Page 35 - System 44 EL in Research Paper

DATA-DRIVEN DIFFERENTIATED INSTRUCTION
System 44 uses personalized learning technology to deliver individualized, explicit instruction and provide unparalleled access to data and instructional planning. Through adaptive technology and a comprehensive assessment system, the program efficiently screens, places, and monitors student progress throughout the year. The Software engages students in monitoring their own learning while supplying educators with clear, actionable information to guide instructional decision making. Educators will benefit from the comprehensive supports, including professional development resources. With its built-in academic and behavioral intervention supports, System 44 fits seamlessly into a Multi-Tiered Systems of Support (MTSS) framework.
3Efficient Screening, Placement, and Progress-Monitoring Assessments
u According to Wagner (2008), several studies of struggling adolescent readers suggest that a substantial proportion had problems with word-level reading. In some cases, deficits in phonics and word recognition may not be evident until fourth grade (Catts, Hogan, & Adlof, 2005; Chall, 1996; Hock et al., in press; Juel, 1988; Leach, Scarborough, & Rescorla, 2003; Lipka, Lesaux, & Siegel, 2006). Such findings underscore the necessity of using reliable and efficient methods to assess phonological decoding in the middle and upper grades.
u A comprehensive assessment system integrates assessment and instruction, so that educators can continually use data to ensure they are meeting the needs of all students (National Center on Response to Intervention, 2010; Smith, 2010). Data collected through the assessment system should be used to 1) track student growth; 2) identify students who need more intensive intervention; and 3) assess the efficacy and implementation quality of instructional programs (National Center on Response to Intervention, 2010).
u “The value of in-depth classroom assessment comes from teachers’ deep understanding of reading processes and instruction, thinking diagnostically, and using the information on an ongoing basis to inform instruction (Black & William, 1998; Place, 2002; Shepard, 2000)” (Valencia & Riddle Buly, 2004, p.229).
u Regular progress-monitoring is vital to track student growth and determine which students need additional help or intervention (Fisher & Ivey, 2006; National Joint Committee on Learning Disabilities, 2008; Stecker, Fuchs, & Fuchs, 2005; Torgesen, 2002). Data collected through progress monitoring should provide a clear profile of students’ strengths, weaknesses, and needs, and should be linked with resources for providing targeted follow-up instruction and intervention (Carnegie Council on Advancing Adolescent Literacy, 2010; National Joint Committee on Learning Disabilities, 2008; Vaughn & Denton, 2008).
u When students are included in monitoring their own progress, they better understand their academic growth, gain motivation, and acquire a sense of ownership over their learning (Andrade, 2007/8; Forster, 2009; Hupert & Heinze, 2006).
u “Technology creates a sense of engagement that is incomparable to what most students experience with paper- and-pencil test administration. The self-directedness of the accessible online assessment gives many students a feeling of empowerment that can facilitate a more accurate display of student ability” (Hasselbring, Lewis, & Bausch, 2005, p. 13).
RESEARCH & EXPERT OPINION
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