Istation 2nd Grade

[Eustacio Gadit]

Studentshave different areas of strengths and opportunities for growth, and it is important to for the teacher to understand how your child performs in specific learning areas, or skills/domains. This helps teachers know which skills to build and where to focus their support.

Teachers new to Istation will learn the purpose of the ISIP Assessment, best practices for ensuring strong data, How they will log in and access the educator experience, and how their students will access the ISIP Assessment.

The Growth Pathways Report helps educators set achievable growth goals for students using customized growth pathways for students' instructional levels, leveling the playing field for both students and teachers.

In this session, administrators will learn more about how to use the ISIP Executive Summary during grade level data conversations with teachers to support data-driven decisions about determining which instructional supports are needed to increase student learning.

The student Explore Menu has been updated to make Ipractice and Games exclusively available for students to access from home. This update ensures that students maintain their focus and engagement within the classroom during instruction.

The RAN report for Campus Managers will allow campus managers to view all student data at their campus. This will allow Campus Managers to assist in scoring RAN assessments and analyzing student data for all of the classrooms that they support.

Teachers will be able to search for resources by individual state standard. Standard alignment and availability of resources will increase over time as this feature is part of an ongoing effort to align resources to all state standards.

Istation invites your campus and/or district to participate in our monthly Spanish math assessment study known as ISIP Matemticas. This study is open to Spanish-speaking prekindergarten through 5th-grade students and takes approximately 30 minutes to complete.

As students take the ISIP RAN assessment, educators will now have a landing page for viewing subtests that are ready to be scored. Once these subtests have been manually scored, corresponding data will populate in each field.

Benchmark assessment windows are now in place which means that students will have the ability to assess three times per year. On-demand options for ISIP RAN are now available. Learn more about RAN reporting.

Istation has launched new login screens for all educators. The update streamlines the login experience and sets the table for the future, introducing a brand new look and feel with a dedicated space to spotlight new Istation characters as well as student and teacher accomplishments.

The quality review is the result of extensive evidence gathering and analysis by Texas educators of how well instructional materials satisfy the criteria for quality in the subject-specific rubric. Follow the links below to view the scores and read the evidence used to determine quality.

This score means the materials meet some of the criteria for this indicator, partially meet all of the criteria for this indicator, or that some of the criteria are partially met and some are not met.

The materials include texts at the appropriate quantitative level of complexity for the grade level. The measure is based on the Lexile that accompanies each text and stage of reading. The following stages of reading are accounted for: Emergent, Early, Beginner, Transitional, Intermediate, and Progressing Adolescent. Each stage of reading is assigned based on quantitative and qualitative features per the Lexile.

Although the materials provide a Lexile score for each text, they do not include qualitative features for each text within the grade level. The materials provide a general overview of qualitative features based on Lexile levels. No text complexity analysis is included.

The materials contain questions and tasks that support students in analyzing and integrating knowledge, ideas, themes, and connections within and across texts. Lessons target certain skills and provide opportunities for students to apply the knowledge they learn. The materials provide a series of activities that build conceptual knowledge, are text-specific/dependent, target complex elements of the texts (such as making inferences or using symbolism to extract deeper meaning from the text), and integrate multiple TEKS. The questions and tasks included require students to discuss important details and ideas as they synthesize information from multiple texts.

The materials include a cohesive, year-long plan for students to interact and build key academic vocabulary instruction in and across texts. Vocabulary activities, such as using word analysis and context clues, allow students to determine unfamiliar or multiple-meaning words. The materials also provide teacher-directed lessons containing scaffolds and supports to differentiate vocabulary development for all learners.

The program places students at their individual level of vocabulary study based on ISIP assessment results; this assessment is administered monthly. Students then follow learning paths that include games and activities designed to develop vocabulary focusing on different areas, such as word analysis, syllabification, analogies, and words in context. Teachers deliver small group instruction to struggling students based on the monthly ISIP assessment results and the data collected as students work on the program between monthly assessments. The lessons correspond with grade levels lower than seventh grade.

The materials include a clearly defined plan for students to self-select texts, read independently for a sustained period of time, and write about what they read before advancing to the next section of learning. Without teacher support, the interactive reading curriculum requires students to follow specific protocols and procedures to achieve independent reading goals.

Students monitor their independent reading progress in the World of Wonders archive as well. Students see stories they have read (indicated by an eye icon), stories they have unlocked and have access to choose, stories they have not yet unlocked (indicated by a grey lock icon), stories for which they have started a written response (indicated by a pencil outline icon), and stories for which they have completed and published a written response (indicated by a filled-in pencil icon).

While the materials contain some opportunities for students to develop composition skills across literary, informational, argumentative, and correspondence text types, the activities are limited and not specific for each middle school grade level.

Most of the written tasks in the materials require students to use clear and concise information and well-defended text-supported claims to demonstrate the knowledge gained through analysis and synthesis of texts. Materials provide opportunities for students to demonstrate in writing what they have learned through reading and listening to texts. There are some opportunities for students to use evidence from texts to support their opinions and claims.

Overall, the materials provide an opportunity for practice and application of the conventions of academic language when speaking and writing, including punctuation and grammar, but grammar, punctuation, and usage are not taught systematically, in, or out of context. A chart is provided with proofreading marks so students can apply the marks to published pieces and their writing.

The materials engage students in short-term inquiry processes to confront and analyze various aspects of a topic using relevant sources. They also support student practice in organizing and presenting their ideas and information in accordance with the purpose of the research and the appropriate grade-level audience. Although the materials support students in identifying primary and secondary sources, they do not engage students in sustained recursive inquiry processes.

The materials contain interconnected tasks that build student knowledge and provide opportunities for increased independence. Questions and tasks build and apply student knowledge and integrate reading, writing, speaking, listening, and thinking. Materials require students to analyze the integration of knowledge and ideas within individual texts and multiple texts.

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