to space and beyond, a book is a magical passport to anywhere we want. It gives students the chance to explore the world. With each book, students take something away and they grow, much like a passport allows us to do.

“From the depths of the sea to space and beyond, a book is a magical passport to anywhere we want.”

On a rickety old wooden chair under a dusty old black sorting hat, anxiously waiting to hear which house I’ll be in for the next seven years. In the arctic, clutching my steaming coffee and waiting out another windstorm in my shack before I can continue my research. On my belly, crawling through pitch-black tunnels, surrounded by rocks and darkness, the only light coming from the faint glow at the end. These are just a few of the places reading has taken me.

It doesn’t matter if the destination is real or make-believe; reading fills the imagination and brings joy. The great thing about reading is that so many positives come from it, including increased vocabulary exposure, greater reading comprehension, and general growth as people, just to name a few. The key is finding something enjoyable (for me, it was books about LEGOs.) As Tedd Arnold, author of Fly Guy!, says in this year’s What Kids Are Reading report, his discovery of Mad Magazine when he was a child sparked his love of reading. When that interest is fed, reading is magical.

A day of celebration

On Friday, March 3, 2017, thousands of students all over the country will come together in a one-day event to celebrate the power of reading and the incredible places it takes us. From pajama days to treats and comfy reading spots, ReadQuest is a day of fun for students. In fact, one of my favorite things about ReadQuest is seeing all the photos educators share on social media of their classrooms’ takes on ReadQuest (which reminds me, make sure to use #ReadQuest17 to share your adventures this year!).

ReadQuest is a day of celebration, a day to let loose and enjoy a good book. In the past, classrooms have submitted press releases recognizing their students’ achievements, invited guest readers and older students into their classrooms to read aloud to others, and displayed the live ticker showing the total number of Renaissance Accelerated Reader and Renaissance Accelerated Reader 360 quizzes taken nationwide. On top of all that, the official ReadQuest site offers printables, such as customizable bookmarks, certificates to give your students for participating, and a passport that students can fill out to document their adventures. Be sure to check out them out as you prepare for this year’s event!

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Renaissance Accelerated Reader 360 and Renaissance Accelerated Math win Tech & Learning’s “Best of Show” at TCEA 2017 https://www.renaissance.com/2017/02/17/news-accelerated-reader-360-accelerated-math-win-tech-learning-best-of-show-tcea-2017/ Fri, 17 Feb 2017 21:12:25 +0000 https://renlearnstg.wpengine.com/?p=6106 February 17, 2017 – We’re proud to announce that Renaissance Accelerated Reader 360® and Renaissance Accelerated Math® were chosen as Tech & Learning “Best of Show” award winners during TCEA 2017, which took place from February 6-10, 2017 in Austin, Texas.

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February 17, 2017 – We’re proud to announce that Renaissance Accelerated Reader 360® and Renaissance Accelerated Math® were chosen as Tech & Learning “Best of Show” award winners during TCEA 2017, which took place from February 6-10, 2017 in Austin, Texas.

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9 book ideas to celebrate Black History Month https://www.renaissance.com/2017/02/09/blog-9-book-ideas-to-celebrate-black-history-month/ https://www.renaissance.com/2017/02/09/blog-9-book-ideas-to-celebrate-black-history-month/#comments Thu, 09 Feb 2017 14:13:34 +0000 https://renlearnstg.wpengine.com/?p=5936 This month is a special time. Since 1976, February has been officially recognized as Black History Month, although the celebration goes back decades beforehand. Black History Month honors not only the achievements of African Americans, but also recognizes their importance in U.S. history. Need some ideas for celebrating the occasion in your classroom? Below are […]

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This month is a special time. Since 1976, February has been officially recognized as Black History Month, although the celebration goes back decades beforehand. Black History Month honors not only the achievements of African Americans, but also recognizes their importance in U.S. history.

Need some ideas for celebrating the occasion in your classroom? Below are nine great books to share with your students during Black History Month:

1. Martin’s Big Words: The Life of Dr. Martin Luther King, Jr.
By: Doreen Rappaport

In this powerful picture-book biography, Doreen Rappaport tells the story of Dr. Martin Luther King, Jr., from his experiences as a child to his profound impact as an adult. Rappaport mixes actual quotes from Dr. King with her own words to tell the story. The book is written with simple, direct language and features bright, vivid drawings, making it a perfect way to introduce Dr. King’s legacy to students.

2. The Story of Ruby Bridges
By: Robert Coles

Based on true events, The Story of Ruby Bridges follows the six-year-old’s journey as the first African-American student at an all-white school in New Orleans, Louisiana. Despite strong opposition, with parents pulling their students out of the school and angry protesters, Ruby perseveres. The story paints a portrait of the turmoil in 1960s America and the strength of Ruby and her family.

3. Henry’s Freedom Box
By: Ellen Levine

Henry has no idea how old he is. Nobody keeps records of slaves’ birthdays. Dreaming of freedom and a better life, Henry comes up with an idea. He’ll mail himself to the north. Written by Ellen Levine, Henry’s Freedom Box follows Henry’s thrilling journey to freedom.

4. The Other Side
By: Jacqueline Woodson

A fence separates Clover and her best friend, Annie. Because Clover’s mom won’t let her cross over to the white side of the fence, the two girls sit on top of it. The Other Side showcases the power of friendship, despite differences.

5. The Watsons Go to Birmingham – 1963
By: Christopher Paul Curtis

A Newbery Honor-winning classic, The Watsons Go to Birmingham – 1963, tells the story of ten-year-old Kenny and his family as they take a trip from their hometown in Michigan to Birmingham, Alabama.

6. Bud, Not Buddy
By: Christopher Paul Curtis

Also by Christopher Paul Curtis, Bud, Not Buddy, follows ten-year-old Bud’s journey to find his father. Taking place in the depression, Bud, Not Buddy has won a Newbery Medal and Christopher Paul Curtis was recognized with the 2000 Coretta Scott King Award, given to outstanding African-American authors.

7. Two Friends: Susan B. Anthony and Frederick Douglass
By: Dean Robbins

What would Susan B. Anthony and Frederick Douglass talk about if they were to sit down and have tea? Two Friends: Susan B. Anthony and Frederick Douglass answers that exact question. Dean Robbins’ take on the conversation sees the two discussing the rights of women and African Americans in a thrilling read tailored toward students.

8. Chains
By: Laurie Halse Anderson

If an entire nation could seek its freedom, why not a girl?

Chains, a novel by Laurie Halse Anderson, follows thirteen-year-old Isabel’s continuous fight for freedom after she was falsely promised it upon her previous owner’s death. The novel offers a unique viewpoint from the Revolutionary War.

9. Rosa
By: Nikki Giovanni

Rosa by Nikki Giovanni, retells the classic story of how Rosa Parks refused to give up her seat on a public bus in Montgomery, Alabama during the 1950s. Told from a unique and original perspective, Rosa is a great way to introduce Rosa Park’s story to your students.

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The difference between proficiency and growth https://www.renaissance.com/2017/02/02/blog-the-difference-between-proficiency-and-growth/ https://www.renaissance.com/2017/02/02/blog-the-difference-between-proficiency-and-growth/#comments Thu, 02 Feb 2017 14:16:27 +0000 https://renlearnstg.wpengine.com/?p=5773 Introduction This blog is rated PG for Proficiency and Growth. Readers are advised that the content of this blog is rigorously debated among noted experts and common understandings are yet to be realized. Even so, the terms “proficiency” and “growth” are trending. A simple Google search returned 34,000,000 results in four-tenths of a second. Perhaps […]

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Introduction

This blog is rated PG for Proficiency and Growth. Readers are advised that the content of this blog is rigorously debated among noted experts and common understandings are yet to be realized. Even so, the terms “proficiency” and “growth” are trending. A simple Google search returned 34,000,000 results in four-tenths of a second. Perhaps the terms are trending as people seek to understand the difference between proficiency and growth as well as how that difference impacts learning.

In the simplest analogy possible, proficiency is a destination; growth is the journey.

“In the simplest analogy possible, proficiency is a destination; growth is the journey.”

The destination

Proficiency is about a specific level of achievement at a specific point in time. In particular, it is about achievement that is considered “good enough” at that point in time. For example, a Southwestern university requires all music majors (except piano majors) to pass a piano barrier. They must play one major and two minor scales with sufficient speed and accuracy, sight-read a piece of music reasonably well, and perform a rehearsed one exceptionally well. Those who meet the expectations for scales, sight-reading, and performance are proficient. They play the piano good enough to be a music major.

In Pre-K–12, proficiency standards are usually set by state-level policy or another overseeing body, often establishing categories to sort out how well students master a skill or standard. Common achievement category labels include advanced, proficient, basic, and below basic (Hull, 2007).

For state accountability, proficiency, in most cases, is measured by a single summative assessment. Although proficiency benchmarks are rigid, the body of knowledge they reflect adapts and grows—from the novice understandings acquired in the earliest grades through the complex applications applied in the highest grades. As a result, proficiency focuses on content mastery at grade level.

Assessing and categorizing works efficiently enough, until you run into the human element of learning. What does the head of the music department at the university do with a virtuoso pianist who can flawlessly replicate any piece of piano music he hears but cannot read music? His sight-reading is below basic, yet he is inexplicably skilled. Is he proficient?

The journey

Growth focuses on learning over time, and places greater emphasis on how much students learn than on what they can demonstrate by the end of the year.

Like proficiency, growth considers content and grade level; however, it brings the child into the equation. Where did the student begin in the development of content knowledge? How far has the student traveled on the proficiency highway? Which unique skills or challenges does the student carry along the way? What is his or her rate of improvement? How much farther must the student go?

“Like proficiency, growth considers content and grade level; however, it brings the child into the equation.”

Some report growth as the difference between pre- and post-test using a vertical scale (e.g., 0–100). Subtraction, however, is not a growth model (Literasee, 2017). The subtraction model documents progress from pre to post: a growth model explains the kind of progress students make over time.

There are a number of statistical models that measure student growth, and one of the most widely used is student growth percentile (SGP). SGPs are a norm-referenced quantification of individual growth from one period to the next. The SGP score compares a student’s growth over time with that of his or her academic peers nationwide. Academic peers are students in the same grade with a similar history of achievement (Renaissance, 2016). This means that the SGP calculation compares the pre/post progress for a student with a history of high achievement to the pre/post progress of other high-achieving students nationwide at that grade level. Likewise, students struggling with achievement are compared to their individual academic peers.

The impact

The particulars of proficiency vs growth are rigorously debated among noted experts; however, what’s clear is that growth, such as is characterized by SGP, brings greater insight to the understanding of each student. Knowing that a student has advanced or fallen back in learning is only part of the story. Growth provides the context to understand the significance of that growth or to inform depth of concern regarding the stumble. For a deep dive into growth and growth models, download A Practitioner’s Guide to Growth Models (Castellano & Ho., 2013). For detailed information on SGP and SGP in Renaissance Star Assessments®, download the SGP Special Report (Renaissance, 2016).

References

Castellano, K. & Ho, A. (2013) A Practitioner’s Guide to Growth Models. CCSSO, Retrieved from http://www.ccsso.org/Resources/Publications/A_Practitioners_Guide_to_Growth_Models.html.

Hull, J. (2007). Measuring student growth: A guide to informed decision making. Retrieved from http://www.centerforpubliceducation.org/Main-Menu/Policies/Measuring-student-growth-At-a-glance/Measuring-student-growth-A-guide-to-informed-decision-making.html.

Literasee. Subtraction Isn’t a Growth Model. Retrieved from https://view.literasee.io/Literasee/Georgia/report.

Renaissance (2016). Special Report on Student Growth Percentile. Retrieved from https://www.renaissance.com/resources/student-growth-percentile.

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3 ways you can use the What Kids Are Reading report in your classroom https://www.renaissance.com/2017/01/26/3-ways-you-can-use-the-what-kids-are-reading-report-in-your-classroom/ https://www.renaissance.com/2017/01/26/3-ways-you-can-use-the-what-kids-are-reading-report-in-your-classroom/#comments Thu, 26 Jan 2017 14:17:16 +0000 https://renlearnstg.wpengine.com/?p=5645 In between episodes of Parks and Recreation, I was sifting through some of the recently added movies and TV shows on Netflix. One title caught my eye—A Series of Unfortunate Events. Where have I seen that before? Why does that sound so familiar? Of course! I read a few of the books in elementary school. […]

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In between episodes of Parks and Recreation, I was sifting through some of the recently added movies and TV shows on Netflix. One title caught my eye—A Series of Unfortunate Events. Where have I seen that before? Why does that sound so familiar? Of course! I read a few of the books in elementary school. With a rush of nostalgia, I was taken back to browsing the bookshelves, my fingers running over book spines, searching for my next read. After adding the series to my queue on Netflix, I’m determined to pick up the book series again in 2017 and refresh my memory.

In our latest What Kids Are Reading report, there’s no shortage of books that are enjoying a second life as a TV series or movie. A Series of Unfortunate Events, The Great Gatsby, To Kill a Mockingbird (Have you read Go Set a Watchman?)—classic books that will forever be included on a “most read” booklist. But there also quite a few newcomers that are getting students excited about reading. Books like The Fault in Our Stars, Divergent, and The Scorch Trials.

Take a look at three ways to use the report’s grade-level lists of popular books to introduce students to books they may not have considered before.

Random-Draw

Pick a handful of the top fiction/nonfiction books in the What Kids Are Reading report, write down the titles on individual pieces of paper, mix them up, throw them in a hat, and have your students pick from the hat to see what they should read next. By only seeing the title and not the artwork, your students might read something they would’ve ordinarily passed on.

Guessing-Game

Without a doubt, I know some people will watch A Series of Unfortunate Events on Netflix without realizing that it is based on a book series. Test your students’ knowledge by quizzing them on various titles and ask what came first, the book or the movie/TV show. (Hint: It’s almost always the book!) Who knows, your students might even be shocked to find out some of their favorite Netflix binges are based on books! (I’m still waiting for an official Parks and Recreation book series.)

Add-to-List

Do you find yourself always adding movies and TV shows to your Netflix queue? Have your students create their own queue of books to read next using the grade-level lists of popular books in the What Kids Are Reading report as a guide. Think of it as their Netflix queue. Have your students skim through some of the booklists and choose a variety of topics, difficulty levels, and titles that spark their interests. That way, when students finish what they’re currently reading, they can refer back to their list and find something else to tackle.

The possibilities are truly endless. As my Netflix queue grows, time seems more scarce. I have trouble finding time to sit down and watch all the amazing shows and movies I have queued up. However, that is part of the excitement, the thrill, of always having something to watch—just like students always having something to read. And although A Series of Unfortunate Events didn’t make the list in this year’s What Kids Are Reading report, I have a feeling it will make a resurgence in next year’s report.

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Impacting instruction, offering flexibility: Diocese of Madison implements a student growth solution https://www.renaissance.com/2017/01/23/impacting-instruction-offering-flexibility-diocese-madison-implements-student-growth-solution/ Mon, 23 Jan 2017 17:32:23 +0000 https://renlearnstg.wpengine.com/?p=5626 Michael Flanagan’s parents were educators—music teachers, to be precise—and while that fact shaped his early life, he never imagined he would become one himself. “It wasn’t that I disliked the idea—I just never imagined going the same route,” he says. Whether it was destiny, genetics, or his love for music and the arts, Flanagan found […]

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Michael Flanagan’s parents were educators—music teachers, to be precise—and while that fact shaped his early life, he never imagined he would become one himself. “It wasn’t that I disliked the idea—I just never imagined going the same route,” he says. Whether it was destiny, genetics, or his love for music and the arts, Flanagan found himself majoring in music education at Northern Illinois University, and taught choir and musical theater for several years in a public high school.

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STEM: Stamina and the competitive skill https://www.renaissance.com/2017/01/19/stem-stamina-and-the-competitive-skill/ https://www.renaissance.com/2017/01/19/stem-stamina-and-the-competitive-skill/#comments Thu, 19 Jan 2017 14:17:06 +0000 https://renlearnstg.wpengine.com/?p=5520 Is STEM—the focus on science, technology, engineering, and mathematics—a concept or a curriculum? Is it a reaction or a reinvention? Is it four distinct disciplines (S, T, E, M) or one (S+T+E+M)? Let’s open with a bit of background on STEM and look at its challenges. Based on the depth of your search, you will […]

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Is STEM—the focus on science, technology, engineering, and mathematics—a concept or a curriculum? Is it a reaction or a reinvention? Is it four distinct disciplines (S, T, E, M) or one (S+T+E+M)? Let’s open with a bit of background on STEM and look at its challenges.

Based on the depth of your search, you will find that STEM originated in

  • 1957 with the launch of Sputnik (Powell, 2007),
  • 1961 with Kennedy’s call to send an American safely to the moon (NASA, 2013),
  • 1998 with Papert’s keys to the new learning of the digital century (Papert, 2000), or
  • 2001 with the birth of the acronym SMET, which became STEM (Heitin, 2013).

Whether STEM emerged in the mid-20th century or with the onset of the 21st, it represents the intersection between US education and a global workforce operating in a digital world.

Stamina

A 2011 New York Times article (Drew, 2011) brings fascinating insight into the STEM discussion. The journalist writes of middle and high school students being fully engaged and truly enjoying “building their erector sets and dropping eggs into water to test the first law of motion.” However, that enthusiasm for engineering disappears as they encounter the “math-science death march” their freshman year of college. Approximately 40% of freshmen who enter college with a STEM-declared major change majors or fail to obtain a degree because college math and science is just too hard.

“Approximately 40% of freshmen who enter college with a STEM-declared major change majors or fail to obtain a degree because college math and science is just too hard.”

This is certainly no indictment of Pre-K to 12th grade education. Engagement, active learning, design, and problem solving are critical to learning. However, when students enter college, in addition to a solid math and science foundation, they must organize their study schedule and complete multiple assignments with resources they find, evaluate, and use. Our students are prepared academically, but the stamina for extensive—and constant—amounts of work eludes perhaps as many of 40% of them.

Teachers guide students to greater stamina by leading them just beyond the edges of capability. There is little need to add mountains of new challenges for students to solve because part of stamina is the willingness to return to a project again and again, perfecting it just a bit more with each fresh approach. If the egg didn’t break from six feet, what design changes are required to protect it from 12 feet? How would you test your design theory without risking an egg? Do you anticipate dropping many eggs in your career? If not, what design challenges might you face in your line of work?

“Teachers guide students to greater stamina by leading them just beyond the edges of capability.”

Someone designed the ergonomic keyboard, the standing desk, and that “chair” that is really you sitting on a large balance ball. Some person, or more likely a team of persons, identified a challenge, solved it, and then solved it again and again, each time in a new way. Stamina.

Building vast vocabulary reserves builds stamina. In the middle grades, learning vocabulary shifts. Explicit instruction—particularly in the content areas—leads the way and is supported by independent learning. By middle school, explicit instruction is supported to a greater degree than before by independent vocabulary acquisition via context and independent reading. Approximately 2% of the words fifth-grade students read while engaged in independent reading are unfamiliar. They learn about 20% of those unfamiliar words on their own (Anderson and Nagy, 1993). If they read 10,000 words a year, that’s 400 new words. What if they read 100,000? 1,000,000? Stamina.

STEM disciplines require significant vocabulary acquisition skills. Furthermore, these disciplines require computer-like efficiency with basic math facts and operational skills. Less than half of seventh graders are fluent in math facts to the degree that recall is automatic. Stamina, in part, is the skillful allocation of resources. Knowing 6 x 7 is not enough; students must know it to the degree of automaticity that 42 is applied to the equation without conscious effort. Stamina.

The competitive skill

If we are to reach the global competitiveness that drives STEM, we must, as Papert (2013) states, focus on the one “competitive skill”: the ability to learn. Our students will not be asked to give the right answer to questions about existing knowledge as much as they will be asked to respond to unfamiliar tasks. Successful students use existing knowledge to ask the right questions. Think again of the egg drop and the balance-ball chair. What if it weren’t an egg but a safety device for a car? What have you learned about dropping an egg that will help you ask the right questions about a better child-seat design?

STEM, stamina, and skill: their thoughts

Ask your students what types of challenges in science, technology, engineering, and math they think they will be called upon to resolve within the next five to ten years. Share their thoughts, and how you might lead them to success, in the comments below.

Resources

Heitin, L. (2015). When did science education become STEM? Education Week. Retrieved from http://blogs.edweek.org/edweek/curriculum/2015/04/when_did_science_education_become_STEM.html.

Drew, C. (2011). Why science majors change their minds (It’s just so darn hard). The New York Times. Retrieved from http://www.nytimes.com/2011/11/06/education/edlife/why-science-majors-change-their-mind-its-just-so-darn-hard.html?_r=0

NASA (2013) http://history.nasa.gov/moondec.html.

US-Statlite (2013) http://www.us-satellite.net/STEMblog/?p=31.

Papert, S. (2000). Child-Power: Keys to the new learning of the digital century. Retrieved from http://www.papert.org/articles/Childpower.html.

Powell, A. (2007). How Sputnik changed U.S. education. Harvard Gazette. Retrieved from http://news.harvard.edu/gazette/story/2007/10/how-sputnik-changed-u-s-education.

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The law of the vital few https://www.renaissance.com/2017/01/12/the-law-of-the-vital-few/ https://www.renaissance.com/2017/01/12/the-law-of-the-vital-few/#comments Thu, 12 Jan 2017 14:15:55 +0000 https://renlearnstg.wpengine.com/?p=5427 Teachers regularly report that they have more skills to teach students than the time necessary to teach them. Therefore, teaching often requires making tough choices about which skills to focus on and which to minimize or skip entirely. How do teachers decide which skills to teach? In resolving this tension, Lemov, Woolway, and Yezzi (2012) […]

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Teachers regularly report that they have more skills to teach students than the time necessary to teach them. Therefore, teaching often requires making tough choices about which skills to focus on and which to minimize or skip entirely. How do teachers decide which skills to teach?

In resolving this tension, Lemov, Woolway, and Yezzi (2012) suggest guidance from “the 80/20 rule” or the “law of the vital few.” They note that this is “a pattern that holds true again and again” and that in many endeavors, “80 percent of results turn out to come from 20 percent of the skills you learn.” With this in mind, they assert that educators should identify and focus most intently on “the 20 percent of things that most create value” rather “than the other 80 percent of things [they] could plausibly spend time on” (Lemov, Woolway, and Yezzi, 2012).

“80 percent of results turn out to come from 20 percent of the skills you learn.” – Lemov, Woolway, and Yezzi (2012)

A clear example comes from mathematics. Basic math facts would clearly qualify as part of the “20 percent” or “vital few.” When they are well known, all other studies in mathematics are facilitated. When they have not been mastered, everything else is encumbered.

However, the “law of the vital few” is simply a theory. Can we test its validity?

Work in the emerging area of learning progressions often includes the identification of essential skills that are necessary prerequisites for subsequent ones, sometimes referred to as “focus skills.” Might an expert review of standards confirm or refute the law of the vital few?

Consider work done by the National Foundation for Educational Research (NFER) in developing a learning progression for the national curriculum of England as profiled in Kirkup et al. (2014). Their detailed analysis of the entire mathematics curriculum revealed 1,000 specific teachable skills across all years of school. Of these 1,000 skills, 30% were identified as focus skills. In reading, 1,100 overall skills were identified, with only 29% of those being noted as focus skills.

In the United States, Renaissance® has undertaken similar analyses of learning progressions based on both the Common Core State Standards and the standards of non-adopting states (Alaska, Nebraska, Oklahoma, Texas, and Virginia). Across all these analyses, it is clear that a minority of skills represents the most significant prerequisites for other skills. The assertion that this minority represents 20%, however, appears to be a low estimate. Though they vary from a low of 29% to a high of 42%, most standards sets contain about 30–35% focus skills.

“Across all these analyses, it is clear that a minority of skills represents the most significant prerequisites for other skills.”

For Renaissance customers, focus skills are clearly identified in reports and dashboards in Renaissance Star Assessments®. This information is helpful to teachers as they attempt to prioritize their efforts with students. For customers without access to Star solutions, Lemov, Woolway, and Yezzi (2012) suggest that when in doubt, we can “consider harnessing the wisdom of crowds” by “[assembling] a group of relatively informed people and [asking] them to name the top five. Using the top five cited ideas as your answer won’t be perfect, but it will be darned good.”

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Success Story: Finding and showcasing the greatness in every student https://www.renaissance.com/2017/01/05/success-story-showcasing-the-greatness-in-every-student/ https://www.renaissance.com/2017/01/05/success-story-showcasing-the-greatness-in-every-student/#comments Thu, 05 Jan 2017 14:17:12 +0000 https://renlearnstg.wpengine.com/?p=5269 She seemed destined to be just another at-risk statistic, on a path to increasingly destructive behavior born of a troubled home life, poverty, abuse, and neglect. But along the way, one caring church family and a devoted elementary art teacher stepped in and changed everything. Seeing the potential behind the little girl’s anger and arguments, […]

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She seemed destined to be just another at-risk statistic, on a path to increasingly destructive behavior born of a troubled home life, poverty, abuse, and neglect. But along the way, one caring church family and a devoted elementary art teacher stepped in and changed everything. Seeing the potential behind the little girl’s anger and arguments, these compassionate adults reached out, pulling her back from the edge to live a life filled with contribution and near-storybook success.

In 2016, Darbie Valenti was named Missouri State Teacher of the Year, representing Missouri’s 70,689 teachers and joining a select group of just 45 individuals awarded the honor since 1957. Today Valenti teaches fifth-grade science and mathematics at Minnie Cline Elementary in Savannah, Missouri. Not surprisingly, she’s committed to paying it forward, affording each of her students the same kind of hand up that made the difference in her own life. “My mission is to find and showcase the greatness in every student,” says Valenti.

“My mission is to find and showcase the greatness in every student.” – Darbie Valenti

The challenge: individualize goals and instruction

Renaissance® solutions have been in Valenti’s teaching toolkit for 14 of the 15 years she’s been an educator. The one year without, at a school that had not yet implemented Renaissance technology? “Difficult,” says Valenti. “Without good data, measuring comprehension means time-consuming trial and error. At that point we relied on book reports to assess reading skills. Some students would fill out reports without actually reading the books, and some parents couldn’t resist the temptation to ‘help.’ Traditional programs don’t facilitate individualized goal-setting. Basal readers, for example, require the entire class to work on the exact same skill at the same time, regardless of individual student proficiency. In my experience, reliance on those programs means primarily reaching students in the middle of the performance curve—and missing both struggling and advanced learners. Teachers need faster, more reliable methods to be able to develop appropriate instruction and practice activities.”

The results: growth, obsessive readers, camaraderie

Success for every bunny—and moose and owl and…

Today, K-5 teachers across Minnie Cline Elementary use Renaissance Star Reading® and Renaissance Star Math® for quarterly benchmark assessments. These solutions and the Renaissance Accelerated Reader® learning program have been adopted across all four Savannah R-III district elementary schools, as well as at Savannah Middle School.

Star assessments allow educators to more readily identify students struggling with particular skills, enabling targeted assignment of reinforcement tasks. Teachers also utilize Star analytics data in conjunction with tools from Compass Learning to personalize learning paths.

With a nod to George Reavis’s The Animal School fable, Valenti says while not everyone can be an excellent swimmer—just ask a rabbit—we each have valuable skills to contribute. “My students understand that just like you can’t judge all animals on how well they swim, you can’t expect every student to be great at every subject—but everyone can improve and grow.”

“My students understand that just like you can’t judge all animals on how well they swim, you can’t expect every student to be great at every subject—but everyone can improve and grow.” – Darbie Valenti

We love to read

“Renaissance programs provide a wealth of usable data to help teachers better understand student performance—including anomalies,” continues Valenti. “Just recently, for example, I observed that one of my students consistently scored lower on reading tests than you’d expect from classroom performance. We tracked progress on his Accelerated Reader Student Record Report, ultimately determining that the problem stemmed from test anxiety, not comprehension difficulties. Using Renaissance, we’re never tied to a single output, but rather can access a variety of analytical data to challenge every student to achieve at full potential.”

“This program truly fosters a love of reading—we see our students voluntarily pick up their books at every opportunity. They’re self-motivated, challenged to earn points, and celebrated in their successes. As a result, students are more likely to stay on task, avoid behavior problems, and continue to develop the reading skills that will serve them well for the rest of their lives.”

And we’re all in this together

After a record 56 detentions and 24 days of suspension in her own eighth-grade year, Darbie Valenti completed her high school education without one offense. Earning a degree and certification in elementary education and art, she became her family’s first-ever college graduate. She sees the same potential for recovery and accomplishment in her students, investing her many talents to reach each one and using tools like Renaissance applications to personalize learning. “I strive to build relationships and to not let any child slip through my fingers. I call them ‘little Darbies’—whatever their challenges, I want each one to know that there is always someone who believes in them.”

How do you help your students be the best they can be? Let us know in the comments! To read the full version of Darbie’s incredible success story, head over to our success stories page.

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Better data, better decisions: building an assessment portfolio to energize achievement https://www.renaissance.com/2017/01/03/better-data-better-decisions-building-assessment-portfolio-energize-achievement/ Tue, 03 Jan 2017 16:28:54 +0000 https://renlearnstg.wpengine.com/?p=5238 Administrators in the Hartford School District in Hartford, Vermont, appreciate the equitable-outcome and access objectives of standards-based education. The difficulty, they say, comes in implementing assessments that not only measure student performance against those standards, but also provide the timely, actionable data educators need to actually improve learning.

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Administrators in the Hartford School District in Hartford, Vermont, appreciate the equitable-outcome and access objectives of standards-based education. The difficulty, they say, comes in implementing assessments that not only measure student performance against those standards, but also provide the timely, actionable data educators need to actually improve learning.

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3 big predictions for K12 education in 2017 https://www.renaissance.com/2016/12/29/3-big-predictions-for-k12-education-in-2017/ https://www.renaissance.com/2016/12/29/3-big-predictions-for-k12-education-in-2017/#comments Thu, 29 Dec 2016 14:18:04 +0000 https://renlearnstg.wpengine.com/?p=5242 What will change in 2017? What will stay the same? Where is education heading? As 2016 comes to an end, we’ve put our heads together and made three big predictions for K12 education in 2017.  Personalized learning and more flexibility for demonstrating mastery “We’re likely to see more policy makers at the state and local […]

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What will change in 2017? What will stay the same? Where is education heading? As 2016 comes to an end, we’ve put our heads together and made three big predictions for K12 education in 2017. 

Personalized learning and more flexibility for demonstrating mastery

“We’re likely to see more policy makers at the state and local levels follow New Hampshire’s lead and experiment with policies that support more personalized, mastery-based approaches to learning. For several years, New Hampshire has been implementing a model that permits multiple pathways to showing mastery/competency in key skills to meet requirements for graduation, as opposed to relying solely on seat time and/or high-stakes assessments. The early reviews on New Hampshire’s approach as well as similar approaches are generally positive. That trend plus a new federal education department that is likely to devolve more power to states means we should expect more states to follow suit with these innovative, mastery-based approaches.” – Eric Stickney, Director of Educational Research

“The term ‘personalized learning’ continues to be a buzzword in the industry. While educators would love to give every student their own individual, custom-created learning experience, they face the realities of managing large classes with many competing demands on their time and resources. Providing automated personalization for consumers, like music recommendations in Spotify, will provide models that education providers will adopt. As students experience this in their personal lives, they will expect it in their learning experiences.” – Sally Searby, VP, Strategic Partnerships

Technology will continue to have an increased impact on education

“Engagement will be measured by the extent of social interactions rather than ‘time on screen.’ Brick and mortar schools will leverage technology, and vice versa, to promote productive social interactions that will not only deepen content knowledge through discourse and collaboration but will develop 21st-century skills for a future workforce. We predict that best teaching practices will continue migrating towards social models, strengthened by advancing technology and enabled by brick and mortar schools.” – Ruby Hogen-Chin, Director – Product Management

“With hands-on, eye-to-eye opportunities for training, conferences, and seminars, education will embrace the REALITY of mobile collaboration, whole-group and small-group conferencing, and interactive online meetings. The possibilities of adapting this format to Renaissance® events was recently seen at a three-day Virtual Winter Academy for consultants. Discussion thrived; questions were resolved through the chat feature; hands-on activities included co-annotation in the software; and the visual connection with colleagues made it REAL. This innovation will influence the future of professional development in education!” – Cheryl Ballou, Associate Education Officer

More vivid, visual, dynamic student data

“Educators’ thinking about data has shifted from data as the determiner, as in ‘data-driven decision making’ to data as the fuel for teachers to determine which decisions are appropriate to accelerate learning. In a recent meeting (Renaissance 12/08/16), Dylan Wiliam took that one step further to say that moving from ‘data driven’ to ‘data fueled’ still places educators as the recipient of data-based decisions. Wiliam suggests that we flip the equation to place teachers at the forefront of decisions through a process he calls, ‘decision-driven data collection.’ Educators determine what they need to know about learners to provide the most effective pathway to academic achievement. Based on what they need to know, they seek the most informative data set to gather insight.” – Jan Bryan, VP, National Education Officer

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The top books Renaissance quiz writers read in 2016 https://www.renaissance.com/2016/12/22/the-top-books-renaissance-quiz-writers-read-in-2016/ https://www.renaissance.com/2016/12/22/the-top-books-renaissance-quiz-writers-read-in-2016/#comments Thu, 22 Dec 2016 14:19:40 +0000 https://renlearnstg.wpengine.com/?p=5170 Ever wonder who writes the reading comprehension quizzes in Renaissance Accelerated Reader® and Renaissance Accelerated Reader 360®? With more than 180,000 quizzes available and new books published every day, we have an amazing team that reads new books each week and writes quizzes. We asked a few of the Renaissance quiz writers about their favorite […]

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Ever wonder who writes the reading comprehension quizzes in Renaissance Accelerated Reader® and Renaissance Accelerated Reader 360®? With more than 180,000 quizzes available and new books published every day, we have an amazing team that reads new books each week and writes quizzes. We asked a few of the Renaissance quiz writers about their favorite books that they read and wrote quizzes for in 2016.

diary of a wimpy kid double down

Hands down, it’s Diary of a Wimpy Kid: Double Down. All the Diary of a Wimpy Kid books are fabulous. Kids love them and there is humor that adults will find hilarious. I like to think that by writing a quiz, I am sharing a book with a student. When I write a question, I envision a kid thinking, ‘Yeah, that was a great (or funny/sad/exciting) event in the book.’” – Barb

Climate change the science

“I write quizzes for a lot of middle-school-level science books, and it’s hard to pick a favorite, but I have to say that it is my genre. The pictures are often amazing, and I’m able to keep up with all the new developments in areas like genetics and climate change. I think it’s a fun and positive way to inspire kids about science and to improve scientific literacy, which is good for all of us!” – Christine

LEGO star wars

My favorite books are the ones whose ideas can be found across various mediums because I enjoy comparing different ways of telling the same story. For example, The Vampire Diaries, Game of Thrones, and The Walking Dead television series are all based on literature/graphic novels, for which I have read and created quizzes. On the flipside, the Legos and Transformers series of graphic novels are spin-offs of toys and movies. Sometimes I even check out sites like Deviant Art to see artists’ renditions of characters or settings just to get yet another side of the story, especially since I do so much work with the fantasy genre. The books I read inspire some amazing art.” – Shannon

Stephen King Finders Keepers

“I have read many, many Stephen King books during my years as a quiz writer and I have not been a big fan of his ‘supernatural’ stuff, but Finders Keepers is a straightforward novel with no weird special effects that is very enjoyable. It’s a sequel to King’s previous book, Mr. Mercedes, and it features some of the same characters, but you don’t need to read the first book to understand and enjoy this one. One caution: as with most Stephen King books, Finders Keepers is filled with profanity, raw language, graphic violence, and adult situations. Overall, the best part about being a quiz writer is reading books that I probably would not have chosen to read on my own but that I have found to be a surprising treat. It’s an adventure to come in to the office every week and discover my next assignment.” – Steve

Maxi's secrets

“One of my favorite books I’ve read and written a quiz for this year was Maxi’s Secrets for the way it presented friendships and for its sad but beautiful ending. The best part about writing quizzes is knowing that what you’re doing is making a difference for so many kids and helping them become better readers. My granddaughter uses Accelerated Reader in school, and she was thrilled to learn that I write those quizzes!” – Pat

What were your students’ favorite books this year? Let us know in the comments! To see a complete list of the books available in Accelerated Reader and Accelerated Reader 360, check out arbookfind.com.

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Finding the greatness: from at-risk student to teacher of the year https://www.renaissance.com/2016/12/19/finding-greatness-risk-student-teacher-year/ Mon, 19 Dec 2016 21:56:07 +0000 https://renlearnstg.wpengine.com/?p=5074 She seemed destined to be just another at-risk statistic, on a path to increasingly destructive behavior born of a troubled home life, poverty, abuse, and neglect. But along the way, one caring church family and a devoted elementary art teacher stepped in and changed everything. Seeing the potential behind the little girl’s anger and arguments, […]

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She seemed destined to be just another at-risk statistic, on a path to increasingly destructive behavior born of a troubled home life, poverty, abuse, and neglect. But along the way, one caring church family and a devoted elementary art teacher stepped in and changed everything. Seeing the potential behind the little girl’s anger and arguments, these compassionate adults reached out, pulling her back from the edge to live a life filled with contribution and near-storybook success.

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Community + collaboration + celebration = National Blue Ribbon merit at Lexington Elementary https://www.renaissance.com/2016/12/16/community-collaboration-celebration-national-blue-ribbon-merit-at-lexington-elementary/ Fri, 16 Dec 2016 14:39:24 +0000 https://renlearnstg.wpengine.com/?p=5070 The mere suggestion of a trip to the principal’s office can strike fear into the hearts of elementary students. But at Lexington Elementary School in southern Indiana, that response seems rather old school, harkening back to a time before reading-goal parties and Math Bowls and blue ribbons and administrators in Batman capes. Today, Lexington Elementary […]

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The mere suggestion of a trip to the principal’s office can strike fear into the hearts of elementary students. But at Lexington Elementary School in southern Indiana, that response seems rather old school, harkening back to a time before reading-goal parties and Math Bowls and blue ribbons and administrators in Batman capes. Today, Lexington Elementary students are more likely to initiate encounters with their principal, eager to share progress on goals or hoping to elicit details about an upcoming contest.

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How to jump-start struggling readers https://www.renaissance.com/2016/12/15/how-to-jump-start-struggling-readers/ https://www.renaissance.com/2016/12/15/how-to-jump-start-struggling-readers/#comments Thu, 15 Dec 2016 02:57:31 +0000 https://renlearnstg.wpengine.com/?p=5035 Imagine reading a sentence, but not understanding its context. You can read each individual word fine, but the sentence itself doesn’t make sense. Imagine praying, crossing your fingers, and hoping that your teacher doesn’t call on you to read aloud in class. Knowing in the back of your head that you understood the words in […]

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Imagine reading a sentence, but not understanding its context. You can read each individual word fine, but the sentence itself doesn’t make sense. Imagine praying, crossing your fingers, and hoping that your teacher doesn’t call on you to read aloud in class. Knowing in the back of your head that you understood the words in your science book, but can’t quite figure out what they really mean. Wishing you could just do simple math equations because you know your facts but everything gets mixed up when you come across a story problem. Struggling to complete classwork and homework. Feeling less than your peers who find reading so easy, making your self-confidence plummet. Realizing there are five months of school still left. Dreading the next hour, the next class, the remaining eight years of school. Can you imagine?

My son, Cannon, was in kindergarten when he started feeling anxious about school. Even at age 6, he was comparing himself to others and felt he didn’t measure up when it came to reading.

When I taught in an inner-city middle school, many of my students had already mentally checked out of school after years of struggle. They hadn’t discovered the magic of a story. They hadn’t grown up in a household full of books. When money is tight, books are a luxury. When parents are working two jobs, there isn’t time (or energy) to go to the library. When kids get off to a slow start, it can be hard to catch them up.

Catching struggling readers up

But there is a way to catch kids up. Renaissance’s annual What Kids Are Reading research report includes powerful evidence. The key to jump-starting struggling readers? Jan Bryan touched on in a recent post. It’s reading practice, and lots of it, with books at an appropriate level so students can read successfully with comprehension.

The graphic below shows struggling third- and sixth-grade students. Those who began the year as struggling readers but met end-of-year benchmarks read more words, read more minutes per day, and experienced higher rates of comprehension.

struggling-readers

Finding the right content

So how, then, do you get struggling kids to practice more? Start with engaging content—real books, real articles—that they choose. Let your students take some ownership of their practice.

For Cannon, Diary of a Wimpy Kid proved irresistible. He heard about the hilarious antics of the main character, Greg Heffley, from his classmates. I downloaded the audiobook to entice him to read by listening to the audio and following along with the text. He was hooked and is now reading the other books independently. And let me tell you, after watching him struggle, almost nothing gives me as much pleasure as seeing him curled up with a book and laughing out loud.

And apparently, Cannon and his classmates are not alone. The Diary of a Wimpy Kid series is a chart topper in grades 3-9 in What Kids Are Reading and has held top spots for years. Greg Heffley compels countless kids to read.

For my middle schoolers, I found a book called Drive-By by Lynne Ewing at a school book fair. It told a harrowing story of 12-year-old Tito, who while helping to care for his little sister, struggled to find his way in the aftermath of his brother’s death in a gang-related shooting. I read it aloud and they were hanging on my every word. They begged me to continue reading. This book resonated with them—and sadly, many could identify with it. They learned how enjoyable reading could be. They learned there were books out there that could appeal to them. They looked for other books by that author. They looked for other stories about urban life. They learned to be readers.

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Bringing out the best: Elise L. Wolff Elementary makes reading crazy fun! https://www.renaissance.com/2016/12/13/bringing-best-elise-l-wolff-elementary-makes-reading-crazy-fun/ Tue, 13 Dec 2016 16:05:15 +0000 https://renlearnstg.wpengine.com/?p=4560 Nine grade levels of reading ability separate students entering the fifth-grade class at Elise L. Wolff Elementary in Henderson, Nevada. As daunting as that may sound for an educator, teacher Lloyd Goldberg says he expects all of his students to approach sixth-grade—or higher—proficiency levels by year end. And they’ll have a lot of fun getting […]

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Nine grade levels of reading ability separate students entering the fifth-grade class at Elise L. Wolff Elementary in Henderson, Nevada. As daunting as that may sound for an educator, teacher Lloyd Goldberg says he expects all of his students to approach sixth-grade—or higher—proficiency levels by year end. And they’ll have a lot of fun getting there.

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Reading confidence and a record-breaking goal—all by Chance https://www.renaissance.com/2016/12/13/reading-confidence-record-breaking-goal-chance/ Tue, 13 Dec 2016 16:04:10 +0000 https://renlearnstg.wpengine.com/?p=4566 When asked about his favorite books, sixth-grader Chance Buns is quick to reply with several. Of course, there’s Eragon, a fantasy novel about an orphan who finds a blue stone, only to realize that it’s a dragon egg. Then there’s The Unwanteds series, in which children caught showing any kind of creativity—whether in writing, music, […]

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When asked about his favorite books, sixth-grader Chance Buns is quick to reply with several. Of course, there’s Eragon, a fantasy novel about an orphan who finds a blue stone, only to realize that it’s a dragon egg. Then there’s The Unwanteds series, in which children caught showing any kind of creativity—whether in writing, music, or art—are sent away because they’ve broken the law in their country. One of the questions the book tries to answer is why the arts—music, visual art, drama, and writing—matter. What would life be like without them?

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How to read 352 million words in five years: Walker Elementary beats the odds with successful reading campaign https://www.renaissance.com/2016/12/13/read-352-million-words-five-years-walker-elementary-beats-odds-successful-reading-campaign/ Tue, 13 Dec 2016 16:03:36 +0000 https://renlearnstg.wpengine.com/?p=4575 The odds seemed discouragingly stacked against this California school. Ranked in 2011 as Santa Ana’s fourth-lowest elementary school, Walker Elementary struggled to boost the English Language Arts (ELA) proficiency of its largely Hispanic, high-poverty student population. According to the California State Test (CST), fewer than 35 percent of the school’s grade 2–5 students could read […]

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The odds seemed discouragingly stacked against this California school. Ranked in 2011 as Santa Ana’s fourth-lowest elementary school, Walker Elementary struggled to boost the English Language Arts (ELA) proficiency of its largely Hispanic, high-poverty student population. According to the California State Test (CST), fewer than 35 percent of the school’s grade 2–5 students could read at grade level.

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Measuring up: how good data galvanizes growth in Snake River School District https://www.renaissance.com/2016/12/13/measuring-good-data-galvanizes-growth-snake-river-school-district/ Tue, 13 Dec 2016 16:02:51 +0000 https://renlearnstg.wpengine.com/?p=4426 Potential is a terrible thing to waste. Due to a lack of reliable data about individual students’ skills and progress, schools can miss golden opportunities to help struggling readers succeed or inspire advanced learners to do even more. However, ensuring accurate performance assessments can be challenging, particularly with variations in testing standards across states and […]

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Potential is a terrible thing to waste. Due to a lack of reliable data about individual students’ skills and progress, schools can miss golden opportunities to help struggling readers succeed or inspire advanced learners to do even more. However, ensuring accurate performance assessments can be challenging, particularly with variations in testing standards across states and from one year to the next.

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Triggering and building the aha moment in math https://www.renaissance.com/2016/12/13/triggering-building-aha-moment-math/ Tue, 13 Dec 2016 16:01:21 +0000 https://renlearnstg.wpengine.com/?p=4601 The aha moment… It’s what every teacher, including Michelle Schwendemann, lives for. As a ninth-grade math teacher at Benjamin Carson High School in Detroit, Michigan, Schwendemann is fortunate to frequently see that look of understanding and newfound confidence in her students’ eyes. For the majority, using Renaissance Accelerated Math® in her class is one of […]

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The aha moment… It’s what every teacher, including Michelle Schwendemann, lives for. As a ninth-grade math teacher at Benjamin Carson High School in Detroit, Michigan, Schwendemann is fortunate to frequently see that look of understanding and newfound confidence in her students’ eyes. For the majority, using Renaissance Accelerated Math® in her class is one of their first experiences with math success.

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Kentucky school meets challenging reading and math CCSS goals https://www.renaissance.com/2016/12/13/kentucky-school-meets-challenging-reading-math-ccss-goals/ Tue, 13 Dec 2016 16:00:15 +0000 https://renlearnstg.wpengine.com/?p=4651 In 2012, Kentucky became the first state to adopt the Common Core State Standards (CCSS) in English/Language Arts and math. Despite the challenges of mastering these new standards, Paducah’s Concord Elementary School recently ranked 19 out of 733 elementary schools on Kentucky state assessments that are closely aligned to the pending CCSS assessments. The school […]

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In 2012, Kentucky became the first state to adopt the Common Core State Standards (CCSS) in English/Language Arts and math. Despite the challenges of mastering these new standards, Paducah’s Concord Elementary School recently ranked 19 out of 733 elementary schools on Kentucky state assessments that are closely aligned to the pending CCSS assessments. The school has been marked in the top 3 percent of schools in Kentucky and named as a School of Distinction, as well as a Distinguished School.

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Kentucky district teams up to achieve stellar student growth https://www.renaissance.com/2016/12/13/kentucky-district-teams-achieve-stellar-student-growth/ Tue, 13 Dec 2016 15:26:59 +0000 https://renlearnstg.wpengine.com/?p=4664 Before becoming Graves County School District’s director of instructional technology five years ago, Amanda Henderson saw firsthand the difference Renaissance Star Math® made in the growth of her fourth- and fifth-grade students. But that was only 52 students—compared to the 3,000 she is now excited to help teachers reach thanks to the data-led, individualized approach […]

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Before becoming Graves County School District’s director of instructional technology five years ago, Amanda Henderson saw firsthand the difference Renaissance Star Math® made in the growth of her fourth- and fifth-grade students. But that was only 52 students—compared to the 3,000 she is now excited to help teachers reach thanks to the data-led, individualized approach from Renaissance Star 360®.

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Student confidence up, discipline referrals down in Ohio school https://www.renaissance.com/2016/12/13/student-confidence-discipline-referrals-ohio-school/ Tue, 13 Dec 2016 15:25:45 +0000 https://renlearnstg.wpengine.com/?p=4462 On the way home from a recent conference, Donna Ginn and a colleague from Batavia Middle School, Batavia, Ohio, were commenting that they hadn’t seen as many of the familiar faces in the office lately for discipline referrals. She made a note to run the specific numbers at year-end, but she knows referrals are down […]

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On the way home from a recent conference, Donna Ginn and a colleague from Batavia Middle School, Batavia, Ohio, were commenting that they hadn’t seen as many of the familiar faces in the office lately for discipline referrals. She made a note to run the specific numbers at year-end, but she knows referrals are down from this time last year—and attendance is already up 2 percent.

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Goal-focused reading practice takes center stage at Whitney Houston Academy https://www.renaissance.com/2016/12/13/goal-focused-reading-practice-takes-center-stage-whitney-houston-academy/ Tue, 13 Dec 2016 15:24:13 +0000 https://renlearnstg.wpengine.com/?p=4681 Students at Whitney Houston Academy in East Orange, New Jersey, are reading like never before, comprehending what they are reading, and meeting personalized goals to grow as readers. Goal-focused practice has given students new enthusiasm for reading. A bulletin board in the hallway depicts a mountain with tiny climbers who bear the smiling faces of […]

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Students at Whitney Houston Academy in East Orange, New Jersey, are reading like never before, comprehending what they are reading, and meeting personalized goals to grow as readers.

Goal-focused practice has given students new enthusiasm for reading. A bulletin board in the hallway depicts a mountain with tiny climbers who bear the smiling faces of homeroom teachers. As students reach their Renaissance Accelerated Reader® goals, their homeroom teachers “climb” the summit of Mount Accelerated Reader.

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Reading lays foundation for success in UK school https://www.renaissance.com/2016/12/13/reading-lays-foundation-success-uk-school/ Tue, 13 Dec 2016 15:21:02 +0000 https://renlearnstg.wpengine.com/?p=4659 At Sir William Burrough Primary School in East London, there are conscious efforts to make each day bright for students in Years 1–6 (equivalent to US grades K–5). Students in Year 2 wear a different primary-hued sweater daily so every morning offers a colorful start. All students end their days on a cheery note, singing […]

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At Sir William Burrough Primary School in East London, there are conscious efforts to make each day bright for students in Years 1–6 (equivalent to US grades K–5). Students in Year 2 wear a different primary-hued sweater daily so every morning offers a colorful start. All students end their days on a cheery note, singing in the auditorium together. And each morning and afternoon, everyone gets lost in the joy of reading a book for 30 minutes.

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High school inspired by elementary school intervention success https://www.renaissance.com/2016/12/13/high-school-inspired-elementary-school-intervention-success/ Tue, 13 Dec 2016 15:20:15 +0000 https://renlearnstg.wpengine.com/?p=4655 As a big proponent of interventions, Principal Michelle Kanipes of Luther L. Wright Middle School – High School in Ironwood, Michigan, doesnt like to see special personnel and programs for those interventions stop after elementary school. Just because a student enters middle school does not mean they are automatically now at grade level, Kanipes said. […]

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As a big proponent of interventions, Principal Michelle Kanipes of Luther L. Wright Middle School – High School in Ironwood, Michigan, doesnt like to see special personnel and programs for those interventions stop after elementary school.

Just because a student enters middle school does not mean they are automatically now at grade level, Kanipes said. “The interventions and continual progress monitoring need to continue.”

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Idaho school’s RTI strategies reduce frustration, special ed referrals https://www.renaissance.com/2016/12/13/idaho-schools-rti-strategies-reduce-frustration-special-ed-referrals/ Tue, 13 Dec 2016 15:18:01 +0000 https://renlearnstg.wpengine.com/?p=4648 Before Response to Intervention (RTI) was around, obtaining special education services for struggling students was like pulling teeth—often, only failing students who fell far below the rest of the class would receive proper intervention. Idaho has maintained its presence in the forefront of special education reform, beginning six years ago with its Results Based Model […]

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Before Response to Intervention (RTI) was around, obtaining special education services for struggling students was like pulling teeth—often, only failing students who fell far below the rest of the class would receive proper intervention.

Idaho has maintained its presence in the forefront of special education reform, beginning six years ago with its Results Based Model (RBM). “It has now transitioned into RTI over the past three years, and the West Park Elementary team has transitioned with the state requirements,” said Kris Curnes, third-grade teacher at West Park Elementary in Moscow, Idaho.

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Resourceful math teacher tackles low proficiency rates https://www.renaissance.com/2016/12/13/resourceful-math-teacher-tackles-low-proficiency-rates/ Tue, 13 Dec 2016 15:16:36 +0000 https://renlearnstg.wpengine.com/?p=4644 Ever since Erica Hogan got a glimpse of students working at their own pace through Renaissance Accelerated Math® as a student teacher years ago, she had longed to use the program in her own third-grade classroom. She got her chance last fall when her school, Bartley Elementary in Fulton, Missouri—already a user of Renaissance Accelerated […]

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Ever since Erica Hogan got a glimpse of students working at their own pace through Renaissance Accelerated Math® as a student teacher years ago, she had longed to use the program in her own third-grade classroom. She got her chance last fall when her school, Bartley Elementary in Fulton, Missouri—already a user of Renaissance Accelerated Reader® and Renaissance Star Reading®—implemented Accelerated Math and Renaissance Star Math® to provide individualized math practice and concept reinforcement.

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Test scores, confidence in math on the rise at St. Louis high school https://www.renaissance.com/2016/12/13/test-scores-confidence-math-rise-st-louis-high-school/ Tue, 13 Dec 2016 15:15:45 +0000 https://renlearnstg.wpengine.com/?p=4641 Since implementing Renaissance Accelerated Math®, Clyde C. Miller Career Academy in St. Louis, Missouri has made Adequate Yearly Progress (AYP) for two years in a row—a remarkable achievement in a district that lost its accreditation several years ago. “We credit our success with two things: a collaborative work of the team of freshman teachers and […]

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Since implementing Renaissance Accelerated Math®, Clyde C. Miller Career Academy in St. Louis, Missouri has made Adequate Yearly Progress (AYP) for two years in a row—a remarkable achievement in a district that lost its accreditation several years ago.

“We credit our success with two things: a collaborative work of the team of freshman teachers and the use of Accelerated Math,” said Clyde C. Miller math teacher Victoria Shearing.

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Arizona English learners make great gains through reading practice https://www.renaissance.com/2016/12/13/arizona-english-learners-make-great-gains-reading-practice/ Tue, 13 Dec 2016 15:13:38 +0000 https://renlearnstg.wpengine.com/?p=4595 With more than 15 countries represented in its English Language Development program, Amphitheater High School in Tucson, Arizona is wonderfully diverse in culture. Regardless of their native language, they quickly embrace yet another pervasive culture at the school—the culture of reading.

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With more than 15 countries represented in its English Language Development program, Amphitheater High School in Tucson, Arizona is wonderfully diverse in culture. Regardless of their native language, they quickly embrace yet another pervasive culture at the school—the culture of reading.

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Award-winning Georgia school fills Response to Intervention gaps https://www.renaissance.com/2016/12/13/award-winning-georgia-school-fills-response-intervention-gaps/ Tue, 13 Dec 2016 15:12:13 +0000 https://renlearnstg.wpengine.com/?p=4592 The buzzword these days seems to be RTI—Response to Intervention—as six states have set precedence and adopted research-based RTI strategies to determine whether or not a student has a learning disability. Now schools nationwide are following suit, busily constructing their own plans to ensure that each child receives the help they need to succeed.

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The buzzword these days seems to be RTI—Response to Intervention—as six states have set precedence and adopted research-based RTI strategies to determine whether or not a student has a learning disability. Now schools nationwide are following suit, busily constructing their own plans to ensure that each child receives the help they need to succeed.

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Ohio arts school celebrates an encore performance in reading achievement https://www.renaissance.com/2016/12/13/ohio-arts-school-celebrates-encore-performance-reading-achievement/ Tue, 13 Dec 2016 15:10:36 +0000 https://renlearnstg.wpengine.com/?p=4587 With their abundant musical, dance, and other talents, students at Cleveland School of the Arts are no strangers to rehearsal and performance. But reading practice and performance also take center stage. Last year, Cleveland School of the Arts achieved Reading Master School certification. The school has also been recognized as an Ohio School of Promise […]

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With their abundant musical, dance, and other talents, students at Cleveland School of the Arts are no strangers to rehearsal and performance. But reading practice and performance also take center stage.

Last year, Cleveland School of the Arts achieved Reading Master School certification. The school has also been recognized as an Ohio School of Promise for eight years. And despite a low 19% reading score on the Ohio proficiency test before starting Renaissance Accelerated Reader® 15 years ago, they doubled that score after one year with Accelerated Reader and started scoring consistently in the 90s by the third year.

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Oklahoma school exceeds state reading average despite high poverty rate https://www.renaissance.com/2016/12/13/oklahoma-school-exceeds-state-reading-average-despite-high-poverty-rate/ Tue, 13 Dec 2016 15:09:44 +0000 https://renlearnstg.wpengine.com/?p=4584 Eugene Field Elementary in Oklahoma City, Oklahoma, is 100 percent free and reduced lunch—and more than 100 percent committed to reading. “Our teachers understand our children enter school with limited resources and a limited support system,” said Dr. Wilbur House, principal of Eugene Field Elementary for seven years. “By providing scientifically proven, research-based, and data-driven […]

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Eugene Field Elementary in Oklahoma City, Oklahoma, is 100 percent free and reduced lunch—and more than 100 percent committed to reading.

“Our teachers understand our children enter school with limited resources and a limited support system,” said Dr. Wilbur House, principal of Eugene Field Elementary for seven years. “By providing scientifically proven, research-based, and data-driven daily reading instruction, our teachers can fill this gap. If we don’t, the academic gains will be difficult to attain.”

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It takes a village: raising engaged readers at an Arizona school https://www.renaissance.com/2016/12/13/takes-village-raising-engaged-readers-arizona-school/ Tue, 13 Dec 2016 15:03:24 +0000 https://renlearnstg.wpengine.com/?p=4674 It takes a village to raise a strong culture of readers, and the Washington Elementary School District’s Acacia Elementary School in Phoenix, Arizona, is living proof. The community as a whole has become directly involved in and accountable for their children’s reading. Parents enforce and log 20 minutes of nightly reading time, watching reading progress […]

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It takes a village to raise a strong culture of readers, and the Washington Elementary School District’s Acacia Elementary School in Phoenix, Arizona, is living proof. The community as a whole has become directly involved in and accountable for their children’s reading. Parents enforce and log 20 minutes of nightly reading time, watching reading progress from their home computers, even popping by the school library to check out books at their kids’ reading levels.

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Rural South Dakota school goes “all in” with Renaissance Accelerated Math® for state test prep https://www.renaissance.com/2016/12/13/rural-south-dakota-school-goes-renaissance-accelerated-math-state-test-prep/ Tue, 13 Dec 2016 15:00:18 +0000 https://renlearnstg.wpengine.com/?p=4667 Castlewood Elementary, a small rural school in northeastern South Dakota, started using Renaissance Accelerated Math® seven years ago, and fourth-grade teacher Mark Iverson says there’s no feasible way they’d ever give it up. “We have completely revamped our rooms and changed our way of thinking,” said Iverson. “I couldn’t imagine going back to a textbook […]

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Castlewood Elementary, a small rural school in northeastern South Dakota, started using Renaissance Accelerated Math® seven years ago, and fourth-grade teacher Mark Iverson says there’s no feasible way they’d ever give it up.

“We have completely revamped our rooms and changed our way of thinking,” said Iverson. “I couldn’t imagine going back to a textbook and paper. Textbooks just can’t compete with what Accelerated Math can do.”

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Renaissance Star® data provides crucial piece for aiding educators in RTI https://www.renaissance.com/2016/12/13/renaissance-star-data-provides-crucial-piece-aiding-educators-rti/ Tue, 13 Dec 2016 14:52:27 +0000 https://renlearnstg.wpengine.com/?p=4557 Paula Defley, Education Strategist in Special Education for Louisiana’s Plaquemines Parish Schools, will never forget when Hurricane Katrina destroyed six of their nine schools and every home. Educational consultant Scott Johnson also witnessed the significant psychological, geographical, and emotional effects on nearly every district in Katrina’s path. But he points to a positive that emerged […]

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Paula Defley, Education Strategist in Special Education for Louisiana’s Plaquemines Parish Schools, will never forget when Hurricane Katrina destroyed six of their nine schools and every home.

Educational consultant Scott Johnson also witnessed the significant psychological, geographical, and emotional effects on nearly every district in Katrina’s path. But he points to a positive that emerged from the devastation.

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Renaissance Star Assessment® reports offer immense value for New Mexico school https://www.renaissance.com/2016/12/13/renaissance-star-assessment-reports-offer-immense-value-new-mexico-school/ Tue, 13 Dec 2016 14:51:42 +0000 https://renlearnstg.wpengine.com/?p=4554 As a computer lab teacher at Milan Elementary in New Mexico, Jane Williams helps students—and teachers—get the most out of technology. Williams supports the many Renaissance Place® products used at the school, offering troubleshooting and tips on accessing and reading reports.

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As a computer lab teacher at Milan Elementary in New Mexico, Jane Williams helps students—and teachers—get the most out of technology. Williams supports the many Renaissance Place® products used at the school, offering troubleshooting and tips on accessing and reading reports.

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Learning to sail: Engaging reluctant readers https://www.renaissance.com/2016/12/08/learning-to-sail-engaging-reluctant-readers/ https://www.renaissance.com/2016/12/08/learning-to-sail-engaging-reluctant-readers/#comments Thu, 08 Dec 2016 14:14:20 +0000 https://renlearnstg.wpengine.com/?p=4775 What was the last thing you read? Did you read for pleasure, to gain information, or to complete a task? Did you read to calm yourself, escape the day, or get energized? For many, the answers are as swift as they are varied. We read great works, blog posts, updates, expressions, Google Doodles, equations, music, […]

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What was the last thing you read? Did you read for pleasure, to gain information, or to complete a task? Did you read to calm yourself, escape the day, or get energized? For many, the answers are as swift as they are varied. We read great works, blog posts, updates, expressions, Google Doodles, equations, music, blueprints, palms, stars, non-verbal signals, verbal cues, street signs, between the lines, and among the tea leaves. We read as if reading were second nature. It is, but that doesn’t mean that it is easy to do, or that we all learn to read in the same way.

The language and sensory centers in the brain, rather than the optic nerve, are far more involved in reading. Nothing in our evolution could have prepared us to absorb language through vision; yet, we read and read well (Dehaene, 2009). In fact, reading is probably the hardest thing we teach people to do in the education system (Whitman and Goldberg, 2008). It is no wonder that some learners develop resistance to reading instruction and remain reluctant to engage in the fundamental work of learning to read, which involves deliberate reading practice that builds vocabulary, comprehension skills, and reading stamina, and exposes readers to the joy found in the written word.

“In fact, reading is probably the hardest thing we teach people to do in the education system.” (Whitman and Goldberg, 2008)

A recent Google Doodle featured Louisa May Alcott’s birthday and a few of her favored quotes, such as “I’m not afraid of storms, for I’m learning how to sail my ship.” Perhaps we can acknowledge that a reluctance to read may be due to the “brain” storm that forms when struggling readers seek to absorb language through their eyes and construct meaning via the language and sensory centers. It is our job to “teach them to sail.”

In the annual What Kids Are Reading report, author Tedd Arnold shared his journey from reluctant to enthusiastic reader. As he writes, his accidental introduction to MAD Magazine in a quaint used bookstore became his “landmark moment” as a sixth-grade reader. Baby Boomers may remember MAD with disgust or pleasure, giggles or groans; however, Arnold saw it as subversive, challenging, and a personal choice in reading that would take him to places his parents and teachers might not. So do we advocate for MAD Magazine or other counter-culture, subversive texts to engage our reluctant readers? Not exactly. We do advocate for Guthrie and Davis’ (2003) framework for engaging reluctant readers. Students who are resistant or reluctant to read benefit from:

  • Explicit instruction
  • Texts that they find interesting
  • Some autonomy in choosing texts
  • An abundance of books and other materials to read
  • Authentic reading that focuses on the world around them
  • Real-world interaction with reading

Arnold’s story sheds light on four of these six pillars. He explicitly writes that reading MAD was his choice (autonomy). He was surrounded by an abundance of appropriately leveled texts, but his middle-school interest in a degree of subversion and MAD’s focus on current events (authenticity) led him to the magazine.

Reluctant readers engage more fully when they have some degree of autonomy to select texts they find interesting. Comprehension requires that the reader make connections between text and prior experiences. When a reluctant reader considers a topic fascinating, it is likely that his or her brain is steeped in prior experiences that drives the interest. Sail on.

“When a reluctant reader considers a topic fascinating, it is likely that his or her brain is steeped in prior experiences that drives the interest.”

And sail on he did. As Arnold continues his story, he writes of moving from MAD to more substantial works. He “tolerated the difficult reading,” so he could engage in these books. He absorbed language through his eyes and made sense of it through the language and sensory centers of his brain. He captured the “brain” storm that is reading, and he learned to sail.

Take a moment to recall your landmark moment in reading. Do you remember the book and the sense that you were, as Tedd Arnold would say, “a reader with a capital R”?

Please share your landmark moments in the comments below and then get your free copy of What Kids Are Reading.

References

Dehaene, S. (2009). Reading in the brain. Viking Press.

Guthrie, J. & Davis, M. (2003). Motivating struggling reading in middle school through an engagement model of classroom practice. Retrieved from http://www.cori.umd.edu/research-publications/2003-guthrie-davis.pdf.

Whitman, A. & Goldberg, J. (2008). Ready to read? Neuroscience research sheds light on brain correlates of reading. The DANA Foundation. Retrieved from http://www.dana.org/News/Details.aspx?id=43468.

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Renaissance Accelerated Reader 360 named a District Administration Readers’ Choice Top 100 Product https://www.renaissance.com/2016/12/01/renaissance-accelerated-reader-360-named-district-administration-readers-choice-top-100-product/ Thu, 01 Dec 2016 15:38:49 +0000 https://renlearnstg.wpengine.com/?p=4662 December 1, 2016 – For the second year in a row, Renaissance Accelerated Reader 360® has been named a District Administration Readers’ Choice Top 100 Product. Together, superintendents and other senior school district leaders voted for the best products their colleagues around the country use to help their districts excel in a variety of areas, […]

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December 1, 2016 –

For the second year in a row, Renaissance Accelerated Reader 360® has been named a District Administration Readers’ Choice Top 100 Product. Together, superintendents and other senior school district leaders voted for the best products their colleagues around the country use to help their districts excel in a variety of areas, such as technology, sustainability and curriculum instruction. Accelerated Reader 360 was one of the select few chosen from more than 1,500 nominations.

Accelerated Reader 360 empowers educators with Learnalytics® to make differentiating independent and close reading practice effortless. Self-selected authentic literature and high-interest nonfiction articles engage students, while short comprehension quizzes and built-in close reading practice activities keep students accountable for their learning and lead to growth.

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The significance of CASE’s endorsement https://www.renaissance.com/2016/12/01/the-significance-of-cases-endorsement/ https://www.renaissance.com/2016/12/01/the-significance-of-cases-endorsement/#comments Thu, 01 Dec 2016 14:05:03 +0000 https://renlearnstg.wpengine.com/?p=4732 Several years ago, I became responsible for coordinating almost all the holiday shopping in my family. To this day, I’m not sure how or why that happened, but I do my best. Hunting online and in stores for the perfect gift can be stressful, but it’s made easier with tools such as Amazon and CNET […]

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Several years ago, I became responsible for coordinating almost all the holiday shopping in my family. To this day, I’m not sure how or why that happened, but I do my best. Hunting online and in stores for the perfect gift can be stressful, but it’s made easier with tools such as Amazon and CNET to compare prices and most importantly, read user reviews. When was the last time you bought anything without checking out the product ratings and reviews?

There are no one-stop user-review sites for education technology (yet), but there are a number of independent organizations that rigorously evaluate K12 tools. And when programs have been around for a while and have attracted as many enthusiastic educators as Renaissance Accelerated Reader 360®, Renaissance Accelerated Math®, and Renaissance MathFacts in a Flash®, it’s not surprising that they get acknowledged. These programs have received a number of positive reviews, accolades, and awards over the years for their research evidence (e.g., National Dropout Prevention Center/Network), popularity with teachers (e.g., THE Journal Readers’ Choice Awards), and suitability for response to intervention (e.g., National Center on Intensive Intervention).

However, one review stands a little taller than the rest. The Council of Administrators of Special Education (CASE) recently endorsed Accelerated Reader 360, Accelerated Math, and MathFacts in a Flash. Their endorsement came after a long and intensive review of each program’s foundational/theoretical research base, evidence of impact on learning, accommodations, and acceptability by teachers in the field, among other components. And all through the lens of serving students with disabilities or who are at risk for learning difficulties. During the review process, CASE reviewers provided great suggestions that are already shaping our research agenda. For instance, there is more we can do to better understand closing achievement gaps and rates of growth for students with disabilities and those at-risk by leveraging our massive databases.

“The Council of Administrators of Special Education (CASE) recently endorsed Accelerated Reader 360, Accelerated Math, and MathFacts in a Flash.”

Given Renaissance’s mission to “accelerate learning for all children and adults of all ability levels and ethnic and social backgrounds, worldwide,” this is a particularly meaningful endorsement. When we say all, we mean all. We know that no two students are the same and cannot assume a program that works for one student will work for others, particularly those with disabilities or who are struggling to keep up with their peers.

What we need are more personalized approaches that respond to the individual. And what Accelerated Reader 360, Accelerated Math, and MathFacts in a Flash have in common—and one big reason they meet CASE’s many standards for endorsement—is that they are personalized practice programs that meet students where they are (not where we want them to be), help teachers set personalized goals, and provide continuous feedback on progress so that all students can experience success and teachers can adjust their instruction every day.

As Harvard University’s Todd Rose has argued in his powerful book The End of Average, we do all of our students a great disservice if we impose a system of education designed to meet the needs of an “average student,” which, by definition, does not exist. Rose summarizes data on intelligence, physical characteristics, and other factors to arrive at one conclusion: No one is average. Two students with the exact same test score (even if it’s “average” per national norms), or who have been given the same learning disability designation, can have wildly different personalities, strengths, and interests.

All of our research and development efforts are about reaching all students and teachers in a world where no two are the same and no one is average. Having CASE’s endorsement of Accelerated Reader 360, Accelerated Math, and MathFacts in a Flash and their input on our R&D agenda is an important milestone as we strive to accelerate learning for all.

“All of our research and development efforts are about reaching all students and teachers in a world where no two are the same and no one is average.”

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How can we make sense of personalized learning? https://www.renaissance.com/2016/11/23/how-can-we-make-sense-of-personalized-learning/ https://www.renaissance.com/2016/11/23/how-can-we-make-sense-of-personalized-learning/#comments Wed, 23 Nov 2016 14:17:36 +0000 https://renlearnstg.wpengine.com/?p=4691 The challenge of a common definition Though conversations about personalization and/or individualization abound, there remains shockingly little agreement on a definition. Many conversations take on a “kitchen sink” dynamic in which other approaches (e.g., mastery learning, universal design) are simultaneously discussed to the point of absolute confusion. With no clear definition and muddled conversations, substantive […]

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The challenge of a common definition

Though conversations about personalization and/or individualization abound, there remains shockingly little agreement on a definition. Many conversations take on a “kitchen sink” dynamic in which other approaches (e.g., mastery learning, universal design) are simultaneously discussed to the point of absolute confusion. With no clear definition and muddled conversations, substantive progress is severely limited.

Personalization vs. individualization vs. differentiation

Educators intuitively understand that personalization, individualization, and differentiation are related. They acknowledge differentiation as a broader term and see personalization and individualization as more extreme forms of differentiation, yet they may have trouble distinguishing between the two.

A workable definition

To reconcile these semantic challenges, perhaps the most workable definition of personalized learning comes from the U.S. Department of Education (2016):

“Personalized learning refers to instruction in which the pace of learning and the instructional approach are optimized for the needs of each learner. Learning objectives, instructional approaches, and instructional content (and its sequencing) all may vary based on learner needs. In addition, learning activities are meaningful and relevant to learners, driven by their interests, and often self-initiated.” – U.S. Department of Education

This definition resolves the overlap of personalization, individualization, and differentiation in many conversations. Culatta (2016) extended this definition by suggesting that individualized learning refers to “learning experiences in which the pace of learning is adjusted to meet the needs of individual students, focusing on the ‘when’ of personalized learning,” while differentiated learning refers to “learning experiences in which the approach or method of learning is adjusted to meet the needs of individual students, focusing on the ‘how’ of personalized learning.” Personalized learning, then, envelops both differentiated and individualized learning, and it goes even further with the elements of student involvement and choice as noted in the definition above.

The essential three elements become:

  • Differentiation—changing the instructional approach
  • Individualization—changing the pace
  • Student involvement—making students active participants in their own education

venndiagram

The result of this can be represented by the following continuum, where the traditional “factory model” is on one end, personalization is on the other, and in between are varying forms of differentiation or individualization:

factory model personalization

How far does personalization go?

Both personalization and individualization imply looking at each student on a case-by-case basis, with some guidance around personalization referencing the crafting of “individual education plans for every student.” In such conversations, educators immediately become concerned about scale. How viable is it for a teacher who serves 150+ students to write, let alone follow, 150 different plans?

Generally, our profession has been far more comfortable with conversations of “differentiation,” and even in this arena, scale is a major concern. For example, Education Week posted a blog written by Jim Delisle titled “Differentiation Doesn’t Work.” This blog and a subsequent response from Carol Ann Tomlinson and rebuttal by Delisle were some of the most-clicked articles of 2015. If there’s angst about differentiation, imagine the undercurrents around personalization!

Ways to bring clarity

Working within this definition of personalization, some clarity may be achieved in the following ways:

1. View personalization as an end, not a means unto an end.

Discussions around and examples of personalization reference many other approaches, including competency-based learning, blended learning, inquiring learning, and others. Each of these instructional approaches could be undertaken by schools outside of any specific conversations about personalization. And personalization could be accomplished through all of these means and many more.

In all of this, if we view personalization as the ultimate goal—the end—we can view many others approaches as the means to achieve that end. Instead of focusing on personalization, which is ultimately too complex and varied overall to study directly, we need to look to the efficacy of the numerous approaches that might be used to personalize.

2. Acknowledge that personalization doesn’t completely mean what it means.

Despite the root word and references to/requirements of individual plans, many lauded examples of personalization also reference extensive group work on broad, multi-disciplinary projects and other cooperative activities. It is critical to understand that personalizing education certainly does not mean that everything is personalized at every moment.

3. Acknowledge scale and view personalization as a goal that will take years to achieve.

The scale of change that true personalization requires cannot be underestimated. Personalization is not merely a new pedagogical approach resulting in a slight or even moderate adaptation to daily practice; it is an attempt to fundamentally rework school as we know it.

As Rhode Island (2016) notes, “Attempts to personalize at a more granular level can quickly become burdensome—even for excellent teachers—in our industrial-age schooling model that was designed for efficiency not individuality.”

Personalization asks educators to envision operating in a world they cannot imagine because it is so very different from their reality. In seeking to lead personalization efforts, it is critical to position this goal as something that will take years to achieve. Taking steps to achieve personalization can then become a series of successive discussions on moving the needle. Based on where we now are, what strategy can we next implement to move the needle farther away from the factory model and closer to personalization?

4. Finally, is personalization really anything new?

It is, and it isn’t. Clearly, the scale personalization asks for is new. But, at the heart of it all, teachers’ efforts to respond to learners’ needs aren’t new at all.

Personalization can be viewed as the antithesis to the “factory model” of schooling; however, the factory model, in its purest sense, never existed. The moment a teacher first responded to a child’s question or needs, a dynamic unlike a factory was operationalized. Machines of mass production do not respond in any way to the irregularities or unique qualities of their raw materials, but teachers have always sought to humanize education. In this sense, personalization seeks to open up opportunities to humanize.

References

Culatta, R. (2016, March 21). What Are You Talking About?! The Need for Common Language around Personalized Learning. [Web blog post]. Retrieved from http://er.educause.edu/articles/2016/3/what-are-you-talking-about-the-need-for-common-language-around-personalized-learning.

Rhode Island (2016). RI Personalized Learning Initiative: An initiative to support personalized learning across Rhode Island.

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The endless search for that next great read https://www.renaissance.com/2016/11/17/what-kids-are-reading-and-how-they-grow/ https://www.renaissance.com/2016/11/17/what-kids-are-reading-and-how-they-grow/#comments Thu, 17 Nov 2016 14:15:49 +0000 https://renlearnstg.wpengine.com/?p=4518 If you are like me, after you finish reading one book, you simply cannot get to the next one fast enough. As a mother of young children, I read for a sliver of time each night between when my children fall asleep, and when I do. This is just enough time so that I can […]

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If you are like me, after you finish reading one book, you simply cannot get to the next one fast enough. As a mother of young children, I read for a sliver of time each night between when my children fall asleep, and when I do. This is just enough time so that I can get through a few pages before I surrender to sleep. I look forward to these peaceful moments when I can dive back into the latest book I’m reading and rejoin the characters where I left them the night before.

Reading on a device, I feel the slightest sense of unease, however, as I see my reading app’s status bar inching its way toward the book’s inevitable conclusion. It’s so comforting when I catch that little bugger only a quarter or so on its way. As much as I am enjoying every minute of the book I’m reading and wondering how the author will bring the story to close, I’m very often also torn as a part of me wants the reading to go on forever.

The good news is, of course, that it can! There is literally no end to the books, literature, stories, and information available to each of us. That’s a great feeling. That’s actually amazing and awe inspiring. No one person can or will ever read everything that’s out there, and that means so many options abound for that next great read.

As that pesky bar continues its march forward toward the last pages of the book I’m currently devouring, I often begin thinking about what I’m going to read next. In addition to wracking my brain for titles I’ve stashed on my to-do list, quizzing family and friends, and searching the internet for book recommendations, a resource I’ve used over the past decade to find my next great read has been our What Kids Are Reading report. This handy report has served as a trusty resource for reading materials not only for my kiddos, but also for me. It’s jam-packed with lists of books kids in kindergarten through twelfth grade have read—this year 9.9 million kids, in fact, who read 346 million books and nonfiction articles—as well as informative analyses on student reading practice, nonfiction reading, and text complexity.

For me, these lists serve as bona-fide book reviews. We know these kids have actually read these titles, from start to finish, because our reading data come from Renaissance Accelerated Reader 360®. The kids didn’t just check out, buy, or receive these books as gifts, only to cast them aside. They liked them enough to see them through to the end, and we know this because they had to pass carefully constructed Accelerated Reader 360 comprehension quizzes in order for these titles to have a shot of making our most read lists.

Speaking of what kids are reading, what the data tell us this year about how kids read and grow is fascinating. Did you realize the gulf that exists between what kids read in high school versus what they are expected to read only a short time after graduation when joining the workforce or pursuing further education? In the graphic below, note how reading levels hover between 5 and 8 for books and articles, respectively, in twelfth grade, versus reading levels of 10 to 14 for college and career texts.

teen-reading

How do we bridge this gap? The answer is complex and multifaceted, but it certainly all begins with reading. Exposure to vocabulary, content-area and otherwise, is critical. Ensuring students dedicate significant time to reading each day is non-negotiable. The more students read, the more vocabulary they are exposed to—our data also found that students’ encounters with vocabulary could be increased dramatically, by more than 10 million words over the course of their schooling, by increasing reading time by just minutes each day (see graphic below).

reading long term investment

Are you currently looking for a great book that just might hook one of your reluctant readers? Perhaps you are searching for another engaging title for your third grader, or a book series to get an eighth-grade boy reading more frequently, or maybe it’s holiday gifts you are after. The What Kids Are Reading report is a great place to start.

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World’s Largest K-12 Reading Survey Identifies Trends, Highlights Best Practices https://www.renaissance.com/2016/11/17/worlds-largest-k12-reading-survey-identifies-trends-highlights-best-practices/ Thu, 17 Nov 2016 14:15:42 +0000 https://renlearnstg.wpengine.com/?p=4590 Annual Renaissance What Kids Are Reading report shares insights on popular texts, by grade and gender, and provides an analysis of reading data from 9.9 million students WISCONSIN RAPIDS, Wis. (November 17, 2016) – Tapping into data collected from nearly 10 million K-12 students who read 346 million books and nonfiction articles last school year, […]

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Annual Renaissance What Kids Are Reading report shares insights on popular texts, by grade and gender, and provides an analysis of reading data from 9.9 million students

WISCONSIN RAPIDS, Wis. (November 17, 2016) – Tapping into data collected from nearly 10 million K-12 students who read 346 million books and nonfiction articles last school year, Renaissance® releases its ninth annual What Kids Are Reading report. Researchers at the K-12 learning analytics company produce the report, which provides the comprehensive review of students’ reading habits and achievement. What Kids Are Reading: And How They Grow, 2017 includes most read fiction and nonfiction books by grade level, nonfiction selections by gender, and a sampling of popular reading across the curriculum. The report is an important annual reflection on reading trends in U.S. schools.

By analyzing the data and reading habits from Renaissance’s Accelerated Reader 360® platform, researchers compiled national and state reading trends, reading habits by age and gender, and best practices for student growth.

What Kids Are Reading offers important and unique insight into K-12 reading as we continuously seek to better understand how students read and grow as learners,” said Eric Stickney, director of educational research at Renaissance. “Each year, we discover key insights about our student readers, such as the difference dedicated reading practice can mean to a student previously thought to be constrained by the label of ‘struggling reader’.”

Key findings from the 2017 report:

  • Girls continue to outpace boys by 23 percent in total words read.
  • Increasing daily reading to 30 minutes over the course of a student’s schooling can mean a difference in exposure to 8 million more words than students who read only 15 minutes per day.
  • Struggling students who take part in high-quality reading practice—meaning daily reading with high comprehension and significant vocabulary exposure—can surge ahead of their peers whose reading practice remains static.
  • While reading staples like Harper Lee’s To Kill a Mockingbird and Green Eggs and Ham by Dr. Seuss continue to be commonly read by students, relative newcomers such as Jeff Kinney’s Diary of a Wimpy Kid series has become remarkably popular, ranking in the top 10 lists of students in grades 4-8 for several consecutive years. In addition, The Hunger Games continues as one of the top five most read books by high schoolers.

“Education is undergoing a transformation across the country, and becoming increasingly student-centered. With this report, Renaissance reaffirms its dedication to finding the best ways to not just educate each student, but to inspire them to become life-long readers and learners,” said Jack Lynch, chief executive officer at Renaissance. “The report identifies students’ interests and reading habits, helping to inform instruction with the ultimate goal of helping teachers propel students toward college and career readiness.”

To download the full report, please visit renaissance.com/learnalytics/wkar/.

About Renaissance

Renaissance® is the leader in K-12 learning analytics—enabling teachers, curriculum creators, and educators to drive phenomenal student growth. Renaissance’s solutions help educators analyze, customize, and plan personalized learning paths for students, allowing time for what matters—creating energizing learning experiences in the classroom. Founded by parents, upheld by educators, and enriched by data scientists, Renaissance knows learning is a continual journey—from year to year and for a lifetime. Our data-driven, personalized solutions are currently used in over one-third of U.S. schools and more than 60 countries around the world. For more information, visit www.renaissance.com.

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Renaissance-U wins Tech & Learning Stellar Service Award https://www.renaissance.com/2016/11/11/renaissance-u-wins-tech-learning-stellar-service-award/ Fri, 11 Nov 2016 19:05:00 +0000 https://renlearnstg.wpengine.com/?p=4469 November 11, 2016 – Recently, Tech & Learning announced the 2016 Stellar Service Award winners. Tech & Learning’s Stellar Service Awards were established to honor the great achievements in customer care and satisfaction in the EdTech industry, providing another look at what influences the buying decisions of educators nationwide. Educators voted for the companies they […]

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November 11, 2016 –

Recently, Tech & Learning announced the 2016 Stellar Service Award winners. Tech & Learning’s Stellar Service Awards were established to honor the great achievements in customer care and satisfaction in the EdTech industry, providing another look at what influences the buying decisions of educators nationwide. Educators voted for the companies they believe offer superior service and support, along with a great product.

Knowing this, we are extremely proud to announce that Renaissance-U® won Best Use of Afterschool Time (Best online PD training)!

Renaissance-U is a blended service that pairs an expert coach with engaging and evolving on-demand content in best practices for Renaissance’s reading, math, and assessment solutions. The expert coach helps plan the implementation for the school year and provides ongoing expertise for conversations around data, implementation roadblocks, and facilitating collaboration among educators in the school. The on-demand content offers a variety of videos, tutorials, and activities that fit the flexibility of any educator’s schedule.

Thank you to all that took the time to vote!

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High expectations and hope for every student https://www.renaissance.com/2016/11/07/high-expectations-hope-every-student/ Mon, 07 Nov 2016 22:06:42 +0000 https://renlearnstg.wpengine.com/?p=4334 Hope, self-reliance, and perseverance were predominant themes when Homestead Elementary School was built in 1934, and they’re still at the heart of the school’s accomplishments. Homestead Elementary has been honored by the Tennessee Department of Education as a Reward School for two years in a row. The distinction recognizes this Title 1 school as ranking […]

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Hope, self-reliance, and perseverance were predominant themes when Homestead Elementary School was built in 1934, and they’re still at the heart of the school’s accomplishments. Homestead Elementary has been honored by the Tennessee Department of Education as a Reward School for two years in a row. The distinction recognizes this Title 1 school as ranking among the top five percent of the state’s schools in performance, as measured by overall student achievement levels.

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What are Tier 1, Tier 2, and Tier 3 interventions in education? https://www.renaissance.com/2016/11/03/blog-what-are-tier-1-tier-2-and-tier-3-interventions-in-education/ Thu, 03 Nov 2016 16:04:00 +0000 https://renlearnstg.wpengine.com/?p=62523 As the use of a multi-tiered system of support (MTSS) has become widespread in schools, terms such as tiers, benchmarks, universal instruction, and intensive intervention have become familiar to many teachers. These concepts may also be known by other names. For example, an MTSS might be known by terms such as Response to Intervention (RTI) […]

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As the use of a multi-tiered system of support (MTSS) has become widespread in schools, terms such as tiers, benchmarks, universal instruction, and intensive intervention have become familiar to many teachers.

These concepts may also be known by other names. For example, an MTSS might be known by terms such as Response to Intervention (RTI) or Positive Behavior Interventions and Supports (PBIS) in some districts. How are these terms intertwined?

All of these terms refer to a system of providing all students with the instruction they need at the moment they need it. Most versions of an MTSS include three tiers, or levels, of support. In this blog, I’ll discuss the unique features of each tier and answer common questions about them.

Teacher working with a student

What are Tier 1, Tier 2, and Tier 3 in education?

Tier one, tier two, and tier three are terms used in education to describe different levels of intervention and support that students may need to achieve academic success. But what are the differences—and who are these different tiers meant for?

Before we discuss each tier in depth, it’s important to get a basic overview of each tier and the different terminology that may be used to describe each one.

The Center on Multi-Tiered System of Supports (MTSS Center) has a number of helpful resources. In the publication Essential Components of RTI, the overall framework is described in relation to how tiers of support are also levels of prevention. Specifically, each tier is matched to a different level of prevention as follows:

  • Tier 1: Primary—efforts applied universally across all students to create optimal learning outcomes
  • Tier 2: Secondary—efforts applied for selected students in a targeted manner to reduce or eliminate learning difficulties as soon as they are identified
  • Tier 3: Tertiary—efforts applied in response to significant and chronic learning problems to improve student success as much as possible

The terms primary, secondary, and tertiary prevention come from the field of public health and might not be as clear or appropriate in K–12 schools and districts. For this reason, school-specific terms for these levels of support were developed:

  • Tier 1 = Universal or core instruction
  • Tier 2 = Targeted or strategic instruction/intervention
  • Tier 3 = Intensive instruction/intervention

These three tiers are often represented in the form of a pyramid:

MTSS pyramid
The MTSS pyramid, showing all three tiers

This leads us back to the question, what exactly is the difference between universal instruction, targeted/strategic interventions, and intensive interventions?

Let’s explore this point.

Tier 1: Core instruction

Think of Tier 1 instruction as the anchor of all tiered instruction. It is the universal tier and is provided to all students every day. During Tier 1 instruction, teachers use scientifically researched programs and evidence-based practices, curricula, and strategies that have been proven to be effective for the majority of students.

Generally, Tier 1 instruction aligns with the curriculum that each state requires. The goal of Tier 1 instruction is to provide high-quality instruction and support to all students, regardless of their learning needs or background.

When using Tier 1 instruction, educators work to create a positive and supportive learning environment that promotes:

  • Academic achievement
  • Social-emotional development
  • Behavior management

This may include providing explicit instruction in academic content areas, using differentiated instruction to meet the needs of diverse learners, and implementing classroom management strategies that support positive behavior.

Tier 1 in MTSS also emphasizes the use of data and ongoing progress monitoring to inform instruction and identify students who may require additional support.

To sum up, Tier 1 includes the adopted curricula and related instructional methods and materials. Tier 1 is usually easy to understand, but Tiers 2 and 3 might be more confusing because they require providing specific subtypes of instruction to certain students.

Supporting student needs at every tier

Discover assessment tools from Renaissance that support data-driven MTSS.

Teacher working with small group of students

Tier 2: Strategic instruction/intervention

The MTSS Center provides the following definition of Tier 2 (secondary) intervention:

“Secondary prevention typically involves small-group instruction that relies on evidence-based interventions that specify the instructional procedures, duration (typically 10 to 15 weeks of 20- to 40-minute sessions), and frequency (3 or 4 times per week) of instruction.

Secondary prevention has at least three distinguishing characteristics: it is evidence-based (rather than research-based); it relies entirely on adult-led small-group instruction rather than whole-class instruction; and it involves a clearly articulated, validated intervention, which should be adhered to with fidelity.”

This definition provides three distinguishing characteristics of Tier 2 intervention. It needs to be:

  • Evidence-based
  • Provided in small groups
  • Implemented with fidelity

Additionally, the MTSS Center’s definition suggests that Tier 2 interventions are typically about 20–40 minutes in length and occur at least three to four times per week.

In other words, Tier 2 is likely to involve small groups of students with similar learning needs who work daily with a teacher using a specific instructional practice or program. Tier 2 instructional materials and methods are often similar to those used for Tier 1 core instruction.

It is important to note that Tier 2 intervention is always in addition to Tier 1 universal (core) instruction. Tier 2 needs to supplement Tier 1 because students who have not yet met learning goals need more time to learn, practice, and review knowledge and skills.

The good news is that when evidence-based Tier 2 interventions are used with fidelity, the majority of students who participate will make the improvements needed to reach grade-level learning goals. Nonetheless, not all Tier 2 interventions will be effective for all students who participate. In order to know whether a Tier 2 intervention is working, the teacher needs to conduct regular progress monitoring.

Renaissance recommends that Tier 2 progress monitoring occur at least bi-weekly. Both FastBridge and Star Assessments include valid and reliable progress monitoring tools for reading and mathematics.

Students on computer

Tier 3: Intensive instruction/intervention

What about the students who do not make expected progress with Tier 1 plus Tier 2? It might be tempting to assume that such students have a disability and should be referred for a special education evaluation.

However, research indicates that not all students who fail to make adequate progress with the combination of Tiers 1 and 2 have disabilities. In fact, these students often make gains when provided with instruction that is more direct, systematic, and intensive than what has been used at Tiers 1 and 2. The MTSS Center’s definition of Tier 3 intensive intervention emphasizes this point:

“Tertiary prevention, the third level of the RTI prevention framework, is the most intensive of the three levels and is individualized to target each student’s area(s) of need.

“At the tertiary level, the teacher begins with a more intensive version of the intervention program used in secondary prevention (e.g., longer sessions, smaller group size, more frequent sessions). However, the teacher does not presume it will meet the student’s needs. Instead, the teacher conducts frequent progress monitoring (i.e., at least weekly) with each student.”

Note that the MTSS Center recommends that Tier 3 materials and methods start with those used at Tier 2 but in longer, more frequent sessions with fewer students. For this reason, Tier 3 interventions typically occur five days a week. Using methods and materials that are already familiar to the student has the benefit of fostering a student’s ease of recognition and engagement.

Intensive intervention often requires a significant amount of time, and there are only so many minutes in each school day. When Tier 3 intervention involves replacing Tier 1 and Tier 2 methods and materials, this is often referred to as a “replacement core” program.

If a replacement core program is considered, it is essential that the school contact the student’s parents or guardians and obtain permission for the student to participate in alternate instruction.

With parental approval in place, the school can then arrange a schedule for the Tier 3 intensive intervention. Often, Tier 3 intervention is provided during the same block of time as Tier 1 core instruction, as well as the additional time for Tier 2 intervention.

Tier 3 intervention is substantially more intensive and might require additional staff and material resources. For this reason, it should be reserved for those few students whose progress monitoring data indicate that prior intervention has not been successful.

Group of teachers

How should teachers use MTSS (and tiered supports) with their students?

An MTSS offers teachers an organized way to support the learning needs of all their students.

Tiered supports are provided along a continuum of teaching methods and materials, with Tier 1 serving as the foundation for all students. For students who do not meet learning goals with Tier 1 alone, adding Tier 2 strategic intervention often leads to success.

Nonetheless, a very small number of students will need more intensive intervention in order to meet their learning goals. Tiers 2 and 3 differ in regard to the length and duration of lessons, as well as how many students participate in a group. With multiple tiers of instruction available, schools can successfully meet the learning needs of most students.

Renaissance: Providing tools to support Tier 1, Tier 2, and Tier 3

Renaissance screening and progress monitoring assessments provide you with the essential data needed for your MTSS, giving you visibility into the needs of each student at each tier.

By deeply understanding whole child needs and aligning targeted interventions with Tier 1, Tier 2, and Tier 3 instruction, you can provide targeted and effective interventions to support each learner.

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Renaissance solutions win several categories in THE Journal’s Readers’ Choice Awards https://www.renaissance.com/2016/11/01/the-journal/ Tue, 01 Nov 2016 14:47:32 +0000 https://renlearnstg.wpengine.com/?p=4322 October 31, 2016 – In THE Journal’s second annual Readers’ Choice Awards, subscribers were asked to vote for the software, hardware, and services they consider most vital to the mission and business of K-12 education. We are extremely honored that Renaissance Accelerated Reader 360®, Renaissance Accelerated Math®, Renaissance Star 360®, Renaissance Star Early Literacy®, and […]

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October 31, 2016 – In THE Journal’s second annual Readers’ Choice Awards, subscribers were asked to vote for the software, hardware, and services they consider most vital to the mission and business of K-12 education. We are extremely honored that Renaissance Accelerated Reader 360®, Renaissance Accelerated Math®, Renaissance Star 360®, Renaissance Star Early Literacy®, and Renaissance® itself all did tremendously well in several categories!

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Using Renaissance Star® data leads to success in many forms https://www.renaissance.com/2016/10/26/using-renaissance-star-data-leads-success-many-forms/ Wed, 26 Oct 2016 18:31:30 +0000 https://renlearnstg.wpengine.com/?p=4087 In northern Alabama, a school district is conquering standards and showing proficiency significantly higher than the statewide average. Madison City Schools’ leadership teams have built lofty goals on the use of reliable data. “Data from Renaissance Star Assessments® is an integral part of our data meetings. We study growth, weaknesses, strengths, target skills that need […]

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In northern Alabama, a school district is conquering standards and showing proficiency significantly higher than the statewide average. Madison City Schools’ leadership teams have built lofty goals on the use of reliable data.

“Data from Renaissance Star Assessments® is an integral part of our data meetings. We study growth, weaknesses, strengths, target skills that need more attention, and students who need more attention,” says Superintendent Dr. Dee Fowler.

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(Almost) perfect heroes and the science of learning https://www.renaissance.com/2016/10/20/almost-perfect-heroes-and-the-science-of-learning/ https://www.renaissance.com/2016/10/20/almost-perfect-heroes-and-the-science-of-learning/#comments Thu, 20 Oct 2016 13:17:51 +0000 https://renlearnstg.wpengine.com/?p=4135 (Almost) perfect heroes Although Hercules would disagree, Achilles is widely considered the closest thing to a perfect hero in Greek mythology. However, if you’ve ever twisted an ankle, enjoyed a heel spur, or pulled your calf muscle, you are painfully aware of Achilles’ point of susceptibility. Mythology and the science of learning Myths are ancient […]

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(Almost) perfect heroes

Although Hercules would disagree, Achilles is widely considered the closest thing to a perfect hero in Greek mythology. However, if you’ve ever twisted an ankle, enjoyed a heel spur, or pulled your calf muscle, you are painfully aware of Achilles’ point of susceptibility.

Mythology and the science of learning

Myths are ancient teachings concerning courage, the nature of the world, human significance, culture, and socially acceptable day-to-day practice. To some extent, modern fables, fairy tales, folklore, parables, and cautionary tales are akin to myths. There are lessons to be learned from an ant and a grasshopper, Rumpelstiltskin, Johnny Appleseed, the lost lamb, and a little boy who cried wolf. Myths are fascinating and fun to study, but can get in our way when we consider them to be literal, innate, predestined representations of the human condition—especially the human condition for learning. For example, the following are two of our most common educational myths:

  • Some students are born with a brain that is “ready” for math (or football, music, or art).
  • What students exhibit, or lack, upon entering kindergarten automatically determines their propensity for achievement.

In The Genius in All of Us, David Shenk (2010) argues against these learning myths at the genetic level. He writes that individual differences in ability are not predetermined by genes; they develop over time. As he states, “Intelligence is a process, not a thing (p. 34).”

“Intelligence is a process, not a thing.” – David Shenk

The two learning myths above represent the two sides of the intelligent/non-intelligent coin we’ve been tossing for generations. “Being born with a brain that is ‘ready’ for math” represents the nature side of that coin while “what students lack” refers to the nurture side. Instead, Shenk calls upon us to replace nature/nurture with dynamic development (p. 33).

Dynamic development looks at ability from a genetic point of view. Genes direct the production of proteins, which are the “building blocks of everything from muscle fiber, to eyeball collagen, to hemoglobin” (p. 22). Through advancements in technology and research, we now know that our genes interact and respond to environmental factors. Whereas nature/nurture focused on genes instead of environment (G or E), dynamic development acknowledges the interaction between the two, represented as GxE.

To be clear, Shenk writes that genetic differences do exist, but no longer are they “straightjackets holding us in place.” With the GxE paradigm, these differences are more like “bungee cords waiting to be stretched and stretched (p. 46).”

Our genetic “bungee cords” stretch when genes respond to environmental triggers by assembling amino acids into proteins. We are now aware of environmental triggers specific to the process of developing intelligence, including:

  • Speaking and reading to children early and often,
  • Nurturance and encouragement,
  • Setting high expectations,
  • Embracing failure and encouraging a growth mindset,
  • Walking outdoors, and
  • Increasing the intake of omega 3 fatty acids.

In a recent blog, Dr. Gene Kerns shared findings regarding another environment trigger—deliberate practice. His blog post is a complement, if not a precursor, to this one.

When learners engage in deliberate practice, their genes respond to what the body is doing by assembling amino acids into proteins to build what the body requires. As amazing as our genes are, they really do not distinguish between hasty and deliberate practice.

Lack of positive environmental triggers, including the deliberate practice trigger, is learning’s Achilles’ heel. To bring our learners close to invincibility, humans are required. At this point, Shenk’s GxE becomes GxExH—genes respond to an environment that has been made more appropriate for learning by humans—parents, loved ones, peers, teachers, coaches, and mentors.

“Lack of positive environmental triggers, including the deliberate practice trigger, is learning’s Achilles’ heel.”

Heroes in the classroom

Which Greek hero are you? Which environment trigger will you implement with rigor? Students need heroes—even mere, somewhat flawed, humans like us.

References

Achilles: He was a perfect hero in every way, almost… (2016.) Retrieved from http://www.thatsgreece.com/info/mythology-heroes-Achilles.

Gill, N. S. (2016). The ten greatest Greek heroes. Retrieved from http://ancienthistory.about.com/od/heroes/tp/TopHeroes.htm.

Kerns, G. (2016). The 4 R’s of deliberate practice. Retrieved from https://www.renaissance.com/2016/09/29/the-meaning-of-deliberate-practice.

Shenk, D. (2010). The Genius in All of Us. New York, NY: Anchor Books.

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Success Story: How to read 352 million words in five years https://www.renaissance.com/2016/10/13/success-story-how-to-read-352-million-words-in-five-years/ https://www.renaissance.com/2016/10/13/success-story-how-to-read-352-million-words-in-five-years/#comments Thu, 13 Oct 2016 13:21:21 +0000 https://renlearnstg.wpengine.com/?p=4072 Walker Elementary beats the odds with successful reading campaign Ranked in 2011 as Santa Ana’s fourth-lowest elementary school, Walker Elementary struggled to boost the English Language Arts (ELA) proficiency of its largely Hispanic, high-poverty student population. According to the California State Test (CST), fewer than 35 percent of the school’s grade 2–5 students could read […]

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Walker Elementary beats the odds with successful reading campaign

Ranked in 2011 as Santa Ana’s fourth-lowest elementary school, Walker Elementary struggled to boost the English Language Arts (ELA) proficiency of its largely Hispanic, high-poverty student population. According to the California State Test (CST), fewer than 35 percent of the school’s grade 2–5 students could read at grade level.

But 2011 kicked off a remarkable winning streak that produced a 50-point gain on the state’s Academic Performance Index from 2011 to 2013, an upsurge in grade-level readers to a school average of more than 42 percent in 2013, and a 2016 Gold Ribbon award from the California Department of Education.

Mariana Garate, principal at Walker Elementary, credits such success to a motivated team of teachers, students, parents, and community partners empowered by a suite of assessment and reading practice tools from Renaissance.

The challenge: year one, 25 million words

Like many neighborhood schools, Walker Elementary serves a student population beset by disheartening poverty that too often manifests itself in illness, poor school attendance, discipline challenges, inadequate home support, and disruptive mobility. In the fall of 2011, testing reflected the negative impacts on Walker students: poor overall literacy skills and plummeting reading achievement with an alarming number of students performing one or more years below grade level in English language arts.

Walker educators undertook the challenge and put forth a concerted effort to change the trajectory of achievement. “Research shows that vocabulary and comprehension skills are directly linked to the number of words students encounter,” says Garate. “So we initiated a reading program with a first-year, school-wide goal of 25 million words read. Admittedly we encountered skeptics, but a cadre of dedicated teachers made the commitment to participate. Together we developed a plan to optimize the resources already available to us, including Renaissance Star Reading®, Renaissance Accelerated Reader 360®, and a library with leveled books.”

The results: 40 million words and renewed enthusiasm

Over the course of the 2011/12 school year, Walker Elementary students read a staggering 40 million words. The program sparked unexpected student enthusiasm for reading and converted skeptics into active contributors. “Since that first year,” continues Garate, “we’ve steadily increased annual goals to 60 million, 90 million, and higher, up to our current target of 125 million words. Most importantly, the program has positively impacted reading comprehension and even helped bolster the socio-emotional and behavioral outlooks of our students, confirming they can thrive in spite of challenges.”

[blockquote author=”Mariana Garate | Principal | Walker Elementary ” link=”” target=”_blank”]Most importantly, the program has positively impacted reading comprehension and even helped bolster the socio-emotional and behavioral outlooks of our students, confirming they can thrive in spite of challenges.[/blockquote]

The power of a goal

Star Reading provides assessment data that helps Walker Elementary teachers quickly determine skill levels and assign students to appropriate reading and intervention groups. Garate notes, “We start administering Star Reading assessments as soon as our students can read, typically in November of their first-grade year. When the students take that assessment, they can get a ZPD for use with Accelerated Reader 360. It’s particularly rewarding to watch first graders—who for the most part are still decoding—master the process. Realizing they can read a story and then confidently answer questions about it, they experience a real ‘wow’ moment—it’s priceless.”

The information provided by Renaissance solutions is fundamental to tracking progress against goals. Garate believes that if you set the bar high, students will rise to it. Set it low, and you’ll be doing them a disservice. “I review data every day to make sure I understand where students are and how we can help each one progress. Teachers have likewise come to appreciate the value of a data-informed school and routinely participate in data chats where we share information, ideas, and plans. They also regularly share data with parents. Because Renaissance provides reports and many other resources in Spanish, we’re able to more effectively communicate student goals and progress.”

[blockquote author=”Mariana Garate | Principal | Walker Elementary ” link=”” target=”_blank” ]I review data every day to make sure I understand where students are and how we can help each one progress. Teachers have likewise come to appreciate the value of a data-informed school and routinely participate in data chats where we share information, ideas, and plans.[/blockquote]

Flowers blooming, stars shining

Each school year, the Walker team sets aggressive individual, classroom, grade-level, and school goals. And each year the school has been rewarded with across-the-board growth and success. Most recently, for example, 57 percent of first graders finished the school year at grade level based on DIBELS (Dynamic Indicators of Basic Early Literacy Skills) benchmark assessment tests. Every grade showed improvement, advancing from eight to as many as 32 points by year end. The team has also celebrated individual achievements. Last year, ten second graders each read more than 300,000 words, and 15 students in the third, fourth, and fifth grades each logged a phenomenal one million words—an accomplishment more typically expected of seventh graders.

“Our students are hooked; they’re excited to be part of the Accelerated Reader 360 program,” comments Garate. “They particularly look forward to viewing progress reports. Each report includes an onscreen plant that ‘grows’ with their points for correct answers after taking Accelerated Reader quizzes—it’s amazing how motivating something as simple as a colorful, blooming flower can be!

Beating the odds

Garate and her team are committed to helping Walker students break the cycle of poverty. “It’s a true team effort, with every contributor rooting for our students’ success, helping to instill a love of reading. Each of us understands that education provides the best path out of poverty. Our students expect to be productive citizens and, in many cases, to be the first in their families to go to college—I can see they already have that light.”

How do you encourage reading practice in your classroom? Do you do anything similar to Walker Elementary? Let us know in the comments! To read the full version of Walker Elementary’s incredible success story, head over to our success stories page.

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The Scooby-Doo approach to close reading https://www.renaissance.com/2016/10/06/the-scooby-doo-approach-to-close-reading/ https://www.renaissance.com/2016/10/06/the-scooby-doo-approach-to-close-reading/#comments Thu, 06 Oct 2016 13:14:05 +0000 https://renlearnstg.wpengine.com/?p=4031 Like many kids, I used to watch Scooby Doo, Where Are You! (Okay, I still do.) In each episode, Scooby-Doo, along with Shaggy, Fred, Velma, and Daphne, would solve clues to figure out mysteries that puzzled others in the town. Most of the time, they’d find out someone well-known was behind all of the ruckus. […]

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Like many kids, I used to watch Scooby Doo, Where Are You! (Okay, I still do.) In each episode, Scooby-Doo, along with Shaggy, Fred, Velma, and Daphne, would solve clues to figure out mysteries that puzzled others in the town. Most of the time, they’d find out someone well-known was behind all of the ruckus. Elwood Crane?!

Like Scooby-Doo and the gang, students need to become close-reading detectives when they read. By gathering small details, investigating the text, decoding textual evidence, and providing an explanation of their reasoning, students develop the close-reading skills needed to be successful in today’s world.

The infographic below is a great tool to use in your classroom as a visual reminder of what effective close reading looks like. Check it out!

4 tips for teaching close reading

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7 reasons software can fail in K12 schools https://www.renaissance.com/2016/09/30/7-reasons-software-can-fail-in-k12-schools/ Fri, 30 Sep 2016 20:32:31 +0000 https://renlearnstg.wpengine.com/?p=4022 1.   The software is just too difficult to navigate. Let’s face it – first impressions matter. When you sit down in front of a software program for the first time, you want love at first sight. You want your experience to be intuitive. You want to immediately see how this tool will ease your […]

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1.   The software is just too difficult to navigate.

7 reasons software can fail

Let’s face it – first impressions matter. When you sit down in front of a software program for the first time, you want love at first sight. You want your experience to be intuitive. You want to immediately see how this tool will ease your workload and bring value to your day. The easier the software is to navigate, the more quickly and fully your principals, teachers, and other school personnel will embrace the change.

2.   The inherent value of software is not recognized by the people who use it.

Have you encountered a student in your day who likes to ask why? Educators also want to know why a software program was selected. For effective integration, educational software needs support and buy-in from the principals and teachers asked to use it. District and school leaders who share a clear vision and communicate the benefits and goals of the software help bring that vision to life in classrooms.

3.   Software is not personalized to help teachers guide growth.

Educational software should enhance the personal connection between teacher and students. Sometimes software is not personalized or focused enough to provide teachers the data they need to truly help guide and encourage students. Teachers need timely and personalized data to differentiate instruction, know who needs their immediate attention, and move all students forward.

4.   Software does not link to relevant instructional resources.

7 reasons software can fail

When it comes to instructional strategy, districts and schools make different choices. Does the software you are implementing support and enhance your core curriculum? Does data from student assessment, for example, merge with the digital educational resources teachers use? A one-size-fits-all solution simply does not work effectively in K12 education today. You need software that adapts to the needs of your state and your district.

5.   Software provider does not provide sufficient support.

Even when the software is easy to navigate, teachers need support to assure their best start. Does the software provider offer an easy starting path? Are representatives quickly available via phone or live chat? Does the provider offer professional development to help educators integrate the software into their daily routines? Professional development needs to move beyond a quick “how to” on running reports. Teachers want to know the next steps. They want to know precisely how the software will support their instructional practices and help them guide students’ growth.

6.   Implementation lacks collaboration and peer-to-peer support.

Teachers and other school personnel need to talk with one another and share how they are using the software in their daily routines. Many schools today put in place a professional learning community (PLC). This is a process in which educators meet throughout the school year and work together to address issues, share resources, and work toward better outcomes. A PLC serves as job-embedded learning. Peer mentors meet regularly to monitor and adjust the implementation based on metrics.

7.   The effectiveness of the implementation is not routinely monitored.

You know the importance of monitoring students’ progress toward goals. It’s the same with bringing software into a school or district. Checking progress toward goals and celebrating milestones through the year will increase the likelihood of success. Closely monitoring student assessment data, for example, enables leaders to make adjustments or offer additional support while there’s still time to change student outcomes. You can identify and address gaps in understanding due to staffing changes during the school year and varying levels of program expertise.

Inspire deeper learning

Discover how you can dramatically reduce testing time while gaining
valid, reliable screening and progress monitoring data to guide K12 instruction.

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The 4 R’s of deliberate practice https://www.renaissance.com/2016/09/29/the-meaning-of-deliberate-practice/ https://www.renaissance.com/2016/09/29/the-meaning-of-deliberate-practice/#comments Thu, 29 Sep 2016 13:17:53 +0000 https://renlearnstg.wpengine.com/?p=3964 For a number of years, I have been fascinated by research on the science of expertise. Many of us were first introduced to this topic in Malcolm Gladwell’s bestseller, Outliers: The Story of Success. In that book, he presented multiple examples of how to establish “the 10,000-hour rule,” claiming that in nearly any field, from […]

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For a number of years, I have been fascinated by research on the science of expertise. Many of us were first introduced to this topic in Malcolm Gladwell’s bestseller, Outliers: The Story of Success. In that book, he presented multiple examples of how to establish “the 10,000-hour rule,” claiming that in nearly any field, from musicology to teaching, 10,000 hours of practice are necessary to achieve expertise (Gladwell, 2008).

Gladwell’s assertion was based on a review of research by many people, most notably Dr. K. Anders Ericsson of Florida State University. While Gladwell’s rule is somewhat accurate at a high level, a critical element is missing. Gladwell merely references practice, while virtually all others in the field place a modifier before the word. For most, it is “deliberate practice” (Ericsson and Pool, 2016; Colvin, 2008), although Coyle (2009) prefers “deep practice” and Syed (2010) prefers “purposeful practice.”

Really, Gladwell’s rule that expertise requires “10,000 hours of practice” could be improved by saying “10,000 hours of deliberate practice.” Although in reality, 10,000 hours of carving stone won’t make you Rodin, nor will that amount of time with a tennis ball and a racket make you Serena Williams. There’s also a problem with the “10,000 hour” part because depending on the field, more or less time might be required, but that’s another blog!

Ultimately, after consuming a good quantity of the research on the science of expertise, a key question we need to ask ourselves is “What differentiates the ‘deliberate practice’ done by experts from the ‘practice’ that most of us undertake?” This is a critical question for educators because Ericsson and Pool (2016) claim that deliberate practice “is the most powerful approach to improving learning that has yet been discovered.”

I conceptualize this delineation with “The Four Rs”: repetition, resistance, results, and recovery.

Repetition

First, deliberate practice requires a certain number of repetitions because, as Coyle (2009) points out, when we practice things repeatedly, we physiologically alter our brains by building up a fatty substance called myelin, which acts like insulation for brain circuits. According to Coyle (2009), “myelin transforms narrow alleys (of unpracticed skills in the brain) into broad, lightning-fast super-highways” of skill and precision.

Resistance

For skills to grow optimally, we need resistance. According to Ericsson, Prietula, and Cokely (2007), “When most people practice, they focus on things they already know how to do. Deliberate practice is different. It entails considerable, specific, and sustained efforts to do something you can’t do well—or even at all.” This is not unlike Russian psychologist Lev Vygotsky’s (1978) concept of the “zone of proximal development” (ZPD), which he defined as “the distance between the actual developmental level…and the level of potential development…under adult guidance, or in collaboration with more capable peers” (p. 86).

Results

Results are critical because when we undertake in deliberate practice, the intensity can be grueling. Ericsson, Krampe, and Tesch-Römer (1993) asserted that “in the absence of adequate feedback, efficient learning is impossible and improvement only minimal even for highly motivated subjects.” To be willing to do the grueling work that mastery requires, we must be able to see that we are becoming more proficient.

Recovery

Finally, true deliberate practice requires intense focus, and it is so difficult that it can only be endured for a certain period. Studies across multiple domains vary, with maximum practice times typically ranging from two to four hours a day at most, with the possible exception of physical pursuits. Ericsson, Krampe, and Tesch-Römer (1993) noted that “to maximize gains from long-term practice, individuals must avoid exhaustion and limit practice to an amount from which they can recover on a daily or weekly basis.”

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5 ways to reduce students’ test anxiety: Remember to S.M.I.L.E. https://www.renaissance.com/2016/09/28/reduce-students-test-anxiety/ Wed, 28 Sep 2016 13:52:39 +0000 https://renlearnstg.wpengine.com/?p=4001 Students can begin feeling anxious about testing as early as kindergarten. Test anxiety can continue and even grow through middle school and high school. Here is a 5-step plan to help students at all grade levels feel less anxious about assessments throughout the school year. Whether students are taking formative or interim assessments for screening […]

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Students can begin feeling anxious about testing as early as kindergarten. Test anxiety can continue and even grow through middle school and high school. Here is a 5-step plan to help students at all grade levels feel less anxious about assessments throughout the school year.

Whether students are taking formative or interim assessments for screening and progress monitoring—or completing more stressful state-level tests—always remember to S.M.I.L.E.

Stay organized: A little prep work can make just about anything go more smoothly. Don’t wait until test day to organize and streamline your efforts. Take time to determine your needs and establish classroom and school routines in advance. Have a plan in place to allocate computers, tablets, and laptops. If necessary, create a system for students to test at different times. Prepare your students and your classrooms, and you will shine with confidence.

Model calm: Students are not the only people in school who experience test anxiety. Teachers, administrators, and other school personnel can sometimes feel anxious, especially as pressure to increase student achievement grows. Unfortunately, this anxiety can spread to students. When it’s time to talk about or give an assessment, always model a calm, cool demeanor. You’ll create a more relaxed environment by remembering to smile and keeping your sense of humor.

Incorporate positive energy: Chances are you’ve seen some of the research on how exercise reduces anxiety. However, you don’t need to make students do jumping jacks. Simply ask students to get up and stretch before an assessment to lighten the mood and distract them from the anxiety they may feel. You can also create more positive energy by letting students know it’s normal to feel some sort of anxiety before a test. Knowing they are not alone can help students feel less anxious.

Leverage data: What you do with data from students’ formative and interim assessments will affect students the most. Use your screening and progress monitoring data to help provide each student with the right practice at the right time. Review data to determine what’s working, what isn’t working, and most importantly, what to do next. Students who receive appropriate, personalized practice are more likely to experience success and gain confidence, which can reduce future test anxiety.

Embrace feedback: Get students to talk about their test experiences, either as a class or individually as time allows. How did it go? Did they feel prepared? What might they do differently next time? Students who learn to make their own decisions about how to prepare for tests begin developing a growth mindset. Give students the chance to share how they feel and provide them with continuous feedback on their progress toward goals to help ensure confidence moving forward.

Discover how you can dramatically reduce testing time,
while gaining valid, reliable screening and progress
monitoring data to guide K12 instruction.

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How to decipher NCRTI & NCII ratings https://www.renaissance.com/2016/09/27/how-to-decipher-ncrti-ncii-ratings/ Tue, 27 Sep 2016 13:35:47 +0000 https://renlearnstg.wpengine.com/?p=3961 The Center on Response to Intervention (NCRTI) and the National Center on Intensive Intervention (NCII) are two organizations that rate K12 solutions for assessment and practice against their rigorous requirements. Read about the NCRTI. Read about the NCII. What do these ratings mean? NCRTI and NCII are both dedicated to helping students who may need […]

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The Center on Response to Intervention (NCRTI) and the National Center on Intensive Intervention (NCII) are two organizations that rate K12 solutions for assessment and practice against their rigorous requirements.

Read about the NCRTI.

Read about the NCII.

What do these ratings mean?

NCRTI and NCII are both dedicated to helping students who may need additional support succeed. Many wonderful products are rated highly for their efforts toward this cause. At times, some companies may even be a bit overzealous in their celebration, claiming that they have the “highest” ratings overall. In the spirit of honest communication, let’s examine these ratings closely.

How do NCRTI ratings work?

NCRTI rates educational assessments for screening. Their system spans these evidence ratings:

  • Convincing evidence
  • Partially convincing evidence
  • Unconvincing evidence
  • Data unavailable or inadequate

Renaissance Star Reading, Star Math, and Star Early Literacy have met NCRTI’s criteria for evaluating the scientific rigor and are highly rated as screening tools.

How do NCII ratings work?

NCII rates educational tools for progress monitoring. Their system spans the same evidence ratings:

  • Convincing evidence
  • Partially convincing evidence
  • Unconvincing evidence
  • Data unavailable or inadequate

Renaissance Star Reading, Star Math, and Star Early Literacy have met NCII’s criteria for evaluating the scientific rigor and are highly rated as progress monitoring tools for measuring general outcome measures. Renaissance Accelerated Math and MathFacts in a Flash are highly rated as progress monitoring tools for mastery measure.

Did you know?

NCRTI and NCII ratings do not compare products with other products, and ratings do not serve as an endorsement of a particular product. This means that, tempting as it is to say, according to NCRTI and NCII guidelines, it’s not accurate to describe a product as “highest rated” in comparison to other products.

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What an Olympic gold medalist can teach you about math https://www.renaissance.com/2016/09/22/what-an-olympic-gold-medalist-can-teach-you-about-math/ https://www.renaissance.com/2016/09/22/what-an-olympic-gold-medalist-can-teach-you-about-math/#comments Thu, 22 Sep 2016 13:18:18 +0000 https://renlearnstg.wpengine.com/?p=3879 Like millions around the world, I could not wait to watch the summer Olympics. During the Women’s 200m backstroke, U.S. swimmer Maya DiRado went after her biggest competitor with all her might. She was charging her way to another gold! Watching the event on serious tape delay didn’t keep me from inching ever closer to […]

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Like millions around the world, I could not wait to watch the summer Olympics. During the Women’s 200m backstroke, U.S. swimmer Maya DiRado went after her biggest competitor with all her might. She was charging her way to another gold! Watching the event on serious tape delay didn’t keep me from inching ever closer to my television and cheering wildly. The talented swimmer won a total of four medals: 2 gold, 1 silver, and 1 bronze.

To be honest, I actually cheered the loudest when I heard she had an engineering degree from Stanford University—an Olympian who loved math! I had to learn more about her and hear what advice she had for young women entering the STEM field.

Anu: First of all, Maya, what was it like at the Rio Olympics?

Maya: It’s this huge stimulus that’s hitting you in the face constantly as you try to also focus on the most important sporting event of your life. Instead of being a detractor from performance, the environment boosted my swimming. You see every country walking by as you go to the dining hall or bus, you get to hear all these languages and watch people interact. The food is different, the plumbing is different, the sleep schedule is different, but it’s part of the Olympic experience. Team USA does an amazing job of using the excitement to make us better instead of letting nerves take over. I had so many amazing moments with my teammates… in the wild excitement of winning a gold medal on a relay… [to] sitting in the common rooms on bean bags playing games before the meet started. I loved every second of it.

Anu: You earned a Management Science and Engineering degree from Stanford University. Can you remember a moment in school when you recognized that math was a subject you truly loved?

Maya: My school district allowed me to attend a more non-traditional math class. I loved it. The first part of class was a basic lecture. The second part featured a few longer and more complex problems. We would work through them as a group of four. You had to really understand the concepts and show your work. The process was a huge part of the grade. If you didn’t understand something, you could ask for help from your group instead of asking the whole class. Conversely, if someone in your group didn’t understand something, you had to explain the concepts… which is SO helpful for your own learning. This method is something that really stands out to me, to this day, and was crucial in developing my love of math.

Anu: What inspired you to go into a STEM field?

Maya: First, my dad, a civil engineer, was encouraging about the engineering field. I think our brains work in similar ways. I always thought I’d be an engineer. My dad recognized that [math] was my favorite subject, so he helped me think through what I could do with it. I also remember him showing me the NCAA March Madness Monte Carlo simulation he made on Microsoft Excel. It was pretty awesome… the first time I saw what Excel could do besides line graphs!

Then, there were teachers who encouraged me to take the accelerated track, and those who taught the STEM subjects along the way cultivated my love and enjoyment of them.

Anu: Has math helped you become a better swimmer?

Maya: I’m very good at intervals (laughs)! [Swimmers practice “intervals” by doing repeated distances in a given time—time math required.] I enjoy the repetitions, patterns, and—dare I say—the monotony of it. It has also reinforced the step-wise process involved in setting goals and working toward them.

Anu: Recent research has found that “women are 1.5 times as likely to leave the STEM pipeline after calculus,” not because of a lack of ability, but because they lack confidence in their abilities. What advice can you give young women about their confidence about math?

Maya: I always wanted to feel like I completely mastered a skill or topic before feeling confident that I knew it. Even when I understood it better than my male peers, they would come across as more confident. My freshman year of Stanford, I took an advanced calculus course, and I struggled. It was theory based and very abstract. I didn’t do well, didn’t enjoy it, and thought it was a reflection of my math abilities. After that, I changed my major track and thought I couldn’t do engineering.

A year later, I took a linear algebra class, really enjoyed it, and realized I could definitely pursue engineering. I now tell girls that they can do the same and to not let a single class derail that dream. I think so much is realizing that you belong, and that you can handle it. Just because you don’t get it right away or others come across as more competent, it doesn’t mean they aren’t struggling as well. There are girls who will feel that they are out of their league, and, to them, I would stress that everyone struggles at some point. If you love it, keep at it. It’s been very rewarding for me.

Anu: What can parents and teachers do to encourage more girls to go into STEM fields?

Maya: To parents: research shows that if parents express math-phobia, girls are especially likely to shy away from it. Keep a positive attitude about math, and don’t talk about math in a “you-have-it-or-you-don’t” tone. It is a set of skills that you can work on and improve.

To teachers: recognize that there are students, girls in particular, who are hesitant to speak up. Do what you can to remove the stigma attached to students raising a hand and being wrong, as it helps encourage students who would otherwise go unheard.

Maya has officially retired from swimming and will be starting her career at McKinsey & Company in a few months. We wish Maya all the best as she enters this new phase of her life!

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I think I can, I think I can https://www.renaissance.com/2016/09/15/i-think-i-can-i-think-i-can/ https://www.renaissance.com/2016/09/15/i-think-i-can-i-think-i-can/#comments Thu, 15 Sep 2016 02:37:21 +0000 https://renlearnstg.wpengine.com/?p=3790 “She was a happy little train” Perhaps you are already chanting, “I think I can, I think I can.” Keep chanting, but be forewarned. This blog is a love letter to a beloved children’s book, and you won’t find a single analogy to perseverance, positivity, mantras, or mindsets. Further, there are no gender-bias debates. Quite […]

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“She was a happy little train”

Perhaps you are already chanting, “I think I can, I think I can.” Keep chanting, but be forewarned. This blog is a love letter to a beloved children’s book, and you won’t find a single analogy to perseverance, positivity, mantras, or mindsets. Further, there are no gender-bias debates. Quite the contrary, the evidence puts that to rest (Blair, 2014). Prior to 1930, all trains in the story were simply trains. Since then, the “happy little train” and the “little engine that could” have been written as female (did you know there were two little engines?). Give your analytical mind a break and ponder the power of prose, sharing stories with one another, and reading for the joy of reading.

Pseudonyms and settlements

The Little Engine that Could, retold by Watty Piper and published in 1930, is now in its 86th year. It is fitting that the story was published under a pseudonym because, like Piper (aka Arnold Munk, owner of Platt & Munk Publishers), the title of the book is a pseudonym of sorts for the original tale, which most scholars (and a 1955 legal settlement) agree is The Pony Engine by Mabel C. Bragg. Ironically, Bragg’s work may have been a retelling of a Sunday school pamphlet or a sermon by Rev. Charles W. Wing titled “Story of the Engine that Thought It Could,” which was published in the NY Tribune on April 8, 1908. The debate about the origin of the story continues, including claims of some print copies as early as 1902 and evidence that it originated in Europe (Sedelmain, 2012; Zielinski, 2007).

A story meant to be told

From Europe at the dawn of the 20th century through the 1955 settlement, every “Little Engine” origin story begins with telling the story or reading it to others. Each time, three consistent ideas always emerge: (1) the little engine accomplished far more than suggested possible by her size and perhaps her age, (2) the illustrations and language evoke strong memories (compare the 1930 original and the 1954 remake), and (3) this is a story meant to be told or read aloud.

About a century before technology caught up to insight, we understood the power in telling stories and reading to others. Now we have visible evidence of that power via a study of preschool children, which found that listening to stories and books read aloud supports mental imagery and narrative comprehension (Hutton, et. al., 2015). Using MRI, researchers found that the areas of the brain essential to processing text are activated when children listen to stories, and when books are read to them.

I thought I could

The Little Engine that Could remains at the essence of education. We care for the health and well-being of children. To get that done, we support each other in all efforts to nurture, teach, encourage, and inspire. We can accomplish anything we set out to do. Dreaming is a powerful start, but accomplishment requires more. Visualizing takes you further, but at some point you have to wake up, open your eyes, and get to work. Accomplishment requires a purpose, a goal, a system to handle temporary setbacks, a pace, a way to monitor progress, and time set aside to validate the achievement. Whether it is Rev. Wing, Mabel C. Bragg, or Watty Piper sharing the message, The Little Engine that Could explains each element required for accomplishment:

  • Purpose: “The boys and girls on the other side of the mountain will have no toys to play with and no wholesome food to eat, unless you help us.”
  • Goal: “Up, up, up. Until they reached the top of the mountain.”
  • System: “Cheer up. The Passenger engine is not the only one in the world.”
  • Pace: “She tugged and pulled and pulled and tugged.”
  • Progress: “Down in the valley lay the city.”
  • Validate: “I thought I could. I thought I could.”

From homes to libraries, classrooms, and even the superintendent’s office, The Little Engine That Could reminds us that we teach because boys, girls, young men, and young women are counting on us to get them over mountains large and small.

Whether it’s helping one of your students master a difficult math concept or remembering to keep your classroom stocked with extra pencils, do you have your own “I think I can” story?

References

Blair, J. (2014). In ‘Little Engine That Could,’ Some See an Early Feminist Hero. NPR. Retrieved from http://www.npr.org/2014/07/08/329520062/in-little-engine-that-could-some-see-an-early-feminist-hero

Hutton, J., Horowitz-Kras, T., Mendelson, A., DeWitt, T., & Holland, S. (2015). Home Reading Environment and Brain Activation in Preschool Children Listening to Stories. Pediatrics 136(3) 466-478. Retrieved from http://pediatrics.aappublications.org/content/pediatrics/early/2015/08/05/peds.2015-0359.full.pdf

Sedelmaier, J. (2012). Watty Piper’s 1930 “The Little Engine That Could.” Printmag. Retrieved from http://www.printmag.com/obsessions/watty-pipers-1930-the-little-engine-that-could/

Sticht, T. & James, J. (1984). Listening and Reading. P.D.Perirson (Ed) Handbook of Reading Research (pp. 293-3 17).

Zielinski, S. (2007). The Little Engine That Could—Identifying Variants. Children’s Picturebook Collecting. Retrieved from http://1stedition.net/blog/2007/04/the-little-engine-that-could-identifying-variants.html

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4 tips for teaching close reading https://www.renaissance.com/2016/09/13/4-tips-teaching-close-reading/ Tue, 13 Sep 2016 13:27:19 +0000 https://renlearnstg.wpengine.com/?p=3839 You know students need to read closely to meet college and career readiness benchmarks. But how do you get them to decode the text? Outlined here are steps you can take right now to build students’ close-reading skills. Imagine your students happily engaged in nonfiction articles they love. Students are investigating the text like detectives […]

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You know students need to read closely to meet college and career readiness benchmarks. But how do you get them to decode the text? Outlined here are steps you can take right now to build students’ close-reading skills.

4 tips for teaching close reading

Imagine your students happily engaged in nonfiction articles they love. Students are investigating the text like detectives searching for clues. See more insights on reading practice and watch a quick demo to see how Renaissance Accelerated Reader 360® makes close reading fun for students.

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ESSA in 5 minutes: Part I—Assessment https://www.renaissance.com/2016/09/08/essa-in-5-minutes-part-i-assessment/ https://www.renaissance.com/2016/09/08/essa-in-5-minutes-part-i-assessment/#comments Thu, 08 Sep 2016 08:25:56 +0000 https://renlearnstg.wpengine.com/?p=3716 As a civil rights law, the Every Student Succeeds Act (ESSA) of 2015 includes requirements for state assessment and accountability to ensure every student has access to a good education and is held to high standards. Key to understanding ESSA is understanding that accountability and assessment go hand-in-hand. In Part I of our ESSA in […]

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As a civil rights law, the Every Student Succeeds Act (ESSA) of 2015 includes requirements for state assessment and accountability to ensure every student has access to a good education and is held to high standards.

Key to understanding ESSA is understanding that accountability and assessment go hand-in-hand. In Part I of our ESSA in 5 minutes series, we’re going to talk about ESSA and assessment. In Part II of our series, we’ll connect assessments to the accountability indicators.

Academic assessments

Like No Child Left Behind, ESSA requires states to hold schools and districts accountable for student proficiency in reading and math in grades 3-8 and once in high school. States must also assess science at least once in grades 3–5, 6–9, and 10–12.

In ESSA, states have more options in the type of assessment(s) for accountability including: single summative assessment, interim assessments throughout the year (that must result in a single summative score at the end of the year), and applying for the innovative assessment demonstration authority to try new assessment approaches (open to 7 states). Also new in ESSA, states can allow districts to administer a nationally-recognized high school assessment in place of the state-selected assessment for the 10–12 grade span, pending submission and approval by the state.

Renaissance’s position

Renaissance’s position is that even though Renaissance Star assessments are valid and reliable enough for state assessment purposes, Renaissance will focus on ensuring Star supports teaching and learning. Through our ongoing investment and innovation, Star assessments will continue to be rigorous enough to predict your state assessment, and informative enough to guide your instructional decisions and planning.

Star assessments are rigorous enough to predict your state assessment, and informative enough to guide your instructional decisions and planning.

Over the next several months, states will be developing their new assessment and accountability systems based on the ESSA requirements. No matter how your state’s system is designed, you can count on Star to be a rigorous, predictive, and accurate source of data.

Even with the changes in ESSA, Star assessments remain critical to help you:

  • Inform daily teaching with learning progressions and instructional resources
  • Monitor progress system-wide
  • Predict state test performance
  • Track growth to inform teaching and accountability

Stay tuned for Part II of our ESSA in 5 minutes series!

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2 x 3^2 redefines soccer’s impact https://www.renaissance.com/2016/09/01/2-x-32-redefines-soccers-impact/ https://www.renaissance.com/2016/09/01/2-x-32-redefines-soccers-impact/#comments Thu, 01 Sep 2016 13:17:10 +0000 https://renlearnstg.wpengine.com/?p=3666 The Romanian men’s soccer team gets it. Mathematics is both a systematic and social enterprise. In order to get Romanian children excited about math, and to address the 20% dropout rate among high school students, the Romanian soccer team substituted equations for integers to engage their younger math peers. The systematic processes required to solve […]

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The Romanian men’s soccer team gets it. Mathematics is both a systematic and social enterprise. In order to get Romanian children excited about math, and to address the 20% dropout rate among high school students, the Romanian soccer team substituted equations for integers to engage their younger math peers. The systematic processes required to solve each equation led to children following their favorite players and understanding the relationships among the numbers and symbols on their uniforms.

Arithmetic is systematic

Indeed arithmetic is systematic. For something to be systematic, it is generally arranged in an ordered system and is concerned with classifications of items within that system. Ordered systems, such as a number line, and classifications, such as sorting numbers into whole, fraction, decimal, integers, etc., are at the core of arithmetic.

Indeed arithmetic is systematic. We lead students to be confident within this system through understanding of numbers and how they are classified. Some of the work involves memorization and applying consistent processes to manipulate numbers. Memorization is part of being systematic.

Learning 6 x 7 to a level of fluency prepares you to learn 6x = 42. If students lack math fact fluency and automaticity, algebraic reasoning may seem out of reach. One study found that 90% of incoming college freshmen lacked fluent and automatic recall of math facts, and without mastery of math facts students are denied access beyond minimal growth (Caron, 2007, DeMaioribus, 2011).

Indeed arithmetic is systematic and, while it is the lowest branch of the discipline of mathematics, it sets the stage for all other work in mathematics. But systems and systematic thinking represent part of the equation; a part of the whole.

Indeed arithmetic is systematic, but there is more to this equation…

Mathematics is social

As explained by Sun (2014), working with math requires that you know more than what a 9 is, but that you understand “how a 9 can relate to a 3 or 27, because math focuses on relationships and how numbers connect.” This same reasoning applies to domains within the discipline. For example, Algebra focuses on interactions among real and imagined objects by translating those objects into simple shorthand that explains how A relates to B (2007). In geometric reasoning, we seek to find the dynamic interaction among angles within a polygon or the relationship among circumference, radius, and diameter.

Math is social in that it focuses on relationships. Are you interested in the exact point in time Robert D’Niro’s career took an astounding new direction? Perhaps you are more intrigued by the relationship between location and purchase in Starbucks’ membership rewards program. Symbols, systems, and relationships make math social. To learn about D’Niro, Starbucks, and much more visit https://socialmathematics.net.

Effective math teachers foster systematic and social mathematical thinking

Social math classrooms are grounded in accepted systems for managing tasks and authentic mathematical discourse. As L. S. Vygotsky states, language, i.e., discourse, is the social representation of thought. For math to be social, it must be verbal and precise. For example, mathematicians don’t draw. They represent, provide information, label, diagram, use keys, and focus on scaling—but they do not draw (Hess, 2014).

The math genre promotes systematic thinking. Google the term “perimeter,” and click the Images link. Likely you find rectangles with ants marching around the sides—a well-wore mnemonic for remembering how to calculate perimeter. It is far more systematic to teach students what perimeter means (i.e., “peri” means around and “meter” means measure) and from that understanding lead them to reason through the measurement.

An effective social experience is rooted in powerful mathematical discourse, which is evident as students talk about their ideas and provide reasoning to support those ideas. Hess (2014) notes that engaging students in talking about math bring to light their thinking about and working with math. For example, a student may give a correct answer despite having an incomplete understanding. Conversely, a student may know more than a problem requires but still arrive at the wrong answer. Students may own “working on math” yet still, have room to grow in mathematical thinking and reasoning.

Keep mathematics social

Let’s keep this mathematics blog going by building a solution as a digital team! Create an equation for each whole number from 1-50. The challenge is that you can only use the numbers 1, 2, 3, and 4; and you can only use each number one time. You may use addition, subtraction, multiplication, division, square roots, and exponents in your equations. For example:

(1 – 2) x (3 – 4) = 1
(2 x 3) – 4 – 1 = 2
(3^2 x 4) + 1 = 37

References

Bieler, Des (2016, March 27). Romania’s soccer team puts math problems instead of player numbers on jerseys. The Washington Post. Retrieved from https://www.washingtonpost.com/news/early-lead/wp/2016/03/27/romanias-soccer-team-puts-math-problems-instead-of-player-numbers-on-jerseys.

Caron, T. A. (2007). Learning multiplication the easy way. Clearing House 80(6), 278-282.

DeMaioribus, C. (2011). Automaticity of basic math facts: The key to math success. Unpublished thesis. University of University of Minnesota Duluth. Retrieved from https://d commons.d.umn.edu/bitstream/10792/274/1/DeMaioribus,%20Carmel.pdf.

Heller, R. & Greenleaf, C. (2007). Literacy instruction in the content areas: Getting to the core of middle and high school reform. Alliance for Excellent Education. Retrieved from http://all4ed.org/reports-factsheets/literacy-instruction-in-the-content-areas-getting-to-the-core-of-middle-and-high-school-improvement.

Hess, K. (2014). How to go deep to meet the new math standards[Recorded webinar]. Retrieved from http://info.renaissance.com/Go-Deep-Recorded-Webinar.html?_ga=1.260384074.658388591.1470369717

National Council of Teachers of Mathematics (2010). Discourse. Retrieved from http://www.nctm.org/uploadedFiles/publications/write_review_referee/journals/mtms-call-Discourse.pdf

Sun, R. (2014, May 7). Social math: Why learning math involves more than writing numbers [Blog post]. Retrieved from http://www.huffingtonpost.com/robert-sun/social-math-why-learning-_b_5279935.html.

Vygotsky, L. (1978) Mind in Society: The Development of Higher Psychological Processes. Harvard University Press, Cambridge, MA.

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10 nonfiction articles you didn’t know kids were reading https://www.renaissance.com/2016/08/25/10-nonfiction-articles-you-didnt-know-kids-were-reading/ https://www.renaissance.com/2016/08/25/10-nonfiction-articles-you-didnt-know-kids-were-reading/#comments Thu, 25 Aug 2016 13:14:32 +0000 https://renlearnstg.wpengine.com/?p=3573 Nonfiction often gets a bad rap as stuffy, boring, and yawn-inducing. That couldn’t be further from the truth. Great nonfiction content can take the form of a thrilling adventure story, a scary tale around a campfire, or an intriguing true story that took place in a different era. Using data from What Kids Are Reading, […]

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Nonfiction often gets a bad rap as stuffy, boring, and yawn-inducing. That couldn’t be further from the truth. Great nonfiction content can take the form of a thrilling adventure story, a scary tale around a campfire, or an intriguing true story that took place in a different era. Using data from What Kids Are Reading, we’ve gathered ten nonfiction articles that are popular with K–12 students nationwide that you might be surprised are as popular as they are! Enjoy!

Alaska Mom Wants Daughter's Name to Be Awesome

Popular with third, fourth, and fifth graders, a mom in Alaska wants to legally change her daughter’s middle name to “Awesome”.

Harp Player Soothes Apes at Zoo

An elementary school favorite, Terri Tacheny explains why apes at the Como Zoo enjoy the harp and how they react.

“Combing” Through Light May Produce a Faster, More Powerful Internet

Wouldn’t it be nice to have a faster WiFi connection? Popular with high school students, this article explores how people are working together to create a faster, more powerful Internet.

Get Ready for Snack Bars Made from Bugs

Would you be comfortable eating insects? This article dives into Exo bars and how they’re made from crickets.

Bigfoot Hair Samples Mostly from Bears

Bigfoot continues to spark curiosity. This article details the recent testing of hair found in forests that were argued to be from Bigfoot.

Monkeys Take Selfies, Creating Copyright Dispute

What do you do when a monkey takes a selfie with your camera? Photographer David Slater and Wikimedia Foundation took it to court, unsure of who owned the rights to the bizarre photo.

Here’s a Water Bottle You Can Actually Eat

Popular with high school students, this article explores the possibility of eliminating plastic water bottles with new research on spherification.

Government Wants to Make Cars Talk to Each Other

A highly-read article by new and soon-to-be drivers, this article outlines safety technology the government is hoping car manufactures make standard.

Can This Toilet Save Millions of Lives?

More than 2.5 million people don’t have access to clean water. Knowing this, teams set out to design a toilet that doesn’t use water.

Eating Insects Is Good for You and the World

Should we eat more insects and less red meat? This article weighs the pros and cons.

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What is evidence-based instruction? https://www.renaissance.com/2016/08/22/blog-what-is-evidence-based-instruction/ Mon, 22 Aug 2016 15:08:00 +0000 https://renlearnstg.wpengine.com/?p=62932 It goes without saying that educators care about their students’ results. They spend hours planning engaging lessons in an effort to captivate their students’ interest, give them the tools they need for success, and inspire them to become lifelong learners. But when you dig into the research on how students learn, it becomes apparent that […]

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It goes without saying that educators care about their students’ results. They spend hours planning engaging lessons in an effort to captivate their students’ interest, give them the tools they need for success, and inspire them to become lifelong learners.

But when you dig into the research on how students learn, it becomes apparent that some teaching strategies impact students in a much deeper way than other types of instruction.

How can busy educators discover the instructional practices that will best meet the needs of every student in their classroom? I believe it is through the use of evidence-based instruction.

This blog discusses the origins of evidence-based instruction and its benefits. It also provides examples of how to implement evidence-based practices in your classroom and school.

Boy on tablet

Evidence-based instruction defined

It is worth noting that the No Child Left Behind (NCLB) Act did not use the term “evidence-based.” Instead, the act’s authors chose to use the term “scientifically-based.” Here is the definition of scientifically-based instruction from NCLB:


Scientifically-based research refers to research that involves the application of rigorous, systematic, and objective procedures to obtain reliable and valid knowledge relevant to education activities and programs, and includes research that:

  1. Employs systematic, empirical methods that draw on observation or experiment.
  2. Involves rigorous data analyses that are adequate to test the stated hypotheses and justify the general conclusions drawn.
  3. Relies on measurements or observational methods that provide reliable and valid data across evaluators and observers, across multiple measurements and observations, and across studies by the same or different investigators.
  4. Is evaluated using experimental or quasi-experimental designs in which individuals, entities, programs, or activities are assigned to different conditions and with appropriate controls to evaluate the effects of the condition of interest, with a preference for random-assignment experiments, or other designs to the extent that those designs contain within-condition or across-condition controls.
  5. Ensures that experimental studies are presented in sufficient detail and clarity to allow for replication or, at a minimum, offer the opportunity to build systematically on their findings.
  6. Has been accepted by a peer-reviewed journal or approved by a panel of independent experts through a comparably rigorous, objective, and scientific review.

The above definition is quite detailed, and you may even find it to be somewhat overwhelming. This is part of the reason why researchers and teachers have developed their own operational definitions.

Evidence-based instruction: An analogy

At its most basic level, evidence-based instruction looks something like this:

Suppose you visit your doctor to discuss a recurring rash on your leg. After an examination, the doctor prescribes a cream to treat your rash. This cream has been through rigorous medical research and clinical trials, and it is approved by the Food and Drug Administration.

The specific cream prescribed by your doctor is more than likely to have a positive impact on healing your rash than other creams or treatments. Your doctor is fully aware of this research and the data surrounding the cream, and she uses this knowledge to prescribe the medication that the research has shown will best fit your needs.

The doctor’s awareness of the research and the effects of this particular cream on your condition takes the guesswork out of finding a treatment that will provide you with relief. In a similar way, a teacher having access to evidence-based data simplifies the process of choosing the most effective instructional practices to use in the classroom.

What are the origins of evidence-based education?

Since the passage of the 2001 revision of the US Elementary and Secondary Education Act (ESEA), teachers have been expected to use only evidence-based teaching practices or something very similar, such as empirically-based or scientifically-based instruction, as noted above. Although this requirement has become almost universal, the exact meaning of the phrase “evidence-based instruction” is not always clear.

The Every Student Succeeds Act (ESSA), a major rewrite of the much-maligned NCLB, was the first federal education law to define the term “evidence-based” and to distinguish between activities with “strong,” “moderate,” and “promising” support, based on the strength of existing research. This definition from ESSA will guide the remainder of our discussion.

Teacher and students

What are the benefits of evidence-based instruction?

There are many benefits to evidence-based instructional practices for both students and teachers, including:

  • The use of individual and small-group goal setting.
  • The building of positive relationships between students and teachers.
  • Increased accountability, which comes from data that backs up the selection of educational practices.
  • Less wasted time in the classroom.
  • An increased likelihood of being responsive to learners’ needs.
  • Greater student engagement, because students and parents/guardians can see the data proving that a method works.
  • Fewer wasted resources, because teachers know which practices are effective and don’t have to discover what works through trial and error.
Teacher and boy working on a tablet

The adoption of evidence-based instructional practices

The selection of instructional materials and methods for use with large and small groups of students is likely to have an effect on those students’ learning outcomes.

Although different terms have been used to describe practices with some form of research base, these terms might not all mean the same thing, as I mentioned earlier. When schools consider which instructional practices to use, the amount of prior data, as well as the specific findings, can be important. Curriculum review teams are encouraged to carefully consider both the scientific findings and the number of relevant studies available when making decisions about instructional practices.

In many US schools, the materials and methods used for general classroom instruction (i.e., Tier 1 core instruction) must be approved by a district-wide committee and formally adopted by the district school committee or board. The rationale for such approval is that core instruction is used with all students; thus, it has large effects. For this reason, very careful scrutiny of the practices adopted for core instruction is essential.

As defined here, evidence-based instruction is likely to have a larger and stronger research base than scientifically-based instruction. The same principles apply to instruction for small groups and individual students, but the effects are much more limited for small groups and individuals.

For this reason, when evidence-based instruction is not available for additional intensive instruction (i.e., intervention), short-term use and progress monitoring with a scientifically-based program might be justified. In such cases, it is important that regular data about the students’ progress are collected and reviewed so that the instruction can be changed if the students do not make effective progress.

Insights to move learning forward

Discover assessment and analytics tools from Renaissance to support every student’s needs.

Variations in evidence-based instructional practice

Among the variations on evidence-based instruction are the terms scientifically-based, research-based, and empirically-based. There are others as well, but for this blog, I offer the two following condensed definitions (see also Brown-Chidsey & Bickford, 2016):

  • Scientifically-based instruction includes materials and methods that have been tested and found to be effective in relation to the specific research questions addressed by an individual study that uses experimental methods.
  • Evidence-based instructional practices include materials and methods that have been tested and found to be effective for large groups of diverse students and across two or more experimental research studies.

The difference between scientifically-based and evidence-based instruction is that the former has supporting research from one study with a specific sample, whereas the latter has supporting research from two or more studies with diverse samples. This distinction is important because how well an instructional program will work for students relates to the extent that it has been tested and verified as effective with multiple large groups of students.

For this reason, the process that a school uses to review and adopt instructional materials is very important.

Strategies for using evidence-based instruction in the classroom

What does evidence-based instruction look like on a practical level? Examples of ways to incorporate evidence-based instruction in the classroom may look like:

  • Giving clear lesson goals, so students know the expected outcome ahead of time.
  • Utilizing questioning techniques, such as “What do you expect to learn from this lesson?” or “How will you use these skills in the future?”
  • Incorporating background knowledge, applying retrieval strategies, and activating prior learning to accurately assess where to begin instruction, and when to reteach and review.
  • Giving quizzes and pre-tests.
  • Asking pointed closing and review questions, such as “What do you think was the most important thing we learned today?”
  • Using graphic organizers to help students make connections and establish meaningful relationships with what they are learning.
  • Scaffolding to build on skills and information from previous lessons to help students learn and remember content.
  • Bringing up probing questions or controversial topics to get all students alert and engaged.
Teacher reading to students

Summary

Although the terms evidence-based, research-based, and scientifically-based instruction might seem synonymous, the educational research community has recently provided more detailed definitions.

As explained here, the terms empirically-based, research-based, and scientifically-based are all usually interpreted to mean that the practice has been shown to be effective with one group of specific students in one setting.

In contrast, the term evidence-based is understood to mean that a particular practice has been shown to be effective in two or more studies with different groups and settings of students. For this reason, evidence-based instructional practices are more likely to work with students across more varied schools and settings.

School leaders, including teachers, principals, superintendents, and board members, are encouraged to think carefully about the programs and practices they endorse for use with large and small groups of students. Their decisions are likely to have lasting effects on student learning outcomes.

How Renaissance supports evidence-based instruction

Renaissance offers a comprehensive assessment system to help educators accurately identify students’ needs, set the right goals, and monitor progress—so they know whether their instructional practices are working for all learners. Our system includes:

  • Reliable and valid screeners for reading, math, and social-emotional behavior
  • Progress monitoring tools
  • Standards-based custom assessment
  • A unique phonics screener and diagnostic

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Renaissance Products Receive Endorsement from Council of Administrators of Special Education https://www.renaissance.com/2016/08/18/renaissance-products-receive-endorsement-council-administrators-special-education/ Thu, 18 Aug 2016 20:40:07 +0000 https://renlearnstg.wpengine.com/?p=3897 Three Renaissance reading and math practice solutions endorsed by CASE Product Review Committee WISCONSIN RAPIDS, Wis. (August 18, 2016) – Renaissance® the leader in K-12 learning analytics, announces that the Council of Administrators of Special Education (CASE) has officially endorsed three of the company’s reading and math practice solutions—Renaissance Accelerated Reader 360®, Renaissance Accelerated Math® […]

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Three Renaissance reading and math practice solutions endorsed by CASE Product Review Committee

WISCONSIN RAPIDS, Wis. (August 18, 2016)Renaissance® the leader in K-12 learning analytics, announces that the Council of Administrators of Special Education (CASE) has officially endorsed three of the company’s reading and math practice solutions—Renaissance Accelerated Reader 360®, Renaissance Accelerated Math® and Renaissance MathFacts in a Flash®.

CASE endorsements are granted solely to the products and solutions recognized as being able to meet the needs of special education students. The CASE Product Committee takes great care to research the products through a thorough evaluation, verifying that they meet state and federal government requirements. “Like with all products and solutions endorsed by CASE, Renaissance’s products and solutions highlighted evidence that they improve outcomes for students with disabilities,” says Dr. Luann Purcell, executive director of CASE.

Renaissance’s director of educational research, Eric Stickney, and Jim Ysseldyke, an educational consultant for Renaissance, worked closely with the CASE Product Committee throughout the past year. “Renaissance’s solutions are designed to help educators move students further along in their growth, and having CASE endorse our family of award winning products speaks volumes,” Stickney says. “We thank CASE for this endorsement, and we’re committed to preparing all students for success in their future endeavors.”

Accelerated Reader 360 makes personalized practice goals and differentiating close reading practice effortless—all while maintaining the flexibility to work existing classroom routines. Students are engaged in self-selected authentic literature and high-interest nonfiction articles. Short comprehension quizzes and built-in close reading practice activities, combined with automatic and educator feedback, keep students accountable for their learning. Rich dashboards and reporting provide educators the insights necessary to quickly identify which students may need more support, the skills students are ready to learn, and additional resources to cultivate growth.

“Accelerated Reader 360 is Renaissance’s flagship product, and it has evolved alongside our company as we’ve expanded our product suite and grown into a global business,” said Jack Lynch, CEO of Renaissance. “We’re proud that our company and our products continue to be recognized as solutions for students at all levels of learning.”

Accelerated Math provides deep math practice at the unique levels students need in order for them to grow—from foundational skills to grade-level standards—creating math mastery by building incremental confidence. MathFacts in a Flash helps students achieve automaticity—the ability to recall math facts instantly and accurately—freeing students to concentrate on higher-level math concepts.


About CASE

The Council of Administrators of Special Education (CASE) is an international professional education organization affiliated with the Council for Exceptional Children (CEC), whose members are dedicated to the enhancement of the worth, dignity, potential, and uniqueness of each individual in society. Those who receive special education services are individuals who possess basic rights and responsibilities, and who command respect at all times. The mission of the Council of Administrators of Special Education, Inc. is to provide leadership and support to members by shaping policies and practices which impact the quality of education. For more information, visit www.casecec.org.

About Renaissance

Renaissance is the leader in K-12 learning analytics—enabling teachers, curriculum creators, and educators to drive phenomenal student growth. Renaissance’s solutions help educators analyze, customize, and plan personalized learning paths for students, allowing time for what matters—creating energizing learning experiences in the classroom. Founded by parents, upheld by educators, and enriched by data scientists, Renaissance knows learning is a continual journey—from year to year and for a lifetime. Our data-driven, personalized solutions are currently used in over one-third of U.S. schools and more than 60 countries around the world. For more information, visit www.renaissance.com.

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Renaissance and ClassLink Announce Alliance for Single Sign-On Solution https://www.renaissance.com/2016/08/11/renaissance-classlink-announce-alliance-single-sign-solution/ Thu, 11 Aug 2016 20:38:45 +0000 https://renlearnstg.wpengine.com/?p=3898 Partnership paves way to faster, easier access to education providers with OneClick technology WISCONSIN RAPIDS, Wis. (August 11, 2016) – Renaissance®, the leader in K-12 learning analytics, is pleased to announce a major new alliance with ClassLink, the leader in single sign-on and rostering solutions for schools. The partnership paves the way to faster, easier […]

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Partnership paves way to faster, easier access to education providers with OneClick technology

WISCONSIN RAPIDS, Wis. (August 11, 2016)Renaissance®, the leader in K-12 learning analytics, is pleased to announce a major new alliance with ClassLink, the leader in single sign-on and rostering solutions for schools. The partnership paves the way to faster, easier access to one of the most trusted education providers and offers millions of educators and students secure, OneClick access to Renaissance solutions.

ClassLink’s OneClick delivers single sign-on to online cloud-based resources, such as the Renaissance platform, and to files, whether they are stored in the cloud, on a device, or on the school network. With more than 3,000 single sign-on connectors, ClassLink has brought together more resources than all other single sign-on platforms combined.

“Renaissance is very excited to work with ClassLink’s OneClick single sign-on to support districts in our joint commitment to solving real problems for educators by simplifying sign-on for student and teachers while maintaining the preeminent levels of security and privacy of data,” said Paula O’ Gorman, SVP of strategic partnerships at Renaissance Learning.

ClassLink CEO Berj Akian echoed the sentiments of O’Gorman. “Renaissance Learning is a standout among cloud-based assessment and learning analytics providers. Their commitment to working with ClassLink and our single sign-on solution demonstrates how companies can work together in ways that benefit everyone, including schools, publishers, and technology providers.”

Renaissance and ClassLink collaborated with district leaders to build the functionality, making it easy for all schools to access Renaissance solutions from OneClick.


About Renaissance

Renaissance® is the leader in K-12 learning analytics—enabling teachers, curriculum creators, and educators to drive phenomenal student growth. Renaissance’s solutions help educators analyze, customize, and plan personalized learning paths for students, allowing time for what matters—creating energizing learning experiences in the classroom. Founded by parents, upheld by educators, and enriched by data scientists, Renaissance knows learning is a continual journey—from year to year and for a lifetime. Our data-driven, personalized solutions are currently used in over one-third of U.S. schools and more than 60 countries around the world. For more information, visit www.renaissance.com.

About ClassLink

ClassLink provides OneClick and OneRoster. OneClick enables single sign-on access to web and Window applications, and instant access to files at school and in the cloud. OneRoster easily and securely delivers class rosters to any publisher using open technology standards. Accessible from any computer, tablet, or smartphone, ClassLink is ideal for 1to1 and Bring Your Own Device (BYOD) initiatives. ClassLink adoptions continues to accelerate across the US, as does its roster of partners. ClassLink OneClick is now the preferred single sign-on platform for thousands of schools and districts around the world and for an increasing number of publishers and platform providers. Follow ClassLink on Twitter at @ClassLink.

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4 things I wish I had known about reading practice https://www.renaissance.com/2016/08/11/4-things-i-wish-i-had-known-about-reading-practice/ https://www.renaissance.com/2016/08/11/4-things-i-wish-i-had-known-about-reading-practice/#comments Thu, 11 Aug 2016 13:11:29 +0000 https://renlearnstg.wpengine.com/?p=3508 I loved being a classroom teacher. As an avid reader myself, I loved opening my students’ eyes to the possibilities books offered. However, reflecting on my years in the classroom, I can’t help but think of the times that I could’ve been more effective as a teacher. Maya Angelou’s quote comes to mind, “I did […]

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I loved being a classroom teacher. As an avid reader myself, I loved opening my students’ eyes to the possibilities books offered. However, reflecting on my years in the classroom, I can’t help but think of the times that I could’ve been more effective as a teacher.

Maya Angelou’s quote comes to mind, “I did then what I knew how to do. Now that I know better, I do better.”

Here are four things that I wish I had known about reading practice:

Facilitating reading practice vs. modeling reading practice

When I was teaching, DEAR (Drop Everything And Read) and SSR (Sustained Silent Reading) models were common practice. My middle school was no exception. This meant the entire school spent the first 30 minutes of every day reading—students, teachers, administrators, and other staff. The adults modeled how much fun reading was. (I have no doubt my students already knew how much I loved reading!)

What they really needed from me was to facilitate their reading practice. My students’ reading practice could’ve been more deliberate and beneficial if I would have moved around the room having conversations with them about what they were reading, checked their comprehension, encouraged them to try a new genre, pushed them to stick with a book, or debated with them about the author’s intent. I missed an opportunity to better understand their interests, struggles, and successes, and most importantly, to connect with my students on an individual level.

Practice at the right level

DEAR time in my classroom was totally open and unstructured. My students had lots of choice. They could read anything—books, magazines, comic books. They could lounge on the floor or cozy up to a window. Upon reflection, that’s one thing I did well. They could read things that piqued their interests.

What I could’ve done better is put some parameters around their choice. I know some of my students consistently flipped through books that were way too easy, while others regularly chose books that were far too difficult. But hey, they were reading, right?! That’s what I thought, but I know better now.

While this is okay sometimes, their time would’ve been better spent reading books in their “sweet spot”—challenging, but not enough to the point of frustration, and not easy enough to induce boredom or complacency. It seems obvious to me now, but of course students aren’t going to grow if they’re consistently reading texts that are too easy or hard. I should’ve guided them to appropriate texts without taking away their choice. In fact, they probably would’ve enjoyed reading more because they’d be reading at the right level and wouldn’t be frustrated or bored! Success is motivating!

Accountable reading practice

Sure, my students “read” 30 minutes every day, but I didn’t hold them accountable. I gave them free range. They could get up at any time and change books. They could read a new book each day. There were students like Jarvis who spent the bulk of his time searching for something to read. Books like the Guinness Book of World Records were popular and I have no doubt some were simply turning pages looking at the cool pictures. But hey, they were reading. That’s what important, right?

I should’ve held them accountable for their practice. By accountability, I don’t mean that every book needed a book report, a summary, or detailed notes. That would’ve taken away any joy they may have gotten from those 30 minutes. By accountability, I simply mean a way to monitor their reading. It could have been as basic as a reading log.

Using a reading log, along with checking in with students, would’ve helped me quickly identify those students who were having trouble finding something engaging. I could’ve talked with them about their interests and made some suggestions. Reading logs may have prompted me to push students to finish a book rather than switching day to day. They would’ve had practice tackling longer texts. They would’ve discovered the agony of having to put a book down just when it’s getting good or the anticipation and wonder of what will happen next. I’m sad to say that I probably robbed a few students of these experiences by not holding them accountable and encouraging them to push through longer books.

Reading is social

In spite of the changes I’d make now, and the opportunities I missed, I’m proud to say many students came to look forward to DEAR time. They discovered they had favorite authors, genres, or topics. They learned they had opinions and preferences when it came to reading. They learned they actually enjoyed, and for some, even loved reading.

I wish I would’ve capitalized on this. I should’ve encouraged more social interactions around what my students were reading, instead of shushing them anytime they dared to talk to a peer about what they were reading. I should’ve reserved time for book talks to empower my students and let them share the books and magazines that were sparking their curiosity. Instead of my students’ books neatly tucked away in baskets, I wish I would’ve displayed what they were reading more prominently. I wish I would’ve invited other teachers and administrators to talk about what they were reading. I wish I would’ve displayed pictures of each one of my students and the title of what they were currently reading. I wish I would have done more to make reading special for my students.

Share what you’ve learned

Let’s make learning social and learn from each other. As you reflect on your experiences with reading in your own classroom, what would you do differently?

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Fastbacks, flashbacks, and Response to Intervention https://www.renaissance.com/2016/08/04/fastbacks-flashbacks-and-response-to-intervention/ https://www.renaissance.com/2016/08/04/fastbacks-flashbacks-and-response-to-intervention/#comments Thu, 04 Aug 2016 13:12:31 +0000 https://renlearnstg.wpengine.com/?p=3412 More than fifty years down the road, you still see a few baby-blue 1967 VW Fastbacks. What is it about the ’67 V-Dub that keeps it functional, relevant, and efficient year-over-year? Is it the skilled drivers who remain dedicated to the brand, or—let’s be honest—simply because it was the “jazzy” car to drive? If you […]

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More than fifty years down the road, you still see a few baby-blue 1967 VW Fastbacks. What is it about the ’67 V-Dub that keeps it functional, relevant, and efficient year-over-year? Is it the skilled drivers who remain dedicated to the brand, or—let’s be honest—simply because it was the “jazzy” car to drive? If you have any doubt, check out Dustin Hoffman’s 1967 VW Fastback commercial.

Educators, like loyal car owners, tend to stick with concepts that are functional, relevant, efficient, and reliable. These concepts are found in Response to Intervention (RTI). RTI has a rich history and continues to thrive in a 21st century iteration of data-fueled instruction.

RTI—The first generation

RTI finds its roots in the late 1970s as an alternative way to identify students with specific learning disabilities. RTI challenged the established discrepancy model that compared students’ achievement and their performance on IQ measures to determine eligibility for special education services (National Education Association, n.d.). Practical concerns related to the discrepancy model have been noted, in particular that it places greater focus on disorders over skill deficits and, as such, rarely identifies children in early grades.

While these concerns are substantive, the most important reason for moving away from the discrepancy model focused on the lack of significant empirical support for the model and for the effectiveness of interventions based on the model (Aaron, 1997; Fletcher et. al., 1998; Francis et. al., 2005; Stuebing et. al., 2012).

In part to address these concerns, RTI provided an evidenced-based approach to established practices, including:

  • Efficiently and reliably assess all students
  • Identify and intervene early
  • Inform the instructional process and monitor its effectiveness

RTI—The following generations

In the 1970s and ‘80s, researchers such as Stanley Deno and Phyllis Mirkin (1977) found that short, frequent assessments helped manage special-education students’ Individual Education Plans (IEPs). Around the same time, Benjamin Bloom’s (1981) “mastery learning” experiments demonstrated that using formative assessment as a basis to modify curriculum and instruction improved average student performance dramatically.

Pyramids and acronyms

The basic tiered services framework existed in the psychological and educational literature for many years; with its foundation in the prevention sciences (Caplan, 1964), where physicians talked about primary, secondary, and tertiary prevention or treatment (and represented that model as a pyramid).

The RTI three-tier structure originated in the ‘90s with researchers like Sugai and Horner (1994) seeking ways to deal with behavioral problems in general education settings.

RTI established nationwide

Almost 25 years after the first concerns related to the discrepancy model were raised, Fuchs (2003) developed the dual-discrepancy model which examined achievement, growth, and response to instruction or intervention. Fuchs’ model and the documented success of tiered interventions attracted federal funding in the amendments to the 1997 Individuals with Disabilities Education Act (IDEA), with implementation funding available in the 2004 IDEA reauthorization and its alignment with No Child Left Behind (NCLB). In other words, RTI moved from a program to a way of doing business.

RTI—The next generation

RTI continues to thrive as it is now adapting to a new era in our schools—one of next-generation standards, 21st century skills, and greater attention to assessment.

RTI requires continuous assessment but is ultimately about lessening the distance between assessment and informed instruction. We have moved from using assessment data to make predictions about students’ lives—such as who might succeed in school—to making a difference in students’ lives by improving instruction, enhancing competence, and leading them to positive outcomes (Ysseldyke, 2009).

If we are serious about lessening this distance and improving students’ lives, we must move from pdfs and printouts to vivid, visual access to data where color, shape, and size represent achievement, growth, and trajectories for future learning.

The academic partnership between a teacher and a learner is the dominant achievement variable in both core instruction and intervention (Coleman, Campbell, Hobson, McPartland, Mood, Weinfeld, & York, 1966; Barber & Mourshed, 2007; Chetty, Friedman, Hilger, Saez, Schanzenbach, & Yagan, 2011; Wright, Horn, & Sanders, 1997). As such, we focus on teachers’ response to information about learning science and about each learner as much as we focus on students’ response to intervention.

Finally, student growth provides context for achievement. Perhaps three of the noticeable changes to RTI in this generation include:

  • Implementing RTI at the high school grades
  • RTI for high-achieving students
  • Emphasis on student growth along with achievement

In this generation of RTI, educators are focusing on the Student Growth Percentile (SGP) to develop greater insight about each learner. Many RTI leaders now include SGP in goal setting and progress monitoring.

VW Fastbacks and RTI flashbacks—What’s next?

With a little help from Dustin Hoffman, we’ve learned that efficiency, relevancy, and reliability describe ideas of enduring value. The classic cars research is up to you; however, for deeper understanding of ways to build even greater efficiency, relevancy, and reliability for your RTI implementation, download the free white paper: The Next Generation of Response to Intervention.

References

Aaron, P. G. (1997). The impending demise of the discrepancy formula. Review of Educational Research, 67(4), 461–502.

Barber, M., & Mourshed, M. (2007). How the world’s best-performing school systems come out on top. London: McKinsey and Company.

Caplan, G. (1964). Principles of preventive psychiatry. New York: Basic Books.

Chetty, R., Friedman, J. N., Hilger, N., Saez, E., Schanzenbach, D. W., & Yagan, D. (2011). How does your kindergarten classroom affect your earnings? Evidence from Project Star*. Quarterly Journal of Economics, 126(4), 1593–1660.

Deno, S. L., & Mirkin, P. K. (1977). Data-based program modification: A manual. Reston, VA: Council for Exceptional Children. Retrieved from http://files.eric.ed.gov/fulltext/ED144270.pdf.

Fletcher, J. M., Francis, D. J., Shaywitz, S. E., Lyon, G. R., Foorman, B. R., Stuebing, K. K., & Shaywitz, B. A. (1998). Intelligent testing and the discrepancy model for children with learning disabilities. Learning Disabilities Research & Practice, 13(4), 186–203.

Fuchs, L. S. (2003). Assessing intervention responsiveness: Conceptual and technical issues. Learning Disabilities Research & Practice, 18(3), 172–186.

Gresham, F. M. (1991). Conceptualizing behavior disorders in terms of resistance to intervention. School Psychology Review, 20(1), 23–36.

National Association of Special Education Teachers. (2006). The importance of Response to Intervention (RTI) in the understanding, assessment, diagnosis, and teaching of students with learning disabilities. NASET LD Report, 5. Retrieved from http://www.naset.org/fileadmin/user_upload/LD_Report/Issue__5_LD_Report_Importance_of_RTI.pdf.

Stuebing, K. K., Fletcher, J. M., Branum-Martin, L. & Francis, D. J. (2012). Evaluation of the technical adequacy of three methods for identifying specific learning disabilities based on cognitive discrepancies. School Psychology Review, 4(1), 3–22.

Sugai, G., & Horner, R. H. (1994). Including students with severe behavior problems in general education settings: Assumptions, challenges and solutions. In J. Marr, G. Sugai, & G. Tindal (Eds.), The Oregon Conference Monograph, Vol. 6 (pp.102–120). Eugene: University of Oregon.

Wright, S., Horn, S., & Sanders, W. (1997). Teacher and classroom context effects on student achievement; Implications for teacher evaluation. Journal of Personnel Evaluation in Education, 11(1), 57–67.

Ysseldyke, J. (2009). When politics trumps science: Generalizations from a career of research on assessment, decision making, and public policy. Communique, 38(4), 6–8.

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Pokémon Go is more about learning than we think https://www.renaissance.com/2016/07/21/pokemon-go-is-more-about-learning-than-we-think/ https://www.renaissance.com/2016/07/21/pokemon-go-is-more-about-learning-than-we-think/#comments Thu, 21 Jul 2016 19:27:01 +0000 http://blog.renaissance.com/?p=2004 Last night, I was walking along a lake near my house, my eyes intently shifting between the path I was on and my iPhone. Normally, I’d be getting ready for bed, but I was looking for Pokémon and there was a Psyduck nearby. Not only was he one of my favorite Pokémon as a child, […]

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Last night, I was walking along a lake near my house, my eyes intently shifting between the path I was on and my iPhone. Normally, I’d be getting ready for bed, but I was looking for Pokémon and there was a Psyduck nearby. Not only was he one of my favorite Pokémon as a child, but I had not captured one yet. After walking around in several circles, he finally popped up on my screen and I captured him. I was thrilled to say the least. The neighbors were not.

Pokémon Go, the game that has everyone walking around and stopping at random locations, has more than 21 million players worldwide, myself included. It has players everywhere walking, biking, and driving all over to capture rare and unique Pokémon. In fact, one my coworkers in Madison, WI saw a sign above the highway that read, “Drive now. Pokémon later.” The Pokémon Go craze is real.

As a child, I played the classic Pokémon games on my Game Boy Color. I’d battle and trade Pokémon with my friends on the bus. I also collected the trading cards and cherished my holographic Venusaur and Charizard cards. Needless to say, I was wrapped in the Pokémon craze. And now, nearly 15 years later, I’m wrapped up in it again. Although it may not be completely evident right away, there are distinct ways that a game like Pokémon Go can impact a child’s learning.

A team effort

Much like joining teams in Pokémon Go, learning is a team effort. (Team Valor, anyone?) Educators support students throughout their academic journey with the ultimate goal of preparing them for college, career, and life. The ups and downs of learning are all experienced together. In Pokémon Go, players can join others on the same team and take over gyms together. They encourage one another, work together to find new Pokémon, and experience victory and defeat as a team. Connect the concept of teams in Pokémon Go back to your classroom by letting students know what it means to be a team player and remind them that everyone plays a part.

Direction and guidance

Pokémon Go is great because it encourages students to explore their hometown. Take advantage of that and use it as an opportunity to explain the significance of local landmarks. While students are trying to figure out what direction to go to find certain Pokémon, help them with logical reasoning. If there’s a water Pokémon nearby, it must be east of where we are now, toward the river. Oh, that Pokémon is common in grasslands. It might be northeast near the field. Not only do students learn a thing or two about the geography near them, but it also helps them learn directions.

Consistent practice = mastery

Pokémon are tough to catch. The higher the level, the more Poké balls are often needed. Only with practice, does it become easier. The same holds true with reading and math. The sheer joy of nostalgia Pokémon Go offers is similar to the joy students experience when they understand something new for the first time. When a student comprehends something they’ve read or they finally understand a challenging math equation, they experience the joy (and addictiveness) of learning. And just like capturing a Pokémon, that knowledge they’ve finally mastered aids them in their academic journey. Remind students that it takes time to become better at something and compare it to the effort it takes to capture and level up a Pokémon.

After capturing my Psyduck last night, I’m still on the hunt to catch more Pokémon. Like the game, a student’s educational journey is the same, it’s never over. It may change or evolve, but always continues. Students grow older, learn more and more, but will always continue to try to make sense of our world and the mysteries behind it.

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6 summer reads for educators https://www.renaissance.com/2016/07/21/6-summer-reads-for-educators/ https://www.renaissance.com/2016/07/21/6-summer-reads-for-educators/#comments Thu, 21 Jul 2016 13:15:46 +0000 http://blog.renaissance.com/?p=1998 There’s nothing quite like reading a great book on a warm summer day—whether it’s in the comfort of an air-conditioned home or outside under the shade of a backyard tree. Summer is a good time to play a bit of catch up with your “to read” list—and as an educator, you’re no doubt happy to […]

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There’s nothing quite like reading a great book on a warm summer day—whether it’s in the comfort of an air-conditioned home or outside under the shade of a backyard tree. Summer is a good time to play a bit of catch up with your “to read” list—and as an educator, you’re no doubt happy to have some downtime to research the latest education trends. Below are six books that were on my reading list—and the lists of many educators I speak to—during this past school year. Each one explores different ideas for maximizing student growth in and out of the classroom:

The Talent Code by Daniel Coyle

Journalist Daniel Coyle visited nine places known for producing huge amounts of talent and noticed similar methods of training, motivation, and coaching. In The Talent Code, Coyle dives into how we can unlock our own talents and those of our students using the same methods.

The End of Average by Todd Rose

Despite knowing that people learn differently, many schools and businesses are designed around a one-size-fits-all model. Rose offers an alternative to understanding individuals through averages: the three principles of individuality. The jaggedness principle (talent is always jagged), the context principle (traits are a myth), and the pathways principle (we all walk the road less traveled) help us understand our true uniqueness—and that of others—and how to take full advantage of individuality to gain an edge in life.

Peak: Secrets from the New Science of Expertise by Anders Ericsson

Have you ever wanted to learn a language or pick up an instrument, only to become too daunted by the task at hand? Peak condenses three decades of research to introduce an incredibly powerful approach to learning. Ericsson offers invaluable, often counter-intuitive, advice on setting goals, getting feedback, identifying patterns, and motivating yourself. At Renaissance, we’re especially excited about Peak, as Ericsson has agreed to host a webinar for usyou can watch the recording here.

Talent is Overrated by Geoff Colvin

Did you know scientific evidence doesn’t support the notion that specific natural talents make great performers? According to distinguished journalist Geoff Colvin, what really makes the difference is a highly specific kind of effort—deliberate practice—that few of us pursue when we’re practicing. Based on scientific research, Colvin shares the secrets of extraordinary performance and shows how to apply these principles.

The Genius in All of Us by David Shenk

In The Genius in All of Us, Shenk debunks the long-standing notion of genetic “giftedness” and presents new scientific research showing how greatness is in the reach of every individual. Shenk argues that our genes are not the blueprint for our futures. Instead, they are a product of complex interplay between genes and outside stimuli—a dynamic that we, as educators and parents, can influence.

Revolutionize Assessment by Rick Stiggins

In Revolutionize Assessment, Stiggins combines decades of experience with international research to define a vision that uses assessment to supercharge student learning, not merely measure it. Stiggins analyzes the motivational psychology of being evaluated in the classroom from the student’s perspective, offers strategies for engaging students in self-assessment in ways that maximize their engagement and confidences as they learn, and details the long-missing conditions of classroom assessment literacy that must be in place in local schools.

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4 tips to promote accountable reading practice https://www.renaissance.com/2016/07/14/4-tips-to-promote-accountable-reading-practice/ https://www.renaissance.com/2016/07/14/4-tips-to-promote-accountable-reading-practice/#comments Thu, 14 Jul 2016 13:19:46 +0000 http://blog.renaissance.com/?p=1986 As a child, I loved the Harry Potter series. Nightly, I would stay up late past my bedtime, trying to remain as quiet as possible, while finishing one more chapter. However, my interest in the series waned around middle school (middle school is a strange time). Then this past December, I decided to finish the […]

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As a child, I loved the Harry Potter series. Nightly, I would stay up late past my bedtime, trying to remain as quiet as possible, while finishing one more chapter. However, my interest in the series waned around middle school (middle school is a strange time). Then this past December, I decided to finish the entire series once and for all. I started with the first book, Harry Potter and the Sorcerer’s Stone. Five pages in, I was hooked and finished the book in three days. Now I was staying up late once again, trying to finish just one more chapter. I had forgotten the pure joy that a great book brings while curled up under the covers with a cup of green tea.

Reading is magical. Not only because of the joy it brings, but because reading has the power to prepare students for college, career, and life success. A story, news article, or book can provide endless entertainment and improve a student’s literacy skills. Talk about a two for one! Engaging students in accountable reading practice and encouraging growth is difficult, but by setting personalized goals, providing immediate feedback, highlighting progress on those goals, and allowing students to self-select books can turn the tide and foster healthy student growth.

Set personalized reading goals

Just like my goal to finish one more chapter before bed when reading Harry Potter, personalized reading goals encourage a growth mindset.”Students in a classroom may be at different reading levels, but by personalizing reading goals, each student’s goals are unique to them, speak to their reading level, and provide a challenge.” Realistic and attainable goals challenge students and naturally motivate them. This leads to students reading more books with higher levels of text complexity as they become proficient readers.

Provide immediate feedback

Have you ever been unsure of how you performed in something, so you would sit there nervously waiting, assuming the worst? Quick, immediate feedback eliminates that worry. Students instantly know how they are performing on reading quizzes and become aware of their reading strengths. Any obstacles or roadblocks students encounter are easily identified before they become troublesome, keeping students on track toward their reading goals.

Allow visibility into goal progress

Visuals reinforce progress. Think of when someone starts working out, they often give up shortly after starting because they don’t notice any progress. However, if they continue and don’t give up, they’ll eventually see progress and be motivated to continue working out. The same applies to students working toward their reading goals. “By knowing how they’re doing on their reading goals, students stay motivated and continually improve.”

Offer students choice

One of my favorite things about reading is going to the library, physically picking up a book, reading the first page, and deciding if I want to read it. Allowing students to self-select their own books gives them a sense of control over their education. I can remember as a child walking straight to the sports section during our weekly class trips to the library because that’s what I was interested in. I looked forward to our next trip. Students discover interests, passions, and develop a love for reading by choosing their own books and authentic literature.

Of course, reading has much more of an impact than simply preparing students for college, career, and life. It exercises the imagination, improves social skills, and encourages us to be active citizens in our communities. When I’m asked what my favorite Harry Potter book is, I’m often torn. I love the earlier books because of the detail in which Hogwarts is described, but I also love the latter because of the emotion and life-changing events Harry experiences. Each book has gradually shaped me into who I am.”Reading is a truly magical thing and we can only hope to implement accountable reading practice with students, so they become life-long readers and get to experience the pure joy that stems from a great story.”

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7 tips to ignite summer learning https://www.renaissance.com/2016/07/12/7-tips-ignite-summer-learning/ Tue, 12 Jul 2016 21:18:54 +0000 http://renlearn.wpengine.com/?p=2521 While working on a project several months ago, I was talking to Ken, a copywriter recently hired by Renaissance. Being that it was his first job out of college, I asked him what he thought of working life. “It’s kind of like college,” he said. “I have deadlines when projects are due and I’m learning all […]

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While working on a project several months ago, I was talking to Ken, a copywriter recently hired by Renaissance. Being that it was his first job out of college, I asked him what he thought of working life.

“It’s kind of like college,” he said. “I have deadlines when projects are due and I’m learning all kinds of new things.” The fact that he was still continually learning after years of schooling came as a surprise to him. I chuckled to myself—but the more I thought about Ken’s response, the more it made sense to me.

“As parents, we’re not only our children’s first teachers—we’re their longest-serving teachers.” It’s up to us to help our kids understand that learning doesn’t stop once they walk out the school door. Sometimes we need to get a little creative and show them how fun learning can be, especially during the long summer months. Here are seven quick tips for some summer learning mojo. (And by mojo, I mean motivation and joy!)

“Goal” for it.

Spend some time helping your child create summer goals. Maybe it’s to read a certain number of books, write five stories, or become a multiplication whiz. Whatever the goals, remember to make them “SMART” (Specific, Measurable, Achievable, Realistic, and Time-bound). Create a log or an easy way to keep progress visible. Make a plan for how you’ll celebrate when your child meets his/her goal.

Explore your surroundings.

Visiting a park? Take time to read the signs and historical markers. Ask a couple of quick questions to check your child’s understanding such as, “Tell me about how this park got its name.” When traveling to a new place, research it before you go. Go online and learn more about it. Visit the library and find books on that location. Pick up a pamphlet or a visitor’s guide at a gas station and create a list of places to explore.

Learn on the go.

Visit your local library and stock up on audiobooks. Listen as a family and talk about the book. Take a moment after each chapter to discuss. “Help me remember. What happened to ___? Oh yeah, that’s right. What do you think will happen next? Interesting thought. Why do you think that?”

Keep a basket of books and flashcards in your car for unexpected delays. I often find one of my kids is waiting for the other to finish practice or we’ll wait in the car while my husband runs into a store for a quick errand. With books in the car, there’s always something to fill the time.

Follow their lead.

Kids are curious by nature and you know your child best. As they express an interest in a topic—whether it’s sports, video games, animals, or presidents—jot a quick note. (Better yet, have your child keep a list of topics they’re interested in or an “I wonder” list.) When you visit the library, you’ll then have a starting point when searching for books rather than wandering aimlessly. Or, when the inevitable “I’m bored” comment happens, you can ask your child to research the topic. Continue to find other ways to cultivate those interests. Download a podcast. Visit a museum. Talk to an expert.

Make math meaningful.

Enjoying lunch out? Ask your child to read the menu. Bring in some math dialogue. “Which costs more—a cheeseburger and a shake or a chicken sandwich and fries? How did you figure it out? What’s another way you could’ve figured this out?” This is an opportunity to talk about money, estimation, and rounding.There are so many real-life examples of math you can sneak into a conversation.

Legos are another great way to bring in math. Just look at them…they’re made for addition and subtraction, multiplication and division, and fractions! “How many Legos with four pegs does it take to get to 28? What if the Lego has eight pegs?”

Get “write” to it.

Ask your child to keep a summer journal. This can be in a fancy new notebook or on a digital device, whatever is most likely to inspire your child to write. At the end of each day, have your child write a few sentences on their day’s events.

Do creative writing prompts inspire your child more? Take turns writing a silly story. Begin by writing a unique sentence (or paragraph). Have your child add a sentence or two and continue the story. Encourage other family members to participate as well in this fun family writing activity.

Earn extra credit.

If you’re like me, you’re constantly taking pictures. Help your child combine their summer journal and pictures into a summer memories book, PowerPoint, video, or some other format so they can have a fun way to share what they did over their summer vacation.

Share your tips.

My kids’ summer vacation just started and I’ll take all the ideas I can get. If you have a tip, don’t hesitate to share in the comments below!

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Accelerated Reader 360, a Renaissance Learning Product, Receives Tech & Learning Best of Show Award at ISTE 2016 https://www.renaissance.com/2016/07/07/accelerated-reader-360-renaissance-learning-product-receives-tech-learning-best-show-award-iste-2016/ Thu, 07 Jul 2016 20:37:59 +0000 https://renlearnstg.wpengine.com/?p=3902 Proven, integrated K-12 reading solution named ISTE 2016 award winner WISCONSIN RAPIDS, Wis. (July 7, 2016) – At the International Society for Technology in Education (ISTE) 2016 conference last week, Accelerated Reader 360, a research-proven integrated reading solution by Renaissance Learning, was reviewed and named a Best of Show winner by an anonymous panel of […]

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Proven, integrated K-12 reading solution named ISTE 2016 award winner

WISCONSIN RAPIDS, Wis. (July 7, 2016) – At the International Society for Technology in Education (ISTE) 2016 conference last week, Accelerated Reader 360, a research-proven integrated reading solution by Renaissance Learning, was reviewed and named a Best of Show winner by an anonymous panel of educator judges for Tech & Learning’s annual ISTE awards program.

“We are thrilled to receive this recognition. Supporting teachers who ignite a passion for reading with tools to develop critical reading skills in students is core to what we do,” said Lynn Esser, senior product manager at Renaissance Learning. “Accelerated Reader 360 is one of our flagship products and this award recognizes the impact the program has on students across the country.”

During ISTE 2016, an anonymous panel of educator judges scoured the exhibit hall floor and gathered to discuss which technologies have the most impact on the classroom. Winners were selected and rated based upon quality, effectiveness, ease of use and creative use of technology.

“Our company was founded on Accelerated Reader and this award is a testament as to how we have continued to evolve our products to fit the modern classroom,” said Jack Lynch, CEO of Renaissance Learning. “Our ultimate goal as a company is to unburden teachers from time-draining tasks so that they can focus on student growth. Accelerated Reader 360 is just one way in which we do this.”

Accelerated Reader 360 empowers educators with Learnalytics™, Renaissance Learning’s research-backed learning science engine, to make setting personalized practice goals and differentiating close reading practice effortless—all while maintaining the flexibility necessary to work existing classroom routines. Students are engaged in self-selected authentic literature and high-interest nonfiction articles. Short comprehension quizzes and built-in close reading practice activities, combined with automatic and educator feedback, keep students accountable for their learning. Rich dashboards and reporting provide educators the insights necessary to quickly identify which students may need more support, the skills students are ready to learn, and additional resources to cultivate growth.

Studies have shown that students using Accelerated Reader 360 are twice as likely to be college and career ready and grow significantly more as a result of educators’ ability to work with students on personalized reading practice goals and reading plans. For more information about Accelerated Reader 360, visit renaissance.com/products/accelerated-reader.


About Renaissance

Renaissance, the leader of K-12 cloud-based assessment and learning analytics, has a presence in more than one-third of U.S. schools and 60 countries around the world. By delivering deep insight into what students know, what they like and how they learn, Renaissance enables educators to deliver highly personalized and timely instruction while driving student growth in reading, writing and math. To learn more, visit: renaissance.com.

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The expanding role of technology in education: 5 key insights from ISTE 2016 https://www.renaissance.com/2016/07/07/the-expanding-role-of-technology-in-education-5-key-insights-from-iste-2016/ https://www.renaissance.com/2016/07/07/the-expanding-role-of-technology-in-education-5-key-insights-from-iste-2016/#comments Thu, 07 Jul 2016 13:13:05 +0000 http://blog.renaissance.com/?p=1980 This past week, I was one of the 20,000 people who attended the 2016 International Society for Technology in Education Conference and Expo (ISTE) in Denver, CO. While I was there, I spoke to passionate educators about the future of learning and the expanding role of technology in the classroom. Five themes kept returning after […]

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This past week, I was one of the 20,000 people who attended the 2016 International Society for Technology in Education Conference and Expo (ISTE) in Denver, CO. While I was there, I spoke to passionate educators about the future of learning and the expanding role of technology in the classroom. Five themes kept returning after countless discussions:

It’s the same as it ever was.
I can’t think of another career where duties and expectations have changed more over the last decade than in K12 teaching. The science of teaching keeps evolving with the advancement of EdTech, but the art of teaching is the same as it ever was. Teachers want to make a difference. The art of making human connections with students, facilitating “aha” moments, and inspiring growth is still at the heart of K12 teaching.

The conversations that I had this year at ISTE were fundamentally the same as conversations in years past. They all began with an educator saying something like, “I’m looking for something to help my students with…” Even with all of the advancements in EdTech, educators are always seeking something more, something better, and something special to give their students an edge. It is an awakening reminder to those who serve K12 to never become too comfortable with the next best thing. Thankfully, the hunger to push the envelope in helping students to grow is the same as it ever was: insatiable.

Teachers have a love/hate relationship with data.
“I went into teaching because I love aggregating and analyzing data,” said no teacher ever. Most educators recognize the power of data-driven insights, but they loathe aggregating disparate data points and making sense of it all.

Good data tells a story. Great data is actionable. At a minimum, data worthy of a teacher’s attention is two-fold. It provides insight that the teacher doesn’t already have, and it points to empirically-validated next steps. However, it shouldn’t end there. Great data should be linked to a variety of instruction and practice resources that the teacher can choose from to plan personalized or differentiated instruction.

Students who own their journey, own their outcome.
Choice is critical when exercising the art of teaching. The stories that student data tells, not unlike Choose Your Own Adventure books, should provide teachers with choices to create paths to the desired outcome. In her Ignite session at ISTE, Kerry Gallagher—a Digital Learning Specialist at St. John’s Prep in Danvers, MA—talked about creating maps and suggested routes for the student-led journeys. Students taking ownership of their education has been bantered about for years, but few educators have mastered the skills and time required to produce maps to guide student-led discoveries and learning experiences.

Efficient educational technology marries the many forms of assessment results with artifacts that students can explore and learn from throughout their educational journey. Another point Gallagher made is that students want to be recognized for their work, not just graded. When students own their journey, they own their outcome, and enjoy sharing the product of their learning with other students on social channels. How cool is that?

Even smart software doesn’t know students.
Grouping is something that teachers do frequently in order to differentiate instruction. It is an act that technology can and does perform easily by stratifying sets of numbers. Effective grouping is another thing. Educational technology can suggest groups, but only teachers can balance personalities and student behaviors to form small groups where members work together, inspire, and learn effectively from one another. Only teachers can select materials with the highest engagement level based on known personal likes and dislikes of students.

When evaluating educational technology, it is easy to be distracted by all of the things that technology can do. After-all, saving teachers time is an admirable thing. However, saving time shouldn’t come at a cost. Vendors in the EdTech space need to reach further and try harder to solve the problems that eat up teachers’ time or don’t require human insight in order to perform the function well.

Growth is difficult to define.
I had the opportunity to ask a panel of educators at ISTE how they thought about growth. There was a collective sigh from the group as they wrestled with the many facets of growth. Some had experienced the measurement of growth as a punitive hammer. Some simply said, “It’s everything” and others exclaimed that it was too big to formulate a statement as to how they felt about growth in general.

Growth is more than a static measurement. It is the day-in and day-out repetitive process of learning, practicing, and mastering. When growth is reduced to a fixed number at the end of a point in time or the delta between a fixed set of numbers, it discounts the essence of growth, the behaviors that foster growth, and the very culture of growth. Until we can celebrate the act of growing and the very nature of growth in its living form, the inclination to reduce it to a static noun will remain, shortchanging the work of our students and educators.

Now that I’ve shared a few of my insights, I’d love to hear yours. If you were able to attend ISTE this year, what were your key takeaways? If you weren’t able to make it, what are some of the insights that you have about the intersection of education, teaching, and technology? I’d love to hear your thoughts—and if you’d like to hear ours, consider subscribing to our blog using the button below.

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Renaissance Learning doubles down on commitment to nurture student growth https://www.renaissance.com/2016/06/27/renaissance-learning-doubles-commitment-nurture-student-growth/ Mon, 27 Jun 2016 20:36:36 +0000 https://renlearnstg.wpengine.com/?p=3903 Company shares vision for creating a unified learning ecosystem designed to reduce teacher prep time and boost student performance WISCONSIN RAPIDS, Wis. (June 27, 2016) – In this era of assessment and accountability, teachers and administrators are exploring every opportunity to support student achievement. Yet, educators too often fall victim to “time drain” and low-value […]

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Company shares vision for creating a unified learning ecosystem designed to reduce teacher prep time and boost student performance

WISCONSIN RAPIDS, Wis. (June 27, 2016) – In this era of assessment and accountability, teachers and administrators are exploring every opportunity to support student achievement. Yet, educators too often fall victim to “time drain” and low-value tasks that rob time and energy from purposeful instruction. Renaissance, the leader in K-12 cloud-based assessment and learning analytics, announces its plan to bridge assessment to lesson planning and instruction in a way that liberates teachers from tedious prep work and enables them to focus on student growth.

“The most common refrain we hear from teachers is that they wish they had more time to spend on things that truly make a difference for students,” said Jack Lynch, CEO of Renaissance Learning. “So we’re creating a connected learning ecosystem that helps teachers realize that aspiration and gives them back precious time that they can spend helping students do their best work.”

According to research conducted by Simon-Kutcher & Partners, teachers spend eight hours a week, on average, in lesson planning to target instruction for students grouped together by proficiency level. This considerable amount of time is used to take data out of assessment systems and import it into instructional systems, group students by scale score, and search on the internet to locate resources they can use to differentiate instruction by group.

“It’s unfair to ask educators to be data engineers and IT experts in addition to being teachers,” Lynch said. “By unifying the education workflow elements, we can remove that burden and let educators do what they do best: teach.”

Over the past five years, Renaissance Learning has adopted a customer-centric product focus and increased investment in product development by 70 percent. This has resulted in new products, such as research-backed learning science engine Learnalytics™, personalized reading comprehension program Accelerated Reader 360™, and a comprehensive reading and math assessment program STAR 360™.

During the 2016-2017 school year, Renaissance Learning plans to execute its vision of building a unified learning ecosystem laser-focused on student growth.


About Renaissance

Renaissance, the leader of K-12 cloud-based assessment and learning analytics, has a presence in more than one-third of U.S. schools and 60 countries around the world. By delivering deep insight into what students know, what they like and how they learn, Renaissance enables educators to deliver highly personalized and timely instruction while driving student growth in reading, writing and math. To learn more, visit: www.renaissance.com.

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Renaissance Learning CEO Jack Lynch Named Midwest EY Entrepreneur Of The Year 2016 Award Winner https://www.renaissance.com/2016/06/20/renaissance-learning-ceo-jack-lynch-named-midwest-ey-entrepreneur-year-2016-award-winner-2/ Mon, 20 Jun 2016 20:35:54 +0000 https://renlearnstg.wpengine.com/?p=3909 MADISON, Wis. (June 20, 2016) – On Wednesday, June 15, EY announced that Renaissance Learning CEO Jack Lynch received the EY Entrepreneur Of The Year 2016 Award in the Private Equity and Venture Capital Backed category for the Midwest. The awards program, which is celebrating its 30th year, recognizes entrepreneurs who demonstrate excellence and extraordinary […]

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MADISON, Wis. (June 20, 2016) – On Wednesday, June 15, EY announced that Renaissance Learning CEO Jack Lynch received the EY Entrepreneur Of The Year 2016 Award in the Private Equity and Venture Capital Backed category for the Midwest. The awards program, which is celebrating its 30th year, recognizes entrepreneurs who demonstrate excellence and extraordinary success in such areas as innovation, financial performance, and personal commitment to their businesses and communities. Lynch was selected as the Midwest winner by a panel of independent judges and the award was presented to him at a gala celebration at the Navy Pier Grand Ballroom in Chicago.

“We are thrilled to see Jack receive this acknowledgement,” said Tarim Wasim, Managing Director at Hellman & Friedman, the private equity firm that acquired Renaissance Learning in 2014. “His passion for helping teachers accelerate student learning is contagious, and we are excited to be part of this journey with him.”

Since joining Renaissance Learning as CEO in October 2012, Lynch has worked tirelessly to build upon the company’s already well-established K12 solutions. Under his leadership, the company has adopted a more customer-centric product development methodology, and investment in new product development has risen 70 percent. New product offerings include Accelerated Reader 360™ and assessment tool STAR 360™. Strategic acquisitions since Lynch joined Renaissance include Subtext™, an award-winning integrated e-reading platform, and UClass™, a cloud storage and content management platform for district curricula. In addition, Renaissance Learning also launched Learnalytics™, the company’s research-backed learning science engine, under Lynch’s leadership. Learnalytics is designed to leverage billions of student data points to provide insight into what students know, what they connect with in the classroom, and how they learn.

“I am so honored to have been chosen as a 2016 EY Entrepreneur of the Year Award winner,” Lynch says. “Since joining Renaissance Learning, I have worked to expand and innovate within our company, while continuing to serve the rapidly changing needs of the modern educator. It’s gratifying to be recognized for leadership that deepens and extends Renaissance Learning’s long-standing commitment of putting educators first. Teachers are real-life heroes and knowing that our solutions are proven to help maximize student achievement is extremely satisfying.”

As the Midwest award winner, Lynch is now eligible for consideration for the Entrepreneur Of The Year 2016 national program. Award winners in several national categories, as well as the Entrepreneur Of The Year National Overall Award winner, will be announced at the Entrepreneur Of The Year National Awards gala in Palm Springs, California, on November 19, 2016. The awards are the culminating event of the Strategic Growth Forum™, the nation’s most prestigious gathering of high-growth, market-leading companies. The US Entrepreneur Of The Year Overall Award winner then moves on to compete for the World Entrepreneur Of The Year Award in Monaco, June 2017.

Founded and produced by EY, the Entrepreneur Of The Year Awards are sponsored nationally by SAP America, Merrill Corporation, and the Ewing Marion Kauffman Foundation. In the Midwest, region sponsors include LaSalle Network, Plexus Groupe, PNC Bank, Becker Professional Education, Cresa Chicago, Chatham Financial, DLA Piper, and 1871.

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About Renaissance

Renaissance, the leader of K-12 cloud-based assessment and learning analytics, has a presence in more than one-third of U.S. schools and 60 countries around the world. By delivering deep insight into what students know, what they like and how they learn, Renaissance enables educators to deliver highly personalized and timely instruction while driving student growth in reading, writing and math. To learn more, visit: www.renaissance.com.

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Evaluating educational programs: 5 tough questions to ask https://www.renaissance.com/2016/06/17/evaluating-educational-programs-5-tough-questions-to-ask/ Fri, 17 Jun 2016 13:10:48 +0000 http://blog.renaissance.com/?p=1971 Here’s something you probably know all too well—educators are inundated with all sorts of claims when it comes to the myriad of educational programs and software solutions that are available. Walking through a vendor exhibit hall at ISTE, ILA, or any other education-focused conference, the message received is that any classroom challenge can be solved […]

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Here’s something you probably know all too well—educators are inundated with all sorts of claims when it comes to the myriad of educational programs and software solutions that are available. Walking through a vendor exhibit hall at ISTE, ILA, or any other education-focused conference, the message received is that any classroom challenge can be solved through using these products.

Now more than ever, educators need to exercise caution when evaluating new instructional, assessment, or data-management solutions. At Renaissance Learning, we have long had a robust and ambitious research and development agenda— to ensure we are focused on our mission of accelerating learning for all students while keeping teachers at the heart of our solutions, we frequently check in to assess how we measure up to the following five tough evaluation questions. Below we answer these questions about our Accelerated Reader 360 practice solution—in order of least rigorous to most important:

Is foundational research available for the solution that is consistent with evidence-based practice?

Even if a program represents a new approach to teaching and/or learning, it should still be consistent with what has been established in the research literature as good practice.

For Accelerated Reader 360, a foundational research paper describes in detail the program’s history, from its inception to the powerful impact in (and out of) the classroom it has today. Beyond the foundational evidence supporting the program’s tenets (e.g., personalized practice, feedback, goal setting, among others), this paper summarizes many of the 151 independently led studies on Accelerated Reader 360.

Do educators think the solution works?

Many edTech companies talk about educator perceptions of their products through success stories, case studies, testimonials, and the like. Ideally there should be several dozens of such studies from across the country in diverse settings—large urban schools, small rural schools, and so forth. This way, teachers can access examples where the program has worked in a setting like theirs.

42 correlational studies have been conducted on Accelerated Reader 360, in addition to 67 school-based case studies that feature achievement gains attributed by educators to the solutions’ use, effectiveness, and impact.

Is the solution reliable and valid?

Programs that include any assessment of students or teachers should be designed to be consistent with assessment standards in all areas, from content development to implementation to reporting. This means evidence of reliability (or consistency of scores) and validity (the extent to which the program measures what it claims to measure) should be available.

Accelerated Reader 360 quizzes have been shown to yield consistent results from administration to administration and measure aspects of reading comprehension as intended. For more information, see the Accelerated Reader 360: Understanding Reliability & Validity report.

Is there rigorous evidence of impact on growth?

Producing real evidence of effectiveness under the most rigorous research conditions takes time and a substantial commitment. Claims of causality—that using Product X impacted student learning—require “gold standard” scientific research designs, namely randomized controlled trials, also known as experimental studies. These are favored because they remove selection bias as a potential reason student participants may have experienced gains or not. Other compelling study designs include regression discontinuity and high-quality quasi-experimental methods. Using large databases and appropriate statistical techniques and controls, it is also possible to understand to what extent and under what conditions students realize good outcomes.

In total, 31 rigorous experimental and quasi-experimental studies support Accelerated Reader 360, including these highlights:

  • Shannon et al. (2015) assigned 344 students in grades 1–4 at 3 ethnically diverse Midwestern schools to either treatment or control groups and found a significant positive impact on reading achievement for students using AR.
  • Siddiqui et al. (2016) assigned 349 Year 7 students from 4 UK schools to use AR or serve as a control group. All students previously fell short of national benchmarks. After 22 weeks, students using AR attained higher literacy scores than those not using the program.
  • Nunnery et al. (2006) assigned 978 students in grades 3–6 at 9 urban schools to treatment or control conditions. Students using AR experienced significant positive effects, and the program seemed to benefit students with disabilities in particular.
  • Nunnery and Ross (2007) compared 22 ethnically and socioeconomically diverse schools in Texas where students used AR or served as matched controls over multiple years of implementation. Achievement was significantly higher for AR users (including English learners) as compared to the control group not using this tool.

Has the program undergone systematic, rigorous review?

This could consist of a meta-analysis if there are enough studies, or an independent review of studies by an independent organization. Additionally, it’s important that some of the studies on the product have gone through the peer-review process and appeared in research literature.

Recent, ongoing reviews have concluded Accelerated Reader 360 is a “proven program” that boosts student achievement (the Promising Practices Network Promising Practices Network), and has “strong evidence of effectiveness” (the National Dropout Prevention Center /Network). Moreover, Accelerated Reader has been the subject of 28 peer-reviewed studies, which effectively hold the methods and analyses used in the research supporting the program to the highest possible scrutiny.

We know that as educators, your primary goal in selecting an educational program is to ensure it is based on solid science with compelling evidence that it does what it claims to do. Asking these five questions is a great way to begin separating proven, research-based solutions from the rest.

References

Shannon, L. C., Styers, M. K., Wilkerson, S. B., & Peery, E. (2015). Computer-assisted learning in elementary reading: A randomized control trial. Computers in the Schools, 32(1), 20–34.

Siddiqui, N., Gorard, S., & See, B. H. (2016). Accelerated Reader as a literacy catch-up intervention during primary to secondary school transition phase. Educational Review, 68(2), 139–154.

Nunnery, J. A., Ross, S. M., & McDonald, A. (2006). A randomized experimental evaluation of the impact of Accelerated Reader/Reading Renaissance implementation on reading achievement in grades 3 to 6. Journal of Education for Students Placed At Risk, 11(1), 1–18.

Nunnery, J. A., & Ross, S. M. (2007). The effects of the School Renaissance program on student achievement in reading and mathematics. Research in the Schools, 14(1), 40–59.

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An Act of Congress (in three parts): A history of ESSA https://www.renaissance.com/2016/06/09/an-act-of-congress-in-three-parts-a-history-of-essa/ Thu, 09 Jun 2016 13:17:10 +0000 http://blog.renaissance.com/?p=1962 Part 1: Inaction The spring of 1930 in the United States was the first post-winter bloom spent in the throes of the Great Depression. Already, public ire for Congress grew with each day of perceived legislative lethargy in addressing the nation’s deep economic woes. And like so many times of discontent in American history, Americans […]

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Part 1: Inaction

The spring of 1930 in the United States was the first post-winter bloom spent in the throes of the Great Depression. Already, public ire for Congress grew with each day of perceived legislative lethargy in addressing the nation’s deep economic woes. And like so many times of discontent in American history, Americans turned to favored pastimes to distract them from their frustrations.

For Bostonians then and now, perhaps no pastime held, or holds, more favor than baseball. Fervent in their hometown Red Sox enthusiasm, they listened patiently for news from even practice scrimmages conducted at the Red Sox annual spring training in Pensacola, Florida. At the end of March, the Sox suited up for an exhibition game against the minor league Louisville Colonels (their mascot looked conspicuously like Colonel Sanders of fried chicken fame, also hailing from Kentucky, incidentally). Red Sox fans without a radio were delighted to read legendary baseball writer Burt Whitman’s 30 March 1930 account in the Boston Herald under the headline, “Red Sox Rout Louisville, 9-1.”

Whitman, in referencing the center field play, struck a nerve with his readers when he described one player’s disposition as “entrenched in centre [sic] field so strongly that it will take an act of Congress to get him out.” His readers knew what he meant. Waiting on Congressional action was like waiting for Godot.

The phrase—an Act of Congress—has become part of our cultural vernacular over the years, invoked whenever something seems impossibly difficult to change—and with increasingly more justification. Congressional activity over the last several decades is well represented in this piece from the Brookings Institution, where a graph of bills passed by the House and Senate lays bare just how anemic activity in the nation’s capital has become.

Education legislation had been a leading casualty of Congressional inaction. The landmark 1965 Elementary and Secondary Education Act (ESEA), championed by the Lyndon Johnson administration as part of Johnson’s War on Poverty, had been reviewed and re-authorized by Congress six times—with six or seven year periods typically lapsing between successive authorizations.

Though the most recent reauthorization of ESEA—No Child Left Behind (NCLB)—proved deeply and increasingly unpopular with both educators and the general public, Congress could not agree on a set of authorizing remedies. NCLB’s required reauthorization in 2007 slipped to 2008, then 2009, and six long years and three failed re-writes later, few Washington speculators at the beginning of 2015 gave much credit to a budding reauthorization effort spearheaded by the new Senate Health, Education, Labor and Pensions (HELP) committee chairman, Lamar Alexander (R-TN).

Part 2: Surprise

Alexander, a former Secretary of Education under George H.W. Bush, saw a tremendous challenge. NCLB had called for all students to be proficient on academic exams by 2014. Clearly, the nation had not met that mark. Was it preferable to demand that schools thus operate under failing school status, as the law indicated? Or should he continue to allow the executive branch to monitor performance, granting waivers to states who aligned with policy prerogatives that they, the executive branch, demanded? Many scholars, on both sides of the political aisle, felt the Secretary of Education’s waiver authority was exercising far too much legislative authority from the executive branch—violating the sacred separation of powers animated by the US Constitution. Alexander agreed.

Congress that had just wrapped up had been the least productive in history, and there were few signs that anyone wanted to work together after the Congressional mid-terms of 2014 saw Senate power change the identities of the majority and minority. He was going to need an Act of Congress, figuratively, to get his literal one, eight years late and 15 years since the last landmark bill.

Working hand-in-hand with the ranking member on Senate HELP (the title given to the highest ranking member of the minority party on a given committee), Senator Patty Murray (D-WA), the two set to craft a bill that could provide greater certainty to a field of educators anxious to resolve the challenges Alexander had identified. Each worked tirelessly within and across their caucuses to build support for the bill. Contentious issues were promised a hearing on the Senate floor, but not a vote for inclusion within committee, allowing the committee to report a bill that steered away from significant controversy.

Still, much of Washington watched with half-hearted interest, still certain that the bill stood no chance of passage.

More late nights, more food delivery bills, and more sleepy staff days later, the bill was ready for a committee vote on whether to send the bill to the Senate floor.

It passed, 22-0.

Part 3: Implementation

By December of 2015, President Obama was signing the Every Student Succeeds Act (ESSA) into law. Newspapers at the time were slightly breathless. The Wall Street Journal characterized it as “the largest devolution of federal control to the states in a quarter-century.” The New York Times triumphantly declared “the end of an era in which the federal government aggressively policed public school performance… returning control to states and local districts.” Even Burt Whitman’s Boston Herald joined the chorus, promising that ESSA “gives the states much more latitude” over the design and implementation of their school systems.

From a policy point of view, those appreciations of ESSA may hold some water. Most significantly, ESSA ends NCLB’s sole reliance on test scores as the arbiter of school quality, replacing it with a suite of multiple measures. The measures include academic growth for elementary and middle schools (and as an option for high schools), the school’s ability to help its students learn English, and other indicators of school quality like the climate of the school or the social and emotional health of its students.

Moreover, when a school is struggling, ESSA (unlike NCLB) demands no prescribed set of sanctions and activities—Alexander argued successfully that how districts and states deal with struggling performance is their business. Improvement efforts, he argued, will be more successful if decided locally because building political will within a community earns the strategy necessary buy-in. Several grant programs were also rolled together, increasing state and local autonomy over how funds are spent.

Despite these changes, however, it’s unclear how different school will feel to students and parents in the fall of 2017, the first year of full implementation of ESSA. The bill couldn’t be too radical; a more disruptive bill invited failure in the legislative process, or beckoned a Presidential veto. As a result, parents may see a different annual report card from their district or school, but in order to see some of the more substantive changes called for by the public recently, state and local officials will need to exercise authority.

One particularly contentious issue in recent years, for instance, has been the perception of over-testing in American schools. There are resources and flexibilities in the bill for states and districts to change their approach to assessment—potentially shrinking the amount of time spent in summative assessment, allowing space for computer-adaptive instruments, and getting more actionable data in the hands of educators in a just-in-time way, but none of that happens passively in the legislation. State and local policy-makers need to craft these systems themselves.

In the coming months, the government affairs team at Renaissance Learning will be focused on helping states and districts understand all of their options—and the implications flowing from each of those options—in crafting their assessment and accountability systems. Our computer-adaptive STAR assessments are often beloved by educators, tantalizing policy-makers to draft our assessments into a state accountability framework.

However, we urge caution. Perhaps the reason STAR assessments provide value to teachers is precisely because Renaissance Learning is not an accountability tool. When educators fear the accountability decision that flows from their deployment of an assessment, our measures could be used more sparingly, creating more instructional blind spots in more American classrooms—an outcome no one wants.

Nevertheless, there are limited ways we foresee servicing distinct accountability goals. Given our relationship is with districts (Renaissance Learning does not actively seek state business, instead advocating for open markets or approved lists of providers in states), if a district seeks to use STAR assessments to indicate academic progress, we will be happy to share their information with their state. Renaissance Learning, however, will never share district data without the district’s permission, and we will not advocate with states to mandate the use of STAR assessments to districts. To do so would break faith with Renaissance Learning customers and cripple decision-making that we feel strongly often needs to be tailored district-by-district.

STAR assessments, for instance, are not necessarily administered in specific testing windows, making them eminently useful for districts with high rates of student mobility. Teachers can gain quick insight on a new transfer student’s academic achievement, rather than having to wait for the next available testing window. The test that’s right for the low-mobility district might then be very different from the test that’s right for the high-mobility district.

The work ahead is exciting, and just beginning to get underway in earnest. We look forward to working with allies in the field all around the United States in helping to craft assessment and accountability regimens that help the legislation achieve its aspirational namesake—to make every student a success. In many ways, the Act of Congress is a call to action, and a call for local responsibility. Renaissance Learning hears that call, and is prepared to eagerly respond by companioning our most sincere, heartfelt efforts and good will to the cause.

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Title I funds: three considerations for school year’s end https://www.renaissance.com/2016/05/26/title-i-funds-three-considerations-for-school-years-end/ Thu, 26 May 2016 13:32:28 +0000 http://blog.renaissance.com/?p=1957 When I think of a role model who’s had a major impact on my life, I immediately think of my mother.  Not only is my mom the best mom in the world (of course!), but she was also a Title I teacher.  In becoming a mother myself, I see many of the same traits in […]

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When I think of a role model who’s had a major impact on my life, I immediately think of my mother.  Not only is my mom the best mom in the world (of course!), but she was also a Title I teacher.  In becoming a mother myself, I see many of the same traits in how I parent that are similar to how she raised me and my siblings—and as I navigate adulthood, I have come to understand that her role as a teacher has impacted me more than I anticipated, especially in my role at Renaissance.

She was compassionately driven by the desire to ensure all students were successful, and she was acutely focused on infusing the love of reading within the school, supporting her colleagues, and engaging with parents. With limited resources, she maximized Title I funds to increase reading practice by ensuring all students had access to books and that her colleagues had the resources and tools they needed to develop personalized student reading plans to ensure success.

Although she now enjoys a leisurely retirement filled with traveling and quilting, my mom’s legacy still rings true today. Many schools and districts are using federal funding sources to develop sustainable reading and math programs built around providing deliberate practice that leads to accelerating student growth. What’s changed in the short time since my mom was in the classroom, however, are budget and staff reductions. Every school is being asked to do the same—or more—with less funds, so maximizing federal funds can be an excellent way to increase student achievement.

As the school year comes to an end, it’s a good time for reflection on what worked well for you this year as well as a consideration of how to maximize extra Title I funds. These spare funds are commonly referred to as “spend down” funds. Here are a few things to think about as you consider enhancements to your current programs:

Ensure students have the support they need

Have you considered a multi-tiered system of supports (MTSS)? MTSS is a prevention-based framework of team-driven, data-based problem-solving with the goal of improving the outcomes of every student through family, school, and community and is an increased focus of the Every Student Succeeds Act (ESSA). If MTTS is working for you, consider ways to enhance the program by offering additional professional development opportunities or enhancing the screening process to quickly identify students who are most at risk.

Offer frequent opportunities for practice

Students who practice more grow more! Providing frequent opportunities for reading and math practice is an essential component of any learning process, and emphasizing the role of practice and work in academic accomplishments is beneficial for both motivation and academic performance (Mueller & Dweck, 1998). Research suggests time spent reading books—in other words, reading practice—is the best predictor of overall academic achievement (Kirsch et al., 2002). Title I funds and a new grant—Literacy for All Results for a Nation (LEARN) authorized by ESSA—encourage improved reading instruction that incorporates tools that support frequent opportunities for reading practice.

Measure student growth

Are you documenting the progress a student is making over time? Consider adding growth as an additional indicator to enhance your understanding of how well a student is performing. This will become increasingly prevalent given the new focus placed on growth within ESSA. While student achievement is gathered from a “one-day test snapshot” of a student, using an assessment that provides a method of characterizing student growth offers a more holistic view of student performance. Consider using federal funds to support an assessment that yields a growth measure.

As you finalize your Title I funds and plans for next year, I encourage you to learn more about how Renaissance’s assessment, math and reading practice programs can help you enhance your Title I initiatives to accelerate learning for all.

Resources

Mueller, C., M., & Dweck, C., S. (1998). Praise for intelligence can undermine children’s motivation and performance. Journal of Personality and Social Psychology, 75(1), 33–52

Kirsch, I., de Jong, J., Lafontaine, D., McQueen, J., Mendelovits, J., & Monseur, C. (2002). Reading for change: Performance and engagement across countries. Paris, France: Organization for Economic Co-operation and Development (OECD).

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Giving meaning to test scores https://www.renaissance.com/2016/05/12/giving-meaning-to-test-scores/ https://www.renaissance.com/2016/05/12/giving-meaning-to-test-scores/#comments Thu, 12 May 2016 13:07:11 +0000 http://rliblog.wpengine.com/?p=1929 Test scores are of much interest to parents and educators. We all want our children to achieve their best—so, we frequently use tests to measure what a student has learned and can do as a result of instruction. Sometimes we want to gauge progress, but often we make important decisions such as placement in intervention […]

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Test scores are of much interest to parents and educators. We all want our children to achieve their best—so, we frequently use tests to measure what a student has learned and can do as a result of instruction. Sometimes we want to gauge progress, but often we make important decisions such as placement in intervention or advanced classes, grade promotion, and so on.

If we are going to use test scores for these types of decisions, we need to ensure that the scores are meaningful. So, let’s talk about how we give meaning to scores.

Some Requirements

First, consider the quality of the test. As we discussed in a previous blog, we look for high reliability of scores and convincing evidence of validity.

Second, even with a good test, scores are inherently meaningless. Yes, that’s true. Take something commonplace such as taking your temperature. Whatever your temperature is, you wouldn’t know whether it’s good or bad without something to compare it to. That something is the knowledge that 98.6° F is considered the normal body temperature.

In this case, 98.6° F is what we call a standard or a norm to which we compare our temperature measurements. Knowing that standard immediately gives meaning to your number as low or high or whatever the case might be.

The same is true for educational test scores. For scores to have meaning, we must have a well-defined standard or norm to which we compare the scores. We define that standard or norm using two main approaches: a criterion-referenced approach and a norm-referenced approach. Let me say here that you couldn’t tell the difference between a criterion-referenced test and a norm-referenced test just by looking at one. This is because the difference is in the scores. We report different scores based on the interpretations we want to make.

Let’s take an example of a third grade student. This student has tested in Renaissance Star Reading in the first month of the school year and scored at 365. What are some of the possible interpretations of that score?

Test Scores #1

Criterion-Referenced Interpretations

For criterion-referenced interpretations, we look for scores that describe the specific knowledge and skills that the student has most likely achieved. The standard against which the 365 score is judged can be as simple as percentage of tasks performed correctly (e.g., answering 80% of the items correctly); or performance levels such as Below Basic, Basic, Proficient, and Advanced. The standard in this case is commonly referred to as a criterion. Whatever the criterion, the goal is to assess where the student’s level of knowledge and skills is in relation to that criterion. We then simply state whether the student has mastery or not, is proficient or not, and so on.

In computerized adaptive tests, students don’t see the same exact questions so the percentage of questions answered correctly is not a meaningful metric. However, we can use item response theory to compute what we call domain scores. Domain scores range from 0 to 100 and show the average level of skill mastery for students who obtain a given score. If our third grader – based on the 365 score- has a domain score of 84 in language, this means that he or she has likely mastered 84% of the content in the language domain. A similar interpretation holds across the other domains tested in Star Reading and you can see the profile of this student’s expected content mastery, domain by domain. If your criterion is say 70% mastery in all domains, then this student is clearly above that in the language domain and you might be looking for more challenging materials to keep the student engaged.

Another type of score that may be of interest is the student’s performance level. If the Star Reading cut-score that defines the proficient category for third graders is 375, then this student falls short by 10 score points. But, since this is the first month of the school year, you might feel confident that they’ll be proficient in reading at the end of third grade.

The Star assessments also provide criterion-referenced benchmark scores at the state level. A benchmark is the lowest level of performance considered acceptable. If Star Reading is linked to your state test, the state benchmarks show you the reading proficiency level on the state test that corresponds to the 365 Star Reading score. In this sense, the Star state benchmarks provide a glimpse into the third grader’s most likely proficiency level in the state test at the end of year.

Test Scores #2

Norm-Referenced Interpretations

For norm-referenced interpretations, we look for scores that compare the performance of our third grader to the performance of other third grade students across the nation. These other third grade students form what we call a norm group. That norm group doesn’t always have to be other students in the same grade. It can also be students of the same age, same special status such as English language learners (ELL) or special education, among others.

However, it’s more common in the United States to compare students with other students in the same grade across the nation. Some of the scores that we look for here are percentile ranks (PR) and grade equivalents (GE). Suppose our third grader’s score of 365 corresponds to say a PR of 50 and a GE of 3.1. The PR of 50 means that this student did better than 50% of the third grade students in the national norm group who test in the first month of the school year. The GE score of 3.1 means that this student is performing like the average student in the first month of third grade. There might also be standard scores such as the normal curve equivalents (NCE) that are reported due to their convenience for algebraic manipulations but the PRs and GEs are the most widely used norm-referenced scores.

Star also provides norm-referenced benchmark scores at the district and at the school level. These benchmarks are based on the existing Starnational norms and the nationally accepted recommendations defined as follows:

  • At/Above Benchmark = At/above 40th percentile
  • On Watch = 25th to 39th percentile
  • Intervention = 10th to 24th percentile
  • Urgent Intervention = Below 10th percentile

These norm-referenced benchmarks can be modified to be situation specific but the default percentile ranks presented above are helpful in determining who needs intervention and who is clearly above benchmark. Our third grader’s score has PR=50 which is above benchmark.

How to Determine the Best Score Interpretation for your Program

Because the norm-referenced and the criterion-referenced interpretations serve different purposes, none is better than the other. You choose based on your testing needs. If the goal is to pin down mastery of content, then the criterion-referenced approach is the fitting choice. If comparing a student’s performance to a norm group is important, then the norm-referenced approach rules the day. If you want both the norm-referenced and the criterion-referenced interpretations, you can certainly have both! Whatever the need, it’s good to keep in mind the following: norm-referenced scores don’t really tell you what the student has learned in terms of content mastery as they are used to compare student based on some norm group of interest; criterion-referenced scores don’t allow us to compare performance across students as we are interested in the skills each student has mastered in relation to some criterion.

I hope I’ve provided you with insight into why scores mean different things, the reasoning behind those differences, and how your needs for score use determine which interpretation is best for you. We’ve also written previous posts about other facets of test scores, which can be accessed using the links below:

Understanding the reliability and validity of test scores
The basics of test score reliability for educators

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NCTM 2016: Insights from the year’s premier math event https://www.renaissance.com/2016/04/28/nctm-2016-insights-from-the-years-premier-math-event/ https://www.renaissance.com/2016/04/28/nctm-2016-insights-from-the-years-premier-math-event/#comments Thu, 28 Apr 2016 13:40:07 +0000 http://rliblog.wpengine.com/?p=1900 Earlier this month, I attended the National Council of Teachers of Mathematics (NCTM) conference in San Francisco with nearly 9,000 math educators. At a math conference, you would expect the emphasis to be on numbers, but in many ways, NCTM 2016 was all about words. Now, the focus has shifted onto how students are thinking […]

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Earlier this month, I attended the National Council of Teachers of Mathematics (NCTM) conference in San Francisco with nearly 9,000 math educators. At a math conference, you would expect the emphasis to be on numbers, but in many ways, NCTM 2016 was all about words.

Now, the focus has shifted onto how students are thinking about and discussing math.  It is more about the process—not the correct answer. This new shift is happening in large part because of NCTM’s 2014 pioneering publication Principles to Actions: Ensuring Mathematical Success for All. The book lists specific teaching practices that are necessary for providing high-quality math education for all students. These guidelines were spotlighted at many of the conference sessions, especially those surrounding the mathematical teaching practices of facilitating meaningful mathematical discourse, supporting productive struggle, and posing purposeful questions.

Here are some of my key takeaways from the conference:

Talking about math

Literature classrooms have long employed discussions in the learning process, and they prove valuable in math classrooms as well. It is a way of inviting people to the “math party,” especially those who feel as if math is not for them. Discussions help students understand the problem and the math principles as relationships within the problem. Also, it is helpful for students to hear the various ways their peers are approaching a solution to a problem.

Two methods

So, how do we start a math conversation? A great way is to ask students what they notice and wonder about a math problem.

  • Discussion can reduce students’ anxiety and slow them down so they can connect others’ ideas to their own thinking. Everyone has something they notice or wonder about!
  • Give high and low boundaries to solve the problem to prevent students from giving up.
  • Most importantly, allow the students to voice their own discoveries about the methods of solving the problem. Try to keep yourself from giving away answers students should bring up on their own.

Another fun activity is to present a group of four shapes, graphs, or numbers and ask students which one doesn’t belong and why.

  • You and your students will discover that there are many different ways of selecting the one that doesn’t belong.
  • Students discuss process of elimination, and how there can be more than one way to solve a problem.
  • This creates a safe space for students to make mistakes and share thoughts without the pressure to solve a problem quickly.

Session is full!

The desire to learn how to get students talking about their mathematical thinking was evident throughout the conference, including at Peg Smith’s session about purposeful questions and meaningful discourse. As I arrived, there was a line out the door—I couldn’t believe it! I was in awe—over 200 people eager to make math social. The conference volunteers were kind enough to keep the doors open so a group of us could listen and snap photos of the slides through the doorway.

Struggle can be a good thing

For many teachers and their students, it is liberating to realize teaching math and doing math are not solely about getting the right answers—they’re about the process as well. It’s time to move away from spoon-feeding our students. It’s not necessary to tell them everything before they solve a problem. When students are given enough time to struggle with difficult problems, it helps generate a growth mindset where they see effort as a path to mastery.

The benefits of arguing

The rock star of the conference, Dan Meyer (the line into his session twisted and turned into the hallway 30 minutes prior to his presentation), left us inspired to change math classrooms for the better. He said that simply putting math in a real world context doesn’t make it engaging—it must be relatable. If you can ask questions and argue about it, then it’s in your real world. So, let’s start a math fight! It’s healthy to have students argue about math by modeling respectful debate.

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Designing an ecosystem for academic excellence: 7 elements to consider https://www.renaissance.com/2016/04/14/designing-an-ecosystem-for-excellence-7-elements/ Thu, 14 Apr 2016 13:21:43 +0000 http://rliblog.wpengine.com/?p=1872 As a teacher, you want your students to achieve great things. Our responsibility as educators is to create an academic ecosystem—a community of “just-right” conditions—where students are able to thrive. If we could create the perfect ecosystem for learning, what would it look like? In working through the research of many current and foundational educational […]

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As a teacher, you want your students to achieve great things. Our responsibility as educators is to create an academic ecosystem—a community of “just-right” conditions—where students are able to thrive.

If we could create the perfect ecosystem for learning, what would it look like? In working through the research of many current and foundational educational experts and authors—including Brian Cambourne, Eric Jensen, Carol Dweck, and others—I’ve highlighted seven key elements that are instrumental in building an ideal environment for student success.

Conditions of learning

During his time as a classroom teacher, literacy and learning expert Brian Cambourne was puzzled. Several students in his class struggled academically, yet didn’t have issues with learning outside of the classroom. Through research he conducted by studying babies learning to speak, he determined that there were eight ideal conditions of learning. When these conditions were present, the young children developed language and literacy in ways that were enjoyable and meaningful:

  • Immersion: the need to be in an environment that is rich in spoken and written language
  • Demonstration: the opportunity to observe models of written and spoken language in daily life
  • Engagement: to understand the purpose of learning and see themselves as capable of success
  • Expectation: the need to be in an environment where there is the expectation of proficiency
  • Responsibility: the need to take ownership of their own learning
  • Use: the time and opportunity to use the skills being acquired
  • Approximation: the opportunity to explore concepts through trial and error, knowing that productive struggle and mistakes are essential for learning to occur
  • Response: the need for timely, constructive feedback from knowledgeable people

Focusing on engagement

Of all the conditions Cambourne found, engagement was the most critical. He created what he calls the Principles of Engagement. Learners must believe that they are capable, see purpose and value in what they’re learning, and be free from anxiety. Learners must also like, respect, trust, and want to emulate the teacher.

Author Eric Jensen takes engagement a step further in his book Engaging Students with Poverty in Mind. Jensen outlines seven factors that correlate with student engagement and are strongly tied to socioeconomic status: health and nutrition, vocabulary, effort and energy, mindset, cognitive capacity, stress level, and relationships. Focusing on these factors holistically can help educators gain a better understanding of what will engage and motivate all students.

Dedicating time for deliberate practice

Those who are successful at a particular subject are thought to have an intelligence and natural aptitude for it—at least, this is the impression Malcolm Gladwell was under when he started researching his book, Outliers. Hoping to understand why some people succeed while others fail to realize their potential, Gladwell spoke to many of the world’s most successful people. He found proficiency is directly related to mastery, and mastery is gained through deliberate practice. Roughly 10,000 hours of deliberate practice, to be exact.

Similarly, Geoff Colvin’s Talent is Overrated insists that natural talent is a myth and deliberate practice is the catalyst for great performance. Deliberate practice is designed to improve performance through highly-demanding repetition and continuous feedback. There are many ways deliberate practice can be modeled in the classroom—one of those ways is to challenge students to stretch beyond their comfort zone into what Colvin describes as the “learning zone.”

Modeling a growth mindset

When students possess a growth mindset, they believe they can achieve anything through hard work and perseverance. This is the opposite of a fixed mindset, in which students believe they’re either good at something or they aren’t.

In her book Mindset, author and researcher Carol Dweck outlines an experiment she and her assistants performed with two groups of elementary school students. The students were asked to solve a series of puzzles. With one group, Dweck’s assistants praised the students’ intelligence (“You must be very smart!”), and in the other, they praised the students’ effort (“You must have worked really hard on that.”). Through the life cycle of the experiment, the students who were praised for effort (growth mindset) performed 30% better, while the ones praised for intelligence (fixed mindset) performed 20% worse. By shifting to the process of learning over the product, these students had a positive attitude about their own learning capacity, which increased their engagement.

Targeting the learning zone

Deliberate practice and growth mindset can be combined to push students past their limit—to stretch into what Geoff Colvin describes as the “learning zone.” This zone is a place where a student is continuously improving skill sets, and is located in the middle of the comfort zone—where one feels safe or at ease—and the panic zone, where making a mistake might cause a student to shy away from new challenges.

Master coaching

Teachers are master coaches—they observe how a student works through a particular task, and then design practice for specific areas of need. They also take what they’ve learned about the student to design expert feedback and teach metacognition strategies. Just as doctors practice medicine, teachers need to see themselves as people who practice teaching. Colvin says it best:

“Decades or centuries of study have produced a body of knowledge about how performance is developed and improved, and full-time teachers generally possess that knowledge…it’s almost always a necessity for a teacher to design the activity best-suited to improve an individual’s performance. Anyone who thinks they’ve outgrown the benefits of a teacher’s help should at least question that view.” (Colvin, 2010.)

Collaborating with data

Data is an important piece of an academic ecosystem—it’s essential for understanding student achievement. Educators don’t look at that data in a vacuum—they get together and collaborate to understand the data and decide on courses of action for students.
Utilizing data isn’t just an indicator of student success—it’s a way to understand if teaching practices are successful.

Those are the seven elements, but there’s another critical part of this ecosystem to consider—ignition.

As educators, you play a critical role in showing students what the future version of themselves looks like. If you tap into a student’s ignition, you’ll be able to fuel your academic ecosystem for life.

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Where is our reform focus? https://www.renaissance.com/2016/03/31/wheres-our-reform-focus/ https://www.renaissance.com/2016/03/31/wheres-our-reform-focus/#comments Thu, 31 Mar 2016 13:02:53 +0000 http://rliblog.wpengine.com/?p=1853 A subtle transition has occurred around our profession’s discussions of reform, so subtle that many of us may not have consciously picked up on it. That transition is from conversations about “school effectiveness” to ones of “educator effectiveness.” In the 1990s and until just recently, discussions centered around “school reform models” with intense focus on […]

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A subtle transition has occurred around our profession’s discussions of reform, so subtle that many of us may not have consciously picked up on it. That transition is from conversations about “school effectiveness” to ones of “educator effectiveness.”

In the 1990s and until just recently, discussions centered around “school reform models” with intense focus on the “90/90/90” schools.  While we still submit our “comprehensive school reform” grants, we now hear many more conversations about “effective educators.” Here’s why.

Analysis shows that the impact produced at the school level is, while significant, rather small when considering the impact of teachers. According to Dylan Wiliam, Emeritus Professor of Educational Assessment at University College London, “only 8% of the variability in student achievement is attributable to the school” (2011). At the same time, “in the United States, the classroom effect appears to be at least four times the size of the school effect” (PISA, 2007 in Wiliam, 2011).

Following these findings, if the impact on the variability in students’ achievement is 8% according to which school they attend, then the impact of the educator must be, at a bare minimum, 32%. Collectively then, schools and their teachers account for no less than 40% of the variability in student achievement. These estimates mirror the findings of John Hattie (see visible-learning.org).

Because the impact of the teacher is among the largest and most controllable variables, many states now focus attention on ensuring effective educators. We delude ourselves, however, if we think that educator effectiveness reforms can be about flushing a bunch of people out of the system because in our country there aren’t lines of other people standing by to take their jobs (Wiliam, 2015). And very few people are in the profession who truly do not belong, though some may require more assistance than others.

Wiliam suggests that administrators will most often want to adopt a “love the one you’re with” philosophy, focusing intense attention on helping our teachers be the best they possibly can be. If you are looking for ideas on how to best do this, peruse the “Hattie Rankings” found at visible-learning.org for those programs and models with the highest documented effect sizes. Among the most impactful are the trainings on meta-cognitive strategies, formative assessment, feedback, and Response to Intervention.

The best educators are lifelong learners which is critical because, as Wiliam notes, “This job you’re doing is so complex it takes more than a lifetime to master” which means that “each one of us should accept the commitment to continue on in improving our practice until we retire or die.”

Now, there’s a mindset of continuous improvement!

References
Wiliam, D. (2011). Embedded formative assessment. Bloomington, IN: Solution Tree.

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The difference practice makes https://www.renaissance.com/2016/03/17/the-difference-practice-makes/ Thu, 17 Mar 2016 13:16:51 +0000 http://rliblog.wpengine.com/?p=1813 A few years ago, one of my colleagues suggested we take advantage of the gym in the basement of our office building and bring in a trainer. While I’d always been active, I found group training intimidating. Somehow I always seemed to be going left when everyone was going right, or doing a curl when […]

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A few years ago, one of my colleagues suggested we take advantage of the gym in the basement of our office building and bring in a trainer. While I’d always been active, I found group training intimidating. Somehow I always seemed to be going left when everyone was going right, or doing a curl when I was supposed to be doing a press. And the idea of working out with coworkers was daunting—especially when we had some serious athletes in the group!

Eventually, I determined this activity would give me the accountability I needed—and so, with trepidation, I agreed to participate.

My anxiety was quickly eased. The trainer was patient and knowledgeable. She took time to understand each of our gym experiences and our fitness goals. She understood we were all coming in at different fitness levels and made accommodations for each of us. Some of us began with 10 pound weights, others with 20 pound weights. Some were better at cardio, while others needed more encouragement. We were ALL challenged, but not frustrated. Exhausted and sweaty, yes. Frustrated, no.

Much to my surprise, I came to enjoy the two classes each week. I learned it wasn’t a competition with my colleagues; it was a competition with me. It was about practice.

  • I saw incremental growth.
  • I celebrated the small victories.
  • I basked in the camaraderie and conversations that took place in the gym.
  • I connected with my coworkers in a way that wouldn’t have happened without this shared experience.

Before you leave thinking you stumbled upon an amateur fitness blog, let me explain why I’m telling you about my gym experience. The same emotions I felt upon starting the group gym classes are the same things students often experience in the classroom. Anxiety and anticipation. Fear and friendship. Challenge and encouragement. Progress and growth.

Learning is not a competition. Learning is a mindset requiring deep and deliberate practice with feedback and coaching.  Fortunately, Renaissance Learning’s solutions are designed to work in the same way as my gym experience. It all starts with a short assessment to determine a starting point. From there, students receive personalized goals based on their individual levels. The teacher serves as a trainer—facilitating practice, providing feedback, making adjustments, offering encouragement, holding students accountable (and better yet, teaching students to hold themselves accountable!) and recognizing growth and improvement.

In the same way I found camaraderie in the gym, kids can find it in the classroom discussing a great book or coming together to solve a challenging math problem. In the same way I could see progress when using a heavier weight, students can see progress when they read their first chapter book or solve their first long division problem. Working toward a goal and seeing visible progress is immensely motivating and rewarding.

To best meet the needs of all students, we need to acknowledge the many different starting places of those in our classrooms.  Students come to school with different experiences and levels of motivation. Yet, when they are provided time for deep practice, when they have realistic and attainable goals, when they’re challenged without being frustrated, when they’re held accountable, and when they are provided meaningful feedback, each child will grow. They’ll grow at different rates, but they will grow. And that’s worth celebrating!

Now, if you’ll excuse me, I need to get to the gym—the place where deep practice, realistic goals, challenges, and accountability have led to my own incremental growth and improvement.

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Four strategies for teaching talkativeness https://www.renaissance.com/2016/03/03/four-strategies-for-teaching-talkativeness/ Thu, 03 Mar 2016 14:35:32 +0000 http://rliblog.wpengine.com/?p=1784 In an earlier post on the interdependent relationship between talkativeness and cognitive development, I shared Vygotsky’s theory on vocabulary acquisition as the defining moment in cognitive development, as well as the classic 1965 Hart & Risley study that validated the connection between thought and language. This follow-up post takes the discussion to the application of […]

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In an earlier post on the interdependent relationship between talkativeness and cognitive development, I shared Vygotsky’s theory on vocabulary acquisition as the defining moment in cognitive development, as well as the classic 1965 Hart & Risley study that validated the connection between thought and language. This follow-up post takes the discussion to the application of theory and research and explores teachers’ roles in providing for meaningful talkativeness in their classrooms.

Teachers are Instrumental in Developing Talkativeness

Understanding the teacher’s role in engineering a classroom rich with talkativeness begins with understanding some teachers’ tacit beliefs about students’ levels of talkativeness. In a 2011 study, researchers found that teachers were more likely to use high-powered, social strategies with talkative students and peer-focused, indirect strategies with students who displayed shy or quiet tendencies in the classroom (Coplan, et. al., 2011). Further, qualitative analysis of survey data indicate that teachers were more likely to believe that shy or quiet students were less intelligent and might struggle academically, whereas talkative students were more intelligent and more likely to achieve. While it is ill-advised to draw definitive inferences from a single data set, especially one that goes against conventional wisdom that still (or quiet) waters run deep, this study opens the door for a review of disconfirming evidence—instructional strategies and classroom practices are designed to promote talkativeness among all learners. Here are four strategies for teaching talkativeness:

A Simple Rule

Dylan Wiliam (2012; BBC 2016) spent a school year working with Year 8 students in the UK, which would be the US equivalent of the seventh grade. Throughout the two-episode, two-hour documentary, viewers easily note the differences between exuberant and shy students. The talkers were in charge—when a question was asked, talkers’ hands waved enthusiastically. Although Wiliam employed multiple strategies to increase learning across this campus, he began with a simple rule—hands up only to ask a question. He followed with a classroom practice that would share talkativeness among all learners—students’ names were written on flat craft sticks. Teachers would draw a stick with a student’s name and that student would respond. The practice was instantly abhorred by the eager talkers and their quieter peers. Talkers didn’t like not talking as much as the quieter students were disenchanted with the randomized “opportunity” to share their thinking. The teachers, with guidance from Wiliam, their colleagues, and even their students, persisted. The classroom discourse became ablaze with content area vocabulary, evidence to support positions, and a host of facts and figures.

Imitation is the Sincerest Form of Flattery

If teachers expect talkativeness, they must teach it—perhaps in the same way we learn to speak. Toddlers learn language, in part, by imitating others. They hear a word and give it a try. Those nearby often repeat the word to the child, providing context and expanding the conversation. Teachers mimic this when students in their classrooms are surrounded by words, phrases, written ideals, formulas, proofs, and speeches. Teachers developing talkativeness take that visible language and put it to use by putting words in their mouths (Pete and Fogarty, 2005). For example, a teacher may post:

“The Constitution only gives people the right to happiness. You have to catch it yourself.”
Benjamin Franklin

Students are challenged to unpack the meaning of the quote; then to imitate Franklin’s oracy in a modern context. For example, a student may restate through imitation to say:

Public school only gives people the right to seek an education. You must earn what you learn.

Students must imitate the formality of the language, the tone of the quote, and the speaker’s craft. In the Franklin example, Benjamin compared existence (of a right) to acting (on that right). The student mimicked Franklin by comparing the access (to school) to willingness (to work for an education). Use caution that you vet quotes you find online to ensure that the attribution is accurate.

Take a Minute

Wondering about “oracy?” Let’s take a minute to think it through.Oracy is the ability to express ideas fluently and grammatically.  Researchers from the University of Cambridge state that oracy might be more important for people when they leave school than other, more concrete skills (Mercer, 2014). This strategy—The Think Minute—may lead to deeper understandings of concepts simply by granting students dedicated time to think about one idea. As teachers and students work through a lesson, the teacher pauses, sets a timer for 60 seconds and instructs students to take a “think minute.” After 60 seconds, students share their thoughts first with a partner; then within a group of four. A think minute generates massive amounts of talking about a concept—which, as Vygotsky would say, leads to the development of that concept.

Take Five

The think minute is best placed within instruction. At the end of instruction, teachers often use the Five Minutes of Metacognition strategy.  This is a highly-structured process and teachers are instrumental in keeping students on track. At the end of instruction, students work in A/B partnerships. To begin, A is given one minute to describe what he or she now understands about the content. B listens without interruption. Then B is given one minute to share thinking or correct misconceptions brought forward by A. (Likewise, A must listen without interruption). Two minutes and counting. Next, A is given 45 seconds; then B responds for 45 seconds. Three minutes, 30 seconds and counting. Now A spends 30 seconds in response to B. In turn, B responds for 30 seconds. Four minutes, 30 seconds and counting. Finally, A summarizes his or her thinking in 15 seconds. B follows with his or her own 15-second summary. Five minutes spent between two learners hashing and rehashing what they understand. Metacognition becomes not only visible; it becomes audible.

Let’s Keep Talking

In two blog posts about talkativeness, we’ve explored research about talkativeness and achievement. Additionally, we’ve reviewed proven classroom practices. We also invite you to comment below and share your strategies for productive talkativeness.

References

British Broadcasting Network (2016). The Classroom Experiment. Retrieved 02/18/16 from http://www.bbc.co.uk/programmes/b00txzwp.

Coplan, R. Hughes, K., Bosacki, S. & Rose-Kranson, L. (2014). Is silence golden? Elementary school teachers’ strategies and beliefs regarding hypothetical shy/quest and exuberant/talkative children. Journal of Educational Psychology, October 2011, 104(40); 939-951.

Hart, B. & Risley, R. (1995). Meaningful Differences in the Everyday Experience of Young American Children. Paul H. Brookes Publishing Company. Baltimore, MD.

Mercer, N. (2014) Why teach oracy? University of Cambridge. Retrieved 02/18/16 from http://www.cam.ac.uk/research/discussion/why-teach-oracy.

Pete, B. & Fogarty, R. (2005). Close the achievement gap. Fogarty and Associates, Ltd. Chicago, IL.

Wiliam, D. (2012). The classroom experiment: Episode 1. Retrieved 02/18/16 from https://www.youtube.com/watch?v=J25d9aC1GZA

Wiliam, D. (2012). The classroom experiment: Episode 2. Retrieved 02/18/16 from https://www.youtube.com/watch?v=1iD6Zadhg4M.

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Talkativeness and cognitive development https://www.renaissance.com/2016/02/04/talkativeness-and-cognitive-development/ https://www.renaissance.com/2016/02/04/talkativeness-and-cognitive-development/#comments Thu, 04 Feb 2016 14:17:40 +0000 http://rliblog.wpengine.com/?p=1689 “Please see if I am grokking this properly.” (Angel, 2016) Admit it, before reading further, you thought about jumping to Google, dictionary.com, or even Wikipedia to see what “grokking” is, and more importantly, to learn what is required to grok properly. Your moment of cognitive uncertainty is at the heart of Vygotsky’s work on vocabulary […]

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“Please see if I am grokking this properly.” (Angel, 2016)

Admit it, before reading further, you thought about jumping to Google, dictionary.com, or even Wikipedia to see what “grokking” is, and more importantly, to learn what is required to grok properly. Your moment of cognitive uncertainty is at the heart of Vygotsky’s work on vocabulary acquisition and cognitive development. Although we most often associate Vygotsky with the zone of proximal development, his theories on language establish his continuing place in human development research. Vygotsky considered language the “social means of thought” (1986, p. 94) and posited that intellectual growth reflects the depth of language mastery.

The interdependent relationship Vygotsky described between cognitive development and vocabulary was brought to light in the classic 1965 Hart & Risley study which found that language acquisition between seven months through age three is an accurate predictor of academic achievement in the intermediate grades. The study looked at the relationship between amounts of talking across three broadly defined socioeconomic groups—poverty, working class, and professionals.

Talkativeness explains variance in achievement levels

Some have overgeneralized the findings to state that poverty causes lower achievement levels; however, the findings are clear: talkativeness explains the variances in achievement levels among young children. As Risley (2013) stated, “When we begin to look at outcome in terms of child vocabulary size, it wasn’t SES [socioeconomic economic status]; it was talkativeness. So we could sort it out. In other words, the relationship between amount of talking and child vocabulary size and child IQ test scores was large, and there wasn’t anything left over once you took that out—once you took out the amount of talking—there was no SES or race left [to explain differences in child IQ scores].”

That particular finding bears repeating. Without consideration of the talkativeness variable, there is not enough power in either the SES or race variables to explain achievement differences among children. The power is in words. Vygotsky considered words as critical for intellectual growth—explaining that the central moment in conceptual development is the use of words as functional tools (1978). More than three decades after Vygotsky’s death, and at a time when his writings were largely inaccessible outside the Moscow library, Hart & Risley quantified his theories. By the age of four, the correlation between talkativeness and children’s intellectual outcome is “as strong as the measures will allow” (Risley, 2013).

Vocabulary exposure impacts language acquisition

Establishing that talkativeness in the pre-school years fosters achievement and that words build concepts during the at-school-and-beyond years, the focus shifts to ways educators build each student’s toolkit throughout their everyday experiences at school. How do we fill their days with words?

What Kids are Reading illustrates data from 9.8 million students who read over 334 million books and nonfiction articles during the 2014-2015 school year. The report shares insights on key aspects of student reading practice—including the number of words they are reading. This is important because the amount of vocabulary exposure during reading has been documented to impact language acquisition (Anderson & Nagy, 1993). The researchers estimate that children learn 2,000–3,000 new words per year at school, yet direct instruction accounts for about 300 of those words. Engagement in independent as well as strategically-guided reading impacts vocabulary development. This is not to say that explicit instruction should be abandoned. Quite the contrary— explicit instruction is so critical that it should be supported by day-to-day conversations about words being learned and wide reading to develop supporting vocabulary and concepts.

As Vygotsky describes, learning words in isolation may lead to the development of pseudo-concepts. Explicit instruction, without context, supplies the ready-made meaning of words. For example, a whale looks like a fish and lives in the ocean; therefore, a whale is a fish. This is a pseudo, or “shadow” concept. Explicit instruction, coupled with a range of experiences about whales, including wide reading and conversation, guides children to develop not only a rich concept of a whale, but deeper meanings of mammals, marine life, and ecosystems.

Narrative text matched to reading level increases vocabulary

What Kids are Reading data explain that first graders encounter about 26,000 words in texts they read. Anderson and Nagy (1993) write that the probability a student will learn a previously unfamiliar word are one in twenty of the total words read, if the student is reading narrative text matched to reading level. This means that first graders described in What Kids are Reading likely increased their functional toolkits by 1,300 words via independent reading. Certainly some of those books include rich vocabulary about whales. By grade 6, students read about 440,000 words. Do the math.

Speaking of math, Anderson and Nagy (1993) report that about 18% of words encountered in instructional text are unique and unfamiliar. Through reading instructional texts—independently and with scaffolding—students will acquire about one of twenty of those words. To put that to work, this blog post is 889 words and readability statistics put it at grade 12.1. Assuming this is within your reading range, there is the potential that you gained eight previously unfamiliar words while reading. If you read with interest, empathy, and a desire to establish rapport so that you could communicate effectively, you most likely grokked all that was shared.

References

Anderson, R., & Nagy, W. (1993). The Vocabulary Conundrum. Center for the Study of Reading, University of Illinois, Urbana-Champaign, IL. Retrieve 01/24/16 from https://www.ideals.illinois.edu/bitstream/handle/2142/18019/ctrstreadtechrepv01993i00570_opt.pdf.

Angel, M. (personal communication, 01/14/2016).

Hart, B. & Risley, R. (1995). Meaningful Differences in the Everyday Experience of Young American Children. Paul H. Brookes Publishing Company. Baltimore, MD.

Renaissance Learning (2016). What Kids are Reading. Retrieved 01/24/2016 from https://www.learnalytics.com/insights/wkar2016.

Risley, T. (2013). Meaningful Differences in the Everyday Experiences of Young American Children [Video file]. Retrieved 01/24/2016 from http://www.childrenofthecode.org/Tour/c3b/differences.htm.

Vygotsky, L. (1986). Thought and Language. The MIT Press, Cambridge, MA.

Vygotsky, L. (1978) Mind in Society: The Development of Higher Psychological Processes. Harvard University Press, Cambridge, MA.

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Welcome to a new era in testing https://www.renaissance.com/2016/01/21/welcome-to-a-new-era-in-testing/ Thu, 21 Jan 2016 14:07:24 +0000 http://rliblog.wpengine.com/?p=1677 When I go into schools and talk to teachers, there’s a lot of rich dialogue going on around testing. I’ve only recently come to the Marysville district, but I’ve been in the business for over 15 years and have seen public education become increasingly data-oriented. The sheer advancements in technology and the ability to collect […]

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When I go into schools and talk to teachers, there’s a lot of rich dialogue going on around testing. I’ve only recently come to the Marysville district, but I’ve been in the business for over 15 years and have seen public education become increasingly data-oriented. The sheer advancements in technology and the ability to collect and access data — wirelessly, through the cloud and through devices — have enabled us to measure growth more reliably.

Last year in Marysville was a big one for collecting this data. We had our curriculum audited using accounting and auditing frameworks to understand where we were falling short of standards of good practice. It helped us realize that we needed to tighten our curriculum and instruction, and to implement some kind of measurement system to evaluate programs. We needed some way of knowing where students are and how they’re progressing toward proficiency, however we choose to define it.

As a way to address this need, 2014 was Marysville’s first operational administration of the summative exam from the Smarter Balanced Assessment Consortium, and the fear and uncertainty around student performance became real for the first time. However, at the same time, we also implemented Renaissance Star Reading and Renaissance Star Math. Star’s data presents a very different way of thinking about assessment than sitting down and writing answers. It’s a far more evolved way of assessing students that gives us more detailed levels of data, and seeing that the Star scores are so correlated to the Smarter Balanced scores is evidence of Star’s validity and the reliability of both assessments.

I’m a fan of these assessments that have a purpose. In Marysville, we already have a history of interim reading assessment in schools — with DIBELS and Fountas and Pinnell — and they all do something different. Teachers today need something they can work with that not only guides instruction on a granular level but also leverages a common set of data to show where students are at any given moment and when to intervene.

Recently, a study using correlation data between Star and the Smarter Balanced exam was released, which validated Star as an indicator of Smarter Balanced test readiness. Seeing that Star’s scores are so well correlated to the Smarter Balanced scores is evidence of Star’s validity and the reliability of both assessments. It’s not random noise from kids blindly clicking through as if they were unmotivated and the test had nothing to do with their own achievement. It’s been a huge step forward for Star in our district, just to be able to let people know that this assessment system gives us some valuable signal into future exam achievement for students.

Often, teachers are aware of the growth of their students, but it can get washed away with “percent met standard”. During my time in education, teachers and principals have lamented the percent leading standard metric, as it blinds us to the growth that kids actually make across the scale. But we’re in a new period of history in testing, where we can see, measure and quantify growth — and that isn’t going to go away. I think we’ve been evolving to arrive at a sweet spot with just enough testing — and that would include interim testing in September, the middle of the year and at the end. To show kids’ growth across the year, giving us a steady diet of how they’re progressing overall and what interventions are needed, is powerful.

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Vygotsky and Gita explore the ZPD’s social side https://www.renaissance.com/2015/12/17/vygotsky-and-gita-explore-the-zpds-social-side/ Thu, 17 Dec 2015 15:39:01 +0000 http://rliblog.wpengine.com/?p=1628 I want to tell you about a person who has been described in many ways: an “outstanding scientist,” an “eminent scholar,” and even a “genius.” I want to tell you about Lev Semenovich Vygotsky. –Gita Vygodskaya And so begins Gita Vygotsky’s reflection of her father, sixty-years after his death. In Gita’s writing, we gain insight […]

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I want to tell you about a person who has been described in many ways: an “outstanding scientist,” an “eminent scholar,” and even a “genius.” I want to tell you about Lev Semenovich Vygotsky. –Gita Vygodskaya

And so begins Gita Vygotsky’s reflection of her father, sixty-years after his death. In Gita’s writing, we gain insight into Vygotsky’s ideals of learning as she shares one of her most vividly remembered lessons from her father. In this blog, we look at four dimensions of the Zone of Proximal Development (ZPD) using Vygotsky’s own descriptions and a practical application example he shared with nine-year old Gita.

Describing the Zone of Proximal Development

Most educators have a basic understanding of the ZPD. Vygotsky called it the “zo-ped—the place at which a child’s empirically rich but disorganized spontaneous concepts ‘meet’ the systematicity and logic of adult reasoning” (Vygotsky, 1986). Later, and more succinctly, he put it, “With assistance, every child can do more than he can by himself (1986).” It is this concept—with assistance, every child can do more—that is the central theme of Gita’s most difficult, but most cherished, lifelong lesson.

Living the Zone of Proximal Development

Late in May, nine-year-old Gita raced home from school with good news to share. There had been an important exam given that day, and Gita—to put it in Americanized lingo—had aced it. She found great pride in her success and in her strategy to secure that success: During the exam, she had turned the page of her notebook so the girl sitting next to her could not copy her answers. A pure competitive edge. Expecting praise for her strategy, Gita was surprised at the expression on her father’s face, writing, “He looked very disappointed” (1995).

After a brief silence, Vygotsky gently explained that Gita should try to help those who need it, because life is rewarding only for those who help others. Gita asked him how to do that. In his answer, Vygotsky perfectly explained how teachers and learners work together within the zone of proximal development. First, he explained that Gita must go to her classmate and ask what it was she didn’t understand. Next, Gita should patiently explain it to her. If, however, Gita struggled to explain it so that her classmate understood perfectly, Vygotsky himself would be glad to help. Finally, Vygotsky explained what was most important as she worked with her classmate. Gita should do all of this so her friend knows that she wants to help, and really means her well, so it would not be unpleasant for her to accept Gita’s help.

So there it is—perhaps Vygotsky’s earliest work with the zone of proximate development. It seems fitting that a theoretical perspective based in social interaction among learners, adults, and more knowledgeable peers was brought to light in the gentle teachings between a father and his daughter. In later scholarly writings, Vygotsky (1986) defined ZPD as the distance between two points of development: actual developmental level as determined by independent problem solving, and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers. In this example, the classmate’s ZPD was the cognitive distance between the problems she could solve independently and those which she could only solve with help.

There was, however, another ZPD at work in Gita’s recollection, and we see it when Vygotsky explained the final and most important aspect of the expectations for Gita—expressing her concern to her peer and making it pleasant to accept help. Her ZPD clearly illuminated the sociocultural distance between what Gita knew to do in helping a peer and where she needed guidance to master a more mature method for serving as a “more knowledgeable peer.” As we learn more about non-cognitive influences in achievement, it helps to expand our understanding of the cognitive distance within a student’s ZPD to focus equally on the growth in the non-cognitive, or sociocultural, dimensions of learning required for achievement.

Vygotsky emphasizes that learning within the ZPD is both an independent and social enterprise; however, the greater emphasis is on sociocultural interaction. In particular, he stresses students working together without making one another uncomfortable. He goes as far as to say that learning requires social interaction with adults and collaboration with peers  (Vygotsky, 1978, p. 90).

To clarify the intersection between range of difficulty and social interaction, Vygotsky stressed action along at least four dimensions when working with ZPD

  • Identify ability to engage in independent problem solving
  • Access peers as instructional resources
  • Receive guidance from adults
  • Focus on growth

Implementing the Zone of Proximal Development

Clearly Vygotsky described a range of difficulty, which is appropriately used to identify range of difficulty in reading, math, or any discipline of learning; however, there is more to the ZPD. As educators gain deeper understandings of classroom applications of learning progressions, such as the reading and math learning progressions in Renaissance Star Assessments, we see that Vygotsky was describing a progression of learning—one that is mediated by social interaction.

Star assessments place each student within the learning progression at the point he or she is ready to learn. Teachers gain insight regarding what students can do independently and what they can do with assistance. This could be considered at the heart of each student’s ZPD and certainly echoes Vygotsky’s description of instruction within the ZPD: “… that which marches ahead of development and leads it: aimed not so much at the ripe as the ripening functions” (Vygotsky, 1986, p. 188).

Multiple resources accessible within the Star learning progressions provide avenues to expand—or ripen—the reach of the ZPD through independent problem solving and engaging with others in complex tasks. Wiliam (2011) echoes Vygotsky when he writes that activating students as instructional resources for one another expands the reach of conceptual development.  Further, it is reported that effective engagement in peer tutoring has an impact almost as strong as one-on-one instruction with a teacher (Schacter, 2000).

Ripening Our Zone of Proximal Development

With deepest admiration for Gita and her father, we continue to ripen our instructional skills and expand the reach of our professional zone of proximal development. We identify what we can do independently, access our professional peers as resources, seek help from experts in the field, and focus on our growth. Our professional lives gain meaning as we support one another. Through these blog posts, online discussions, and digital professional learning communities, we engage in the type of social interaction that marches ahead of development. Always keeping in mind Gita’s words:

“The most important thing,” he added, “you must do all this so your friend be sure you really want to help her, and really mean her well, and so it would not be unpleasant for her to accept your help.”

References

Schacter, J. (2000). Does individual tutoring produce optimal learning? American Educational Research Journal, 37(3), 801–829.

Vygodskaya, G. (1995). Remembering father. Educational Psychologist, 30(1), 57–59.

Vygodskaya, G. (1995). His life. Retrieved from http://webpages.charter.net/schmolze1/vygotsky/gita.html

Vogotsky. L. (1978). Mind in society. Cambridge, MA: Harvard University Press.

Vogotsky. L. (1986). Thought and language. Cambridge, MA: MIT Press.

Wiliam, D. (2011). Embedded formative assessment. Bloomington, IN: Solution Tree Press.

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New partnership with LTS Education https://www.renaissance.com/2015/11/30/new-partnership-with-lts-education/ Mon, 30 Nov 2015 20:01:13 +0000 https://renlearnstg.wpengine.com/?p=3896 November 30, 2015 – A new partnership with LTS Education Systems integrates Star Reading and Star Math data into Stride’s online program. Renaissance Learning’s integration with Stride will save teachers’ time and help ensure students’ learning experiences in Stride lead to greater success. [button title=”Read more about the partnership” link=”http://www.prweb.com/releases/2015/11/prweb13098064.htm” align=”left” color=”#34ACE8″ font_color=”#ffffff” size=”2″]

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November 30, 2015 – A new partnership with LTS Education Systems integrates Star Reading and Star Math data into Stride’s online program. Renaissance Learning’s integration with Stride will save teachers’ time and help ensure students’ learning experiences in Stride lead to greater success.

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Accelerated Reader 360 named a District Administration magazine’s Readers’ Choice Top 100 Product for 2015 https://www.renaissance.com/2015/11/25/accelerated-reader-360-named-a-district-administration-magazines-readers-choice-top-100-product-for-2015/ Wed, 25 Nov 2015 20:00:59 +0000 https://renlearnstg.wpengine.com/?p=3926 November 25, 2015 – Accelerated Reader 360 has been named a District Administration magazine’s Readers’ Choice Top 100 Product for 2015. The annual awards program informs superintendents and other district leaders about products their colleagues are using nationwide. Winners reflect the majority of more than 2,100 nominations from the magazine’s readers over the past year. […]

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November 25, 2015 – Accelerated Reader 360 has been named a District Administration magazine’s Readers’ Choice Top 100 Product for 2015. The annual awards program informs superintendents and other district leaders about products their colleagues are using nationwide. Winners reflect the majority of more than 2,100 nominations from the magazine’s readers over the past year.

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Renaissance Learning’s STAR Interim Assessments Validated in Predicting Proficiency on Summative Exams https://www.renaissance.com/2015/11/10/renaissance-learnings-star-interim-assessments-validated-predicting-proficiency-summative-exams/ Tue, 10 Nov 2015 20:35:19 +0000 https://renlearnstg.wpengine.com/?p=3914 New reports demonstrate the success of STAR Reading and STAR Math assessments in forecasting summative exam preparedness for Smarter Balanced Assessment WISCONSIN RAPIDS, Wis., (November 10, 2015) – Renaissance Learning, a K12 assessment and learning analytics company with a presence in more than a third of U.S. schools, today announced the validation of its Renaissance […]

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New reports demonstrate the success of STAR Reading and STAR Math assessments in forecasting summative exam preparedness for Smarter Balanced Assessment

WISCONSIN RAPIDS, Wis., (November 10, 2015) – Renaissance Learning, a K12 assessment and learning analytics company with a presence in more than a third of U.S. schools, today announced the validation of its Renaissance STAR Reading and Renaissance STAR Math programs as solid indicators of the Smarter Balanced Assessment Consortium (SBAC) summative exam.

The study was conducted over the 2014–2015 school year with over 50,000 students from four states (CA, OR, WA and CT), with results demonstrating Renaissance Learning platform’s ability to directly predict student performance on the summative Smarter Balanced Assessment (SBA). In comparing Renaissance STAR Reading and Renaissance STAR Math to the SBA, connections in data indicate a strong relationship between the two tests. Concurrent correlations by grade ranged between 0.81 and 0.86, well above the 0.7 threshold industry standard indicating a strong relationship between the two tests.

The Renaissance STAR programs are built on a growth-oriented learning progression model — a sequencing of skills a student must master from kindergarten to high school graduation — that is also statistically linked to nearly every state test in America. This sequencing helps educators plot students along a research-validated learning growth path so students can make progress to the height of their potential. Nearly 20 million students and teachers use Renaissance cloud-based offerings in schools across the world.

Additional analyses evaluated the extent to which STAR predicted SBA outcomes and revealed high levels of predictive accuracy.

“Interim assessments, like Renaissance STAR, are essential tools for educators to support their real-time teaching goals and to help students reach their growth potential,” said Jack Lynch, CEO of Renaissance Learning. “Today it is critical that classroom assessments reduce the student testing burden overall and give back instructional hours to teachers. Our findings prove that Renaissance STAR assessments do deliver on the promise to estimate student success on end-of-year exams and help educators demonstrate student growth, even as new standards and summative exams are implemented.”

The SBA was developed with a $176 million grant from the U.S. Department of Education, aimed at transforming testing with newly innovative ways to evaluate deeper levels of understanding.

In total, Renaissance Learning has assembled 18 comprehensive technical reports, illustrating the results of their SBA correlation study for each state in further detail. The new data will be available to users in SBA states in early December.


About Renaissance

Renaissance, the leader of K-12 cloud-based assessment and learning analytics, has a presence in more than one-third of U.S. schools and 60 countries around the world. By delivering deep insight into what students know, what they like and how they learn, Renaissance enables educators to deliver highly personalized and timely instruction while driving student growth in reading, writing and math. To learn more, visit: www.renaissance.com.

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What Kids Are Reading 2016 Reveals New Insights on Student Reading, Strategies for Growth https://www.renaissance.com/2015/11/10/kids-reading-2016-reveals-new-insights-student-reading-strategies-growth/ Tue, 10 Nov 2015 20:25:18 +0000 https://renlearnstg.wpengine.com/?p=3910 Annual Report from Renaissance Learning Examines Reading Pathways to College and Career Readiness, Ranks Most Popular Books Read in Each Grade WISCONSIN RAPIDS, Wis. (November 10, 2015) – Renaissance Learning today revealed its annual What Kids Are Reading report, the most comprehensive look at the nation’s K–12 reading diet. On the heels of sobering national […]

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Annual Report from Renaissance Learning Examines Reading Pathways to College and Career Readiness, Ranks Most Popular Books Read in Each Grade

WISCONSIN RAPIDS, Wis. (November 10, 2015)Renaissance Learning today revealed its annual What Kids Are Reading report, the most comprehensive look at the nation’s K–12 reading diet. On the heels of sobering national reading scores recently released by the National Assessment of Educational Progress, the 2016 What Kids Are Reading report, which examines reading practices of 9.8 million students nationwide, offers valuable insight into how student reading maps to college and career readiness and suggests strategies for growth. The study also includes reflections from renowned authors and ranks the top 25 fiction books and top 25 nonfiction articles read at every grade level.

“With changing standards and more rigorous expectations, we need to equip our students with both the passion and skills to read well and become well-read,” said Eric Stickney, Renaissance Learning’s director of educational research. “The findings underscore just how valuable reading is in preparing students to succeed in all stages of their academic and professional careers. What’s more, by examining and implementing effective reading practices, we can move toward closing achievement gaps in education.”

Key findings include:

How Student Reading Compares to the Level Required in College and Career

  • Readership of books within new college and career difficulty bands is inconsistent throughout students’ schooling. The addition of concerted efforts to read nonfiction—such as with informative articles—is a viable option for keeping student reading at recommended levels.
  • Likewise, students in grades 1–12 are selecting books to read at levels far lower than the reading they’ll be responsible for as an adult and in workplace settings. Informational articles can begin to bridge this gap.
  • Very few high schoolers are choosing to read books at levels that reflect their grade level.
  • Books with science, technology, engineering and math (STEM) topics are lacking from students’ reading diets.
  • The impact of new standards on expectations for nonfiction reading can be seen nationwide; however, nonfiction reading is still far below where it needs to be, with girls, in particular, trailing their male counterparts.

How Struggling Students Can Regain Their Footing

  • The data show that the return on investing a few extra minutes per day in reading can effect startling change over the long term.
  • Struggling readers who start out the school year in the bottom quartile aren’t stuck there. With dedicated, high quality daily reading practice, they can make great strides in reading and achieve college- and career-readiness benchmarks.
  • The right combination of high-quality reading practice characteristics can make students more likely to meet college- and career-readiness benchmarks.
  • Goal setting can have a powerful impact on students’ reading success, boosting the amount of time and effort they put into their reading practice.

The report also features top books and nonfiction articles read by students in grades 1–12. While the two recent dystopian novels The Hunger Games and Divergent rank among the top ten books in grades seven to 12, classics like To Kill A Mockingbird and Of Mice and Men still make appearances on the list.

Popular authors also offer personal essays on the importance of reading and writing. Guest contributors include Jay Asher (Thirteen Reasons Why), Alyssa Satin Capucilli (Biscuit series), Judith Viorst (Alexander and the Terrible, Horrible, No Good, Very Bad Day) and Jeannette Walls (The Glass Castle).The Glass Castle).

To download the full report, visit www.learnalytics.com/wkar, and visit the full Learnalytics site for the latest interactive content and insights from Renaissance Learning.


About the Study

The most comprehensive annual look into the nation’s K–12 reading diet, What Kids Are Reading is based on data from 9.8 million students in over 31,000 schools who read over 334 million books and nonfiction articles during the 2014–15 school year, using Renaissance Learning’s core reading practice tool, Accelerated Reader 360.

About Renaissance

Renaissance, the leader of K-12 cloud-based assessment and learning analytics, has a presence in more than one-third of U.S. schools and 60 countries around the world. By delivering deep insight into what students know, what they like and how they learn, Renaissance enables educators to deliver highly personalized and timely instruction while driving student growth in reading, writing and math. To learn more, visit: www.renaissance.com.

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What kids are reading: New insights on the path to college and careers https://www.renaissance.com/2015/11/10/what-kids-are-reading-new-insights-on-the-path-to-college-and-careers/ https://www.renaissance.com/2015/11/10/what-kids-are-reading-new-insights-on-the-path-to-college-and-careers/#comments Tue, 10 Nov 2015 14:00:02 +0000 http://rliblog.wpengine.com/?p=1533 It all comes down to the first sentence. That’s how I decide. If the writing pulls me in, I’ll buy or borrow the book. If not, it remains on the shelf, whether physical or virtual. No matter how riveting a book sounds in a synopsis, on a book jacket, or via word of mouth, if […]

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It all comes down to the first sentence. That’s how I decide. If the writing pulls me in, I’ll buy or borrow the book. If not, it remains on the shelf, whether physical or virtual. No matter how riveting a book sounds in a synopsis, on a book jacket, or via word of mouth, if the author’s first utterance doesn’t hook me, I move on.

And so, as a voracious—albeit picky—reader, I can understand how students need to find just the right book to open up the world of reading to them. Not to mention how important that just-right book is to a resistant reader, and even more so to that student who may make the effort but, for one of myriad possible reasons, is finding it a struggle to read.

The analyses in the new What Kids Are Reading: And the Path to College and Careers underscore just how critical reading practice is—how critical it is that students are motivated to practice this skill. Yes, practice the physical act of reading. Students need to exercise their reading muscles every day to become proficient readers. twitter icon

This practice allows them to move past decoding to understanding. With enough practice, they can open the pages of a book to absorb information, to research unknown subjects, to understand the world around them, to stretch their mind and imagination, or perhaps to just escape into another world for a while.

Simply put: Successful reading practice pays off for students, not only in their early schooling but also in their lives beyond. twitter icon

This year’s What Kids Are Reading report examines reading practice data on 9.8 million students in grades 1–12 in over 31,000 US schools in the 2014–2015 year. Here is a snapshot of the report’s findings about the state of student reading practice:

How Student Reading Compares to the Level Required in College and Careers

  • Readership of books within new college and career difficulty bands is inconsistent throughout students’ schooling. The addition of concerted efforts to read nonfiction—such as with informative articles—is a viable option for keeping student reading at recommended levels.
  • Likewise, students in grades 1–12 are selecting books to read at levels far lower than the reading they’ll be responsible for as adults and in workplace settings. Informational articles can begin to bridge this gap.
  • Very few high schoolers are choosing to read books at levels that reflect their grade level.
  • Books with STEM topics (science, technology, engineering, and math) are lacking from students’ reading diets.
  • Even as states opt out of the Common Core State Standards, the impact of new expectations for nonfiction reading can be seen nationwide; however, levels of nonfiction reading are still far below where they need to be, with girls, in particular, trailing their male counterparts.
  • The impact of new standards on expectations for nonfiction reading can be seen nationwide. However, nonfiction reading is still far below where it needs to be.

How Struggling Students Can Regain Their Footing

  • The data show that the return on investing a few extra minutes per day in reading can effect startling change over the long term.
  • As the graphic below illustrates, struggling readers who start out the school year in the bottom quartile aren’t stuck there. twitter icon  With dedicated, high quality daily reading practice, they can make great strides in reading and achieve college- and career-readiness benchmarks.
  • The right combination of high-quality reading practice characteristics can make students more likely to meet college- and career-readiness benchmarks.

Reading-Practice

The tools a student gains from a book are gifts that keep giving. The returns on their investment in reading practice are invaluable as they progress through early schooling, into colleges and universities, and ultimately into whatever future profession they choose to pursue. The bottom line is that kids need to read. A lot. Every day. A variety of books at the right level. It may take a bit to find that first book to hook them, but it’s worth the extra effort as the returns on the time they’ll spend engaged in this critical purpose will pay off in spades. May the What Kids Are Reading report serve as a wake-up call—and as a guide to help us find that just-right book to get students going. Let’s get our kids inspired and started down the path to fulfilling futures.

How do you inspire your students to read? Are there certain titles you’ve noticed seem to hook kids again and again—books that serve as a tried-and-true launching pad to other reads? Please share in the comments below.

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Are your students ready for the Smarter Balanced assessment? https://www.renaissance.com/2015/11/10/are-your-students-ready-for-the-smarter-balanced-assessment/ https://www.renaissance.com/2015/11/10/are-your-students-ready-for-the-smarter-balanced-assessment/#comments Tue, 10 Nov 2015 13:44:44 +0000 http://rliblog.wpengine.com/?p=1584 In recent years, we’ve entered a new era of education—one that leverages data, insight, and, yes, testing to understand what learning looks like for every student and to meet new state standards. One of the new exams is the summative assessment from the Smarter Balanced Assessment Consortium (SBAC). Developed with a $176 million grant from […]

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In recent years, we’ve entered a new era of education—one that leverages data, insight, and, yes, testing to understand what learning looks like for every student and to meet new state standards. One of the new exams is the summative assessment from the Smarter Balanced Assessment Consortium (SBAC). Developed with a $176 million grant from the U.S. Department of Education, this test is aimed at transforming testing with newly innovative ways to evaluate deeper levels of understanding. Implemented in 18 states to date, educators and students across the country took the SBAC test for the first time during the 2014–2015 school year.

To better understand how Renaissance Assessment’s testing platform maps to this summative exam, we conducted a study exploring the relationship between Star assessments and the SBAC test. What we found confirmed that Star’s data is an effective indicator of SBAC test readiness.

The study was conducted using performance data from the 2014–2015 school year with over 50,000 students from four states (CA, OR, WA, and CT). Correlations between the two tests were very high, well above the industry standard threshold for measurement, indicating a strong relationship. Other analyses in the study revealed high levels of predictive accuracy.

Because Star is built on a growth-oriented learning progression model, educators have access to a wealth of data that charts each student’s cumulative growth onto education standards at dozens of touch points throughout the year. Statistically linked to almost every state test in America, Star as a progressive interim assessment tool can support millions of students and teachers in helping students make progress to the height of their potential.

Renaissance Star Reading and Renaissance Star Math have already proven to be effective in charting standards mastery and learning path, and now they’ve been validated as indicators of readiness for the SBAC test. As these core education products continue to get smarter and more optimized, Renaissance will continue to support teaching in every moment and helping students reach their fullest potential each year.

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What educators need to know about measurement error https://www.renaissance.com/2015/10/15/what-educators-need-to-know-about-measurement-error/ https://www.renaissance.com/2015/10/15/what-educators-need-to-know-about-measurement-error/#comments Thu, 15 Oct 2015 13:43:33 +0000 http://rliblog.wpengine.com/?p=1475 At my first introduction to measurement error, the word error gave me pause, and I silently wondered what good could possibly come from it. To most of us, an error usually means something is terribly wrong! It doesn’t help either that measurement error is somewhat misunderstood. Yet, without exception, every score in the educational setting […]

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At my first introduction to measurement error, the word error gave me pause, and I silently wondered what good could possibly come from it. To most of us, an error usually means something is terribly wrong! It doesn’t help either that measurement error is somewhat misunderstood. Yet, without exception, every score in the educational setting has some degree of uncertainty—error.

What Is Measurement Error?

Let’s begin with the traditional definition. You’ll probably be pleased that the bell-shaped curve—such as the one in figure 1—is at the core of it. Most educators are familiar with this curve.

Figure A bell shaped curve

Figure 1. A bell-shaped curve

Let’s use an algebra test to illustrate. If a student takes the algebra test only once, the resulting score is called an observed score. Suppose then that the student repeats the same algebra test a countless number of times, all at the same time—yes, countless.

Figure 2 Distribution of observed scores

Figure 2. Distribution of observed scores

That student would have just as many observed scores as the number of times he or she has tested. Note that due to error these observed scores won’t necessarily be equal; some scores will be high and others low. If you count the number of times each of the student’s observed scores occurs and graph those counts, you’ll get a bell-shaped curve of observed scores for the student.

Most of the student’s algebra scores will  be near the center—hence the peak at the center of the bell-shaped curve—with fewer and fewer scores the further away you move from the center in either direction. This is shown in figure 2. We wouldn’t expect a student to score far below or far above what they truly know, hence the tapered ends of the curve.

The score at the center of the observed scores’ curve is what we refer to as the true score. The process of repeating the test countless times gives you the assurance that the score at the peak of the bell-shaped curve is the most common score for the student, and so it must be his or her true score. This is the score you’d expect if you could measure the student’s knowledge of algebra an endless number of times. I know what you’re thinking and you’re right: it’s impossible to test a student that many times to get their true score. We’ll come back to that in a moment.

With that distinction between an observed score and a true score, measurement error is simply defined as the difference between the two. So, if you subtracted the single true score in figure 2 from each of the observed scores, you’d have an error value for each of the observed scores. 

Distribution of errors

Figure 3. Distribution of errors

Observed scores that are equal to the true score have zero error, and the amount of error increases as you move away from the true score in either direction. Once again, if you  graph those error values, you’ll end up with a bell-shaped curve of errors! This time, the center is zero because the true score has no error. This is shown in figure 3.

How Do We Quantify Measurement Error?

Measurement error is reported as a number that we refer to as the standard error of measurement or SEM. From our definition of measurement error, we know that the error in the observed score shows you how far that observed score falls from the true score. Figure 3 also shows how the errors are spread out from the center, again, with the center representing a zero error value. We need a way of measuring the spread of errors from the center to the ends of the curve. So, we compute a statistic called variance. Simply put, variance determines how narrow or wide the bell-shaped curve of the errors is. In figure 4, the orange, narrow, and peaked curve is due to a smaller spread in errors compared to the flatter more stretched out blue curve. (We prefer a small spread in errors, thus the narrow orange curve.)

However, the units we use to quantify variance as a measure of spread are not directly comparable to test scores. So, we take the square root of variance to get a measure of spread that is in the same units as the scores. 

 Large versus small variance

Figure 4. Large versus small variance

The square root of variance is what we call standard deviation, and the standard  deviation of the errors in figure 3 is what we call SEMCommonly, the SEM is reported alongside a score, or it may be used to create score bands for students by adding and subtracting the SEM from a student’s score. 

The smaller the SEM, the more confidence you can have in a score. Recall that we don’t test students a countless number of times to obtain their true scores. Instead, we have statistical ways of estimating measurement error (SEM). This allows us to test a student only once, resulting in a single score along with an estimate of error in that score. It turns out that’s enough for our needs since we then know just how precise the score is by examining the associated SEM.

Measurement Error in Context

This blog post wouldn’t be complete if I didn’t tell you that there are three different testing approaches in psychometrics. The just-described method of defining SEM is based on the classical measurement approach. A different approach—called generalizability theory—divides measurement error into separate parts attributable to a specific source such as the items in the test, the test taker, the rater, etc. Yet another approach is the more recent item response theory (IRT) approach. The STAR assessments are IRT-based; each student score has a unique standard error of measurement based on the student’s achievement level. Regardless of the testing approach taken, the interpretation of SEM is the same; we just arrive at the actual values differently based on the specific psychometric approach we take.

Some Common Misconceptions

Because the SEM is a type of standard deviation, there’s a tendency to confuse the standard deviation of the observed scores in figure 2 with SEM, which is the standard deviation of the errors as in figure 3. The standard deviation of the observed scores for one student tells you how spread out the observed scores are from the true score, while the SEM tells you how much error a given observed score contains compared to the true score, which has zero error.

Another confusing issue is comparing SEM from completely different assessments and mistakenly assuming that small SEMs in one test must mean that’s a better test. This is generally not true because the size of the SEM also depends on the scale of the test scores. A test with scores ranging from 0 to 400 will likely have smaller SEMs than a test with scores ranging from 0 to 1400. For that reason, we use the published reliability level of scores to compare tests, as reliability is a standard metric that doesn’t depend on the scale of the test scores. As you’ll see below, reliability and SEM are closely related.

Finally, if you’ve searched SEM on the web, you’ve probably seen “structural equation modeling,” also known as SEM! That SEM is not the same as the SEM (standard of error of measurement) we’ve defined in this blog.

The Relationship between SEM and Reliability

As one reader wisely noted in response to my previous blog on reliability, there’s a close relationship between SEM and reliability. As one goes up, the other goes down. So, if you know that the test has highly reliable scores, you also know that the SEM is low. SEM and reliability, however, serve different purposes. The reliability value tells you how consistent the scores from a given test are from one administration to the next but doesn’t tell you how much uncertainty a student’s score contains. To evaluate the student’s performance on the test, we use the SEM associated with his or her observed score.

I hope this post has helped you learn the basics of SEM and how to use it to evaluate a student’s score. I look forward to engaging with you in the comments below and on future psychometric topics on the blog!

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Differentiated learning: Closing the gap between theory and practice https://www.renaissance.com/2015/10/01/differentiated-learning-closing-the-gap-between-theory-and-practice/ https://www.renaissance.com/2015/10/01/differentiated-learning-closing-the-gap-between-theory-and-practice/#comments Thu, 01 Oct 2015 13:31:09 +0000 http://rliblog.wpengine.com/?p=1453 Differentiation has been an education buzzword for some time, and yet, in a January 2015 Education Week commentary, James R. Delisle writes that “differentiation doesn’t work.” His commentary was met with a swift response from Carol Ann Tomlinson, a recognized expert in differentiated instruction. With a close reading of Delisle’s original article, you find that […]

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Differentiation has been an education buzzword for some time, and yet, in a January 2015 Education Week commentary, James R. Delisle writes that “differentiation doesn’t work.” His commentary was met with a swift response from Carol Ann Tomlinson, a recognized expert in differentiated instruction. With a close reading of Delisle’s original article, you find that he supports differentiation in theory; however, with the depth and complexity found in this approach, teachers are either not doing it or beating themselves up for not doing it as well as it needs to be done. As a result, “differentiation is a promise unfulfilled” (Delisle, 2015). But rather than conclude that differentiated learning in the classroom has failed, we should ask: How do we close the gaps between the theory of differentiation and its successful application in the classroom? twitter icon

On the Edges of Learning

We live in a “middle earth” (apologies to Tolkien). Our focus on “the middle” is evident in everyday conversation. We pursue common ground, keep middle of the road, and seek our center of gravity. In education, we learn the measures of central tendency, set goals at the 50th percentile, and strive to understand regression to the mean. In philosophy we study Aristotle’s golden mean—where anything taken too far from the middle unravels the concept. For example, courage is a virtue, but too much courage yields recklessness; too little yields cowardice. Living in a middle earth may make differentiation seem beyond our grasp—unless you ask a teacher.

Powerful educators do not teach to the middle; rather they teach from the middle to reach those students on the edges of learning—those who form concepts with ease and those who form them with determination. Perhaps unknowingly, Delisle described what is required to live in a middle earth and teach on the edge. It begins with understanding what students know.

A Balancing Act

There are multiple ways to assess what a student knows. The challenge is balancing assessment time and impact. Adapting Aristotle, too much assessment unravels instructional time; too little unravels impact on learning. In a differentiated model, teachers must determine what students know as quickly and efficiently as possible.

Assessments, administered at key checkpoints through the year, should ideally identify exactly where each student is in the progression of learning to read, calculate, and solve problems. For example, learning progressions within the STAR assessments serve as a blueprint for the test; each STAR score places the student on the learning progression, pinpointing what they know and what they are ready to learn. Using assessments like STAR that report student performance on a research-based learning progression takes care of the first two components Delisle listed—what student know and what they are ready to learn. If the tests are also efficient enough to be used to regularly inform instruction, this approach to differentiated instruction is also feasible.

The Final Lap

The next key is to quickly identify varied resources for instruction that help students develop mastery and move up in the progression of skills. Again, in the case of STAR, the same score that places the student in the learning progression also yields varied resources to uncover the content and master the objectives. Teachers should have access to worked examples and teaching activities for whole group, explicit instruction.

Not So Fast

Indeed, closing the gap between differentiation as theory and differentiation as instructional practice requires understanding what students know, pinpointing what they are ready to learn, and identifying appropriate resources; however to fulfill the promise, it seems we need to know more about the learner. Ongoing research on motivation and response to feedback offers another way to think about differentiation.

  • Motivation is multidimensional and requires a differentiated approach.
  • John Hattie’s work (2011) on what leads to academic achievement lists feedback as one of the strongest influencers on achievement; yet, feedback too must be differentiated.

Differentiating motivation begins by recognizing that intrinsic and extrinsic motivation have different effects. In reading, for example, Wingfield and Guthrie (1997) found that intrinsic and extrinsic motivation play a role in getting students to read; however, intrinsic motivation played the far greater role and predicated breadth and strength of reading more strongly than extrinsic motivation. Xiang, et al., (2005) found that extrinsic reward played a small role in learning a skill; however, interest in the skill and interest in the activities used to gain skill proved a key motivator and was associated with a prolonged effect on learning.

When it comes to differentiating feedback, gender is one factor to consider. Dweck (2007) found slight gender differences in feedback in that boys may feel more accountable for their academic achievement, whereas girls may take greater ownership in their academic challenges. While Dweck takes great care to point out that these differences are slight and represent trends rather than absolutes, effective educators understand that feedback—like content delivery and resources—should be differentiated.

Findings from a 2005 Dutch study imply that feedback should also be differentiated by age. The researchers noted response to positive and negative feedback during efforts to learn new skills. Using fMRI, a process that measures brain activity by detecting changes in blood oxygenation and flow, researchers found that chronological age appears to be a factor in the brain’s response to feedback related to achievement. In 8–9 year olds, the brain responded to positive feedback and gained skill. When negative feedback was offered, there was little measureable response, and increases in skill were not noted. In 11–12 year olds and adults the opposite was found to be true—negative feedback provided a more powerful response in the brain, which led to increased ability with the skill.

Keep the Conversation Going

Without a doubt, concepts about differentiated learning are evolving and unfolding. They will continue to be explored, understood, and implemented. What we know so far is that differentiation requires knowing precisely where students are and what they are ready to learn, followed by identifying multiple pathways to guide the way, and that the challenges here are increasingly helped by efficient, robust classroom assessments. We are also learning this: Differentiation requires more than multiple instructional approaches and varied resources. It also requires a knowledge of motivation and responses to feedback.

What are your experiences with differentiated motivation or feedback? Share in the comments below.

References

Delisle, J (2015). Differentiation doesn’t work. Education Week. Retrieved from http://www.edweek.org/ew/articles/2015/01/07/differentiation-doesnt-work.html

Dweck, C. (2007). Mindset: The new psychology of success. New York: Ballantine Books.

Hattie, J. (2008). Visible learning: A synthesis of over 800 meta-analyses related to achievement. NRoutledge.

Leiden University (2005). From 12 years on you learn differently. Psychology & Sociology. Retrieved from http://esciencenews.com/articles/2008/09/25/from.12.years.onward.you.learn.differently

Tomlinson, C (2015). Differentiation does, in fact, work. Education Week. Retrieved from http://www.edweek.org/ew/articles/2015/01/28/differentiation-does-in-fact-work.html

Wingfield, A. & Guthie, J. (1997). Relations of children’s motivation for reading to the amount and breadth of their reading. Journal of Educational Psychology (83)3, pp. 420–432.

Xiang, P., Chen, A., & Bruene, A. (2005). Interactive impact of intrinsic motivators and extrinsic rewards on behavior and motivation outcomes. Journal of Teaching in Physical Education, 24, 127–197. Retrieved from http://libres.uncg.edu/ir/uncg/f/A_Chen_Interactive_2005.pdf

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Math is “ruthlessly cumulative”: The truth about fluency and the promise of differentiated practice https://www.renaissance.com/2015/09/03/math-is-ruthlessly-cumulative-the-truth-about-fluency-and-the-promise-of-differentiated-practice/ Thu, 03 Sep 2015 14:03:38 +0000 http://rliblog.wpengine.com/?p=1395 MIT Professor Steven Pinker made a statement that has stuck with me. He observed that math is “ruthlessly cumulative” (1997). Phil Daro expanded on this by noting that, when studying history, you can surely learn a great deal about World War II without deeply knowing about World War I, but there’s absolutely no way to […]

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MIT Professor Steven Pinker made a statement that has stuck with me. He observed that math is “ruthlessly cumulative” (1997). Phil Daro expanded on this by noting that, when studying history, you can surely learn a great deal about World War II without deeply knowing about World War I, but there’s absolutely no way to have any success in algebra without an unwaveringly firm grasp of number sense. twitter icon Certainly, the reality of pre-requisite skills is manifest in all domains, but, as most math teachers will tell you, no domain is as “ruthlessly cumulative” as mathematics.

We often acknowledge this when focusing on basic arithmetic operations or “math facts.” Caron (2007) points out that without the mastery of math facts, “students are virtually denied anything but minimal growth in any serious use of mathematics or related subjects for the remainder of their school years.” It may be helpful, however, to expand our focus on and concern about fluency in mathematics well beyond basic facts (e.g., addition, multiplication, etc.) to far more advanced concepts.

As Pinker (1997) notes, “Calculus teachers lament that students find the subject difficult not because derivatives and integrals are abstruse concepts—they’re just rate and accumulation—but because you can’t do calculus unless algebraic operations are second nature, and most students enter the course without having learned the algebra properly and need to concentrate every drop of mental energy on that.”

It’s an eye-opening observation, especially in light of the critical role math achievement plays in allowing students to advance in the growing fields of science, technology, engineering, and math (STEM). Without a strong foundation, they will struggle to succeed in the higher-level courses needed at each incremental level. Ultimately, they won’t have the option to even enter these in-demand fields, let alone compete in them.

The Unglamorous Truth about Creativity

So how do we make our students mathematically competent? Pinker (1997) notes that “the way to get to mathematical competence is similar to the way to get to Carnegie Hall: practice.”  The problem, as Pinker (1997) also notes, is that “drill and practice, the routes to automaticity” are, by some, undervalued and put down as “‘mechanistic’ and seen as detrimental to understanding.”

But, ask yourself: Would a world-class violinist tell someone that the scales she practiced years before taking the stage at Carnegie Hall were of no benefit?

Lemov, Woolway, and Yezzi (2012) echo this sentiment, stating, “Many educators perceive drilling—which they characterize with the pejorative ‘drill and kill’—to be the opposite, the enemy of higher order thinking,” but, “as cognitive scientists have shown, it’s all but impossible to have higher order thinking without strongly established skills and lots of knowledge of facts.”

Seeking to foster creativity and focus on deeper understanding, we may have lost sight of this fact:

“Creativity, it turns out, is often practice in disguise, twitter icon and to get more of it, it often helps to automate other things” (Lemov, Woolway, and Yezzi, 2012). “This synergy between the rote and the creative is more commonly accepted in many nations in Asia,” (Lemov, Woolway, and Yezzi, 2012) while “Americans have developed a fine dichotomy between the rote and the critical: one is good, the other is bad” (Rohlem and Le Tendre, 1998). Yet, the truth is that “creativity often comes about because the mind has been set free in new and heretofore encumbered situations” (Lemov, Woolway, and Yezzi, 2012).

How to Drill—The “No-Kill” Approach

So, what does this mean for us?

  • We must begin to acknowledge that the concepts of fluency and automaticity extend well beyond basic math facts.
  • We must also acknowledge that practice, which has been “generally seen as mundane and humdrum, poorly used and much maligned,” is actually worthy “of deep, sustained reflection and precise engineering” (Lemov, Woolway, and Yezzi, 2012).

With these ideas in place, the true challenge for educators is in the full application. How do teachers manage all of the extensive practice necessary on hundreds of skills for the tens to hundreds of students they serve? This is where technology shines, making the seemingly impossible doable.

Since its inception, Renaissance has been committed to the “best use of technology,” which we believe is in the collecting, storing, and reporting of information. Why believe in something so seemingly dull? It is the key to giving students more time to learn and enabling teachers to target instruction without increasing their paperwork. This gets us excited.

References

Caron, Thomas A. (2007). Learning multiplication the easy way. Clearing House, 80(6), 278–282.

Lemov, D., Woolway, E., & Yezzi, K. (2012). Practice perfect: 42 rules for getting better at getting better. San Francisco: Josey Bass.

Pinker, S. (1997). How the mind works. New York: Norton.

Rohlem, T. & Le Tendre, G. (1998). Teaching and learning in Japan. Cambridge: University Press.

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Getting students hooked on investing in their own learning https://www.renaissance.com/2015/08/20/getting-students-hooked-on-investing-in-their-own-learning/ https://www.renaissance.com/2015/08/20/getting-students-hooked-on-investing-in-their-own-learning/#comments Thu, 20 Aug 2015 14:23:46 +0000 http://rliblog.wpengine.com/?p=1374 Over the past few years, an increased focus on educator effectiveness has permeated the literature and dominated conversations. The idea has been to identify the observable and replicable characteristics of teachers who routinely lead students to success. I reviewed these concepts in an earlier blog post on the role of empowerment in effective teaching and […]

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Over the past few years, an increased focus on educator effectiveness has permeated the literature and dominated conversations. The idea has been to identify the observable and replicable characteristics of teachers who routinely lead students to success. I reviewed these concepts in an earlier blog post on the role of empowerment in effective teaching and learning. In today’s post we’ll take a deeper look into the idea that students should own their learning—that this is their capital for success.

Students as Investors

In his November 2013 TED Talk, Hattie explores some of the influences that explain variations in student achievement—including school, teacher, and student. (For a comprehensive list, go to Hattie’s Visible Learning site.) On that list, teacher expertise is the variable that has by far the greatest positive impact—in particular expertise in providing ongoing formative evaluation of each student’s progress. As teachers and students engage in routine reviews of progress, they become partners in achievement. twitter icon As a partner, the skilled teacher guides students to invest and “continually reinvest in this business called learning so they will want to do more of it” (Hattie, 2013).

And this point is beginning to pop up more and more in the discourse: Students are investors and learning is their property. twitter icon  They own it, and it becomes their capital for success in school, in college, in their career, and throughout their lives (Bryan, 2015). The more—and more wisely—they invest, the greater their return (Hattie, 2013).

How Teachers Become Achievement Advisors

Ideally, as students invest in their learning, teachers become their achievement advisors—understanding precisely what is to be learned and which resources and techniques are proven to grow learning capital. Like their financial counterparts, teachers must understand where each investor is, establish attainable goals, and then develop and plan and locate resources to reach those goals. In addition, they must also make all of that information understandable to the learner.

Think of each lesson as an investment opportunity for students. The ROI (return on investment) includes deeper knowledge and greater access to achievement. Hattie’s starting point for each investment is to understand clearly at the beginning of every lesson where each student is on the pathway to achievement.

Next, our investors need to see what success looks like. Hattie uses a video game analogy to explain the power of visible achievement. When you log in to your game, the gaming software accesses your prior achievement (previous score), and based on that score, sets a new target for you with tasks and challenges to complete along the way. When assigning the tasks or challenges, the game employs the “Goldilocks principle”—making sure each task is neither too hard nor too easy, but is just right for you. A lot of deliberate practice goes into meeting the new target. And when you master that, the game raises the bar ever so slightly, and you want to reinvest in your achievement.

Essentially, this is no different than what happens in schools, and in the most effective classrooms. Namely, students know precisely where they are on the way to completing the task and reaching the next level of learning. Additionally, students know what success looks like in the series of lessons. How do teachers make that success visible from the get go? Some examples include:

  • Display the expected outcome
  • Walk through a worked example
  • Review work of students from previous semesters or prior years (with all identifying information removed)
  • Collaboratively develop a rubric for scoring the work

The takeaway? Make the investment worth it to the learners by making the ROI (return on investment) visible, providing each student with the image of what they will be able to do after effective engagement with the lesson.

Feedback and Timing

How do we keep success visible during instruction and while students work on the tasks? Feedback is critical. Grades and written commentary yield less than promising results in student achievement because, in part, that feedback is given at the end of the work (Wiliam, 2011). Engaging in verbal feedback with students during the work illuminates mistakes—making student thinking visible. Mistakes can be the catalyst for growth. Learning something new is an incredible opportunity. The process of measuring student achievement incrementally to inform the next steps in instruction may prove a wise investment. It currently holds more promise for promoting learning success than any other instructional practice or school improvement innovation (Stiggins, 2014, Wiliam, 2011).

Think of verbal feedback while students are working on their learning as micro-investments with incredible growth opportunities. Here are two examples to illustrate the point:

  • If you save for 30 days, starting with a penny on day one, and each day going forward you save yesterday’s deposit plus one penny, at the end of 30 days you have $4.65—enough for a cup of coffee. No huge exponential increase in the investment—just one extra penny added to your previous day’s investment into a jar every day.
  • If, on the other hand, you assess, review, and build on your investment, growth is much more impressive. Each day, let’s double the investment made the previous day. Day one, put a penny in the jar, day two, drop two pennies in the jar, day three, drop four pennies, and so on. Each micro-investment builds upon the other. The growth is incremental at first, and you may think it wise to revise your strategy; however, around day 12 you’ll need a bigger jar. At day 18, the exponential growth is astounding. At the end of day 30, you have $10,737,418.23. Enough for several coffee franchises.

In the classroom, the first example equates to no especially timely feedback or student ownership of the learning. You’ll see some growth if you’re looking closely for it, but it may not be that noticeable. When you get students to invest in their own learning—and you couple that with timely verbal feedback throughout the learning process—the resulting achievement is closer to the exponential increase and payout of the second example. Each day, the student is able to visualize the target, learn from mistakes, and entirely incorporate your feedback. Essentially, the student engaged in this way can reinvest twice as much as the day before and is increasingly motivated to do so. When students own their learning, and teachers provide the right feedback, the mechanism is that powerful.

A Penny for Your Thoughts

Join the conversation. In the comments below, I invite you to share your ideas, techniques, and strategies. What do you do to help students understand that learning is their property, that they own it and it is their capital for success? How do you make success visible? How do you employ verbal feedback as an investment strategy?

References

Bryan, J. (2015). The power of an effective educator. Renaissance.

Hattie, J. (2013). Why are so many of our teachers and schools so successful? John Hattie at TEDxNorrkoping. Retrieved from https://www.youtube.com/watch?v=rzwJXUieD0U&noredirect=1

Hattie, J. (2015). Hattie ranking:  Influences and effect sized related to student achievement. Visible Learning. Retrieved from http://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement.

Stiggins, R. (2014). Revolutionize assessment. Corwin Press. Thousand Oaks, CA.
Wiliam D. (2011). Embedded formative assessment. Solution Tree Press. Bloomington, IN.

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No datum left behind: Making good use of every bit of educational data https://www.renaissance.com/2015/08/06/no-datum-left-behind-making-good-use-of-every-bit-of-educational-data/ https://www.renaissance.com/2015/08/06/no-datum-left-behind-making-good-use-of-every-bit-of-educational-data/#comments Thu, 06 Aug 2015 13:00:09 +0000 http://rliblog.wpengine.com/?p=1355 “Just what do you do with all that data?” A superintendent asked me this question the other day, and I understand where she’s coming from. The educators in her district have put faith in Renaissance products. She is responsible for the students who complete the assignments, practices, and assessments that populate our databases. Massive databases. […]

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“Just what do you do with all that data?”

A superintendent asked me this question the other day, and I understand where she’s coming from. The educators in her district have put faith in Renaissance products. She is responsible for the students who complete the assignments, practices, and assessments that populate our databases.

Massive databases. The Data page on our website provides a live count of the data we receive and store from schools across the US, Canada, and the United Kingdom. During the 2014–2015 school year alone, we captured about 70 million achievement tests, feedback on 400+ million books and articles read, and results from 27 million mastery assignments in mathematics. In August, the data ticker will reset for the 2015–2016 school year, and I’m betting we’ll surpass those marks over the course of the next school year.

Data Learnalytics

At Renaissance, we encourage teachers to use the data our solutions provide to make instructional decisions. We know that students benefit when their teachers receive timely, accurate information about what kids know and like, as well as about the topics they struggle with or are ready to learn next.

Besides housing and safekeeping this information so educators have access to both current data and historical context, we also work to give this information back to educators in another way.

Every bit of information we maintain is used to share actionable insights with educators, parents, and students. We collect and analyze data with the goal of improving educational outcomes, using the data to try to squeeze out every possible insight about learning and teaching. What we find is shared as insights with educators, and it serves to shape our development decisions.

Just as important, Renaissance is deeply committed to the protection of school and student data. In all we do, we go to great lengths to provide aggregated data that is useful to educators, parents, and researchers while stopping well short of releasing information that could be used to identify any district, school, teacher, or student.

Here is just a sample of what we do with all of this data:

  • Learning progressions for reading and math provide a road map of where individual kids have been and the path they need to take next. Using a student’s score, educators can drill down and see which topics a student has mastered, as well as those they still need to work on to become proficient. Differentiating learning experiences in this way is nearly impossible to do manually. Our achievement data supports empirical validation and ongoing fine-tuning of these progressions. With accurate, up-to-date assessment data, every student can be placed at the correct starting point in the learning progressions and move forward from there.
  • Fidelity and best practices. We use data to review the extent to which teachers and students use our programs, and we try to make software changes that encourage even better implementation integrity. Why? Because years of research on implementation in both reading and mathematics have shown that when our solutions are used in a certain way, students are more likely to benefit and grow at an accelerated rate.
  • What Kids Are Reading. This annual report and searchable website represents the world’s largest survey of K–12 student reading behavior. Captured from data on millions of students, this information about popular books read by grade, gender, and book characteristics can help students search for engaging books to read. This data also informs the personalized Discovery Bookshelf inside Renaissance Accelerated Reader®
  • Renaissance Star Assessments® are profoundly shaped by student data that informs item calibration, score norms, and links from Star to state summative and other assessments. In addition, psychometricians continually evaluate Star results for indicators of technical adequacy, which ensures the assessments are consistently measuring what they are intended to measure. Likewise, student growth percentiles (SGPs), which are reported in Star, require a large amount of historical data to understand what growth looks like by subject, grade, and type of student. SGPs help educators answer key questions such as, how is my student growing relative to academic peers? And, how likely is a particular student to catch up to a level of proficiency on the state test?

And that’s just the beginning of what we do—we’ve really only just scratched the surface. Our first priority remains to encourage and assist educators in using their data to make sound instructional decisions and effect change in their classrooms. Beyond that, we strive to practice what we preach. Just as we ask teachers to use their data, we endeavor to use the data we gather to impart as much insight as possible on issues affecting teaching and learning and to further the development of our solutions.

We know the potential that lies in this data, so we continually examine it for other topics to research and share. Is there a research question you’d like to use data to explore? How do you use data to inform instructional decisions? Share your ideas with us below in the comments.

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New partnership between Renaissance Learning and Classworks https://www.renaissance.com/2015/07/16/new-partnership-between-renaissance-learning-and-classworks/ Thu, 16 Jul 2015 20:01:07 +0000 https://renlearnstg.wpengine.com/?p=3936 July 16, 2015 – A new partnership between Renaissance Learning and Classworks® gives teachers a seamless tool to personalize instruction while reducing time spent on testing. [button title=”Read more about the partnership” link=”http://www.prnewswire.com/news-releases/classworks-and-renaissance-learning-partner-to-personalize-instruction-300114183.html” align=”left” color=”#34ACE8″ font_color=”#ffffff” size=”2″]

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July 16, 2015 – A new partnership between Renaissance Learning and Classworks® gives teachers a seamless tool to personalize instruction while reducing time spent on testing.

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One key difference in math achievement: Jason Bourne and entity orientation https://www.renaissance.com/2015/07/06/one-key-difference-in-math-achievement-jason-bourne-and-entity-orientation/ https://www.renaissance.com/2015/07/06/one-key-difference-in-math-achievement-jason-bourne-and-entity-orientation/#comments Mon, 06 Jul 2015 14:21:37 +0000 http://rliblog.wpengine.com/?p=1298 Are you a math person? Is there such a thing, and, if so, does being a “math person” make all the difference when it comes to success in math? According to Kimball and Smith (2013), there is one key difference between students who achieve in mathematics and those who don’t—entity orientation. Entity orientation is the […]

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Are you a math person? Is there such a thing, and, if so, does being a “math person” make all the difference when it comes to success in math?

According to Kimball and Smith (2013), there is one key difference between students who achieve in mathematics and those who don’t—entity orientation. Entity orientation is the belief that math ability is innate, the belief that you are either born with the circuitry to be a math person, or you—through the bad luck of the genetic draw—are born without that circuitry, destined not to be a “math person.” To borrow from Shakespeare, “2b ∨ ¬ 2b” (to be or not to be) is the essence of entity orientation.

Perhaps there is another way to think about mathematics and how orientation impacts achievement. With apologies to Robert Ludlum, let’s consider ways student achievement is less about genetic gifts and more about a “Bourne Identity.” Jason Bourne activated remarkable survival skills that had been honed over years of intense training to discover his true identity. Similarly, emerging mathematicians, led by effective teachers, develop their own remarkable mathematics skills bit by bit and over time. As a result, students understand that math achievement is earned rather than inherited.

This is an incremental orientation (Linehan, 1998), and, much like the growth mindset (Dweck, 2006), it is the belief that ability is not solely fixed at birth but instead attainable over time through guidance and work.

The research on innate math ability

So, which is it? Is math ability innate or learned? Twin studies are often illuminating when it comes to questions of nature vs. nurture. In this case, unquestionably, a study of identical twins does show a degree of genetic propensity toward mathematics (Kovas, et al., 2007). This study suggests that genes account for 32–45 percent of mathematical skill among 10-year-olds.

Even so, Kimball argues (2014), 55–68 percent of achievement in mathematics is explained by things other than genetics. Among those “other things” are teacher expertise and the student’s commitment to learning.

The power of expertise and commitment becomes evident as the focus shifts from looking at inborn capacity for achievement to looking at the ability to grow. In a separate study of mathematics achievement, researchers found that IQ does not predict growth in mathematics; it only determines a student’s starting point (Murayama, et al., 2012). Effective mathematics teachers and their students know a starting point to be just that—a place to begin. Starting points are finite. Growth is infinite.

Acting like a math person

If the explanation of variance in mathematical achievement is found somewhat more in mindset than in circuitry, it seems appropriate that educators share ways to nurture an incremental—or growth—orientation. Kimball (2014) begins with the “love it and learn it” hypothesis, which is based in the concept that people who enjoy mathematics excel in mathematics. The challenge here is for teachers to develop in each student the appreciation for math or the ability to act like someone who likes math, and in doing so, lead each one to become better at math. People who love math:

  • Speak the language of math
  • Spend time thinking about and working on math

The language of math starts with “facts”

The language of mathematics describes relationships among its key elements, including number, shape, sign, cosine, distance, and proportion. All of these together can get pretty heady and advanced, but the most fundamental of these elements is simply concerned with relationships between numbers. These relationships are expressed as a series of math facts.

According to Caron (2007), without mastery of math facts students are “virtually denied anything but minimal growth in any serious use of mathematics.” As a result, students who lack fluency may be challenged to develop the incremental orientation—the growth mindset—required for achievement.

As with any language, the pathway to mastery is most clear of obstacles in the early years. Yet, as vital as it is to develop math fact fluency during these years, by seventh grade only 42 percent of students own their multiplication facts, and less than a third own their division facts. And, because little attention is paid to fact fluency beyond the intermediate grades, it is a reasonable concern that these students may never gain the fluency and automaticity required for mathematics achievement (Baroody, 1985; Isaacs & Carroll, 1999).

Thinking—and talking—about math

What is the benefit of getting students talking about math? Hess (2014) notes this brings to light their thinking about and working with math. For example, a student may give a correct answer despite having an incomplete understanding. Conversely, a student may know more than a problem requires but still arrive at the wrong answer. Students may own “working on math” yet still have room to grow in mathematical thinking and reasoning.

Extending the concepts of thinking, talking, and working like a mathematician, Hess recommends that teachers implement daily “DOK 3 discourse” by asking questions about math problems differently. Challenge students to find out if the problem can be solved in another way, and require them to provide evidence that the other way is based on solid reasoning. In essence, our students must do more than work like mathematicians. They must talk and think like them too.

Escaping the trap of “2b ∨ ¬ 2b”

The solution to mathematical achievement is far more complex than can be determined through a single post, webinar, or study. That said, our growing understanding of unifying themes among these resources brings that solution within reach. It begins with acknowledging that some mathematical ability is fixed, yet learning is not. As documented, genetics explains approximately one-third to one-half of the variance in mathematical achievement. If my math is correct, that leaves slightly more than one-half to two-thirds of this variance open to the potential for:

  • Incremental growth
  • Mastering math fact fluency and automaticity
  • Daily DOK 3 discourse—thinking, talking, and working like a mathematician—and acting like someone who likes math

References

Baroody, A. J. (1985). Mastery of basic number combinations: Internalization of relationships or facts? Journal of Research in Mathematics Education, 16(2), 83–98.

Caron, T. (2007). Learning multiplication: The easy way. Clearing House: A Journal of Educational Strategies, Issues, and Ideas, 80(6), 278–282.

Dweck, C. (2006). Mindset: The new psychology of success. New York: Random House.

Hess, K. (2014, October 24). It’s time: How to “go deep” to meet the new math standards. Presentation at Educational Research in Action event, Renaissance Learning.

Isaacs, A. C., & Carroll, W. M. (1999). Strategies for basic-facts instruction. Teaching Children Mathematics, 5(9), 508–515.

Kimball, M. & Smith, N. (2013). The power of myth: There’s one key difference between kids who excel at math and those who don’t. Quartz. Retrieved from http://qz.com/139453/theres-one-key-difference-between-kids-who-excel-at-math-and-those-who-dont

Kimball, M. (2014). How to turn every child into a “math person.” Quartz. Retrieved from http://qz.com/245054/how-to-turn-every-child-into-a-math-person

Kovas, Y., Haworth, C. Petrill, S. & Plomin, R. (2007). The mathematical ability of 10-year-old boys and girls: Genetic and environmental etiology of t typical and low performance. Journal of Learning Disabilities, 40(6), 554–567.

Linehan, P, (1998). Conceptions of ability: Nature and impact across content areas. Purdue University ePubs. Available at http://docs.lib.purdue.edu/dissertations/AAI9921102

Ludlum, R. (1980). The Bourne Identity. New York: Random House.

Murayama, K., Pekrun, R., Lichtenfeld, S., & Rudolf vom Hofe, R., (2012). Predicting long-term growth in students’ mathematics achievement: The unique contributions of motivation and cognitive strategies. Child Development, 84(4), 1475–1490.

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Your state, your standards, your learning progression https://www.renaissance.com/2015/06/11/your-state-your-standards-your-learning-progression/ https://www.renaissance.com/2015/06/11/your-state-your-standards-your-learning-progression/#comments Thu, 11 Jun 2015 13:36:01 +0000 http://rliblog.wpengine.com/?p=1284 Demanding that you “have it your way” could come across as pampered and self-centered, but for educators striving to deliver education that meets their state standards, having it “your way” really means having what you need to successfully teach to your state’s standards—no small task in an environment where educational standards are changing just about […]

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Demanding that you “have it your way” could come across as pampered and self-centered, but for educators striving to deliver education that meets their state standards, having it “your way” really means having what you need to successfully teach to your state’s standards—no small task in an environment where educational standards are changing just about everywhere.

Here’s a bit of good news: Renaissance’s next wave of learning progression development will let educators in every state throughout the country start their year with a learning progression specifically developed to meet their state standards. Yes, in fall of 2015, Customers will see their state-specific learning progression at the heart of the Renaissance Star 360® assessments, Renaissance Accelerated Reader 360®, and Renaissance Accelerated Math®.

The work of developing a state-specific learning progression has been an immense undertaking. It began with understanding the standards themselves. For each state, we studied what makes that state’s standards unique. We asked, what are the expectations for skills, knowledge, and practices—and when are they expected to be met? We also asked the big question that helps teachers deliver instruction aligned to the standards: How can this information be used to transform expectations into a progression of skill development that advances educators and students to their end goal?

With this comprehensive understanding of the state’s standards, our content developers next began the process of actually building the state-specific reading and math learning progressions, starting with the kernels of learning development: the skills. This means that, for each and every standard, our developers identified the skills inherent in the standards. These became the building blocks, with the ordering of the learning progressions informed by nearly ten years of experience and data from millions of assessments. (For readers who want to take a deeper dive into the development process, this page of our website includes white papers and more on the Core Progress learning progressions.)

What does this mean for you? Whether you are an educator in Virginia, Indiana, Montana, Alabama, Rhode Island, Texas, Washington, Maine, or any other state—you will start the 2015–2016 year with a clear articulation of skills for your grade and state. You will also start with a clear view of the context for those grade-level skills, because you will be able to see expectations from the previous grade and know where your journey with your students through the end of the year will take you.

You can also start your year with an understanding of where each of your student’s performance is in relation to your standards. How so? Each state-specific learning progression is placed on the STAR scale. After administering the assessment, the resulting scaled scores tell you where each student is performing in relation to the standards. From the beginning of the year, you will know which students are starting on track and which may need additional support to start their year of learning. And you will be prepared with tips and ideas for teaching targeted skills as well as thousands of new instructional resources.

At Renaissance, we are students too. The work of developing customized learning progressions for each state has required learning about and assigning meaning to the differences each state calls out, yet the work is ongoing. This deep knowledge will be continually enhanced and honed by your feedback on the learning progressions as well as the empirical data we capture on student practice and achievement. Essentially, whenever you use Renaissance software with your students, you inform the deeply powerful work of understanding how learning advances.

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Is formative assessment a tool or a process, and what makes it good? https://www.renaissance.com/2015/05/28/is-formative-assessment-a-tool-or-a-process-and-what-makes-it-good/ Thu, 28 May 2015 14:28:27 +0000 http://rliblog.wpengine.com/?p=1261 Not too many years ago, we fought some “wars” in our profession, and we may be on the verge of yet another. It started with the “Reading Wars” of Whole Language vs. Phonics. Then, we fought the “Math Wars” of computational and procedural understandings of mathematics vs. application and problem solving. Now we find ourselves […]

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Not too many years ago, we fought some “wars” in our profession, and we may be on the verge of yet another. It started with the “Reading Wars” of Whole Language vs. Phonics. Then, we fought the “Math Wars” of computational and procedural understandings of mathematics vs. application and problem solving. Now we find ourselves at least having “skirmishes” about what constitutes high quality formative assessment.

As is typical in such situations, people are polarized. There are some who see a complete solution for formative assessment in the suite of formative tools provided by either of the two main assessment consortia or professionally designed tests like Renaissance Star Reading® or Renaissance Star Math® or similar offerings from other companies. In response to these folks, Dr. Margaret Heritage of the National Center for Research on Evaluation, Standards, and Student Testing claims that “the two consortia lack ‘the right mind-set’ because they depict formative assessment as sets of tools, or ‘mini-summative’ tests” (Gewertz, 2012).

Then, there are folks so fixated on the use of quality formative assessment strategies at the classroom level that they cannot tolerate the use of the word “formative” in association with professionally designed tests. They cite Heritage’s comment that formative assessment should be a “continuous process embedded in adults’ teaching and students’ learning” (Heritage in Gewertz, 2012).

We need both, in balance

I have presented and worked with Dr. Heritage on multiple occasions and, if you will indulge me, I would like to clear up some misunderstandings with this revision of her statement: Formative assessment is a multi-level process embedded in adults’ teaching and students’ learning involving a variety of tools and strategies varying in design and use.

Often, our conversations about “formative assessment” become muddled due to the fact that the field of formative assessment is huge. Vendors can provide highly reliable and valid assessments that have gone through a rigorous design process and can be used formatively. And teachers might be told in a training that they should pause during lessons to have students rate their level of understanding using thumbs up / thumbs down. This, too, is labeled “formative assessment.”  How can two tools that are so very different both be labeled “formative assessment”?

At the summer assessment conference of the Confederation of Oklahoma School Administrators, Derek Brown, Director of Assessment for the State of Oregon, framed it well. He noted that we need teachers to focus on the ongoing use of high quality formative classroom assessment strategies, but we also need regular opportunities for teachers to look up from their daily work and gauge their progress by administering high quality, professionally designed assessments with documented reliability. These he referred to as interim assessments, a category within formative. Dr. Brown’s comments reveal that reliable and valid, nationally normed assessments offering some broad comparability are essential and key elements of schools’ overall assessment systems.

The key to big gains—classroom strategies

Assuming, then, that one accepts this call to view formative assessment in a more balanced way—to envision the multi-level process involving a variety of tools and strategies varying in design and use—is the problem solved? Or is our work just begun.

Given the recent emphasis on assessments as accountability tools, few teachers have heard of the landmark Inside the Black Box, a meta-analysis of classroom strategies by Paul Black and Dylan Wiliam in 1998. By my measure, this is one of the most meaningful works of our generation, but few practitioners realize the incredible findings that “students taught by teachers who integrated assessment with instruction could achieve in six or seven months what would otherwise take a year” (Black and Wiliam, 1998).

We talk a lot about “closing achievement gaps” and “increasing performance,” and Black and Wiliam’s findings are a solution right before us. As Wiliam (2011) notes, “substantial increases in student achievement—of the order of 70 to 80 percent increase in the speed of learning—are possible, even when outcomes are measured with externally mandated standardized tests” and  “the currently available evidence suggests that there is nothing else remotely affordable that is likely to have such a large effect.”

A call to broaden our view

The challenge is, while we fight assessment skirmishes that focus just on the aspects of standardized tools, we miss the bigger issue of connecting those tools directly to the teacher’s daily work in the classroom. As Rick Stiggins notes, “Because that standardized testing light has been so brilliant in our eyes, we haven’t seen past it to another application of assessment in schools that promises even greater impact on student learning. This is the classroom level of assessment. We have neglected to put into place day-to-day classroom assessment practices that set both teachers and students up for success, and that’s a crisis” (Assessment Training Institute, 2003).

References

Assessment Training Institute. (2003). Assessment for learning: A hopeful vision of the future [Motion picture]. (Available from the Assessment Training Institute, Portland, OR)

Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80(2), 139–148.
Gewertz, C. (2012, March 23). Expert Issues Warning on Formative-Assessment Uses. Education Week. Retrieved March 24, 2015, from http://www.edweek.org/ew/articles/2010/11/10/12assess.h30.htm

Wiliam, D. (2011). Embedded formative assessment. Bloomington, IN: Solution Tree.

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Teaching informational text through “life portraits”—a second coat https://www.renaissance.com/2015/05/14/teaching-informational-text-through-life-portraits-a-second-coat/ Thu, 14 May 2015 14:19:58 +0000 http://rliblog.wpengine.com/?p=1230 My original post on teaching informational text through biography borrowed from the elements of art to engage students in new ways as they write about the lives of others. The post focused on three elements of art—form, texture, and line. In borrowing these elements, I introduced the concept of a biography as a “life portrait” […]

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My original post on teaching informational text through biography borrowed from the elements of art to engage students in new ways as they write about the lives of others. The post focused on three elements of art—form, texture, and line. In borrowing these elements, I introduced the concept of a biography as a “life portrait” (the literal translation of biography). For students writing a biography, the art element form refers to ways the student puts the information together, texture refers to the evidence cited, and line becomes the actual lines the student writes.

In the earlier post, we explored different forms for a life portrait; famous last words and a moment in time. This follow-up post, written in response to requests from readers and educators who have attended our onsite forums, presents four additional forms to explore with your students. As you work with these forms, keep in mind that it is the texture—the evidence—that gives the life portrait depth and invites the lingering look.

More “Life Portraits” Forms to Explore

A picture is worth a thousand words

This life portrait begins with a photograph, for example, the photograph in the Renaissance Accelerated Reader 360® article, “Historian Will Donate Notes on Famous Lincoln Photo.” As students read the article, they learn about the 14-year old who found the photo and spent time researching it. Students writing life portraits with this form search for photographs of their subjects; then, just as the 14-year old did, they research the photograph and create a series of “photographer notes” related to it. For middle and high school students, this form lends itself to writing in real-world scenarios where one might be tasked to create a 1000-word description or explanation. (Writing a blog post comes to mind.)

Pocket anthology

This comes from a life portrait that explores the contents of Lincoln’s pockets at the time of his assassination. Why did he carry two pairs of reading glasses, what was up with the newspaper clippings, and did that Confederate five-dollar note tucked in his pocket seem out of place? As students research Lincoln, they find answers to these questions. You can view what was found in his pockets here.

With this form, students research any well-known figure to determine what he or she always carried. What caused the subject to keep that object (or those objects) close at all times?

Abe Lincoln's coffin

Provided by Abraham Lincoln
Presidential Library & Museum

Abraham Lincoln lying in an open casket.

See you in the funny papers

This form is biography via political cartoons. Students research political cartoons about the subject of the biography. Once several cartoons are identified, students arrange them in chronological order. Then students research the context of each cartoon and develop a life portrait as a series of annotations about each cartoon. With this form, teachers would establish criteria for the annotation (for example, date the cartoon was published and context of the cartoon—what was going on in the culture at the time).

Dinner party

This one is more challenging to write, but it does open the door for creativity and deeper research. It also works well in collaborative life portraits. The biographer, or biography team, plans a dinner party for the subject. What will you serve and why? Will you serve indigenous foods? Did the subject have any unique dietary habits? Simply planning the menu requires students to present the basic data—birth date and place.

Once the menu is in place, the student works on venue. Would it be in a place significant to the subject’s childhood home, schools attended, or something in connection with the subject’s adult accomplishments?

Next comes the guest list. Who will be invited and why? For example, a student writing a biography of Julius Caesar would invite Brutus because, until his assassination, Caesar considered Brutus a son.* On the other hand, the guest list would not include Crassus, who might ruin dinner by arguing with Brutus about the Spartacan revolt. A good host or hostess is always prepared to start an engaging conversation, so this life portrait form should include “good conversation starters,” and why they are good, as well as “don’t go there” topics, and why these topics would create a most uncomfortable conversation at a dinner party.

Limitless Possibilities

Forms for life portraits are limited only by your imagination. Better yet, they are limited only by students’ imaginations. Accelerated Reader 360 provides access to intriguing articles that can serve as a springboard for a life portrait. These articles, in the hands of a skilled teacher, provide practice in the skills such as finding and citing evidence that lead students into the fine art of biography.

*“Et tu, Brute” is also a great “famous last words” life portrait form. In ancient Rome, a man would reserve this kind of informal, direct address for a son or other family member. In calling his attacker “Brutus,” Caesar acknowledged him as such and then submitted to the attack. Unless…Caesar never really uttered those words. The biographer would need to research to uncover the truth.

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Unlock deeper learning with foundational skills practice https://www.renaissance.com/2015/04/30/unlock-deeper-learning-with-foundational-skills-practice/ https://www.renaissance.com/2015/04/30/unlock-deeper-learning-with-foundational-skills-practice/#comments Thu, 30 Apr 2015 14:07:23 +0000 http://rliblog.wpengine.com/?p=1213 Common Core Someday someone will write a retrospective book about the origins of the Common Core State Standards. It’ll be a story of policy and politics, testing, international benchmarking, and teaching. (Mostly politics.) This book will likely never be made into a must-see movie, but from a policy and implementation standpoint, it will be a […]

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Common Core

Someday someone will write a retrospective book about the origins of the Common Core State Standards. It’ll be a story of policy and politics, testing, international benchmarking, and teaching. (Mostly politics.) This book will likely never be made into a must-see movie, but from a policy and implementation standpoint, it will be a fascinating read.

Part of the story will look at what the standards authors and advocates didn’t anticipate. Implementing large and complex initiatives—such as new educational standards—often results in as many unintended outcomes as intended ones.

New standards—whether called Common Core, college and career ready, or another name depending on your state—are placing greater emphasis than ever on depth (i.e., complexity) of learning. We want “students to demonstrate deeper conceptual understanding through the application of content knowledge and skills to new situations and sustained tasks” (Hess, Carlock, Jones, & Walkup, 2009, p. 1). A popular frame of reference for thinking about depth and cognitive demand of assessments, standards, and content is Norman Webb’s “depth of knowledge” (DOK), which is popularly conceptualized in four levels, from least to most complex: (1) Recall & Reproduction, (2) Basic Skills & Concepts, (3) Strategic Thinking & Reasoning, and (4) Extended Thinking.

Though emphasizing deeper and more complex tasks is a welcome development, it’s a common misconception (an unintended consequence of the standards rollout) that students should now be spending far less time on learning and practicing foundational skills (DOK levels 1 and 2).

Here’s the reality: Close examination of new standards reveals a continued strong emphasis on foundational skills, and this is particularly true in mathematics. Descriptive analyses of the Common Core State Standards prepared for the Smarter Balanced Assessment Consortium showed that 89 percent of all mathematics standards are designated DOK level 1 and 79 percent are specified as DOK level 2, while only 21 percent and one percent encompass DOK levels 3 and 4, respectively (Sato, Lagunoff, & Worth, 2011). (Standards often cover a range of DOK levels.) Examinations of standards in non-CCSS states have produced similar findings.

Research tells us why practicing foundational skills is so important. According to cognitive scientist Daniel Willingham (2009), basic processes that initially place demands on working memory become automatic with practice, and this automaticity makes room for higher-level concerns. Willingham recommends that students acquire background knowledge—in other words, foundational skills—while practicing critical-thinking skills, noting that “critical thinking is not a set of procedures that can be practiced and perfected while divorced from background knowledge” (p. 37). While educators must offer students opportunities to acquire and demonstrate deeper, more complex learning, it’s important to remember that doing so must begin on a solid foundation of basic skills—skills that require instruction, practice, and feedback.

In recent years, cognitive psychologists, neurologists, and educational researchers have learned a lot about practice—namely how it works and why (if done correctly) skills practice can be so impactful when it comes to building a strong foundation for more complex skills. We have summarized this research in a new paper called Going Deeper: The Role of Effective Practice in Encouraging Profound Learning. The research and analyses all point to one conclusion: foundational and more complex skills aren’t an either/or proposition. Students need both to be successful.

References

Hess, K. K., Carlock, D., Jones, B., & Walkup, J. R. (2009, June). What exactly do “fewer, clearer, and higher standards” really look like in the classroom? Using a cognitive rigor matrix to analyze curriculum, plan lessons, and implement assessments. Presented at CCSSO, Detroit, MI. Retrieved from http://www.nciea.org/publications/cognitiverigorpaper_KH12.pdf

Sato, E., Lagunoff, R., & Worth, P. (2011, March). SMARTER Balanced Assessment Consortium Common Core State Standards analysis: Eligible content for the summative assessment: Final report. San Francisco, CA:

WestEd. Retrieved from http://www.smarterbalanced.org/wordpress/wp-content/uploads/2011/12/Smarter-Balanced-CCSS-Eligible-Content-Final-Report.pdf

Willingham, D. T. (2009). Why don’t students like school? A cognitive scientist answers questions about how the mind works and what it means for the classroom. San Francisco, CA: Wiley

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Teaching informational text through “life portraits” https://www.renaissance.com/2015/04/16/teaching-informational-text-through-life-portraits/ https://www.renaissance.com/2015/04/16/teaching-informational-text-through-life-portraits/#comments Thu, 16 Apr 2015 11:44:41 +0000 http://rliblog.wpengine.com/?p=1136 Across the states, we see an emphasis on learning to write and read at a depth that prepares students for success in college, career, and life. These efforts require students to work with evidence—find it, distinguish the letter shapes in it, absorb it, comprehend it, evaluate the veracity of it, and finally share and cite […]

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Across the states, we see an emphasis on learning to write and read at a depth that prepares students for success in college, career, and life. These efforts require students to work with evidence—find it, distinguish the letter shapes in it, absorb it, comprehend it, evaluate the veracity of it, and finally share and cite it. In this post, we examine using text evidence in new ways as students and their teachers tackle biographies—a part of human culture for thousands of years.

As I mentioned in an earlier blog post on informational text, humans are uniquely driven to create a coded record of their existence and equally driven to decode the records of others. We find creative ways to craft these records. From photograph to pictograph, timeline to testimony, we write and read about each other as we have done for about 5,000 years (Flanagan, 2009).

Intriguing, to be sure, but even more intriguing is that we humans really aren’t engineered to encode or decode symbolic representations of life. As Dehaene (2009) explains, there is nothing in our human development that could have prepared us to express or absorb language through vision. If we look at the physiology, the eye is a relatively poor scanner. Only the fovea, a tiny region in the central part of the retina, is dense in high-resolution cells sensitive enough to light to determine letter shapes. Nevertheless, at about the same time, cultures around the globe created symbols simple enough to be stored in our ventral visual system and linked to our language areas. Culture, rather than physiology, explains writing and reading—in particular, the drive to write and read about each other.

It is because of this drive that biography is a particularly powerful form when it comes to teaching students to understand and grapple with text evidence.

Art as a Bridge to Biography

The word biography, literally translated as “life portrait,” comes to our classrooms from the Greek bio, or “life,” + graphia, a “drawing or presentation.” We might wonder how students’ engagement in exploring the lives of others deepens if we were to set aside the traditional five-paragraph essay in favor of a life portrait, if we were to ask students to write biographies of others. Rather than ask them to create a list of notable events, what if we asked them to know the subject so well that they are able to paint a life with words?

“Painting a life with words” begins with students understanding the analogy. Take time to explore the explicit meaning of biograph—that it is a life portrait. You may want to display examples of actual portraits and ask students to note subtle differences in two or more portraits of the same subject. What distinguishes one portrait from another? Are the distinctions found in the elements of art, such as use of color and space?

While there are seven identified elements of art (Esaak, 2015), for our life portrait analogy, we’ll focus on three of those seven—form, texture, and line.

Exploring Form

At its most basic, form refers to a three-dimensional figure; however, in the context of art, the broader understanding of form includes the visible elements of the work and the way those elements are put together (Esaak, 2015). The elements of a biography include birth, early life, education, accomplishments, place in history, and passing. Informative without a doubt, but students could add dimension by focusing on the form—or on how they put those elements together as they write their biographies. For example, a life portrait may begin with famous last words such as Abraham Lincoln’s final utterance, “It doesn’t really matter.” The remainder of the portrait explores what it is that really doesn’t matter and why it doesn’t, as well as to whom he was speaking and in what context. Other famous last words (Higgins, 2014) that may provoke additional exploration include:

  • “Friends applaud, the comedy is finished.” –Ludwig van Beethoven
  • “I am about to—or I am going to—die: either expression is correct.” –Dominique Bouhour
  • “How did the Mets do today?” –Morris “Moe” Berg

Exploring A Moment in Time

Alternatively, students may focus on a moment in time. This life portrait form explores the subject through the impact of a single event in his or her life. For example, teachers can introduce students to this form with Renaissance Accelerated Reader 360® articles, such as the Smithsonian article on Marian Anderson that explores the substantial and lasting impact of a moment in time in 1939 when Marian Anderson sang at the Lincoln Memorial. Why did she perform at the memorial rather than in a performance hall? How were others inspired by her voice?

MarianAndersonConcert

Photograph by U.S. Information Agency

American contralto Marian Anderson performs in front of 75,000 spectators in Potomac Park, Washington, D.C. She is accompanied by Finnish pianist Kosti Vehanen.

Exploring Texture

Texture gives the work its depth—that quality that invites a lingering look (L. Fullerton, personal communication, March 22, 2015). In a life portrait, texture is the evidence. The stronger the evidence, the more a reader may linger over the writing. With Accelerated Reader 360, for example, teachers model and then engage in explicit instruction to help students understand primary and secondary sources, such as in the Accelerated Reader 360 article on Charlotte Brown, the star high school pole vaulter who happens to be blind. This article includes primary source evidence in the forms of her pole vault statistics and quotes from Brown, as well as her coach. Since Charlotte’s story is current, work with this article invites students to research her track career even further.

Exploring Line

Line, often considered the fundamental element in art, is a continuous mark made by a moving point. In a life portrait, the line is quite literally comprised of the lines of text crafted by the portraitist: the moving points, the key ideas and concepts. The reader—again, quite literally—reads between these lines to infer meaning from the text. The interaction among reader, text, and inference requires students to use evidence skillfully, state facts apart from opinion, and cite sources.

Bringing the Elements Together

Again, using simple-enough symbol systems, humans have been describing the lives of others for about 5,000 years. Perhaps it is time to take those descriptions in another direction. Using the art analogy described in this post, teachers lead students to explore the Greek roots of the word biography, “life + portrait.”

Here’s a snapshot of how the elements come together when teaching informational text with biography:

  • As students begin writing their assigned life portraits, they focus on the form of their work. Will they focus on a single moment in time or famous last words? Are there other forms for students to explore?
  • Teachers lead students with Accelerated Reader 360 articles to find other ideas for form. Once the form is determined, students gather rich evidence to add texture—or depth—to their writing. Their writing should be textured—evidenced—enough to prepare them to write in a college or career setting.
  • Finally, students complete the life portrait with consideration of the lines they write, for with these lines, their readers infer meaning, understand the impact, and sustain engagement in the life portrait.

It’s time to ask students to paint a life with words—and to teach them to truly understand and manipulate text evidence through this powerful genre.

P.S. Discover more ideas for teaching informational text through life portraits in Jan’s follow-up post.

References

Dehaene, S. (2009). Reading in the brain: The science and evolution of a human invention. New York, NY: Penguin Group.

Flanagan, O. (2009). How our brains learned to read. Retrieved from http://www.newscientist.com/blogs/culturelab/2009/11/how-our-brains-learned-to-read.html

Esaak, S. (2015) What are the elements of art? Retrieved from http://arthistory.about.com/cs/reference/f/elements.htm

Higgins, C. (2014). 64 people and their famous last words. Retrieved from http://mentalfloss.com/article/58534/64-people-and-their-famous-last-words

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What educators need to know about validity https://www.renaissance.com/2015/04/02/what-educators-need-to-know-about-validity/ https://www.renaissance.com/2015/04/02/what-educators-need-to-know-about-validity/#comments Thu, 02 Apr 2015 14:22:59 +0000 http://rliblog.wpengine.com/?p=1076 In this post, we take a closer look at validity. In the past we’ve noted that test scores can be reliable (consistent) without being valid, which is why validity ultimately takes center stage. We will still define validity as the extent to which a test measures what it’s intended to measure for the proposed interpretations and […]

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In this post, we take a closer look at validity. In the past we’ve noted that test scores can be reliable (consistent) without being valid, which is why validity ultimately takes center stage. We will still define validity as the extent to which a test measures what it’s intended to measure for the proposed interpretations and uses of test scores.

Going beyond the definition, we begin to talk about evidence—a whole lot of evidence—needed to show that scores are valid for the planned uses. What kind of evidence? Well, it depends. But before you run for the hills, let me tell you that the way we plan to use test scores is the important thing. So, our primary goal is to provide validity evidence in support of the planned score uses.

Types of validity evidence

There are several types of validity evidence. Although they are presented separately, they all link back to the construct. A construct is the attribute that we intend to measure. For example, perhaps reading achievement. If the items in a reading achievement test are properly assembled, students’ responses to these items should reflect their reading achievement level. We look for evidence of just that, in various ways.

  • Evidence related to construct. Evidence that shows the degree to which a test measures the construct it was intended to measure.
  • Evidence related to content. Evidence that shows the extent to which items in a test are adequately matched to the area of interest, say reading.
  • Evidence related to a criterion. Evidence that shows the extent to which our test scores are related to a criterion measure. A criterion measure is another measure or test that we desire to compare with our test. There are many types of criterion measures.

Validity Evidence

Again, these types of evidence all relate to the construct—the attribute the test is intended to measure—as we shall see in the example below. Before we continue, recall that in our last blog on reliability we defined the correlation coefficient statistic. This is another key term to understand when evaluating test validity, because the correlation coefficient is also used to show validity evidence in some instances. When used this way, the correlation coefficient is referred to as a validity coefficient.

An example of a validation process

Suppose we have a test designed to measure reading achievement. The construct here is reading achievement. Can we use the scores from this test to show students’ reading achievement?

First, we might want to look at whether the test is truly measuring reading achievement—our construct. So, we look for construct-related evidence of validity. Evidence commonly takes two forms:

Evidence of a strong relationship between scores from our test and other similar tests that measure reading achievement. If scores from our test and another reading achievement test rank order students in a similar manner, the scores will have a high correlation that we refer to as convergent evidence of validity.

Evidence of a weak relationship between our test and other tests that don’t measure reading achievement. We may find that scores from our test and another test of, say, science knowledge have a low correlation. This low correlation—believe it or not!—is a good thing, and we call it divergent evidence of validity.

Both convergent and divergent evidence are types of construct-related evidence of validity.

Second, a reading achievement test should contain items that specifically measure reading achievement only, as opposed to writing or even math. As a result, we look for content-related evidence of validity. This evidence is contained in what we call a table of specifications or a test blueprint. The test blueprint shows all of the items in a test and the specific knowledge and skill areas that the items assess. Together, all of the items in a test should measure the construct we want to measure. I’ll tell you that although the test blueprint is enough to demonstrate validity evidence related to content, it is only a summary of a much lengthier item development process used to show this type of validity evidence.

Third, being able to compare scores from our test with scores from another similar test that we hold in high esteem is often desirable. This reputable test is an example of a criterion measure. If students take both the reading test and this criterion measure at approximately the same time, we look for a high correlation between the two sets of scores. We refer to this correlation coefficient as concurrent evidence of validity.

What if I told you that you can also predict—without a crystal ball—how your students will likely perform on an end-of-year reading achievement test based on their current scores on our reading test? You may not believe me, but you sure can! You simply take scores on the reading test taken early in the year and compare them with the end-of-year reading test scores for the same students. A high correlation between the two sets of scores tells you that students who score highly on the reading test are also likely to score highly on the end-of-year reading test. This correlation coefficient shows predictive evidence of validity.

Both concurrent and predictive evidence are types of criterion-related evidence of validity.

Finally, there’s a fourth type of validity evidence related to consequences. Validity evidence for consequences of testing refers to both the intended and the unintended consequences of score use. For example, our reading test is designed to measure reading achievement. This is the intended use if we only use it to show how students are performing in reading. However, this same test may also be used for teacher evaluation. This is an unintended score use in this particular instance, because whether the test accurately measures reading achievement—the purpose for which we validated the scores—has no direct relationship with teacher evaluation. If we desire to use the scores for teacher evaluation, we must seek new validity evidence for that specific use.

Still, there are other unintended consequences, usually negative, that don’t call for supporting validity evidence. An example might be an instance where the educator strays from the prescribed curriculum to focus on areas that might give his or her students a chance to score highly on the said reading test and hence deny the students an opportunity to learn important materials.

The burden of proof of validity evidence lies primarily with the test publisher, but a complete list of all unintended uses that may arise from test scores is beyond the realm of possibility. Who then is responsible for validity evidence of unintended score uses not documented by the test publisher? You guessed right—there’s still no agreement on that one.

Test score validity is a deep and complex topic. The above summary is by no means complete, but it gives you a snapshot of the most common types of validity evidence. Again, the specific interpretations we wish to make about test score uses will guide our validation process. Hence, the specific types of validity evidence we look for may be unique to our specific use for the test scores in question.

With validity evidence in hand, how then do you determine whether the evidence is good enough?

Acceptable levels of validity evidence

Although validity coefficients generally tend to be smaller than reliability coefficients, validity—much like reliability—is a matter of degree. Just how good is good enough is largely tied to the stakes in decision making. If the stakes are high, stronger evidence might be preferred than if the stakes were lower.

validity coefficients

In general, some arbitrary guidelines are cited in literature to help test users interpret validity coefficients. Coefficients equal to .70 or greater are considered strong; coefficients ranging from .50 to .70 are considered moderate, and coefficients less than .50 are considered weak. Usually, there is additional evidence that these coefficients are not simply due to chance.

At Renaissance, we dedicate a whole chapter in the Star technical manuals to document validity as a body of evidence. Part of that evidence shows the validity coefficients, which for the Renaissance Star Assessments range from moderate to strong. To summarize, when judging the validity of test scores, one should consider the available body of evidence. not just the individual coefficients.

The educator’s role in the validation process

For the best outcome, the validation of a test for specific uses is best achieved through collaboration between educators and the test designers. This joint effort ensures that the educator is aware of the intended uses for which the test is designed and seeks new evidence if there’s a need to use scores for purposes not yet validated.

Well, this concludes our series on reliability and validity. I hope this overview of the basics will help you make sense of test scores and better evaluate the assessments available. I hope you’ll also check out my next post on measurement error!

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Driven by teachers—How our products evolve with real user feedback https://www.renaissance.com/2015/03/12/driven-by-teachers-how-our-products-evolve-with-real-user-feedback/ https://www.renaissance.com/2015/03/12/driven-by-teachers-how-our-products-evolve-with-real-user-feedback/#comments Thu, 12 Mar 2015 15:22:22 +0000 http://rliblog.wpengine.com/?p=1002 What does it really mean to be customer-centric?  Lots of companies claim to be customer-focused because it is an easy thing to say. Renaissance is grounded in our mission—to accelerate learning for all. We care about the teachers we serve. We work hard because we want to help students learn. But does that alone make […]

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What does it really mean to be customer-centric?  Lots of companies claim to be customer-focused because it is an easy thing to say. Renaissance is grounded in our mission—to accelerate learning for all. We care about the teachers we serve. We work hard because we want to help students learn. But does that alone make us customer-centric?

UX Diamond

In our business—creating great educational software—success hinges on the user experience. When using our tools, teachers need an experience that delivers value, is easy to use, is designed well enough to engage, and is engaging enough to motivate continued use.

Being customer-centric means looking at every touch point as scientifically as possible to create experiences that work. This constant testing for value is called “validation.” If you aren’t validating, you really aren’t customer-centric. Caring isn’t enough. Hard work isn’t enough. To deliver value, you have to always be validating.

Over time, we’ve ramped up both the depth and breadth of validation we do. How does this help you, the Teacher?

Out of nearly 1,000 employees at Renaissance, roughly 80 create new code and content, manufacturing our product development roadmap. Validation helps to ensure that these resources are dedicated exclusively to work that has high value for you. Last summer, we conducted a range of surveys and focus groups on a dozen different applications we might build. This scientific exploration of buyer attitudes helped us to prioritize where we will focus our energy. We focus our energy on building what teachers want and need, instead of wasting your (and our) time.

In some recent validation studies, depicted in the graph below, we found that about 40 percent of assessment decision makers are interested in unifying CAT (computer-adaptive testing) and CBM (curriculum-based measurement). This discovery will help shape our roadmap investments.

CATvCBM Demand

Of course, validation most significantly impacts and influences design and development. Over the lifetime of the work done toward releasing a new feature (called an “epic”) up to 10 validations occur. Work is typically done at the storyboard level first to identify key features. Usability testing then shapes development, identifying teacher preferences for everything from color to layout.

The overall goal of validation is to ensure that—with whatever we ship—we have exceeded the threshold of “minimum viable product” (MVP), and that we are solving an important problem for the teacher.

Here’s a simple example of how validation works. Just below is a screen showing the cover flow for Accelerated Reader (AR) Student Book Discovery, as originally conceived:

Screen 1

As the team in Minneapolis worked this epic, their design and validation owners noticed that students weren’t always spotting key elements of the navigation. So, we moved the scroll arrows outside the book covers, lightened the shelf cover, and rendered the Library icon more prominently, as you can see in the screen below:

Screen 2

In ways large and small, validation creates a direct pipeline between our users and our products, enabling their needs and preferences to control our work.

One of the questions I’m asked most often is how can we still have user complaints and calls in the wake of so much validation. When you actually sit in focus groups and 1:1 usability reviews, the answer to that question becomes clear. Whenever we sit down with users, we get a lesson in “one size does not fit all.” People have very different tastes, navigation styles, computer literacy levels, and learning approaches. No amount of testing creates a user experience (UX) that works for everyone. (You know this better than we do, because you look out at each of your classes toward a roomful of unique learners every day!)

Here’s a great example: Even the basic idea of book discovery in AR isn’t a hit with every student. While 75 percent very much liked the idea of “Top Books For You,” about 15 percent didn’t want it, with the remainder being indifferent. When, as Renaissance does, you have millions of users, even incredibly valuable features for most will be distasteful, unusable, or extraneous for some. The test of “goodness” is not whether everyone likes a new capability, but whether in aggregate there is a meaningful advance in the overall value of the offering.

And, that brings us to validation after the software ships. There is a nasty lesson I’ve learned over thirty years, accounting for a reasonable percentage of my grey hair. No version 1 software is perfect. There is a reason Google is famous for hanging “Beta” on everything. There is a reason no one remembers Windows v1.0. There is a reason so-called “early adopters” amount to just two percent of all software buyers. There is a reason 70 percent of Silicon Valley entrepreneurs achieve an exit value of essentially zero for their start-ups. Bootstrapping innovation is incredibly hard, shipping new software is difficult, and even getting a small new feature right can be a challenge.

So, how do we identify and deal with the inevitable mistakes and less-than-perfect code? The answer is even more validation. But, after shipping, new kinds of “checking” become possible. Once users are actually using the product, we can use “clickstream” analysis to see what they are doing and where they are going wrong. At Renaissance, we’ve had to make a huge investment to get into the clickstream game. While folks at Facebook run 1000 “A/B tests” a day, until recently we’ve had very little real-time data about how users are actually interacting with Renaissance applications.

Now data is flowing. R&D teams are able to use a tool called “SPLUNK” to explore millions of application instrumentation events, creating new insight into how our users are touching our features.

Book Recommendation Activity

Above, you see an hour in the clickstream life of AR Book Discovery, showing which “slot” in the shelf users are clicking on.

Can you call yourself customer-centric without knowing what users think of the content you are showing them?  Probably not, so we are about to introduce validation by reputation. The power of reputation has revolutionized product experiences. Whether it comes to knowing the reputations of drivers on Uber, movies on Netflix, or instructional resources on TeachersPayTeachers, validating goodness via the wisdom of the crowd has enormous power. The screen below is an example of how we’ll capture user ratings to track the reputation of content available in our platform.

Reputation

By using clickstream data, post-release surveys, reputation, and more, we can pinpoint problems with newly shipped code and content, driving constant improvement more efficiently.

Success hinges on the quality of the user experiences (UX) we deliver. In last fall’s customer survey, for the first time, we asked about the quality of our UX. We’re pleased to report the results were pretty good.

Customer Ratings Scale

We can and we will get even better. We’re new at validation, but we’re learning fast. Over time, we’ll grow our ability to focus on the right work, discover MVP before we ship, and fix our errors quickly post-release. Validation is destined to be our teachers’—your—best friend.

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Renaissance Learning Acquires UClass, Bridges K12 Assessment and Instruction https://www.renaissance.com/2015/02/19/renaissance-learning-acquires-uclass-bridges-k12-assessment-instruction/ Thu, 19 Feb 2015 20:32:54 +0000 https://renlearnstg.wpengine.com/?p=3917 UClass extends Renaissance’s ability to help teachers connect assessment and instruction by tapping into each school district’s existing bank of resources WISCONSIN RAPIDS, Wis., (February 19, 2015) – Renaissance Learning, a K12 assessment and learning analytics company, announced today the acquisition of UClass, a cloud storage and content management platform for school districts’ curricula. While […]

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UClass extends Renaissance’s ability to help teachers connect assessment and instruction by tapping into each school district’s existing bank of resources

WISCONSIN RAPIDS, Wis., (February 19, 2015) – Renaissance Learning, a K12 assessment and learning analytics company, announced today the acquisition of UClass, a cloud storage and content management platform for school districts’ curricula.

While Renaissance helps teachers identify what skills students know and what they’re ready to learn next, UClass makes districts’ existing resources easily accessible for instruction. With UClass incorporated into the Renaissance platform, teachers will be able to match students’ progress on state standards with content from the school district’s entire curriculum catalog to best fit each teaching moment.

“While we help educators map their students’ learning progress from the time they enter kindergarten to when they graduate, UClass helps districts map their entire curriculum catalog so that teachers can easily go from understanding what a student needs to delivering what instruction comes next,” said Jack Lynch, CEO of Renaissance Learning. “We’re looking forward to having the extremely talented UClass team join Renaissance and build upon this brilliant but simple solution for educators to bridge assessment and instruction without having to sacrifice freedom of choice in curriculum.”

Founded in 2012, UClass is used in more than 5,000 schools and has more than 16 million pieces of learning content already preloaded into its database, including lesson plans, instructional videos and games. Its strong potential with Renaissance stems from the ability to allow districts to upload and share their entire curriculum catalog to be tagged, mapped and qualified. This gives educators flexibility to select the best content for each student.

“We believe that teachers are the architects of student learning and that the best way to transform education is by supporting them,” said Zak Ringelstein, CEO of UClass. “The combination of Renaissance’s assessment data and UClass’s district content significantly increases the ability for an educator to choose the right curriculum at the exact moment a student is ready to learn it. This is one of the most game-changing things happening in education today.”

The UClass team will blend with the product, engineering and customer support teams at Renaissance while maintaining their San Francisco location. UClass was represented by GSV Advisors in this transaction.


About UClass

UClass is a leading K12 content management solution that enables districts to flexibly distribute core curriculum to staff, facilitate collaboration across schools and measure the efficacy of its resources. UClass gives teachers and administrators a place to host purchased, in-house and open source curriculum of their choosing and strengthens it with a dynamic analytics dashboard, which helps educators figure out what is working so they can replicate curriculum success for students. UClass was founded by public school teachers whose mission is to increase opportunities for all students by providing schools the tools they need to ensure they use the most relevant content for the personalized needs of teachers and students.

About Renaissance

Renaissance, the leader of K-12 cloud-based assessment and learning analytics, has a presence in more than one-third of U.S. schools and 60 countries around the world. By delivering deep insight into what students know, what they like and how they learn, Renaissance enables educators to deliver highly personalized and timely instruction while driving student growth in reading, writing and math. To learn more, visit: www.renaissance.com.

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A measure of stability in a time of uncertainty https://www.renaissance.com/2015/02/19/a-measure-of-stability-in-a-time-of-uncertainty/ https://www.renaissance.com/2015/02/19/a-measure-of-stability-in-a-time-of-uncertainty/#comments Thu, 19 Feb 2015 19:53:25 +0000 http://rliblog.wpengine.com/?p=979 The 2014–15 school year brings unprecedented change in summative assessment. More than 80 percent of US students will sit for a new assessment, whether it’s from The Partnership for Assessment of Readiness for College and Careers (PARCC), the Smarter Balanced Assessment Consortium (SBAC), or a more traditional provider. Perhaps more significantly, pass rates are projected […]

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The 2014–15 school year brings unprecedented change in summative assessment. More than 80 percent of US students will sit for a new assessment, whether it’s from The Partnership for Assessment of Readiness for College and Careers (PARCC), the Smarter Balanced Assessment Consortium (SBAC), or a more traditional provider.

Perhaps more significantly, pass rates are projected to be less than 50 percent. While PARCC has yet to set cut scores or make any projections, SBAC has set cut scores based on last year’s pilot and forecasts pass rates ranging from a low of 32 percent (Grade 8 Mathematics) to a high of 44 percent (Grade 5 ELA/Literacy). Attempts to raise standards are inextricably linked to drops in proficiency rates, but the forthcoming test results will cause many schools to face public inquiries about why scores have dropped.

While it is easy to adopt an attitude that “the sky is falling,” it should be noted that this situation is not entirely new. Previous state tests have been changed in the past, as have the cut scores within them. That said, the shifts we are about to encounter are unprecedented. At a time when there is so much pressure on schools and so much tension around testing and Common Core itself, how are school leaders to face the pending public inquiry?

In this time of flux, the assessments in Renaissance Star Assessments have remained a stable growth measure for many schools, and the data from them can be quite useful when it comes to ensuring stakeholders that all is not lost. While results from mandated summative assessments may create a perception that, overnight, many schools have gone from good to bad, Star assessments can help document a trend of continual improvement.

STARStabilityGraph

The graph above is an example of the kind of evidence of ongoing growth educators can create with reliable and valid, longitudinal Star 360 data. Placed in the context of the apparent drop in proficiency rates we expect to see with new summative assessments and higher benchmarks, this is a powerful and necessary image that will help educators demonstrate that students are indeed growing.

School leaders would be well served to consult two particular data sets within Star 360. First, for schools that truly have been steadily improving, Longitudinal Reports in Star 360 can easily document this by showing proficiency rates against benchmarks that are fixed, unlike the changing benchmarks of the summative tests. When a school leader can show ever-increasing proficiency rates, many fears will be allayed.

Secondly, Star assessments include Student Growth Percentile scores (SGPs), which offer insight into relative growth. If, for example, a school has an average SGP of 62, that would indicate that its students are demonstrating growth equal to or greater than the growth seen in 62 percent of their academic peers nationwide (students in the same grade and nearly the same starting score).

Increasing proficiency and above-normal growth can both be documented through Star 360 scores, and both can be used to bring confidence to stakeholders and calm amidst changing state tests.  In addition, Star 360 provides multiple other benefits at the interim level, providing detailed information for instructional planning through our Core Progress learning progression, the exact information teachers need to help students reach the raised bar of performance.  Finally, after the results are back from this first year of new summative tests, linking studies will allow us to project performance on both SBAC and PARCC tests with a high degree of accuracy, providing an additional level of insight.

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The real truth about achieving excellence https://www.renaissance.com/2015/02/05/the-real-truth-about-achieving-excellence/ https://www.renaissance.com/2015/02/05/the-real-truth-about-achieving-excellence/#comments Thu, 05 Feb 2015 12:12:28 +0000 http://rliblog.wpengine.com/?p=959 How important is talent when it comes to success? Our efforts to create excellence in students are inextricably linked to our beliefs about what constitutes talent. Daniel Coyle, author of The Talent Code, advances that to help students achieve excellence we must thoughtfully explore “that space—the gap that separates regular performance people and ‘talented’ people.” He […]

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How important is talent when it comes to success?

Our efforts to create excellence in students are inextricably linked to our beliefs about what constitutes talent. Daniel Coyle, author of The Talent Code, advances that to help students achieve excellence we must thoughtfully explore “that space—the gap that separates regular performance people and ‘talented’ people.” He notes that “we are told stories about that space, by parents, movies, and books. We are told that [some] babies are born with gifts [of greatness] in them.”  But only a few receive such gifts. Similarly, in Outliers, Malcolm Gladwell notes that “there is a story usually told about extremely successful people, a story that focuses on intelligence and ambition” but that “the true story of success is very different.” If we are to lead students to be successful, we must know the true story of success.

Geoff Colvin picks up the theme in Talent is Overrated when he notes that popular belief holds that Mozart was a musical prodigy, uniquely gifted from a young age. Was he? Tiger Woods was “destined” from birth to be great in golf. Or did he simply have a series of unique experiences?  The reality is that their success had much more to do with hard work and hours of practice than with pure talent, fate, or destiny. When pushed on the concept of natural ability, Coyle admits that raw talent is a factor in success, but he also points out that it is far less of a factor than most imagine.

So, what is the truth about greatness? Guided by recent cognitive research, many authors have been exploring this field. First, Coyle posits three elements of “The Talent Code” in his book of the same title. After exploring “hotbeds of talent”—schools, camps, and even entire countries around the world teaching all sorts of skills and producing an unusually high number of talented individuals—Coyle advances that “greatness isn’t born, it’s grown” through “deep practice” (practicing skills in specific ways), “ignition” (motivation), and “master coaching.” Following and expanding on Coyle’s ideas, Doug Lemov explores the concept of practice in depth and detail in his book, Practice Perfect, where he offers over 40 specific suggestions on making the practice that we require of learners as effective as possible.

Space here does not permit me to fully expand on Coyle’s ideas, but, of the three, “deep practice” is the heart. From its inception, Renaissance Learning has advanced that “extensive practice is necessary to develop the skills of reading, mathematics, and writing.” Though this message has an intuitive appeal, it was not always well received.  Many educators have pushed back against our recommendations on how much practice time was necessary. Some, in efforts to honor the concepts of rigor and deep understanding, would question time spent “just reading” or “working on low level math problems or basic math facts.”  As Lemov (2012) notes, “Generally seen as mundane and humdrum, poorly used and much maligned, or too familiar to be interesting, practice is often considered unworthy of deep, sustained reflection and precise engineering.”

We proclaim that practice is not mundane or too familiar to be interesting, that practice is worthy of deep, sustained reflection and precise engineering. We proclaim that practice is an essential yet often overlooked element of success and that time spent “just reading” or “working on lower level math problems and math facts” forms the foundation needed for subsequent success.

The good news offered by Gladwell, Coyle, Colvin, and Lemov is that high levels of achievement are within reach for many more people than we may ever have believed. The bad news is that this new, more truthful story of success doesn’t mesh with the myths and stories we’ve been told for so long of “God-given talent,” and that requires some rethinking on our parts.

So, what does this mean for educators?  It means that we may need to rethink the importance of students regularly practicing essential skills. There is no shortcut to building skills, as the physiological process (myelination) is only accomplished through repetition (practice). It also means that we must acknowledge that building effective practice into our classroom experiences is a critical element worthy of reflection and thoughtful planning. In an address to educators I attended, Coyle suggested that teachers focus on the following four things:

  • Ruthlessly eliminate passive learning
  • Embrace struggle and repetition
  • Plan for students to work in short, intensive, frequent sessions
  • Teach students “brainology”—the basics of neuroscience

As noted leadership author Jim Collins observes, “greatness, it turns out, is largely a matter of conscious choice and discipline.” Our challenge now is to rethink the power of practice and learn how to motivate all students to undertake the difficult hours of it that will set them up for success.

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Effective teachers are empowered—and so are their students https://www.renaissance.com/2015/01/22/effective-teachers-are-empowered-and-so-are-their-students/ Thu, 22 Jan 2015 14:23:14 +0000 http://rliblog.wpengine.com/?p=901 Educator effectiveness and grit are trending across educational media. Is it coincidence or inevitability that these two concepts should dominate current discourse simultaneously? Perhaps it is the potential for these ideas to be unified toward a single purpose: to empower students through deeper understandings of the world about them, helping them develop skills and resources […]

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Educator effectiveness and grit are trending across educational media. Is it coincidence or inevitability that these two concepts should dominate current discourse simultaneously? Perhaps it is the potential for these ideas to be unified toward a single purpose: to empower students through deeper understandings of the world about them, helping them develop skills and resources not only to survive but to thrive in it. This is the power of an effective educator—one whose teaching empowers students and recruits them in the effort.

A new Renaissance Learning white paper, The Power of an Effective Educator, explores the power of educator and learner effectiveness, and ways to implement these understandings in an Assess, Teach, Learn framework. This blog post provides a snapshot of key concepts in the paper.

To use physics as a lens, power causes an object to change through the application of strength. If we apply this analogy to educator effectiveness, we see that educators produce changes in students when they exercise these strengths:

  • Manage a classroom effectively
  • Show genuine interest in students and  their success in college, career, and life
  • Use assessment data skillfully
  • Present complex concepts in a logical, learnable progression

If we apply the physics analogy to learner effectiveness, we see that power produces shifts in a student’s attitudes about learning. Often this power is described as “grit,” or a learner’s passion toward goals and the resiliency to meet, or exceed, those goals (Duckworth, et al., 2007). Along similar lines, power can be measured in a learner’s purposeful decision to be engaged in learning opportunities at school.  Power, as evidenced by grit and engagement, is fully realized when learners exhibit a sense of personal responsibility for their learning.

Developing educator effectiveness is far from a new concept, and the same is true for student empowerment. Coleman’s 1966 report to the US Department of Health, Education, and Welfare (now the Department of Education) noted distinct differences in educational opportunities available to children based on race and ethnicity. Students from economically advantaged backgrounds, and those in the majority population, routinely outperformed their peers from disadvantaged or minority backgrounds.

During this same time period, a seminal study on language development found a correlation between socioeconomic status and early language acquisition (Hart & Risley, 1995). Students raised in poverty were less likely to have developed adequate vocabulary in their early years to be successful in school. By school age, the “word gap” between advantaged and disadvantaged children led some to conclude that what children lack upon entering school distances them from their more advantaged peers—a distance that grows wider with each passing grade level (Orr, 2012).

One potential take-away from these studies is the idea that educators must be realistic in working with students from disadvantaged backgrounds and set expectations appropriate to their socioeconomic status (Bernstein, 1970); however, establishing learning expectations based on what children lack, rather than how much they know, is counterintuitive to people who empower learners. As a result, those researching educator effectiveness over the past decade looked to the one consistent, universal, and controllable variable in student learning—the effectiveness of each educator.

In fact, as Coleman (1966) researched school characteristics correlated to student achievement, he noted that “variations in facilities and curriculums of schools account for relatively little variation in pupil achievement. . . . The quality of teachers shows a stronger relationship to pupil achievement” (p. 22). Further, Coleman states that the impact was progressively greater at higher grades, indicating a cumulative impact of effectiveness in fostering student achievement.

In other words, teachers matter. They matter a lot.

There is, however, more to the story. Empowering students begins with assessing their learning. Although we often associate assessment with measures of educational achievement, it originally belonged to capital gains. From the Latin assēssuswhich means to sit beside and make decisions as a judge, assessment was all about assigning value to existing property for the purpose of increasing its value.

For students, learning is their property.  They own it, and it becomes their capital for success in school, in college, in their career, and throughout their lives. Among the identifiable variables in schools where students perform equally well regardless of socioeconomic or majority status, two emerge as most evident: relationships and resiliency, or grit. This means that students understand that their teachers genuinely like them and want them to succeed. Further, they understand that grit, which, again, is defined as perseverance and passion for long-term goals (Duckworth, et al., 2007), is a better predictor of success than IQ, talent, or socioeconomic status.

Across multiple studies, differences in grit accounted for variances in success beyond that explained by IQ or talent. Duckworth, et al., 2007). In other words, students matched in IQ for academic pursuits and/or talent for athletic and artistic endeavors, differ in grit; and the grittier ones surpass their equally talented, but less gritty, peers.

In other words, learners matter. They matter a lot.

In a study focused on mathematics achievement, the findings indicate that IQ does not predict growth in mathematics; it only determines a student’s starting point (Murayama, et al., 2012). Teachers who empower their students know that  a starting point is just that—a place to begin. Starting points are informative yet finite. Growth is infinite.

The next logical step toward building educator and learner effectiveness is to implement these findings in every classroom, empower every student. We invite you to download The Power of an Effective Educator to explore these concepts in greater detail and understand how they empower students in the Assess, Teach, Learn accelerated learning framework.

References

Bernstein, B. (1970). Education cannot compensate for society. New Society, 15(387), 344-347.

Coleman, J. S. (1966). Equality of educational opportunity. Commissioned by the U. S. Department of Health, Education and Welfare. Text available through ERIC. Retrieved from http://eric.ed.gov/?id=ED012275.

Duckworth, A., Peterson, C, Matthews M., & Kelly, D. (2007). Grit: Perseverance and Passion for Long-Term Goals. Journal of Personality and Social Psychology, 92(6): 1087-1101.

Hart B., & Risley, T. (1995). Meaningful differences in the everyday experience of young American children. University of Michigan.

Murayama, K, Pekrun, R, Lichtenfeld, S, & Rudolf vom Hofe, R, (2012). Predicting long-term growth in students’ mathematics achievement: The unique contributions of motivation and cognitive strategies. Child Development, (84)4: 1475-1490.

Orr, A. (2012). The thirty-million word gap. School Literacy and Culture. Retrieved from http://centerforeducation.rice.edu/slc/LS/30MillionWordGap.html

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Reflecting on education reform—Awareness of the past can unite us today https://www.renaissance.com/2015/01/08/reflecting-on-education-reform-awareness-of-the-past-can-unite-us-today/ Thu, 08 Jan 2015 14:51:00 +0000 http://rliblog.wpengine.com/?p=855 As I reflect back on almost 40 years in the field of education, I note how fitting it is that the job from which I retire is with Renaissance Learning, as these 40 years can be viewed as an ongoing “renaissance” in the field of education. In my view, the changes in education in this […]

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As I reflect back on almost 40 years in the field of education, I note how fitting it is that the job from which I retire is with Renaissance Learning, as these 40 years can be viewed as an ongoing “renaissance” in the field of education. In my view, the changes in education in this span of time are deep enough to be considered a rebirth, yet educational progress continues to be weighed down by the underlying issue of poverty in the US. Where does this leave us? Can true reform take hold and improve outcomes for our children when societal factors threaten that well-intended work?

In some ways, progress is undeniable: Forty years ago children with disabilities were not only not in school, many were specifically excluded. And today, we educate almost 7 million students with disabilities in the public schools. The same could be said of the use of technology. Forty years ago we used typewriters, and just one computer filled a room. Today we carry a mini-computer in our pocket, and it connects us instantly to almost anywhere in the world and with any piece of information we desire or need to know.

Yet, with all our advancement and today’s emphasis on college- and career-readiness standards, rigorous assessments, personalized learning, parental engagement, and data literacy, it’s worth asking whether recent efforts really represent major shifts in thinking compared to 40 years ago. With so much resistance to current reforms across the US, it’s a good time to look at how our goals for reform stack up to those of the past:

  • In 1974, the US public wanted the most productive workers in the world. Today, the public wants this and more, with a focus on the need for even more highly trained and educated workers with a focus on STEM.
  • In 1974, civil rights were preeminent as the public wanted to remove inequality and provide equal access to education for all. Today, the public continues to cite civil rights and wants educational options—school choice—to ensure every child has a fair opportunity to receive an excellent education.
  • In 1974, the public wanted equitable funding based on the needs of the students. Today, the public wants more funding that is both based on need as well as being competitive.
  • In 1974, the public wanted the most highly qualified teachers. Today, the public wants the most highly effective teachers based partly on student academic performance.
  •  In 1974, the public wanted to overcome the effects of poverty to lessen the achievement gap. Today, the public wants to address this gap via accountability for all students—making tests count and ensuring 100 percent of all students are proficient or above.

Have we changed that much? The underlying issues of education reform seem consistent, even if the ideas for what’s needed to get us there have evolved.

Photographer: Frank Wolfe Lyndon B. Johnson at the ESEA signing ceremony in 1965, seated at a table with his childhood teacher, Ms. Kate Deadrich Loney.

Perhaps the greater question weighing on our minds is, how are we doing today? Again, awareness of the past is crucial to arriving at the right answer. Back in 1965, when the “War on Poverty” was launched, for the first time the federal government became part of the solution to ensuring equality and enhancing national productivity. This was the beginning of a focus on children who were part of low-income families, who needed to be ensured that adequate educational programs were available for all. Additionally, for the first time, the federal government provided financial assistance to local districts with high concentrations of children from low-income families. Most agree that this was needed. And more of these initiatives followed, into every decade since the 1960s.

Looking back, the US has made a tremendous effort to ensure equity for all. How successful has this been? Some say we’ve fallen short. Some say, not so fast.

The trend today is to conclude that the US is not doing a good job in terms of education, and in fact, many say we’re losing ground. Scores on international exams have often been cited as evidence that education in the US is getting worse, not better. Results from the most recent PISA (Program for International Student Assessment) showed that US students are somewhere in the middle of the pack, and this has been offered as “proof” that our kids are being prepared to become second-class citizens. Yet at the same time, the World Economic Forum and the Institute for Management Development once again ranked the US number 1 in overall competitiveness, a rather dubious honor for a country with so-called low-performing schools. (The Global Competitiveness Report and an interactive data platform are available here.)

Yet, as Walt Gardner put it, saying we’re worse off now is simply not true: “So much anger aimed at public schools today is based on the assumption that they were far better in the past.” He goes on to say, “The trouble, however, is that there never was an educational Eden in this country. In fact, ever since public schools have existed here, they’ve been the subject of complaints that sound very much like those heard today.”

Jay Mathews, from the Brookings Institute, shared that US students’ performance on PISA has been flat to slightly up since the test’s inception; scores on the TIMSS (Trends in Mathematics and Science Study) have improved since 1995 as well.

The bottom line is this: The role of public schools in the US is to assist every child in learning to the highest level possible. We all must accept responsibility for enhancing and improving student learning. We have some of the most productive workers in the world—some of the most thoughtful, innovative, and imaginative people today. This country has the most inventors and holds the most patents. What has made a difference in the US is that we have the freedom to do what works best and the ability to instill creativity, imagination, and innovation in every child’s mind.

One of the major backlashes we are contending with today is whether we have too much testing in the schools—and this is a real concern, likely the result of many tests not being instructionally relevant. That is, the purpose of summative measures is to tell us what a child can or cannot do at one point in time, whereas formative or interim assessments are purposefully and directly linked to instruction. (See our recent blog posts on this topic here and here.) We need to know how well a child has learned a concept or a skill or whether intervention is needed. Assessments are not necessarily negative, nor should they be viewed as judgmental. They are the very tools that lead to student achievement and success.

So what does all of this mean? Why does it appear that the voices in education are more divided than ever,  when in reality they are raised in unison to demand what’s best for students? If we can agree that reform has occurred and continues to occur, and that our interests are aligned to what’s best for students, we can focus on the questions that continue to need to be addressed: 

  • Is dissatisfaction with our public schools new? Did the landmark A Nation at Risk report overrate the threat to our society and to our economy? Or is it that school performance plummets when the concentration of low-income students gets above a certain threshold?
  • Do our low-income students score worse than other countries’ low-income students? Or do we simply have more low-income students?
  • Are teachers feeling more pressure to improve their test scores? Have teachers had to dilute their creativity to teach to the test? Is the preparation of students for tests becoming enormously time-consuming?
  • Does the public support the use of students’ standardized test scores to evaluate teachers?
  • Do parents want their children to be exposed to more than a one-size fits-all approach in education?
  • Why is there resistance to federal involvement in education? Is it because of the Tenth Amendment, which limits the powers of the federal government? Anti-centralization? Fiscal restraint? Party politics?
  • What should the role of the federal government be? To stimulate action by targeting funds? To discover and make knowledge and information available? To provide services like technical assistance? To regulate and enforce? To give direction?
  • What should students know and be able to do? And who should determine this? How should it be determined? What is an appropriate level of knowledge and skill?

These questions and others have been asked for at least the last forty years, yet it’s easy to lose sight of or sugarcoat the past. It serves us well to remember where we’ve been, what has been done in the name of educational reform and why.  And we should use this lens focused on the past to help us reserve judgment about the factors affecting student outcomes and whether those outcomes are moving in the right direction. I am hopeful that each “new” idea in education holds the potential to benefit all students. Renaissance Learning’s mission is “to accelerate learning for all children and adults of all ability levels and ethnic and social backgrounds, worldwide.” The optimism in these words is supported by history—we are on a solid path to reform. What better goal could we have than to improve the lives of all children everywhere and to provide them with the education they need to thrive and grow in the 21st century?

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Learning with a destination in mind: The art and science of personalized goal setting https://www.renaissance.com/2014/12/18/learning-with-a-destination-in-mind-the-art-and-science-of-personalized-goal-setting/ https://www.renaissance.com/2014/12/18/learning-with-a-destination-in-mind-the-art-and-science-of-personalized-goal-setting/#comments Thu, 18 Dec 2014 14:23:43 +0000 http://rliblog.wpengine.com/?p=822 A version of the famous quote from Chinese philosopher Lao-tzu states, “A journey of a thousand miles begins with a single step.” But what determines whether that journey will be successful? If we’re listening to current research on performance and achievement, the answer lies in the goal we’ve set. We could argue, in fact, that […]

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A version of the famous quote from Chinese philosopher Lao-tzu states, “A journey of a thousand miles begins with a single step.” But what determines whether that journey will be successful? If we’re listening to current research on performance and achievement, the answer lies in the goal we’ve set. We could argue, in fact, that successful journeys must begin with a goal in mind, before that first step is even taken.

Goal setting has been widely recognized by psychologists, coaches, business managers, and others as a way to improve performance. The benefits of goal setting have been well documented in fields such as music, athletics, and the workplace (Harrison, 2013; MacNamara, Holmes, & Collins, 2006; Weinberg, Yukelson, Burton, & Weigand, 1994).

What role does goal setting play in the classroom? What role should it play? Recent research and expert guidance are providing answers.

Goal setting has been identified as a critical component of response to intervention systems. In the Best Practices in School Psychology handbook, Dr. Edward Shapiro (2008) notes that goals enable educators to monitor student progress and make adjustments in either instruction or to the goals themselves as instruction is proceeding (2008). Goal setting is also recognized as an effective practice by the US Department of Education. Research suggests that teaching students to examine their own data and set learning goals that map out attainable accomplishments motivates them and provides them with a sense of control over their own outcomes (Hamilton et al., 2009).

Having goals is also important for students to learn persistence, self-control, grit, and related skills. These so-called “non-cognitive” skills have risen in prominence in recent years thanks to a collection of very interesting works by economists, educators, psychologists, and neuroscientists who are discovering that non-cognitive skills are just as important as cognitive skills (Tough, 2012). For instance, “grit,” defined as perseverance and passion for long-term goals, has been the subject of a number of recent studies showing that those who set goals and follow through with them attain higher levels of achievement (Duckworth et al., 2007). One study found that students’ self-discipline scores from the previous fall were better predictors of their final GPAs than their IQ scores. Students who score high in grit “deliberately set for themselves long-term objectives and do not swerve from them—even in the absence of positive feedback” (Duckworth & Seligman, 2005).

What constitutes a good goal? According to the “SMART” approach (Doran, 1981), which is widely used in management, goals should be:

  • Specific
  • Measurable
  • Achievable
  • Realistic
  • Time-bound

This approach makes sense, but anyone who has gone through a SMART exercise knows that writing goals that meet the criteria can be challenging. In education, the teacher’s judgment and knowledge of the student are key, and this is the art of personalized goal setting. But this art is best built on a solid foundation of sufficient information about what constitutes an achievable or realistic goal for a particular student—the science.

Here is where technology and learning analytics play a key role. Baked into solutions such as Renaissance Star Assessments and Renaissance Accelerated Reader are goal-setting tools to help educators select and set personalized goals for each student that are specific, measurable, achievable, realistic, and time-bound. Renaissance solutions reflect collective knowledge about student practice and growth, drawn from databases of millions of students from tens of thousands of schools across the US. The goal-setting feature in Star 360 suggests a likely future achievement trajectory for each student based on the historical performance of students with similar pasts. In Accelerated Reader, teachers set personalized targets for each student addressing the volume, comprehension, and complexity of daily independent book-reading practice, over the course of a marking period, semester, or any other period of time. Art is added to science when teachers combine the guidance from these tools with their knowledge of each student to identify reasonable yet ambitious achievement goals.

At Renaissance, our own data on the power of goal setting supports what education researchers are now unearthing. When we wrote the What Kids Are Reading report, we wanted to understand whether students with personalized reading goals read more than those without goals. Upon mining the Accelerated Reader data, we were pleasantly surprised by the results. On average, students with goals (compared to those without goals):

  • Read 32 percent more books
  • Read 35 percent more minutes per day
  • Scored 4 percent higher on reading comprehension quizzes
  • Read more challenging books
  • Exhibited greater reading achievement growth  during the school year

References

Doran, G. T. (1981). There’s a S.M.A.R.T. way to write management’s goals and objectives. Management Review (AMA FORUM), 70(11), 35–36.

Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: Perseverance and passion for long-term goals. Journal of personality and social psychology, 92(6), 1087.

Duckworth, A. L., & Seligman, M. E. (2005). Self-discipline outdoes IQ in predicting academic performance of adolescents. Psychological Science, 16(12), 939–944.

Hamilton, L., Halverson, R., Jackson, S., Mandinach, E., Supovitz, J., & Wayman, J. (2009). Using student achievement data to support instructional decision making (NCEE 2009-4067). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance. Retrieved from http://ies.ed.gov/ncee/wwc/pdf/practice_guides/dddm_pg_092909.pdf

MacNamara, A., Holmes, P., & Collins, D. (2006). The pathway to excellence: The role of psychological characteristics in negotiating the challenges of musical development. British Journal of Music Education, 23(03), 285–302.

Shapiro, E. S. (2008). Best practices in setting progress-monitoring monitoring goals for academic skill improvement. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp. 141–157). Bethesda, MD: National Association of School Psychologists. Tough, P. (2012). How children succeed: Grit, curiosity, and the hidden power of character. New York: Houghton Mifflin

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Informational text: The writing on the wall https://www.renaissance.com/2014/12/04/informational-text-the-writing-on-the-wall/ https://www.renaissance.com/2014/12/04/informational-text-the-writing-on-the-wall/#comments Thu, 04 Dec 2014 14:44:26 +0000 http://rliblog.wpengine.com/?p=775 From cave drawings to instant messaging, humans are uniquely wired to leave a record of our experiences. So, too, are we uniquely driven to comprehend the experiences recorded by others. In our efforts to make applicable meaning from ancient cave art, we wonder if the symbols depict a complex ritual, document rites of passage, or […]

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From cave drawings to instant messaging, humans are uniquely wired to leave a record of our experiences. So, too, are we uniquely driven to comprehend the experiences recorded by others. In our efforts to make applicable meaning from ancient cave art, we wonder if the symbols depict a complex ritual, document rites of passage, or serve as an informative guide to the best hunting in the area (Grabianowski, 2014). We are intrinsically motivated to understand these most complex records.

As states consider next-generation, more rigorous standards, we note a heightened focus on students’ work with nonfiction and complex text. Often this is expressed as readiness for college, career, and life. As daunting as college, career, and life readiness sounds, let us explore it from this understanding: working with nonfiction and complex texts is an everyday, normal, historically grounded enterprise.  Humans do this—always have, always will. It is as clear as the writing on the wall.

CaveArt

The focus on college, career, and life readiness requires that students have greater access to informational text as well as time and guidance in their classrooms to practice with these texts. A key concept here is the idea of practice. As Duke (2004) explains, we are “surrounded by text whose primary purpose is to convey information about the natural or social world.” Success in school and in our careers requires that we understand and respond appropriately to the information in these texts, yet many children and adults continue to struggle to own the information in informational texts. Perhaps practice is the key.

What does practice with informational and complex text look like across grade levels?

Lower grades—Practice as reading to and reading with children

The National Association for the Education of Young Children (Schickedanz & Collins, 2013) offers guidance for introducing emergent readers to informational texts. With these earliest readers, practice includes teachers reading text to children and engaging them in conversations about what they are learning.

Reading informational books and articles to, and with, developing readers builds vocabulary and develops comprehension skills. Young learners find them intriguing, and they tend to select informational texts for independent reading that have been read to them (Dreher & Dromsky, 2000). Digital resources, such as Youngzine, ABDO Publishing, and Nicknews, offer access to relevant and developmentally appropriate informational text for early readers.

Intermediate grades—Practice as building student choice

The power of informational reading gains strength through the intermediate grades as students progress from learning to read to reading to learn. According to Gambrell (2011), 40 percent of school children in the US read only what is assigned. Few read for enjoyment or to learn something of personal interest. When teachers engage children in informational reading, and make informational books and articles accessible in their classrooms, their students are more likely to develop an interest in these kinds of texts.

Middle and upper grades—Practice as engagement and motivation

According to an ACT report (2006), the clearest differentiator in reading between students who are college ready and those who are not is the ability to comprehend complex tests. Further, ACT suggests that this differentiator is the result of students’ lack of experience and practice with reading and engaging in complex texts. Reading engagement at the middle and upper grades results from the dynamic interrelationship of cognitive competence, motivation, and social engagement qualities (Guthrie & Davis, 2006). Students in these grades who lack balance in these qualities may be disengaged from reading—in particular from reading for college, career, and life readiness.

As a result, practice with informational reading must focus on engagement and motivation.  In the most impactful classrooms, teachers make goals for reading each informational text explicit, and they teach strategies required to achieve those goals. Further, they provide access to “an abundance of interesting texts” based on real-world interactions. They support student choice and design practice that includes independent and collaborative work. (Guthrie & Davis, 2003). It’s not enough to know that a thesis sentence grounds an article. Students must understand that a thesis requires supporting evidence and that it is their job to find it.

And find it they will. Who knows, one may even find the definitive article that explains what all that cave art means.

As natural as it is for humans to make meaning out of informational text, engaging readers in nonfiction practice that is relevant and developmentally appropriate can be challenging for educators. If you’re already using Renaissance Accelerated Reader to support your teaching, you’ll be excited to learn that Accelerated Reader now does much more to help teachers encourage choice, provide built-in instructional skills practice, and gain actionable insight about students’ growth in readiness for college, career, and life.

References

ACT (2006). Reading between the lines: What the ACT reveals about college readiness in reading. Retrieved from http://www.act.org/research/policymakers/reports/reading.html

Dreher, M. J., & Dromsky, A. (2000). Increasing the diversity of young children’s independent reading. Paper presented at the National Reading Conference, Scottsdale, Arizona.

Duke, N (2004). The case for informational text. Educational Leadership. ASCD. Retrieved from http://www.ascd.org/publications/educational-leadership/mar04/vol61/num06/The-Case-for-Informational-Text.aspx

Gambrell, L. (2011). Seven rules of engagement: What’s most important to know about motivation to read. The Reading Teacher, 65(3), 172–178.

Grabianowski, E. (2008, July 1). How cave dwellers work. Retrieved from http://history.howstuffworks.com/historical-figures/cave-dweller.htm

Guthrie, J., & Davis, M. (2003). Motivating struggling readers in middle school through an engagement model of classroom practice. Reading & Writing Quarterly, 19, 59–85.

Schickedanz J., & Collins, M. (2013). Why read informational books? National Association for the Education of Young Children. So much more than the ABCs: The early phases of reading and writing (pp. 74–78). Retrieved from http://www.naeyc.org/books/so_much_more_than_the_abcs/excerpt

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What kids are reading—and why it matters https://www.renaissance.com/2014/11/18/what-kids-are-reading-and-why-it-matters/ https://www.renaissance.com/2014/11/18/what-kids-are-reading-and-why-it-matters/#comments Tue, 18 Nov 2014 11:31:10 +0000 http://rliblog.wpengine.com/?p=717 Everyone—big or small, young or old—enjoys a great story. When you give a book, you give not merely words on a page but freedom, independence, adventure, intrigue, joy, introspection. You name it. But where can you find potential gift-giving literary candidates? The nearest bookstore display, sure. A best sellers list is also a fine choice. […]

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Everyone—big or small, young or old—enjoys a great story. When you give a book, you give not merely words on a page but freedom, independence, adventure, intrigue, joy, introspection. You name it. But where can you find potential gift-giving literary candidates? The nearest bookstore display, sure. A best sellers list is also a fine choice.

But how about a source based on data? So much data. More than 9.8 million kids in all grades and 330 million books read. Data from kids, both beginning and seasoned readers, who have actually read the books. Truly read them from beginning to end—cover to cover.

simple_infographic2_horizontal

That’s what you’ll find in the 2015 edition of What Kids Are Reading: And Why It Matters. Each year, our annual report delivers bona fide lists of the popular books kids are reading by grade and gender. The lists are informative, interesting, and perhaps a helpful guide to navigating a sea of holiday gift-giving options.

Since it was first released in 2008, What Kids Are Reading has drawn on data from Accelerated Reader software, but there is far more to be found in the AR database. And there is far more to this year’s report.

This year we looked at our AR data and thought let’s do more. Let’s share more. Let’s dive in and answer questions about why it matters exactly how and what kids are reading—how much time they spend reading, whether they understand what they’ve read, which texts they are delving into. In this period of transition, with new standards asking us to ready our students for college and career, it’s time to take stock of where we are with reform efforts and where we need to go.

To that end, each section of the 2015 report begins with in-depth analyses and insights about key aspects of student reading practice, specifically:

  •  Reading practice. It goes without saying that reading is critically important for students’ success in school and beyond, but how much, how long, and how well must they read? What key combination of factors produces conditions where reading evolves from being a good idea to yielding concrete gains in student achievement?
  • Nonfiction reading. College- and career-readiness standards call for students to read a wide variety of materials, especially nonfiction and informational texts—in other words, those materials read most frequently by adults in college and career. How do US students measure up right now as the standards are being rolled out? How much further do we have to go?
  • Reading challenge. The new standards also emphasize that students read increasingly complex materials as they progress through school. Let’s check in on the status of student exposure to complex texts. Are students reading books at the levels of rigor suggested? And even more importantly, are they understanding these books?

As the basis of this report—and in classrooms across the country each day—Accelerated Reader has provided insights into independent reading practice for educators, parents, and kids. In this new era, where more is being asked of those educators and parents and kids, we want to do more. Because reading matters.

Just this month we launched Renaissance Accelerated Reader to provide insights about the other side of the coin: instructional reading. Stay tuned, as future iterations of What Kids Are Reading will offer additional information into nonfiction reading and instructional skills practice captured from AR 360 to provide a more complete picture of what students like, know, and can do.

Until then, we invite you to explore an added dimension to What Kids Are Reading. Go beyond the report and visit What Kids Are Reading, a site dedicated to providing data-driven insights about student learning—to create popular-book inspiration lists customized to your specifications. Create list upon list broken down by grade, gender, fiction, nonfiction, state, reading level—whatever you like. And when you’re there, be sure to dive into the report itself to dig into the analyses and find out why reading matters to guest essayists Rodman Philbrick, Phyllis Reynolds Naylor, Dr. Christine King Farris, and Andrew Clements.

infographic_GirlsOutpace

So, go explore. Because a book is the one gift that keeps giving, that truly can be appreciated by any and all. Though small in stature, a book’s contents are weighty. It can be shared, passed on, used again and again.  No matter the reader, there is always a story that fits.

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STAR Assessments Approved by California Department of Education for Diagnostic Assessment in Grade Two https://www.renaissance.com/2014/11/12/star-assessments-approved-california-department-education-diagnostic-assessment-grade-two/ Wed, 12 Nov 2014 20:31:24 +0000 https://renlearnstg.wpengine.com/?p=3919 STAR Early Learning and STAR Math meet requirements of newly adopted assessment system WISCONSIN RAPIDS, Wis., (November 12, 2014) – Renaissance Learning, K12 assessment and learning analytics company, announced today that schools in California will be able to use its STAR Early Learning (consisting of STAR Reading and STAR Early Literacy) and STAR Math to […]

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STAR Early Learning and STAR Math meet requirements of newly adopted assessment system

WISCONSIN RAPIDS, Wis., (November 12, 2014) – Renaissance Learning, K12 assessment and learning analytics company, announced today that schools in California will be able to use its STAR Early Learning (consisting of STAR Reading and STAR Early Literacy) and STAR Math to meet requirements for grade two in the state’s newly adopted assessment system.

The California Department of Education formerly required that students in grade two participate in the state’s summative assessment. Under the new system, local education agencies (LEAs) will select from approved assessments demonstrated to ensure teachers have information about the developing language arts and computational skills of their students. The Department’s rigorous review and approval process also found the STAR assessments to be reliable, valid and aligned to the Common Core State Standards.

“This approval is great news for California educators,” said Melissa Watrous, regional vice president at Renaissance Learning. “STAR assessments are widely embraced by teachers, but they also answer today’s call for high-quality, meaningful assessment. In STAR, the same test provides efficient, reliable diagnostic data, while also meeting a variety of other educator needs to support effective instruction throughout the year. Research-based learning progressions help teachers identify gaps in student knowledge and link to targeted instructional resources, taking the guesswork out of planning instruction to raise student achievement.”

Renaissance Learning’s STAR assessments are highly rated for screening and progress monitoring. The STAR Early Learning assessments meet the high standards of the Center on Response to Intervention (CRTI) and the National Center on Intensive Intervention (NCII). STAR Math is the only assessment to meet the highest standards of the CRTI and the NCII for both screening and progress monitoring. California’s decision adds to the growing list of states that have approved the STAR assessments, including Colorado, Mississippi, New York, Oregon, Texas and Virginia.


About Renaissance

Renaissance, the leader of K-12 cloud-based assessment and learning analytics, has a presence in more than one-third of U.S. schools and 60 countries around the world. By delivering deep insight into what students know, what they like and how they learn, Renaissance enables educators to deliver highly personalized and timely instruction while driving student growth in reading, writing and math. To learn more, visit: www.renaissance.com.

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Discovery: The power of finding what I didn’t even know I wanted https://www.renaissance.com/2014/11/06/discovery-the-power-of-finding-what-i-didnt-even-know-i-wanted/ https://www.renaissance.com/2014/11/06/discovery-the-power-of-finding-what-i-didnt-even-know-i-wanted/#comments Thu, 06 Nov 2014 19:28:42 +0000 http://rliblog.wpengine.com/?p=670 Can you guess America’s most-ordered ice cream flavor?  It’s not butter pecan, and it’s not blueberry cheesecake, and it’s not mint chocolate chip. (These, however, are my most-ordered flavors….) A year-long study by GrubHub revealed that the most-ordered ice cream flavor in America is…(drum roll please)…vanilla. My daughter’s “vanilla” was the Olsen twins. When she […]

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Can you guess America’s most-ordered ice cream flavor?  It’s not butter pecan, and it’s not blueberry cheesecake, and it’s not mint chocolate chip. (These, however, are my most-ordered flavors….) A year-long study by GrubHub revealed that the most-ordered ice cream flavor in America is…(drum roll please)…vanilla.

My daughter’s “vanilla” was the Olsen twins. When she was young, she loved books that were in any way tied to Mary-Kate & Ashley Olsen. She is their age and in essence grew up with them. She wanted to know all about them, so she read everything she could that included these twins. My goal was to open her world to other flavors of strong female characters in books—Laura Ingalls Wilder’s Little House on the Prairie, Ramona Quimby’s adventures, Nancy Drew’s sleuthing, and all of the girls featured in the historical fiction of the American Girl series—to take her interest in girls like her and expand the horizon. I wanted to give her choices, knowing sometimes she would choose to come back to her favorite vanilla.

book-covers-small

How can we help kids discover things they might be interested in but not even know it yet? We have Baskin-Robbins to thank for opening up the world of ice cream flavors (which by the way is now, nearly 70 years later, over 1,000 flavors). And we have tens of thousands of children’s books published every year. We know learner interest matters. When a topic connects to what students like to do, engagement deepens.  (A great article on strategies for empowering student choice is here.)

Matching kids to books of interest is what great librarians have always done.  But a librarian isn’t always there when a child finishes a book and begins looking for the next one.How can we introduce kids to titles that may be of interest to them? How can we easily (and safely) open new worlds of books for our students?

At Renaissance, we believe the key is using learning analytics to inform suggestions, and then putting those suggestions right in front of students every day. Our database includes reading records for more than 10.7 million K–12 students from more than 36,000 schools worldwide. That means we have:

  • Data to know each student’s reading level so we know where they are on the spectrum of learning to read and reading to learn.
  • Data to differentiate by interest, enabling us to know what students care about and in turn choose to read.
  • Data on the grade level of each student so we can suggest books that are developmentally appropriate.
  • Data and research around target reading ranges so we can suggest a personalized range for reading success.
  • Data around what other kids, with similar characteristics, choose to read so we can make book suggestions based on kids like them.

When used together, this data allows us to offer each student personalized suggestions for the next book to read.

The “Top Books for You” shelf greets students each time they log in to Renaissance Accelerated Reader. These suggestions complement what librarians do every day—get kids excited about the next book to read.

AR-DiscoveryHome-small

Whether books or ice cream, we want kids to know there are thousands of choices out there, and we want to encourage them to try new flavors now and then. My daughter expanded her reading interests and has grown up to become her own strong female character in her own story of life.  When she has ice cream, she frequently chooses vanilla.  And that’s perfectly fine.

“Eat Ice Cream. Read Books. Be Happy.” ― Carew Papritz

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Better testing, better teaching https://www.renaissance.com/2014/10/23/better-testing-better-teaching/ https://www.renaissance.com/2014/10/23/better-testing-better-teaching/#comments Thu, 23 Oct 2014 14:32:42 +0000 http://rliblog.wpengine.com/?p=692 Last week, the Council of Chief State School Officers (CCSSO) and the Council of the Great City Schools (CGCS) released a statement supporting the use of high-quality and meaningful assessments that fit together within a coherent program in each individual school and district. We applaud this emphasis and look forward to the thoughtful discussions and […]

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Last week, the Council of Chief State School Officers (CCSSO) and the Council of the Great City Schools (CGCS) released a statement supporting the use of high-quality and meaningful assessments that fit together within a coherent program in each individual school and district. We applaud this emphasis and look forward to the thoughtful discussions and analyses that may take place within our states and largest cities as they strive to achieve these objectives.

New college and career readiness (CCR) standards have raised the bar across the country for teaching and learning, and they have also raised the bar for assessments. On the summative side, federal Race to the Top grants in 2010 funded the Partnership for Assessment of Readiness for College and Careers (PARCC) and the Smarter Balanced Assessment Consortium (SBAC). These organizations were charged with creating a common set of summative tests to compare how well standards were being addressed across states, districts, and schools. On the interim and formative side, experts focused on the classroom have also been building test items that both measure performance against the new standards and give teachers what they truly need and want—information to drive instructional decisions while limiting testing to the shortest possible amount of time.

Renaissance measures the overall utility of its assessments based on the foundational principle of this relationship between information and time. We view instructional time as sacred, and we are pioneering innovative approaches that adhere to strict time constraints while delivering actionable and timely insight to teachers that can help them maximize student growth. In the discussions to come, we are hopeful that this critical feature of assessment design is emphasized.

Many states and organizations have acted ahead of the CCSSO/CGCS call to evaluate their assessment programs against more stringent criteria. A number of states, plus organizations such as the National Center on Response to Intervention (NCRTI) and the National Center on Intensive Intervention (NCII), have reviewed available assessments for validity, reliability, and rigor while publishing findings or approved lists to guide choice. We are eager to see more states and associations view existing and yet-to-be-released assessments with a more critical eye. Organizations competing to meet high expectations will drive the innovation and continuous improvement necessary to realize the vision outlined by CCSSO and CGCS in their joint statement.

We encourage all who have an interest in this issue to embrace research-based vetting processes that identify high-quality assessments, in full fairness and transparency. We also encourage all parties to listen to the teachers and parents as we collectively strive to serve the best interest of our K12 students.

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To scaffold or not to scaffold? The first big misconception about rigor https://www.renaissance.com/2014/10/16/to-scaffold-or-not-to-scaffold-the-first-big-misconception-about-rigor/ https://www.renaissance.com/2014/10/16/to-scaffold-or-not-to-scaffold-the-first-big-misconception-about-rigor/#comments Thu, 16 Oct 2014 13:24:26 +0000 http://rliblog.wpengine.com/?p=516 Think back to the last really rigorous and complex task that you worked on. Did you develop and complete it from start to finish all on your own? Or did you perhaps talk with colleagues, look at models, or seek out related information or examples from experts? Did you develop drafts and get feedback on […]

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Think back to the last really rigorous and complex task that you worked on. Did you develop and complete it from start to finish all on your own? Or did you perhaps talk with colleagues, look at models, or seek out related information or examples from experts? Did you develop drafts and get feedback on your work before you felt satisfied that you had fulfilled expectations?

Over two decades ago I heard Dr. Howard Gardner make a comment that has stayed with me all these years: “Every complex task in life is a project, and we rarely—if ever—do them alone.” I think the point he was making then, and one that has since been supported by cognitive research, is that we can tackle much more complex tasks when we work on them with others—especially when we are learning how to do those tasks twitter bird (Hess & Gong, 2014).

So why is it that educators seem to hesitate to provide some form of scaffolding when presenting students with more complex and rigorous tasks? Trust me when I say this: Scaffolding is not cheating! It’s just good instruction to scaffold for deeper understanding. twiitter bird

First, let’s define scaffolding

There are several forms that scaffolding can take. Scaffolding can come from any aid that supports thinking and analyzing the content, e.g., teacher, peers, content, task (such as breaking it down into manageable parts), and materials. The purpose is to provide support during learning in order to gradually remove the support when learning becomes solidified and/or the learner becomes more independent and able to transfer learned skills to new situations. This is why it’s often referred to as “scaffolded instruction.”

Types of scaffolding strategies include:

  • Teacher/peer scaffolding. More support is provided when introducing new concepts, tasks, or thinking strategies (e.g., developing a mathematical argument); support is gradually removed over time; peer scaffolding would include peers reading and discussing together, challenging each other’s ideas/solutions, or solving complex problems in more than one way. Guided think-alouds are another example of teacher scaffolding.
  • Content scaffolding. Introducing simpler versions of the (essence of) content/concepts before more challenging (deeper or broader) ones are tackled.
  • Task scaffolding. Introducing simpler tasks before tackling more challenging ones or expecting new applications, and breaking complex tasks into smaller steps.
  • Materials scaffolding. Using graphic organizers, study guides, and visual cues, which leads to seeing predictable patterns in texts or problem-solving contexts.

Rigor, depth of knowledge, and scaffolding

The most common misconception I hear about rigor and depth of knowledge (DOK) goes something like this: “Not all students can think deeply,” or “Young students cannot think deeply before they have ‘mastered’ their math facts,” or “Students don’t need help to get to deeper thinking.” I say, wrong, wrong, wrong.

Here is what some of the research says:

  • Engaging in “a complex task” with supports/scaffolding is an essential step along the way to proficiency. twitter bird Think Vygotsky’s zone of proximal development (ZPD). Social interaction, group problem solving, and meaningful mathematical discourse will move students from what they can do today with help to what we want them to be able to do tomorrow, independently.
  • Do that challenging task with others first. DOK 3 tasks (e.g., using calculations, diagrams, and more than one approach to develop a mathematical argument) and DOK 4 tasks (e.g., class projects that integrate math and science) are not meant to only be done independently, especially at first.
  • Oral language and meaningful discourse supports reasoning. (This might be in response to questions like, Why do you say that? Can you provide some evidence for that? Would you like to change your thinking about that? Why?)
  • Small group discussions and problem solving provide simultaneous engagement—all students are talking and thinking. Whole class discussions should be minimized and used for groups critiquing groups. Don’t let the class “workhorses” do the thinking for everyone!

One easy strategy is to plan questioning and formative probes from DOK 1-2-3-4 over the course of a lesson or unit of study. (See the table below for an example.) Consider all DOK levels in your planning, even if you don’t use all of them in the lesson or unit. Sometimes start with the larger, more interesting and challenging question; other times start small, but end big (meaning deep).

data set table

Sources

Hess, K., & Gong, B. (2014). Ready for college & career? Achieving the Common Core standards and beyond through deeper student-centered learning (Research syntheses). Retrieved from http://www.nmefoundation.org/resources/scl-2/ready-for-college-and-career

Hess, K., McDivitt, P., & Fincher, M. (2008). Who are those 2% students and how do we design items that provide greater access for them? Results from a pilot study with Georgia students. Paper presented at the 2008 CCSSO National Conference on Student Assessment, Orlando, FL. Tri-State Enhanced Assessment Grant: Atlanta, GA. Retrieved from http://www.nciea.org/publications/CCSSO_KHPMMF08.pdf

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Learning progressions: Deeper and more enduring than any set of standards https://www.renaissance.com/2014/10/02/learning-progressions-deeper-and-more-enduring-than-any-set-of-standards/ https://www.renaissance.com/2014/10/02/learning-progressions-deeper-and-more-enduring-than-any-set-of-standards/#comments Thu, 02 Oct 2014 13:00:31 +0000 http://rliblog.wpengine.com/?p=536 Many of us can remember the advent of standards-based education, but few of us envisioned how politicized educational standards would become. Every day brings a new challenge, founded or not, to the Common Core, and educators in states that have suddenly withdrawn find themselves reeling from the change. Several states are left with just one year […]

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Many of us can remember the advent of standards-based education, but few of us envisioned how politicized educational standards would become. Every day brings a new challenge, founded or not, to the Common Core, and educators in states that have suddenly withdrawn find themselves reeling from the change. Several states are left with just one year to write a whole new set of standards, a task usually undertaken over multiple years.

Understandably, there’s anxiety and confusion. One superintendent expressed his frustration to me, stating, “How dare the politicians and the Department withdraw so suddenly! I spent my time, my resources, and my credibility seeking to implement the Common Core, all for them to pull the rug from underneath us. Now where am I left?”

I’ve come to believe that the answer to enduring the political shifts that can occur around standards is in the study and ultimately use of learning progressions to plan instruction. While standards define what students should learn, learning progressions have a deeper, more enduring focus on how students learn.  They attempt to fully articulate the stages that students generally progress through while moving from novice to expert levels of understanding within various topics and subjects. After all, how students naturally move through stages is fairly consistent, regardless of the standards they are expected to master.

A brief statement found in the introduction to the CCSS Mathematics Standards reads, “the development of [the CCSS] standards began with research-based learning progressions.” And while this statement drove significant new interest in progressions, the truth is that the study of progressions is much older than the Common Core. In fact, Renaissance began focusing on this area in 2007 and is now in the process of crafting its seventh learning progression, including a progression for schools in England. Learning progressions provide the backbone for our Star assessments.road_sign

So, if learning is fairly timeless and universal, an important question to answer is, “Why would Renaissance need to produce multiple progressions?” That’s a very valid question! The answer is that each of these progressions is designed to support different standards sets. While they are very similar in most ways, the organization (domains and headings) and language can differ greatly from standard set to standard set.  Learning progressions illuminate the path. Standards articulate the pace of the journey along it.

The adoption of standards is so often a politically charged process. The beauty (and relief) of learning progressions is that they allow us to peel back the political layer and get back to the business of teaching and learning.

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Learnalytics®: The promise of learning analytics https://www.renaissance.com/2014/09/18/learnalytics-the-promise-of-learning-analytics/ Thu, 18 Sep 2014 13:26:07 +0000 http://rliblog.wpengine.com/?p=447 This month we’re launching the first phase of Learnalytics®, a website designed to leverage Renaissance’s massive databases and to provide insights into what students know, what they like, and how they learn. We are so pleased to share what we’ve learned from working closely with educators for three decades and mining billions of data points. […]

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This month we’re launching the first phase of Learnalytics®, a website designed to leverage Renaissance’s massive databases and to provide insights into what students know, what they like, and how they learn. We are so pleased to share what we’ve learned from working closely with educators for three decades and mining billions of data points.

When I first arrived at Renaissance ten years ago, fresh from a stint as an analyst with a research firm, I was impressed with the amount of educational data we had at our fingertips. Back then, school districts would send the Renaissance Research Department their reading and mathematics data, and, in turn, we’d help them analyze and make sense of their results.

floppy disks

Sometimes they’d transmit files electronically. Other times they would mail us CD-ROMs or diskettes. (Remember those?)

Working with districts to interpret their data, we quickly recognized that the information—once stripped of identifying information and aggregated—could be used to address big questions about achievement, in particular the role that daily reading or math practice plays in influencing growth. We were excited to build research files with as many as 50,000 students. Such large and rich data sets were rare back then, but our co-founder and leader, Terry Paul, was ahead of his time. He was adamant that we use this resource to gain insights about how students learn and to improve education. Digging into the data yielded a number of papers, journal articles, and conference presentations.

To say that times have changed is an understatement.

server room

For one, the technology is much more powerful and efficient. Long gone are the days of transmitting data via CD-ROM or diskette. And the scope is massive. Every week, millions of records flow into secure server rooms in Wisconsin Rapids, Wisconsin. Last year alone, students using Renaissance products took 57 million Star achievement assessments, mastered nearly 30 million math objectives, and read 350 million books.

Those servers now contain billions of pieces of information spanning several school years and representing all 50 states, Canada, and the United Kingdom.

Educational data of this magnitude is a necessity, but it is not sufficient for realizing the promise of “learning analytics”  a concept that has been defined as the “measurement, collection, analysis and reporting of data about learners and their contexts, for purposes of understanding and optimising learning and the environments in which it occurs” (Siemens, 2010). And grappling with data is only one aspect of this exciting field; we must also know which questions are worth addressing and whether the information provided to educators and students is actionable.

Though not new, learning analytics as a field is still young and evolving. Recent developments make its promise clearer and more apparent, but if learning analytics were a baseball game, we’d barely be out of the first inning. Education, in general, is lagging behind other fields such as medicine in terms of using “big data” to better understand problems, discover solutions, and create highly personalized experiences. Luckily, there are ample opportunities to learn from those fields about new analytic techniques and how information should be managed and protected.

In this first launch phase, our Learnalytics® site will focus on some intriguing, interactive book-reading data. For years, we have released our annual What Kids Are Reading reports, which celebrate popular books in K–12. Educators and parents alike find the report a trusty reference of oft-read books nationwide that helps to encourage reading practice and guide students to books they might enjoy. The What Kids Are Reading tool on Learnalytics® allows you to explore book-reading data in much greater detail than a static report allows. You can generate your own personalized list and then save it as a PDF or share it with friends. Want to find out which nonfiction books are read most often in Texas by fifth-grade boys? Or what books are popular among Colorado students reading at a high interest level (grades 6 and up) but who need less challenging text (grade 3–4 difficulty level)? The site invites highly customized searches like these and makes it easy to “dive into” the data.

FictionVsNonFiction

And stay tuned. . . . In the near future Learnalytics® will allow users to explore learning progressions, understand patterns of achievement and growth, and much more.

Having data plus the tools to turn it into relevant information makes this an exciting time in education. We hope that Learnalytics becomes a way for us to share what we’re learning about learning and how to accelerate it.

References

Siemens, G. (2010). 1st International Conference on Learning Analytics and Knowledge 2011 call for papers. Retrieved from https://tekri.athabascau.ca/analytics/call-papers

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The over-testing dilemma and a vision of efficiency https://www.renaissance.com/2014/09/11/the-over-testing-dilemma-and-a-vision-of-efficiency/ https://www.renaissance.com/2014/09/11/the-over-testing-dilemma-and-a-vision-of-efficiency/#comments Thu, 11 Sep 2014 20:23:54 +0000 http://rliblog.wpengine.com/?p=491 Today’s students are the most tested in history. Teachers feel the pain of over-testing more than most, because they directly witness its effects on their students. They see firsthand the stress many students experience when they sit down to a high-stakes test. Perhaps worse, they feel the loss of precious instructional time when their students […]

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Today’s students are the most tested in history. Teachers feel the pain of over-testing more than most, because they directly witness its effects on their students. They see firsthand the stress many students experience when they sit down to a high-stakes test. Perhaps worse, they feel the loss of precious instructional time when their students take yet another test that does not immediately inform their teaching.

Although the issue of over-testing students is not news to those who work in and around education, it still does make the news—almost daily—as parents, educators, and legislators question whether we are simply spending too much time testing students and preparing them for standardized tests.

And they are right to question the sheer number of tests, but this is just the latest round of a longstanding tug-of-war between student testing and instructional time. In fact, it was this very quandary that led to Renaissance’s inception in 1986. We were driven by one core idea: teachers need data that saves instructional time.

This week, Renaissance is dealing with the tragic news that our co-founder, Terry Paul, passed away after a battle with cancer. Terry was the true definition of a visionary. On a personal level, Terry was a pillar in my life.

Terry Paul spearheaded the development of fast computer-adaptive tests (CATs) for the classroom, nearly 20 years ago, before most people even knew what a CAT was. To Terry, saving teachers time in the classroom was a calling and the bedrock of his life’s work. Under his guidance, by the mid-90s, Renaissance had developed highly efficient computer-adaptive tests, the Star Assessments®, to ensure that teachers themselves would have access to their own reliable and valid data on student performance—in minutes. With a laser focus, Terry continually sought to refine computer-adaptive testing to yield the most information in the shortest time possible, with the very intentional goal of striking a balance between information and time. Terry Paul was decades ahead of his time. The rest of us are still catching up with him.

Since those early days, under Terry’s leadership, Renaissance has devoted many years and significant development resources to creating the fastest and most reliable assessments, and that work is ongoing. Star Assessments are built for speed and rigor. Terry insisted. He foresaw the burden of over-testing decades ago, and this is the reason products developed under his leadership continue to stand the test of time and only grow more relevant for today’s teachers.

May his memory be a blessing.

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Classroom-based assessments: a recipe for success in a time of change https://www.renaissance.com/2014/09/04/classroom-based-assessments-a-recipe-for-success-in-a-time-of-change/ https://www.renaissance.com/2014/09/04/classroom-based-assessments-a-recipe-for-success-in-a-time-of-change/#comments Thu, 04 Sep 2014 14:22:34 +0000 http://rliblog.wpengine.com/?p=420 Lately, I’ve been hosting Thanksgiving at my house. I’ve found that family members frequently request a favorite side dish, want to try a new recipe, or even offer to help out in the kitchen. I’m open to trying something new, and I like the idea of making Thanksgiving dinner a group effort. That said, fun […]

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Lately, I’ve been hosting Thanksgiving at my house. I’ve found that family members frequently request a favorite side dish, want to try a new recipe, or even offer to help out in the kitchen. I’m open to trying something new, and I like the idea of making Thanksgiving dinner a group effort. That said, fun ideas and helping hands can quickly become a bit of a logistical nightmare as schedules change last minute, ingredients go missing, baking times don’t align, and that casserole Martha Stewart made look so easy turns out barely edible.

Soup_art

That’s why I always have a couple of tried-and-true recipes on hand. You know, the ones that are quick, easy, tasty, and make enough to feed an army. In a way, this new assessment era is a lot like my Thanksgiving gatherings, and some of the same lessons might apply.

Of course, the stresses of a typical Thanksgiving dinner are nothing compared to those facing educators today. When the Smarter Balanced and PARCC multi-state assessment consortia first introduced plans for their tests, new college- and career-ready standards were generally well received. The 2014–15 school year—when the new tests were to be implemented—seemed a long way away. As the deadline draws near, however, tensions are rising. There’s a chorus of concerns about Common Core. Critics point to widespread budget woes and question whether new high-stakes tests will deliver what they promise.

As a result, states’ assessment plans are changing by the week. About four out of five states are either adopting an entirely new summative test or making substantial changes to their existing one. Much like Thanksgiving at my house, a lot of last-minute changes and late-breaking plans are colliding to form a logistical nightmare.

test_art

In the upcoming year, it may be difficult to anticipate whether students are likely to meet new benchmarks, and the number of students reaching proficiency will likely decrease as a result of more rigorous assessments. During this time of stress and uncertainty, it’s nice to have some trusted “recipes” to fall back on, such as the tried-and-true classroom-based assessments many schools are already using for monitoring student progress and informing instructional decisions.<

Classroom assessments with certain characteristics can help educators manage the transition to new summative assessments in some important ways:

Continuity and stability. Classroom assessments that report student performance across years on a single longitudinal scale can provide continuity over time. This contributes to the body of evidence educators need when making decisions about whether students are on track for college and career readiness. Longitudinal assessments also help lend stability, as parents and educators try to understand whether student performance is actually declining, remaining stable, or improving. Shifts in summative assessments are going to result in a break in longitudinal student performance data; classroom assessments will be an important component to bridging that gap and continuing to seamlessly monitor student learning.

Skill-specific information. Even though standards and proficiency benchmarks are changing for many, learning progressions and other tools available in some classroom assessments show how students are developing with regard to key skills. For example, Renaissance Star Assessments® report student performance on a learning progression and summarize mastery of state standards. This allows educators to monitor progress with classroom-based assessments that focus on the same skills and standards emphasized by their summative assessments.

Ability to forecast summative performance—when linking studies can be completed. In the past, linking studies have made it possible for educators to use brief classroom assessments given throughout the year to estimate end-of-year summative assessment performance. It’s important to understand that linking studies require performance data from both tests (e.g., the classroom-based assessment and the new summative test). For this reason, no such studies can be conducted to link any existing test to the new summative assessments until scores are available from the 2014–2015 school year. Educators and other experts who will be setting proficiency cut points on PARCC and Smarter Balanced assessments will be using data from existing tests such as the National Assessment of Educational Progress (NAEP), among other information, to guide their decisions. NAEP and other widely used summative tests set proficiency cut points at a level that about 30 to 40 percent of students can reach. In other words, the 60th or 70th percentile. Until linking studies can be conducted, educators may want to use percentiles similar to those used by influential existing assessments such as NAEP to gauge whether students are likely to achieve proficiency.

Blog art

Tried and true culinary favorites have helped me to navigate Thanksgiving festivities and focus on what’s important—enjoying a meal with friends and family.  Similarly, familiar and reliable classroom-based assessments can help educators in this time of transition, so they can focus on what’s important—student learning.

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The basics of test score reliability for educators https://www.renaissance.com/2014/08/21/the-basics-of-test-score-reliability-for-educators/ https://www.renaissance.com/2014/08/21/the-basics-of-test-score-reliability-for-educators/#comments Thu, 21 Aug 2014 13:28:55 +0000 http://rliblog.wpengine.com/?p=391 Reliability is a broad topic, broad enough to be thesis worthy. So, when I set out to summarize “all things reliability”—in two pages, no less—I didn’t know where to start. Naturally, I procrastinated. When my problem didn’t magically go away on its own, I realized I only needed to reflect on the interactions I’ve had […]

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Reliability is a broad topic, broad enough to be thesis worthy. So, when I set out to summarize “all things reliability”—in two pages, no less—I didn’t know where to start. Naturally, I procrastinated. When my problem didn’t magically go away on its own, I realized I only needed to reflect on the interactions I’ve had with educators, and here we are!

In my previous blog post on reliability and validity, we defined reliability as the consistency of test scores across multiple test forms or multiple testing occasions. Because there are various types of reliability, it follows that educators want to know which type is relevant to their testing scenario as well as what degree of reliability is considered acceptable. Simple enough, right?

Before we proceed, I’ll introduce a statistic that we psychometricians use to quantify reliability. Don’t worry, you’ll like this one! Because once you get it, you’ll have the key to understanding the numbers people use to cite the degree of reliability for any test scores. I’ll simply refer to this statistic as a correlation coefficient. Let’s spell out the two ideas contained in this term:

  • Correlation – When it comes to reliability, think of the correlation as the way we determine whether a test ranks students in a similar manner based on their scores across two test forms or two separate measurement occasions.
  • Coefficient – The coefficient comes in when we assign a number to the correlation. The reliability coefficient is the number we use to quantify just how reliable test scores are.

What is an acceptable level of reliability?

Reliability is a matter of degree, with values (correlation coefficients) ranging from 0 to 1. Recall from my previous blog post that reliable weight readings might look like the dots in this wheel.

Reliability Circle

The dots are slightly scattered because no measurement is without some degree of uncertainty, not even your bathroom scale! As a result, perfect reliability—a correlation coefficient of 1—doesn’t exist. That said, higher reliability values are preferred.  Psychometric literature cites .70 or greater as acceptable. Needless to say, you may want values greater than, say, .85 for high-stakes decisions such as grade promotion or placement for special education services, among others.

To really understand reliability, understanding correlation coefficients and their acceptable levels is a start. Next, you should know what type of reliability is most relevant to the type of test in question and your testing situation.

Types of reliability

Suppose you want to test algebra skills, and you have two algebra test forms, each made up of 34 multiple-choice items. The two forms are designed to be as similar as possible, and it shouldn’t matter which form you use. One way psychometricians determine the consistency of scores across the two forms is to test the same students with both forms and compute the correlation coefficient for the two sets of scores. This correlation is called parallel-forms reliability.

Reliability Types

Now suppose you have only one form of the algebra test. To determine whether scores from this single test form are consistent, we administer the test twice to the same group of students. The correlation coefficient relating these scores is called test-retest reliability. To put this in the context of the Star assessments, both Renaissance Star Math and Renaissance Star Reading have aggregate test-retest reliability greater than .90.

In our busy classrooms, teachers may have time to administer a single algebra test form once, not twice! It may seem paradoxical to judge score consistency from a single test administration, but we can do this by using one of two approaches: split-half reliability or internal consistency reliability.

The Split-half reliability approach splits student responses on the 34 algebra items into two halves, scores the halves, and computes a correlation coefficient between the two sets of scores.

Internal-consistency reliability, the other approach, treats each item as a single administration. So our 34 algebra items would be viewed as 34 different test administrations! We want all 34 items to correlate highly with one another so that high-ability students tend to score high on each item and low-ability students tend to score low on each item. The Star assessments have a high degree of internal consistency; overall, it’s .85 for Renaissance Star Early Literacy and .97 for both Star Math and Star Reading.

Finally, not all tests are made up of multiple-choice items. Sometimes tests will administer essays or ask students to perform some tasks to demonstrate certain abilities. A human judge is needed to score an essay or judge performance quality. Two judges will usually judge the same task. In these cases, we are concerned with the degree of agreement between the judges in assigning scores to show inter-rater reliability.

From our discussion you can probably see that the reliability measure of interest depends on your specific testing plan. You don’t need all of the reliability types discussed above to judge the consistency of test scores.  For example, if your program administers multiple-choice tests in a single administration, then internal consistency reliability should be enough. On the other hand, if you use assessments that require human scorers, you should look at inter-rater reliability.

Reliability and computerized adaptive tests

Another note is that computerized adaptive tests (CATs)—such as Star—are different from fixed-form tests such as paper-and-pencil tests.  Students see different items with each CAT administration, whereas the items in the fixed forms remain the same. This presents challenges when using reliability labels that were originally designed for the traditional non-adaptive fixed forms. For example, test-retest reliability for an adaptive assessment presents the same test but with mostly different items on retest. You might want to refer to test-retest for CATs as “alternate-forms reliability,” but that term happens to also be the synonym for parallel-forms reliability!  In addition, psychometricians have to compute a different type of internal consistency measure for adaptive tests (other than the usual Cronbach’s alpha approach that requires the same items in each test). I hope curious readers will appreciate knowing about the labeling dilemma surrounding CATs and reliability, as well as the need to compute reliability values specific to CATs.

Do educators play a role in ensuring the reliability of test scores?

Yes, they do! Test publishers report the reliability values obtained under standardized administration conditions devoid of as many distractions as possible. Departure from these administration conditions could and does introduce unwanted uncertainties that make scores less consistent. By ensuring fidelity of assessment administration, educators can be confident that they are doing their best to maintain test-score consistency.

Now that you know what to look for in test-score consistency, you have a solid foundation in reliability. Next up, we will learn how validity evidence provides further assurance of test score quality. I hope you look forward to that final post in my series on the basics of reliability and validity.

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Toward a culture that values data and protects student privacy https://www.renaissance.com/2014/07/31/toward-a-culture-that-values-data-and-protects-student-privacy/ Thu, 31 Jul 2014 14:51:47 +0000 http://rliblog.wpengine.com/?p=380 Which kids do you worry about? I worry about all the kids, each and every one of them. Why do I ask this question? Because without data, without knowing how well each child is doing, we can’t help them. We need the highest-quality and most robust data to help parents, educators, and policymakers make better […]

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Which kids do you worry about? I worry about all the kids, each and every one of them. Why do I ask this question? Because without data, without knowing how well each child is doing, we can’t help them. We need the highest-quality and most robust data to help parents, educators, and policymakers make better decisions about the education provided to every child. And, as the quality and uses of data are improved and refined, we must ensure that this data is safeguarded and that student data privacy is protected.

Protecting student data privacy is an essential component of effective data use, but what does this mean? Simply put, though data security and data privacy are related, they cover slightly different ground. Data security ensures that data isn’t being used or accessed by unauthorized individuals or parties. Data privacy ensures that data is used appropriately for its intended purposes. For example, when companies use the data that is provided and entrusted to them, that data should be used for agreed-upon purposes only. Clearly, we should be just as concerned with data privacy as we are with data security, and it’s a subject that is increasingly getting the attention of educators across the nation.

What we know is this: data matters to everyone. Parents want to know if their child is on track to graduate from high school and ready for college and, ultimately, a career. Teachers want to know whether their students are learning what they need to learn, which in turn helps them improve instruction. School and district administrators are looking at the big picture; for example, are more of their students prepared for college and careers than the previous year? Researchers study what helps students learn, which in turn helps teachers know what works. Policymakers are asking whether their states’ colleges and universities are producing enough graduates with the right skill sets to meet local and state workforce needs. And the public has the right to know how well schools are doing in each community and across the state.

As an example, researchers at Renaissance Learning determine what evidence-based practices help struggling readers learn to read better. Data on student learning allows us to build products that help teachers personalize learning experiences, inform instructional decisions, and know which skills to teach next and which are prerequisites for other skills. Another great example of how invaluable data can be is our yearly What Kids Are Reading report. Unlike book-sale records, bestseller lists, or library circulation data that tell us what books were purchased or checked out, this report reveals the books students actually read, from cover to cover. It helps teachers, librarians, and parents find out which are the most popular titles for approximately 10 million students across the country.

Additionally, districts, states, and the federal government all collect data about students for important purposes, including to inform instruction and provide information to the public. However, the type of data collected is different at each level. According to the Data Quality Campaign, there are three types of data. These types are summarized here, along with information about how each type is typically used by different stakeholders:

  • Personally identifiable information (PII) – Information that can be used to identify individual students. This data is used primarily by teachers—and to some extent schools and districts—enabling them to make changes in instruction to increase student learning. Vendors and researchers access PII that is directly relevant to the work of managing instructional tools and critical functions.
  • De-identified data – Information about individual students but with identifying information removed. This data is used by schools and districts to make decisions about the resources each school needs to support its students. Researchers access some de-identified data to determine what is helping students learn.
  • Aggregate data – Information about groups of students without any identifying information. This data is used primarily by state and federal agencies to measure how districts and states are meeting goals for students, determine how state funds are improving education, and provide aggregate information to the public.

There’s no denying that the use of data through educational technology has the potential to transform learning for any child anywhere. Yet data and the information it yields are only as useful as their ability to answer any stakeholders’ questions. So, we all must continuously work to harness the power of our data systems to improve student and teacher performance, while also ensuring that every student’s right to data privacy is protected.

For Renaissance, the federal Family Educational Rights and Privacy Act (FERPA) provides important guidelines we are proud to adhere to, and we ensure that any data used for research purposes is isolated from any personally identifiable information (PII) to provide complete anonymity while using the data. In this way, we are able to help teachers know how well, how much, and at what level of challenge kids are reading without jeopardizing data privacy. Safeguarding student privacy and using data effectively to improve teaching and learning are not mutually exclusive actions. In fact, the safeguarding of data is essential to building a culture that values, trusts, and uses data to help every child thrive.

It is in everyone’s best interest for all stakeholders to work together in this critical effort to protect student privacy while embracing the incredible insight that data provides us about what students know, what they like, and how they learn. This is the only way to ensure our students benefit from the transformative promise of data while guaranteeing that their privacy is preserved. What we need now is a shared vision of an environment committed to every child’s educational development, one in which personal information is protected. The question we should ask next is, how can each of us contribute to this shared vision?

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Understanding the reliability and validity of test scores https://www.renaissance.com/2014/07/10/understanding-the-reliability-and-validity-of-test-scores/ https://www.renaissance.com/2014/07/10/understanding-the-reliability-and-validity-of-test-scores/#comments Thu, 10 Jul 2014 13:17:44 +0000 http://rliblog.wpengine.com/?p=318  Toward the end of my master’s degree program, I called my parents and excitedly announced that I was entering a doctoral program in psychometrics. A few uncomfortable moments later, my father responded, “That sounds…interesting.” Encouraged, I explained that a big part of my job would be assessing test scores for reliability and validity. More silence, […]

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 Toward the end of my master’s degree program, I called my parents and excitedly announced that I was entering a doctoral program in psychometrics. A few uncomfortable moments later, my father responded, “That sounds…interesting.” Encouraged, I explained that a big part of my job would be assessing test scores for reliability and validity. More silence, followed by my mother piping up about her latest adventure. I knew I had lost them at “psychometrics,” and you may ask, “So?” Well, I admit that the word psychometrics hardly makes people jump for joy, but it can actually be quite fun! It’s also becoming an area more and more educators are expected to understand as they choose the best assessments for accountability and informing instruction.

Let’s talk reliability and validity as crucial considerations in determining the quality of tests. What first comes to mind when you think of the words reliability and validity in general? You might think of your reliable car, and that valid argument you made while discussing something over dinner with friends. In fact, reliability and validity are just ordinary words to most people. With the important role that assessments continue to play in K12 education, most educators are now more familiar with the technical underpinnings of these terms, but throw in mathematical equations with squiggly notation and that sense of calm is sucked out of the room. Equations aside, the message around reliability and validity is surprisingly clear.

Reliability and validity, demystified

Take the widely used example of the bathroom scale. If you repeatedly step on the scale, you get the same reading. You could say the weight measurements are consistent—or reliable—because the scale shows the same weight each time you step on it. With educational tests, we say that test scores are reliable when they are consistent from one test administration to the next. By definition, reliability is the consistency of test scores across multiple test forms or multiple testing occasions.

Now, suppose this same bathroom scale is off by 5 pounds. Because the scale is reliable, you still get consistent weight measurements every time you weigh yourself, but the measurements are not accurate because they are off by 5 pounds! In this case, although the recorded weights are reliable, they are not valid measures of how much you weigh.

psycometrtics
scale

Conversely, if the scale were calibrated just right, you’d get a weight measurement that is both reliable and valid, each time. In the context of educational testing, validity refers to the extent to which a test accurately measures what it is intended to measure for the intended interpretations and uses of the test scores.

How are reliability and validity related?

Simply stated, reliability is concerned with how precisely a test measures the intended trait; validity has to do with accuracy, or how closely you are measuring the targeted trait.

In order to be valid, a score must be reliable. However, just because a score is reliable does not mean it’s valid. The three wheels below help to drive this point home. If you think of the innermost circle as your true weight measurement, you’ll notice that the first wheel has weight recordings that vary wildly each time we step on our bathroom scale; it’s clear the weight measurements are not reliable—and thus not valid. The second wheel shows reliable but not valid weight measurements that might come from that sneaky scale that is off by 5 pounds. Lastly, only the properly calibrated scale will give us both precise and accurate weight measurements as shown in the last wheel. Because reliability is a necessary requirement for validity, we commonly confirm reliability before collecting validity evidence.

Reliable Valid

If reading this has piqued your interest, you’ll be glad to know that defining reliability and validity is only the beginning. In future blog posts I will use examples from the Star assessments to delve into different types of reliability and validity you may have heard or read about.

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From possibility to probability https://www.renaissance.com/2014/06/19/from-possibility-to-probability/ https://www.renaissance.com/2014/06/19/from-possibility-to-probability/#comments Thu, 19 Jun 2014 13:27:57 +0000 http://rliblog.wpengine.com/?p=306 A question that I constantly wonder about is this: What does it look like when teachers are truly making a difference in the lives of each and every one of their students? Improving learning starts with knowing the academic and behavioral needs of each and every student. It also means engaging students and their families […]

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A question that I constantly wonder about is this: What does it look like when teachers are truly making a difference in the lives of each and every one of their students?

Improving learning starts with knowing the academic and behavioral needs of each and every student. It also means engaging students and their families in the learning process, while knowing that educators themselves make one of the most significant contributions to long-term student success in school.

Over the years, I have visited many schools and chatted with both students and teachers about what they think makes a difference. While visiting a school in Maryland, I asked a student, “What is it your teachers did to help you be successful?” His answer was simple and honest, “They cared. They took the time to figure out what I needed.” With all of our attention in education on programs and policies, he reminded me of the most critical aspect: recognizing the difference that an effective, caring, and competent teacher makes.

How can we do this? First of all, we must believe that each and every child can learn and achieve to high standards, both academically and behaviorally. This means we have to build a system of prevention, support, and early intervention to ensure all students are learning from the instruction they receive.

Here’s what we know:

  • The earlier school staff can assess students’ needs and identify those with difficulties, the quicker and less expensive it is to help struggling learners catch up.
  • The longer a student goes without assistance, the longer the remediation time and the more intense the services must be.
  • There is emerging evidence that many students who struggle in the early grades cannot catch up if we wait until they are nine years of age to deliver intensive remediation.

Across the nation, schools use a variety of different interventions and ways to monitor student learning under the names of “early intervening services” and “response to intervention.” One of the most compelling is a formal Response to Intervention (or “RTI”) model, which is a way of screening children, early in their schooling, to help educators identify those who may not be responding to instruction–and thus may be at risk for failure. The technique allows schools to provide students with more intensive support–and monitor their progress—in every classroom.

What makes RTI different and successful is that it’s focused on each child’s achievement through the use of problem solving. It uses evidence-based practices that help meet the needs of every child, practices that include effective instruction and differentiated curriculum. It’s based on sound screening data and progress monitoring resulting in data-based decision-making. And of critical importance, it is timely and informative. When implemented well, RTI can enhance how all students are taught. By viewing RTI as a whole-school or whole-district approach that involves multiple tiers of increasing supports and interventions, teachers continuously monitor how students are doing and provide assistance as soon as it’s needed. It is not just another initiative or another label.

While RTI is an instructional framework focused on student response to instruction and intervention, it has become interchangeable with “Multi-Tier System of Supports” or “MTSS.” MTSS is an instructional framework, yet it differs in one major aspect—it is far more comprehensive. Simply put, MTSS is the guiding framework for school improvement activities that includes a continuum of increasingly intense research-based interventions provided to students that respond to their academic and/or behavioral needs. It includes the early identification and quick response to the needs of any struggling learner, is prevention-oriented, and resolves the disconnected nature of the supports within our schools. The outcome is to ensure that each student achieves to high standards.

So how is MTSS more comprehensive than RTI? Here are some ways:

  • MTSS addresses academic as well as the social, emotional, and behavioral development of children.
  • MTSS provides multiple levels of support for all learners (e.g., struggling through advanced).
  • MTSS aligns resources and support for students receiving instruction and for teachers and support staff delivering the instruction.
  • The MTSS framework is an educational systems “paradigm shift” continuously focused on sustainable, overall school improvement.
  • MTSS benefits from continued support for teachers in delivering instruction, utilizing and developing effective curriculum, administering assessments, and using data to guide instruction.
  • MTSS focuses on intervention, yet it has a stronger goal of prevention.
  • MTSS requires teachers, administrators, district personnel, and student support specialists with a more collaborative and cohesive culture.

Over forty states and school districts—including the states of Kansas and Utah and the school districts of Los Angeles and Boston—have adopted an MTSS framework. While we will continue to hear the terms RTI and MTSS used interchangeably, we should recognize that MTSS brings in additional support systems to student learning, resulting in systemic alignment and support, and provides opportunities for all students to succeed and excel. Most importantly, ALL students benefit when using an MTSS model, especially when it is implemented with fidelity.

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The power of close, repeated reading: Why our brains crave a reread https://www.renaissance.com/2014/06/05/the-power-of-close-repeated-reading-why-our-brains-crave-a-reread/ Thu, 05 Jun 2014 13:24:59 +0000 http://rliblog.wpengine.com/?p=298 Our brains thrive on repeated experiences. This explains why we seek to watch the same movies again and again and re-read favorite books. According to the health blog, “The Body Odd,” the drive to re-experience is a conscious effort to find deeper layers of significance in the material by revisiting it in the updated context […]

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Our brains thrive on repeated experiences. This explains why we seek to watch the same movies again and again and re-read favorite books. According to the health blog, “The Body Odd,” the drive to re-experience is a conscious effort to find deeper layers of significance in the material by revisiting it in the updated context of our own personal growth (Wolchover, 2012).  In other words, as we watch a beloved movie many times, we ponder the images and story through a lens expanded by experiences encountered since the previous viewing. We may even recite dialog along with the actors. In doing so, the brain strengthens existing neural pathways, the film takes on new shades of meaning, and our understanding of it becomes richer.

It seems that this innate function of the brain—the conscious effort to find deeper layers of significance—is at the heart of what has become a potentially controversial concept; close, repeated reading as described in the Common Core State Standards. While some express concern that the CCSS focus on explicit meanings of text may devalue students’ personal experiences, others suggest that close repeated reading requires educators to bring readers and text close together through repeated, meaningful engagement with the text (Beers & Probst, 2013).

Regardless, the brain continues to crave close, repeated experiences with text. As we engage with the text through multiple readings and re-readings, the brain builds deeper layers of understanding about the text and our connection to it. What is intriguing here is that the distance between the reading and rereading need not be significant in terms of time. The distance need only to be separated by personal experiences that bring reader and text close. Educators understand the value of close work with texts such as strengthening reading fluency through reading practice, developing vocabulary, listening as texts are read aloud, reading with others, discussing the text with peers either in traditional face-to-face formats as well as an an eReading program, such as Subtext, that is built for reader engagement with text. Students using Subtext have multiple opportunities to interact closely with text.

While the Common Core State Standards have provided intense interest in close, repeated reading, the concept itself is not new, and it is not limited to reading. As a child, Abraham Lincoln would replay again and again the stories he heard his father tell until those repetitions brought him so close to his father’s stories that he could share them among his own circle of friends (Goodwin, 2005).  Benjamin Franklin, in an effort to improve his own writing, repeatedly read noted essays to get so close to them that he could rewrite them in his own style (PBS, 2002).

With Franklin and Lincoln in mind, get close to CCSS College and Career Readiness Anchor Standard 1 regarding close, repeated reading: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions draw from the text. Read and re-read to get close to the opening phrase in Anchor Standard 1.  Read closely to determine what the text says explicitly. Read it aloud. Read it to a colleague and ask how we lead students to arrive at what a text says explicitly. Experience close, repeated reading lesson exemplars, such as “The Gettysburg Address by Abraham Lincoln” found at http://achievethecore.org. Use this lesson as a guideline and lead students to an explicit understanding of Whitman’s poem O Captain! My Captain!

gettysburg address

Bring the reader close by listening to a recitation of the poem. See suggested online sources below. Read along silently as you hear it recited again. Read the first stanza aloud with your colleagues, seek meaning through discussion. Read closely to determine what Whitman is saying—explicitly saying. Check out the YouTube clip from The Dead Poets Society where Whitman’s work is the unifying theme—see link below. Wonder how Whitman’s lines, first published in 1865, could have any connection to an American film first viewed 124 years later.

Continue; as your brain will crave more.

References

Beers, K. & Probst,R (2013). Notice & note: Strategies for close reading. Heinemann Press. Portsmouth, NH.

CCSS CCR Anchor Standard 1 http://www.corestandards.org/ELA-Literacy/CCRA/R

Goodwin, D (2005). Team of rivals: The political genius of Abraham Lincoln. Simon &Schuster, New York, NY

Library of Congress O Captain! My Captain!  http://www.loc.gov/teachers/lyrical/poems/my_captain.html

Library of Congress Oh Captain! My Captain! Image. http://www.loc.gov/exhibits/treasures/images/tlc0405.jpg

Poetry Foundation. Whitman O Captain! My Captain! http://www.poetryfoundation.org/poem/174742

Public Broadcasting Service. Wit and Wisdom (2002).  http://www.pbs.org/benfranklin/l3_wit_self.html

Student Achievement Partners (2012). The Gettysburg Address by Abraham Lincoln. http://www.achievethecore.org/content/upload/Grades_9-10_Gettysburg_Address_ATC.doc

Wolchover, N. (2012). Why books and movies are better the second time. http://www.nbcnews.com/health/why-books-movies-are-better-second-time-1C6436931?franchiseSlug=healthmain).

Whitman O Captain! My Captain! http://www.youtube.com/watch?v=HSAymj4hp7Y

The Dead Poets Society http://www.youtube.com/watch?v=qSjxkbe_Vr4

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T-Plex: Text complexity through a dinosaur lens https://www.renaissance.com/2014/05/22/t-plex-text-complexity-through-a-dinosaur-lens/ https://www.renaissance.com/2014/05/22/t-plex-text-complexity-through-a-dinosaur-lens/#comments Thu, 22 May 2014 13:43:41 +0000 http://rliblog.wpengine.com/?p=289 When my son Justin was young he was a dinosaur omnivore. He voraciously ate everything related to dinosaurs. He checked out dinosaur videos at the library; he read about allosaurus; he drew protoceratops; he told grandma about velociraptors; and he wore his triceratops t-shirt almost every day. No dinosaur was safe from his appetite. I […]

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When my son Justin was young he was a dinosaur omnivore. He voraciously ate everything related to dinosaurs. He checked out dinosaur videos at the library; he read about allosaurus; he drew protoceratops; he told grandma about velociraptors; and he wore his triceratops t-shirt almost every day. No dinosaur was safe from his appetite.

I learned about text complexity as a mom before I learned about it as an education professional. If a dinosaur name had 6 syllables, I watched my son decode each one carefully and then put them together to form a word that allowed him to have a name for that particular and spectacular reptile he saw on the page. I recognized well before he entered school that the ability to read and understand complex text successfully is a multi-faceted reality.

The Common Core State Standards model of text complexity is multi-dimensional. The 3-part model consists of quantitative dimensions, qualitative dimensions, and reader and task considerations and is often represented by this visual:

sue pa blog 1

But what do these dimensions really mean? I’ll explore the dimensions through the lens of a 5-year old dinosaur omnivore.

Many of the words in the dinosaur books my son read were difficult. He often read books like Meat-Eating Dinosaurs by Brenda Ralph Lewis.

sue pa blog 2

The measure of quantitative difficulty is an ATOS level of 5.3– meaning the book is written in a way that is understandable to individuals who have reading comprehension skills typical of a student near the start of fifth grade. He wasn’t reading at the fifth-grade level by any means. So why could he successfully read this book?

The other dimensions of text complexity held the key to his success. The qualitative dimension of text complexity are those aspects of text measured by a human reader—levels of meaning or purpose, language conventionality and clarity, and knowledge demands. My son had built a significant base of experience around the language of dinosaurs. The books were often literal and factual in their level of meaning. Given the background knowledge he was continuously building, he was well equipped to comprehend complicated passages and descriptions.

The third dimension of text complexity is reader and task considerations. In a school setting this dimension is the craft of great teachers who know each child and know the task at hand. What background does this child bring to the task at hand and how difficult is that task? For my son the task was always pretty straightforward–to answer his own questions (OK, and to stump his parents with dino facts). Where did this dinosaur live? How did it die? What did it eat? Who first found its bones? And for this reader his motivation was always high. No dinosaur book was beyond his willingness to try to understand.

Working together, these three dimensions intersect and interact to impact the level of complexity of a piece of text in relation to an individual reader given a particular task. A text that is extremely complex and difficult for one child may be easily understood by another child even though those two children may be reading at essentially the same level. They’re bringing different experiences to the text, and they may be doing very different tasks with that text.

An educator’s goal is to find that dinosaur in each child, to find the tasks and topics around reading that ignite that fire of curiosity within each child. Then when the fire is lit, teachers work to fan the flames and equip children to be able to read and comprehend many different types of texts of increasing difficulty.

At Renaissance we want to help. Renaissance Accelerated Reader® is designed to help teachers guide students to read widely and deeply from a broad range of books, incorporating daily reading practice into the school day, setting individualized reading practice goals, and monitoring progress toward those goals. Every Accelerated Reader title includes a measure of quantitative difficulty–an ATOS level. Starting this fall we’re pleased to announce that every Accelerated Reader title will also include a Lexile measure. Renaissance customers can choose which measure of text complexity works best for them. The Lexile measure will be available in Renaissance Star Reading® and Accelerated Reader this fall, and available in other Renaissance reading products during the 2014-2015 school year. Both leveling systems are reliable measures of a book’s text complexity as evidenced by the Student Achievement Partners study cited in the Supplemental Information for Appendix A of the Common Core State Standards for English Language Arts and Literacy: New Research on Text.

I’ll use Meat-Eating Dinosaurs as an example again. This book has an ATOS level of 5.3 and a Lexile level of 890L. Same great book; just two different scales used to express the difficulty of the text. Educators, you can decide which measure to use. We’ll always rely on you to decide the task for the book, and you’re the only one who knows the reader coming to the task.

As for my son Justin, he’s now a Dean of Instruction at a KIPP middle school in Kansas City. He’s working to light and fuel that love-of-reading fire in every one of his students because he knows that’s a critical piece of their future success. He wants a school full of (insert subject here)-reading omnivores.

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Renaissance Learning Partners with MetaMetrics to Add Lexile Measures to Accelerated Reader and STAR Reading https://www.renaissance.com/2014/05/20/renaissance-learning-partners-metametrics-add-lexile-measures-accelerated-reader-star-reading/ Tue, 20 May 2014 20:28:56 +0000 https://renlearnstg.wpengine.com/?p=3921 Renaissance Products will Support both Lexile Measures and ATOS for the 2014-15 School Year WISCONSIN RAPIDS, Wis., (May 20, 2014) – Renaissance Learning, a leading provider of online assessments and data-powered teaching and learning solutions, announced today its partnership with MetaMetrics®, developer of the widely adopted Lexile® Framework for Reading. Renaissance Learning will incorporate Lexile […]

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Renaissance Products will Support both Lexile Measures and ATOS for the 2014-15 School Year

WISCONSIN RAPIDS, Wis., (May 20, 2014) – Renaissance Learning, a leading provider of online assessments and data-powered teaching and learning solutions, announced today its partnership with MetaMetrics®, developer of the widely adopted Lexile® Framework for Reading. Renaissance Learning will incorporate Lexile measures into its reading platforms, including Accelerated Reader, the nation’s most widely used reading management program.

Beginning in the 2014-15 school year, a student’s reading performance from Renaissance Learning’s STAR Reading assessment can be reported as either an ATOS or Lexile measure. Also, Lexile text measures will be provided for 160,000 books in AR BookFinder, Renaissance Learning’s online search tool that helps teachers, students, and parents find ability-appropriate books corresponding to Accelerated Reader Quizzes. The reporting of ATOS and Lexile measures will provide students, parents, and educators with two options for both the text complexity of a book and student reading progress in relation to Common Core, state standards, and the reading demands for college and career readiness.

The Lexile Framework scientifically measures a student’s reading ability and the complexity of text on the same developmental scale. Recognized as the global standard for matching readers with texts, tens of millions of students worldwide receive Lexile measures that help them find targeted readings from the more than 100 million articles, books, and websites that have been measured.

“Lexile measures are a key readability metric in today’s classroom and we’re excited to now be able to offer this measure to the more than one-third of U.S. educators using Renaissance reading tools,” said Jack Lynch, CEO of Renaissance Learning. “There is no better time than today to provide educators with essential data on text complexity and student reading growth as they begin to map their instruction to the Common Core and other rigorous state standards that are requiring much more of our students and the texts they are reading.”

“We are honored to team with such an iconic educational leader as Renaissance Learning,” stated Malbert Smith, III, Ph.D., president and co-founder of MetaMetrics. “Renaissance Learning’s programs provide educators with tremendous insights on student achievement and our mutual collaboration will strengthen and enhance the tools educators are already using to improve reading in our classrooms and schools.”

The partnership between Renaissance Learning and MetaMetrics will also bring Lexile metrics to the STAR Early Literacy assessment and to Subtext, a close reading platform that makes it easy for students and teachers to collaborate in the pages of any digital book, article, or document.


About MetaMetrics

MetaMetrics is focused on improving education for learners of all ages and ability levels. The organization develops scientific measures of academic achievement and complementary technologies that link assessment results with real-world instruction. MetaMetrics’ products and services for reading (The Lexile® Framework for Reading, El Sistema Lexile® para Leer), mathematics (The Quantile® Framework for Mathematics) and writing (The Lexile® Framework for Writing) provide unique insights about academic ability and the potential for growth, enabling individuals to achieve their goals at every stage of development. Connect with the organization at: http://blog.lexile.com.

About Renaissance

Renaissance, the leader of K-12 cloud-based assessment and learning analytics, has a presence in more than one-third of U.S. schools and 60 countries around the world. By delivering deep insight into what students know, what they like and how they learn, Renaissance enables educators to deliver highly personalized and timely instruction while driving student growth in reading, writing and math. To learn more, visit: www.renaissance.com.

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What book should I read next? https://www.renaissance.com/2014/05/08/what-book-should-i-read-next/ https://www.renaissance.com/2014/05/08/what-book-should-i-read-next/#comments Thu, 08 May 2014 13:06:21 +0000 http://rliblog.wpengine.com/?p=250 Upon turning the last page of a book, I often feel a sense of accomplishment-slash-relief at having arrived at the end of the book.  However, these feelings, coupled with a sense of nostalgia and loss that I have to leave characters that I have grown attached to behind, are short lived. Within moments, I am […]

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Upon turning the last page of a book, I often feel a sense of accomplishment-slash-relief at having arrived at the end of the book.  However, these feelings, coupled with a sense of nostalgia and loss that I have to leave characters that I have grown attached to behind, are short lived. Within moments, I am often searching for—and subsequently downloading—the next book to read.

Sometimes I know just what I’ll read next—it’s a book I’ve been eyeing up at the bookstore, have heard anecdotally is a must-read, or learn about in some other way. Sometimes I’m stumped. What book should I read next? It is those times I turn to best sellers lists and sites such as goodreads.com or amazon.com to see what catches my eye. Other times reading the first book in a series or searching for books I’ve already read will lead me down a path to discovering that next great book.

Although these resources are helpful, I still frequently seek out assurance that the book I’m about to invest my time and energy in is worth my while. Have others read this book? Did they enjoy it?

Students and educators face this dilemma every day. What book should I read next? What book will whet this student’s appetite? How can I get this student interested in that next, great book that will ignite a passion for reading?

If there was only a way to access a bona fide list of books that students are reading, really reading—not just checking out from the library or downloading on their eReaders or purchasing in print or receiving as gifts, which they may or may not ever crack open—but reading, from cover to cover.

The good news is such a list exists! Available today is the newest edition of Renaissance’s annual national reading report, What Kids Are Reading: The Book-Reading Habits of Students in American Schools, 2014. If you are just about to launch a search for that next great book, we’ve done some homework for you. What Kids Are Reading compiles lists of books kids in grades 1-12 are reading, really reading. How do we know? The report is based on the Renaissance Accelerated Reader® database—the largest of its kind—which houses reading records for nearly 10 million kids from more than 31,000 U.S. schools who read over 318 million books during last school year (2012–2013). Ten million kids. 318 million books. Now that’s assurance. That is a solid place to start the hunt.

In addition to revealing top book lists, this year’s What Kids Are Reading features popular authors Mitch Albom, Joanna Cole, and Cynthia Rylant, who share their reflections on reading as well as essays from individuals at five leading eReading platforms about the new way students get lost in a book. And with the increased emphasis on information/nonfiction reading in new education standards, we share top nonfiction reading lists and examine the trajectory of reading for the college-and career-readiness exemplars.

It’s nearly impossible to become a good reader without reading—a lot. Research has shown again and again that extensive practice at the right level of challenge is essential for developing any skill. Reading is no exception.

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The power of formative assessment https://www.renaissance.com/2014/04/23/powerofassessment/ https://www.renaissance.com/2014/04/23/powerofassessment/#comments Wed, 23 Apr 2014 21:11:22 +0000 http://rliblog.wpengine.com/?p=229 Change is sweeping K-12 assessment. Many teachers are evaluated against summative test outcomes. Students are expected to step up to the higher bar of Common Core and state standards. Districts are taking ownership of assessment tools, striving to scaffold teacher success with standardization. The Consortia are expanding the use of technology-enhanced items into high-stakes testing. […]

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Change is sweeping K-12 assessment. Many teachers are evaluated against summative test outcomes. Students are expected to step up to the higher bar of Common Core and state standards. Districts are taking ownership of assessment tools, striving to scaffold teacher success with standardization. The Consortia are expanding the use of technology-enhanced items into high-stakes testing. Digital is supplanting physical.

In the midst of all this change, teachers are making heroic efforts to keep their eyes fixed on their primary mission: educating students. That’s the true measure of an assessment’s value: what insights does it provide to improve instruction? How does the data help educators to improve student outcomes? How does it enhance teacher effectiveness?

Research shows that assessment literacy and the effective use of formative assessment has the highest correlation to teacher effectiveness. Surprised?

For years, formative and summative assessment lived in silos, but districts are looking to move from diagnostic to prescriptive, from judgment to action-ability. DACs and SACs want to transcend simple measurement, using formative assessment to actually drive growth.

Renaissance’s Star Assessments have kept pace with the need for universal screening, progress monitoring, and growth measurement. And today we are taking a big step forward with the introduction of Renaissance Star Custom®.

Star Custom is a completely new way to do formative assessment. It’s built right into Star and allows educators to probe for mastery of targeted skills within math, English language arts, and science. Star Custom includes an enormous bank of tools that make it easier to craft fixed-form assessments. Educators can now pinpoint mastery of individual standards and assess specific skills.

This is a major extension of Star, and it is truly helping to bridge the actionable insights of Star to specific CCSS, State Standards, and learning progression skills.

Here’s how it works:

First, Star guides a probe for specific standards and skills based on Star scores and the Core Progress learning progression. Educators are then able to select CCSS-aligned items from an enormous bank of options, and can seamlessly assign the newly created tests to the appropriate students. Then Star Custom immediately delivers insight into depth of mastery via in-depth skills-specific reports.

To quote Gene Kerns, Vice President and Chief Academic Officer at Renaissance, “Formative assessment post-CCSS is much the same as pre-CCSS.” However, if testing to teach is a time-tested tool, the Common Core means all forms of formative assessment must be aligned to a standards-based curriculum. That’s why Core Progress is central to Star Custom. Teachers will find and build assessments using the new Core Progress Navigator, and item authors can associate their work to skills and standards via the Navigator.

Core Progress is a sturdy researched-based bridge between Star Assessments and Star Custom, enabling teachers to employ Renaissance’s full spectrum of formative tools as a psychometrically integrated suite.

Over the coming months, the new Star Custom will make its way into K12 classrooms across the country, bringing the power of a single, indispensable formative assessment tool to educators nationwide. We’re extremely proud of Star Custom, because it has the potential to improve educator effectiveness and student outcomes like never before.

As always, thank you for all you do to keep the focus on educating our students.

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Hellman & Friedman Completes $1.1 Billion Acquisition of Renaissance Learning https://www.renaissance.com/2014/04/10/hellman-friedman-completes-1-1-billion-acquisition-renaissance-learning/ Thu, 10 Apr 2014 20:25:45 +0000 https://renlearnstg.wpengine.com/?p=3922 WISCONSIN RAPIDS, Wis. (April 10, 2014) – Renaissance Learning, a leading provider of online assessments and data-powered teaching and learning solutions, announced today that Hellman & Friedman, the San Francisco-based private equity investment firm, has successfully completed its acquisition of Renaissance from the Permira funds. Google Capital and Renaissance’s management team co-invested in the transaction, […]

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WISCONSIN RAPIDS, Wis. (April 10, 2014) – Renaissance Learning, a leading provider of online assessments and data-powered teaching and learning solutions, announced today that Hellman & Friedman, the San Francisco-based private equity investment firm, has successfully completed its acquisition of Renaissance from the Permira funds. Google Capital and Renaissance’s management team co-invested in the transaction, which values the company at approximately $1.1 billion.

Renaissance provides educators with the insight needed to help them unlock the learning potential of every student. Its learning progression—a sequencing of skills a student must master from kindergarten to high school graduation—is powered by insights from more than 45 million assessments taken each year by students at more than one-third of U.S. schools. The increasingly digital classroom has accelerated Renaissance’s ability to capture vital data that helps teachers understand what a student knows and what the student is ready to learn next.


About Hellman & Friedman

Hellman & Friedman LLC is a leading private equity investment firm with offices in San Francisco, New York, and London. Since its founding in 1984, H&F has raised and, through its affiliated funds, managed over $25 billion of committed capital. The firm focuses on investing in superior business franchises and serving as a value-added partner to management in select industries including software, internet & digital media, media, business & marketing services, financial services, insurance, healthcare, and energy & industrials. For more information on H&F, please visit www.hf.com.

About Permira

Permira is a European private equity firm with global reach. The Permira funds, raised from pension funds and other institutions, make long-term investments in companies with the ambition of transforming their performance and driving sustainable growth. Founded in 1985, the firm advises funds with a total committed capital of close to $30 billion. Permira established itself in North America in 2002 and today has offices in New York and Menlo Park. The Permira funds have a long track record of successfully investing in technology and digital media companies around the world including Ancestry.com, Odigeo, NDS, Genesys, and LegalZoom. Since 1997, over 30% of the Permira funds’ investments have been in the core sector of Technology, Media & Telecom.

About Renaissance

Renaissance, the leader of K-12 cloud-based assessment and learning analytics, has a presence in more than one-third of U.S. schools and 60 countries around the world. By delivering deep insight into what students know, what they like and how they learn, Renaissance enables educators to deliver highly personalized and timely instruction while driving student growth in reading, writing and math. To learn more, visit: www.renaissance.com.

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“Going deep” to meet math standards https://www.renaissance.com/2014/04/03/math_standards/ Thu, 03 Apr 2014 13:17:32 +0000 http://rliblog.wpengine.com/?p=211 With Common Core, like any other complex initiative, we have to first take in the larger, straight-forward ideas before ever considering some of the nuances. Now that most states are years into work with the initiative, some more nuanced discussions are possible. I would like to suggest one such discussion around the mathematics standards. I […]

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With Common Core, like any other complex initiative, we have to first take in the larger, straight-forward ideas before ever considering some of the nuances. Now that most states are years into work with the initiative, some more nuanced discussions are possible. I would like to suggest one such discussion around the mathematics standards.

I believe that Appendix A of the Mathematics Standards is very inappropriately titled. “Designing High School Mathematics Courses Based on the Common Core State Standards” suggests that it’s a document for high school only. But ideas and suggestions contained in the document clearly impact middle schools, and even indirectly impact elementary schools.

In terms of its impacts on middle schools, I am referring to discussions of a suggested “compacted pathway” option where capable students might, after finishing Grade 6, step onto a “compacted pathway” where “nothing is omitted” but they cover Grade 7 and Grade 8 topics, as well as year one of the high school they will attend, all over their two final years of middle school.  While the goal of this appendix is to prepare students for high school coursework leading to a full calculus course, the actual work clearly begins in middle school with the identification of compacted pathway candidates and delivery of initial content.

The indirect impact relevant to K-6 is what this appendix means for “enrichment” or “acceleration” or “giftedness.” The compacted pathway is the first time the Standards discuss enrichment or acceleration as moving ahead to higher, more advanced concepts or content.  Though not stated directly, the framework of the compacted pathway coupled with the Core’s emphasis on depth, rigor, and application, brings us to a place where we need to redefine enrichment, acceleration, or giftedness in K-6 as “going deeper, as opposed to going ahead.”

To me, this echoes the ideas of education researcher and early learning expert Dr. Amanda VanDerHeyden when she noted that “the classic mistake that many teachers make consistently is moving students on to more advanced content in mathematics when they are somewhat proficient, but before they have truly achieved mastery” (VanDerHeyden, 2013). Similarly, Dr. Mary Ellen McGraw, recently retired from the Delaware Department of Education, often spoke of how we too often “hurry kids along to failure” in mathematics (McGraw, 2013).

What both of these individuals and the Standards are all trying to say is that moving students ahead too quickly in mathematics, particularly in the early grades, is an inherently dangerous enterprise. Kindergarten through Grade 6 is a time of building deep, solid foundations on which to build future success. Building such foundations takes time and the process really can’t be rushed. Concepts must be solid and that means allowing time for things to cure.

The Publishers’ Criteria for Common Core Mathematics K-8 advises that “students who are ‘ready for more’ can be provided with problems that take grade-level work in deeper directions, not just exposed to later grades’ topics” (page 12). Go deeper and build unquestionably deep foundations before you ever consider bringing in topics from later grades.

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Renaissance Learning Approved as Mississippi’s K–3 Assessment System Provider https://www.renaissance.com/2014/03/28/renaissance-learning-approved-mississippis-k-3-assessment-system-provider/ Fri, 28 Mar 2014 20:27:07 +0000 https://renlearnstg.wpengine.com/?p=3923 WISCONSIN RAPIDS, Wis. (March 28, 2014) – Renaissance Learning, a provider of online assessments and data-powered teaching and learning solutions, announced today that the Mississippi State Board of Education adopted Renaissance Learning’s K–3 assessment system. This integrated assessment system will include: a universal screener and diagnostic assessment, kindergarten readiness assessment tool, and a third-grade reading […]

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WISCONSIN RAPIDS, Wis. (March 28, 2014) – Renaissance Learning, a provider of online assessments and data-powered teaching and learning solutions, announced today that the Mississippi State Board of Education adopted Renaissance Learning’s K–3 assessment system. This integrated assessment system will include: a universal screener and diagnostic assessment, kindergarten readiness assessment tool, and a third-grade reading summative assessment.

“We are excited and honored to be working with schools across Mississippi to provide them with an assessment system that will identify students’ early literacy and numeracy skills quickly and accurately,” said Jack Lynch CEO of Renaissance Learning. “With our computer-adaptive diagnostic assessment tools, teachers are able to target and generate data to set priorities for instruction. Through this platform, we can help schools across Mississippi drive successful academic outcomes and ensure student success in these critical early grades.”

Mississippi Department of Education will use the universal screener and diagnostic assessment in Literacy Target Schools while the kindergarten readiness assessment tool will be used initially by eleven early learning collaborative councils. Mississippi Department of Education plans to conduct the third-grade reading summative assessment statewide during the spring of 2015.

Renaissance Learning’s STAR Early Literacy assessment is the breakthrough, computer-adaptive software that helps teachers determine a student’s command of phonemic awareness, phonics, and other literacy and numeracy skills. The platform organizes skill-specific, actionable data to target instruction and practice, selects students for intervention, and estimates mastery of state or Common Core Standards. This allows school administrators and teachers to personalize instruction and identify best practices that are having a significant impact on academic growth.

Mississippi’s rigorous approval process includes multiple stages of review. The process included a thorough review by instructional and content review experts whose recommendations were approved by the State Board of Education.


About Renaissance

Renaissance, the leader of K-12 cloud-based assessment and learning analytics, has a presence in more than one-third of U.S. schools and 60 countries around the world. By delivering deep insight into what students know, what they like and how they learn, Renaissance enables educators to deliver highly personalized and timely instruction while driving student growth in reading, writing and math. To learn more, visit: www.renaissance.com.

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Amid the CCSS “shifts,” let’s not lose sight of independent reading practice https://www.renaissance.com/2014/03/27/amid-the-ccss-shifts-lets-not-lose-sight-of-independent-reading-practice/ https://www.renaissance.com/2014/03/27/amid-the-ccss-shifts-lets-not-lose-sight-of-independent-reading-practice/#comments Thu, 27 Mar 2014 13:30:53 +0000 http://rliblog.wpengine.com/?p=196 Earlier this month, our Chief Academic Officer Gene Kerns wrote about text complexity and the Common Core State Standards. His comments remind us that even with all the attention on the “shifts” demanded by new standards, we should not overlook the importance of independent reading practice. The authors of the new standards agree. Appendix A […]

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Earlier this month, our Chief Academic Officer Gene Kerns wrote about text complexity and the Common Core State Standards. His comments remind us that even with all the attention on the “shifts” demanded by new standards, we should not overlook the importance of independent reading practice.

The authors of the new standards agree. Appendix A of the CCSS English Language Arts document says that “students need opportunities to stretch their reading abilities but also to experience the satisfaction and pleasure of easy, fluent reading within them, both of which the Standards allow for” (page 9). Another CCSS document calls for developers to create materials “to increase regular independent reading of texts that appeal to students’ interests while developing both their knowledge base and joy in reading” (Coleman & Pimental, 2012, page 4).

Why is independent reading practice important?

In addition to the reasons listed above, it’s nearly impossible to become skilled at something without doing it. A lot. Just ask any high-performing athlete, chess player, or musician. Extensive practice at the right challenge level plus instructional support, feedback, and differentiated goal setting is important for building just about any skill (Ericsson et al., 2006). We’re able to provide insight as to how much and under what circumstances practice helps improve general reading ability, thanks to the wealth of data we have available on reading practice (through Renaissance Accelerated Reader®) and achievement (via Renaissance Star Reading® and state assessments).

Prior research has revealed three important practice variables that independently and significantly explain differences in student reading achievement growth, after controlling for prior achievement: quantity (estimated reading time per day—around 25-30 minutes or more), comprehension (how well students understand what they read—85% comprehension or higher), and challenge (the relative difficulty of the books each student reads compared to his/her current achievement levels).

With all the attention by states and districts on students being able to read at grade level by the end of third grade, it seems fitting to explore the relationship between practice and end-of-third-grade outcomes.

Let’s consider time spent reading per day. The table summarizes data for more than 40,000 students from Tennessee for whom reading practice (Accelerated Reader) and achievement (Star Reading) data were available over time (Renaissance, 2013). As early as first grade, the amount of time spent reading per day was positively and consistently predictive of how well a student was likely to do on the state test (TCAP) at the end of third grade. The same held true for second and third graders. (See other state reports here.)

Table 1. Students’ projected TCAP Reading score, end of grade 3

Student's TCAP scores

Are the good readers good because they practice a lot, or do they practice a lot because they’re good? It’s almost certainly a mix of both. An important question is this: For struggling readers, what kind of practice is associated with accelerating their achievement and closing gaps? We’ll address this issue in future posts.

We’re certainly not alone in examining the relationship between the nature of reading practice and achievement. In the Handbook of Reading Research, Duke & Carlisle (2011) remind teachers that students need to practice early and often if they are to develop comprehension, fluency, and vocabulary. Anderson, Wilson, and Fielding (1988) documented that students scoring in the 90th percentile spend about an hour per day reading, while students in the 10th percentile average less than three minutes reading per day. The international PISA study (Kirsch et al., 2002) found that a student’s engagement with text was a strong predictor of overall academic achievement and appeared to mediate socioeconomic disparities to a large extent (see figure).

Figure 1: Reading practice, achievement, and socioeconomic status

Source: OECD PISA database, 2001, Table 5.9

blog graph

For 30 years, Accelerated Reader has withstood the test of time. The program has not only evolved but also stayed true to its core objective, to promote and manage independent reading practice, a purpose both the standards and research literature support. Thus, it’s no surprise that Accelerated Reader’s focus on independent reading has earned it accolades as a “proven” program (Promising Practices Network, 2013) and a “model” program with “strong evidence” (National Dropout Prevention Center/Network, 2010). So even though new standards and assessments require shifts in teaching, practice remains a mainstay in the learning process.

References

Anderson, R. C., Wilson , P., & Fielding, L. (1988). Growth in reading and how children spend their time outside of school. Reading Research Quarterly, 23(3), 285–303.

Coleman, D., & Pimental, S. (2012). Revised publishers’ criteria for the Common Core State Standards in English language arts and literacy, grades 3–12. Washington, DC: Council of Chief State School Officers. Retrieved from http://achievethecore.org/content/upload/3._Publishers_Criteria_for_Literacy_for_Grades_3-12.pdf

Common Core State Standards Initiative. (2010). Common Core State Standards for English language arts & literacy in history/social studies, science, and technical subjects. Appendix A: Research supporting the key elements of the standards, Glossary of terms. Washington, DC: National Governors Association Center for Best Practices, Council of Chief State School Officers, Council of Chief State School Officers.

Ericsson, A., Charness, N., Feltovich, P. J., & Hoffman, R. R. (Eds.). (2006). The Cambridge handbook of expertise and expert performance. New York: CambridgeUniversity Press.

Duke, N. K., & Carlisle, J. (2011). The development of comprehension. In M. L. Kamil, P. D. Pearson, E. B. Moje, & P. P. Afflerbach (Eds.), Handbook of reading research (Vol. IV) (pp. 199–228). New York: Routledge.

Kirsch, I., de Jong, J., Lafontaine, D., McQueen, J., Mendelovits, J., & Monseur, C. (2002). Reading for change: Performance and engagement across countries. Paris: Organization for Economic Co-operation and Development (OECD).

National Dropout Prevention Center/Network. (2010). Review of model programs: Accelerated Reader. Clemson, SC: Clemson University, Author. Available online from http://www.dropoutprevention.org/modelprograms/show_program.php?pid=316

Promising Practices Network. (2013). Programs that work: Review of Accelerated Reader. Santa Monica, CA: RAND Corporation. Available online from http://www.promisingpractices.net/program.asp?programid=292

Renaissance (2013). Special report: The powerful role of reading practice in meeting Tennessee’s third-grade reading plan. Wisconsin Rapids, WI: Author. Retrieved from http://doc.renlearn.com/KMNet/R00567582B372720.pdf

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Renaissance Learning to be Acquired for $1.1 Billion by Hellman & Friedman https://www.renaissance.com/2014/03/13/renaissance-learning-acquired-1-1-billion-hellman-friedman/ Thu, 13 Mar 2014 20:26:46 +0000 https://renlearnstg.wpengine.com/?p=3925 One of the Largest Acquisitions in Education Technology Demonstrates the Value of Learning Analytics WISCONSIN RAPIDS, Wis., (March 13, 2014) – Renaissance Learning, a K12 assessment and learning analytics company, today announced the company has reached a definitive agreement to be acquired for $1.1 billion by private equity investment firm Hellman & Friedman from the […]

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One of the Largest Acquisitions in Education Technology Demonstrates the Value of Learning Analytics

WISCONSIN RAPIDS, Wis., (March 13, 2014) – Renaissance Learning, a K12 assessment and learning analytics company, today announced the company has reached a definitive agreement to be acquired for $1.1 billion by private equity investment firm Hellman & Friedman from the Permira funds. Google Capital is expected to remain as an investor in Renaissance Learning.

Renaissance provides educators with the insight needed to help them unlock the learning potential of each and every student. Its learning progression—a sequencing of skills a student must master from kindergarten to high school graduation—is powered by insights from more than 45 million assessments taken each year by students at more than one-third of U.S. schools. The increasingly digital classroom has accelerated Renaissance’s ability to capture vital data that helps teachers understand what a student knows and what the student is ready to learn next.

“Today there is an incredible opportunity to harness data to help teachers unlock the learning potential of their students,” said Jack Lynch, CEO of Renaissance Learning. “Partnering with Hellman & Friedman will give us additional tools and resources to continue building out our capabilities, broadening our market reach, and ultimately helping teachers transform education.”

“Renaissance Learning is an outstanding company that has been helping educators accelerate student learning for decades,” said Tarim Wasim, Managing Director at Hellman & Friedman. “We believe strongly in the mission and are excited to help grow Renaissance’s impact globally through continued investment in products that make a difference in the classroom.”

Anupam Mishra, Managing Director at Hellman & Friedman added, “Renaissance’s history of innovating to help teachers is long an unrivaled. Renaissance is at the forefront of personalized learning and will have a meaningful impact on education in the 21st century. We are proud to be a part of it.”

“We are grateful to have been a part of this dedicated and mission-driven team and proud of the accelerated growth Renaissance has achieved under our ownership,” said Nic Volpi and Brian Ruder, Partners at Permira. “We wish Jack and Hellman & Friedman great success as they continue to expand this fantastic business.”

Renaissance will remain headquartered in Wisconsin Rapids, Wisconsin. The transaction is expected to close in the second quarter of 2014, subject to the waiting period under the the HSR Act and customary closing conditions. BofA Merrill Lynch, Credit Suisse, and RBC Capital Markets acted as financial advisors to Hellman & Friedman. Simpson Thacher & Bartlett LLP acted as legal advisor to Hellman & Friedman. Skadden, Arps, Slate, Meagher & Flom LLP acted as legal advisor to Permira Funds.


About Hellman & Friedman

Hellman & Friedman LLC is a leading private equity investment firm with offices in San Francisco New York, and London. Since its founding in 1984, H&F has raised and, through its affiliated funds, magaged over $25 billion of committed capital. The firm focuses on investing in superior business franchises and serving as a value-added partner to management in select industries including software, internet & digital media, media, business & marketing services, financial services, insurance, healthcare, and energy & industrials. For more information on H&F, please visit www.hf.com.

About Permira

Permira is a European private equity firm with global reach. The Permira funds, raised from pension funds and other institutions, make long-term investments in companies with the ambition of transforming their performance and driving sustainable growth. Founded in 1985, the firm advises funds with a total committed capital of close to $30 billion. Permira established itself in North America in 2002 and today has offices in New York and Menlo Park. The Permira funds have a long track record of successfully investing in technology and digital media companies around the world including Ancestry.com, Odigeo, NDS, Genesys, and LegalZoom. Since 1997, over 30% of the Permira funds’ investments have been in the core sector of Technology, Media & Telecom.

About Renaissance

Renaissance, the leader of K-12 cloud-based assessment and learning analytics, has a presence in more than one-third of U.S. schools and 60 countries around the world. By delivering deep insight into what students know, what they like and how they learn, Renaissance enables educators to deliver highly personalized and timely instruction while driving student growth in reading, writing and math. To learn more, visit: www.renaissance.com.

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New approaches in supporting struggling readers https://www.renaissance.com/2014/03/13/new-approaches-in-supporting-struggling-readers/ https://www.renaissance.com/2014/03/13/new-approaches-in-supporting-struggling-readers/#comments Thu, 13 Mar 2014 13:47:27 +0000 http://rliblog.wpengine.com/?p=175 In his work, Understanding Common Core State Standards, John Kendall cautions that under Common Core “it’s likely that [we] will have something new to learn and something to unlearn” (Kendall, 2011, page 43). This idea applies in the area of text-complexity, where the concept itself is our “something new to learn” but where we also […]

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In his work, Understanding Common Core State Standards, John Kendall cautions that under Common Core “it’s likely that [we] will have something new to learn and something to unlearn” (Kendall, 2011, page 43).

This idea applies in the area of text-complexity, where the concept itself is our “something new to learn” but where we also have to “unlearn” certain approaches that pertain to reading intervention.

Many strategies and commercial programs have been built around “High-Low” books. These are high interest, low readability books found in reading interventions and are not typically available, used, or even desired outside of those programs. Using a metaphor of weight training, when students struggled with lifting heavier (more complex) texts, we took weight off the bar by switching them to lighter (easier) alternatives. This included offering either simpler works or simpler versions (e.g. abridged) of the same works.

However, the authors of Common Core caution us against this approach:

Far too often, students who have fallen behind are given only less complex texts rather than the support they need to read texts at the appropriate level of complexity. Complex text is a rich repository to which all readers need access, although some students will need more scaffolding to do so.

(Coleman & Pimentel, 2012)

As a result of this new perspective, discussions around scaffolding and support for struggling readers are proliferating.  Our attention is turning to how we can build up and support struggling readers rather than switch them to alternative selections and thereby deny them access to complex texts –  that “rich repository to which all readers need access .“

When pushed on this issue, Common Core authors will admit that scaffolding is not always sufficient to get every struggling reader engaging appropriately with complex texts. Some readers who have developed significant gaps may, indeed, need alternative selections. However, it is clear that switching students to less complex texts should now be a last resort that comes only after thoughtful consideration of scaffolding and support strategies.

References

Coleman, D., & Pimentel, S. (2012, 04-12). Revised publishers’ criteria for the Common Core State Standards in English language arts and literacy, grades 3–12 . Retrieved from http://www.corestandards.org/assets/Publishers_Criteria_for_3-12.pdf

Kendall, J. (2011). Understanding Common Core State Standards. Alexandria, VA: Association for Supervision and Curriculum Development.

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Catch kids before they fall https://www.renaissance.com/2014/02/27/catch-kids-before-they-fall/ https://www.renaissance.com/2014/02/27/catch-kids-before-they-fall/#comments Thu, 27 Feb 2014 16:36:59 +0000 http://rliblog.wpengine.com/?p=124 I believe that education is the only way to social justice. That belief led me to an undergraduate degree in elementary education and a master’s in curriculum and instruction, with a reading specialist emphasis. Since those days at the University of Wisconsin-Madison, it seems that our nation’s attention to K-3 reading has come into increasingly […]

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I believe that education is the only way to social justice. That belief led me to an undergraduate degree in elementary education and a master’s in curriculum and instruction, with a reading specialist emphasis. Since those days at the University of Wisconsin-Madison, it seems that our nation’s attention to K-3 reading has come into increasingly sharper focus. And, collectively, our approaches to assessment, instruction, intervention, and practice have become more consistent.

As a country, we agree that one of the fundamental goals of education is to help every child learn to read. For decades, many of us in education, and in all the areas that impact education, have asked the questions:

  • How are we going to ensure every child learns to read?
  • What is it going to take to get there?

We now have a sufficient research base, thanks to decades of work from experts in the field so that we can screen kids, provide targeted instruction and intervention, and maximize our precious instructional time.

In the 14 years I’ve been at Renaissance, I’ve been honored to be part of the growing movement to build a culture of data literacy and data fluency within schools and districts. This allows us to more systematically spot struggling readers and ensure all students get the support they need to become successful readers.

At Renaissance, we never lose sight of the faces and the voices of the teachers and the students behind the data. One of my mentors is an elementary principal in Denver who has been conducting data teams for the last decade! She creates a safe, empowering environment for teachers to share data and classroom experiences to collaboratively determine how to better help all of their students.

My colleague, Eileen Lucas, and I just completed a new policy brief titled: How to Catch Kids Before They Fall: A multi-year system of supports for state reading policies. This paper describes a proactive, multi-year “system of supports and safeguards.” This system of supports is what many of us are already doing—though we may be calling it by several different names:  Response to Intervention, Response to Instruction, RTI2, RTII, MTSS, or just plain data-driven decision making.

Let’s use this paper to celebrate the strides we’ve already made in our districts, schools, and classrooms. Let’s also use this paper to chart the course for next steps toward a fully-realized multi-year system of supports so that we can catch all struggling students—across grades and subject areas—and ensure that every child is a reader, and every adult has the literacy skills to be a contributing citizen. Thank you.

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Google Capital Invests in Renaissance Learning https://www.renaissance.com/2014/02/19/google-capital-invests-renaissance-learning/ Wed, 19 Feb 2014 20:24:08 +0000 https://renlearnstg.wpengine.com/?p=3927 One of the Largest Investments in Education over the Last Year Highlights the Importance of Using Precise Data to Boost Student Achievement WISCONSIN RAPIDS, Wis., (February 19, 2014) – Renaissance Learning, a K12 assessment and learning analytics company with a presence in more than a third of U.S. schools, announced a minority investment from Google […]

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One of the Largest Investments in Education over the Last Year Highlights the Importance of Using Precise Data to Boost Student Achievement

WISCONSIN RAPIDS, Wis., (February 19, 2014) – Renaissance Learning, a K12 assessment and learning analytics company with a presence in more than a third of U.S. schools, announced a minority investment from Google Capital at a company valuation of $1 billion. Google Capital was formed in 2013 and its investments to date include SurveyMonkey and Lending Club. This marks Google Capital’s first investment in education.

This investment follows the October 2011 acquisition of Renaissance by funds advised by the private equity firm Permira and makes Google a minority owner of the company. A representative of Google Capital will join Renaissance Learning’s board of directors and become the company’s second new board member in the last two months. Bruce Chizen, former Adobe CEO and current Oracle board member, joined the Renaissance board in December 2013.

“All over the world, technology has opened new doors for students to learn both in the classroom and at home. For many educators, the question is not whether to embrace new technology, but how to embrace technology in a way that makes teachers’ lives easier and meaningfully boosts student achievement,” said Gene Frantz of Google Capital. “Renaissance Learning is at the forefront of this educational movement, and their ability to use data to support effective teaching and drive student growth is unparalleled.”

Through one of the world’s largest anonymized data sets, Renaissance helps educators plot students along a research-validated learning path so that students can make progress to the height of their potential. Nearly 20 million students and teachers use Renaissance cloud-based offerings in schools across the world. Within the last year alone, Renaissance programs supported the reading of more than 335 million books, the mastery of 30 million math concepts, and the administration of over 45 million STAR computer-adaptive tests—more than any other interim assessment.

“Education is in the midst of a transformation, and today there is enormous potential to diagnose the needs of every student and then empower teachers with actionable, precise data to help students realize their full learning potential,” said Jack Lynch, Renaissance Learning CEO. “Now, more than ever, teachers are combining the insight we provide with their own expertise as they access a vast array of great content, from sources such as Google Play for Education, to accelerate learning.”

Just last August, Renaissance Learning acquired the K12 e-reading platform, Subtext, the first and most robust platform for instructional K12 e-reading. The acquisition complemented Renaissance Learning’s Accelerated Reader, the leading platform for independent reading in U.S. schools. Google Ventures was an early investor in Subtext, and users of the Subtext platform continue to access Google Books as their source for e-book purchases and rentals.

Google’s education offerings include a range of applications and devices. Around the world, over 30 million students, faculty, and staff use Google Apps for Education (which includes Gmail, Google Docs, Google Calendar, Google Sites, and more) to teach, learn, and collaborate. Chromebooks for Education give students, teachers, and administrators a simple solution for fast, intuitive, and easy-to-manage computing—and are now used by over 5,000 schools. Google Play for Education allows teachers to discover educational apps, books, and videos and easily distribute them to a classroom of students’ tablets.

“The recent Subtext acquisition and now the Google Capital investment enhance Renaissance Learning’s already unique position in K12 and tremendous growth potential,” said Nic Volpi, partner at Permira. “Renaissance achieved double-digit, top-line growth in each of the two years since the Permira funds’ investment, including 20% in 2013.”

Gene Frantz at Google Capital added, “We have a great deal of respect for Permira as technology investors and are thrilled to work with them and with Renaissance in the education technology sector.”


About Google Capital

Google Capital is a growth equity fund backed by Google. We invest in companies that use technology to change the way people experience the world. Advised by Google technology and product leaders, the team has the extensive operational and technical expertise to make smarter investments and help our portfolio companies succeed. Google Capital’s investments to date include SurveyMonkey, Lending Club, and Renaissance Learning. (www.googlecapital.com)

About Permira

Permira is a European private equity firm with global reach. The Permira funds, raised from pension funds and other institutions, make long-term investments in companies with the ambition of transforming their performance and driving sustainable growth. Founded in 1985, the firm advises funds with a total committed capital of close to $30 billion. Permira established itself in North America in 2002 and today has offices in New York and Menlo Park. The Permira funds have a long track record of successfully investing in technology and digital media companies around the world including Ancestry.com, Odigeo, NDS, Genesys, and LegalZoom. Since 1997, over 30% of the Permira funds’ investments have been in the core sector of Technology, Media & Telecom.

About Renaissance

Renaissance, the leader of K-12 cloud-based assessment and learning analytics, has a presence in more than one-third of U.S. schools and 60 countries around the world. By delivering deep insight into what students know, what they like and how they learn, Renaissance enables educators to deliver highly personalized and timely instruction while driving student growth in reading, writing and math. To learn more, visit: www.renaissance.com.

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