1. Reading Progress Indicator

2. Reading Progress Indicator
Purpose:
To provide a computerized reading assessment tool for rapidly evaluating the effects of Fast ForWord and Reading Assistant product use.
Student / School Benefit:
Quickly shows with creditable data how students are responding to intervention using Fast ForWord and/or Reading Assistant
It is scalable and highly reliable

3. Reading Progress Indicator
A reliable validated assessment of a student’s
reading progress
A quick snapshot of a students reading ability
Correlated to nationally recognized normed
assessments
Shows an overall reading score based on:
Grade equivalents
Percentile growth
Schools just like yours have had great success with our products across the country.
Here is a small sample of districts across the country and their results have created over 240 research studies, including longitudinal and independent reviews that validate learners’ gain of 1 – 2 grade levels in 8 – 12 weeks.
* 50-minute protocol

4. Reading Progress Indicator
Four levels
K-1 (33 questions)
2-3 (30 questions)
4-6 (43 questions)
7 and up (normative scores through 10th grade.) (55 questions)
Untimed
30 – 50 minutes

5. Reading Progress Indicator: Content Coverage
Phonological Awareness
Decoding
Vocabulary
Comprehension
Listening Comprehension
Reading Comprehension

6. Validity & Reliability: Goals
Reliability on the Reading Progress Indicator was determined by either test-retest reliability, alternate form reliability or internal consistency reliability.
Content Validity – SLC content team selected items from Bookette item database or added items for use in the assessment. Aligned item selection to the National Reading Panel report on Reading.
Criterion-related Validity- A significant positive correlation was identified between performance on the Reading Progress Indicator and an independent high-quality reading assessment (e.g., Woodcock-Johnson Reading Battery).

7. Summative / Outcome Measure
Overall evaluation of knowledge
Must be sensitive enough to detect changes due to Fast ForWord/Reading Assistant participation
Normed

8. Percentile / NCE For statistical analyses, Percentile / NCE is best
Developmental Reading Assessment (DRA) gives alphabetic results
Texas Primary Reading Index (TPRI) gives scores of – 5, depending upon student proficiency
Test of Phonological Awareness (TOPA) gives percentile scores that are age- or grade-corrected
Reading Progress Indicator gives grade-equivalent
scores as well as percentile scores that are grade-corrected

9. MySciLEARN Reports District Level School Level Group Level
Individual Level

10. Study with Young Students
Young students who go through Reading Readiness first tend to have an easier time on Language. 
Therefore, all Kindergartners, and students “at a Kindergarten level” start with Reading Readiness. 
Students “at a Kindergarten level” include 1st graders who are at least a ½ year behind, and
2nd graders who are at least 1 ½ years behind.
Why?
If you think about the cognitive demands and unusual tasks in Language, it makes sense that children would do better starting off with a simpler, “on-ramp” product.
The tasks in Reading Readiness are a little more concrete and certainly more like what is experienced in the classroom.

11. Fast ForWord Gains Reports are available at all four levels: district, school, group, and student. In this sample of a school level report, you see the average reading level gain for the school participants who have taken a second Reading Progress Indicator assessment as well the number of participation and calendar days that transpired to achieve that improvement. Also shown is the movement of percentile scores and the movement in the four proficiency levels.

12. Group Gains Report Student A Student B Student C Student A Student B
At the bottom of the Group Gains Report are two additional charts. The first shows the gains demonstrated on the Reading Progress Indicator second assessment and includes a second tab to show the initial Reading Progress Indicator scores and proficiency level for each student.
Student B
Student C
Student D
Student E

13. Group Gains Report Student A Student B Student C
This chart breaks down those Reading Progress Indicator gains by reading skill. This information also is available at the individual student level.

14. Individual Report

15. Sample Items

16. □ □ □ □ Phonemic Awareness
□ □ □ □
Sample PA item. Similar items appear on all forms at all levels.
Say:
Which word starts with a different sound?
Cat, cow, goose, car

17. Which word has the same vowel sound as
Phonemic Awareness
Which word has the same vowel sound as
the vowel sound in the word stay?
A. plan □
B. sleigh □
C. steal □
D. star □
Say:
Which word has the same vowel sound as the word “stay”
Do not read answers

18. □ □ □ □ Phonemic Awareness Say:
□ □ □ □
Say:
Which word ends with a different sound?
watch, fish, witch, pitch

19. Decoding
A B C D
□ □ □ □
Similar items appear on both forms of the 4-6 and 7-10 tests.
Audio: Which made-up word is fipster?
Say:
Which made-up word is “fippster”?
flippster B. fippser C. flissper D. fippster

20. What does the word severe mean in the following sentence?
Vocabulary
What does the word severe mean in the following sentence?
The girl knew that what she had done was wrong. She hoped that her punishment would not be too severe.
A. sharp □
B. delicate □
C. harsh □
D. confusing □
Sample Vocab question. This type of question might appear on either form of the 4-6 or 7-10 test.
No audio.

21. A. S P E 2 f □ B. a T 3 U P □ C. G E A 3 4 □ D. L o 8 6 A □
Listening Comprehension
A. S P E 2 f □
B. a T 3 U P □
C. G E A □
D. L o A □
Sample listening comprehension. Similar items appear on the 2-3, 4-6 and 7-10 tests.
Say: Click on the answer that contains two vowels and a number that has been underlined.

22. Reading Comprehension
Read the story and then answer the question:
One day when Benjamin Franklin was about seven, someone gave him all the pennies he could squeeze into one hand. Off he ran to the toy shop, but on his way he overtook a boy blowing a whistle. Ben thought that whistle was the nicest thing he had ever seen and offered his handful of pennies for it. The boy took them, and Ben rushed home with his prize. Well, he tooted that whistle all over the house, until the family wished there had never been a whistle in the world. Then an older brother made him cry when he said that he had paid the other boy altogether too much for it. Ben did not forget about this. When he was a grown man and was going to buy something, he would wait a little and say to himself: "Careful, now - don't pay too much for your whistle!"
What did Ben Franklin learn from buying the whistle?
A. He could save money by taking time to think before buying something.
B. He should not toot his whistle around his older brother.
C. He learned the value of a penny.
D. He learned people would give him pennies for making music with his whistle.

23. Summary: Reading Progress Indicator Features
Valid & Reliable
No bias for gender, ethnicity or US region
Easy and economical to administer
Measures reading skills
Grade Equivalents and percentiles
Quickly detects improvements

24. Accelerating Learning
We accelerate learning by applying proven research on how the brain learns.
At Scientific Learning, our focus is to increase student achievement as quickly as possible.
Over 300 research studies on all types of learners
Nearly 3,000,000 products used to date
Protected by over 60 patents
Used in over 55 countries around the world
Ask for questions.
Biggest question was how are you different from ….What they had just approved earlier to buy. Ass’t Supt C&I did excellent job explaining that those where curriculum content…this was about the student. I added comment and said to refer back to what I described earlier the What versus the How and content vs the learner’s ability.
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