reading and math intervention

Program Overview

R E A D I N G A N D M A T H I N T E R V E N T I O N

Lighting the way to grade-level proficiency

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866.586.7387 | www.compasslearning.com

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The Pathblazer® Solution

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www.compasslearning.com

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Accelerate struggling learners with individualized instruction that targets their unique areas of need

The Pathblazer® Advantage

Build foundational concepts

Boost students’ confidence and provide motivation by starting at their highest level of proficiency

Helping Struggling Learners SucceedMore than 60% of students in the U.S. are below grade level in math or reading. Is your school prepared to help all students succeed?

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4 Check understanding regularly to ensure students are on track and to trigger unique reteach instruction

Use easy-to-read progress reports to support data-driven decision making

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Accelerate Struggling Learners with Individualized InstructionIndividualized instruction pinpoints learner needsWhen students struggle with math or reading, they need intervention. But how does a teacher know exactly where to begin, and how can he or she fill in learning gaps? Compass Learning understands that no two students are alike and that no two struggling learners have exactly the same needs. That’s why Pathblazer® is designed to create a unique learning path based on both a student’s proficiency level and his or her individual learning-objective gaps at that proficiency level.

Here’s how Pathblazer works:• An initial screener identifies the approximate level of proficiency for each student.

• The results from the screener inform a proficiency-level-based diagnostic by learning objective in proficiency levels 1 to 9.

• If the screener places a child in either the Kindergarten or the Kindergarten Readiness level, the child will be automatically provided a learning path without further diagnostic assessment.

• For reading intervention, e-readers provide at-level reading volume to improve fluency.

• Each student receives a unique learning path and acceleration plan. For reading intervention, a close reading of complex texts with scaffolded supports also exposes students to on-grade level texts.

1

REA

DING I N T E R VENTION

e-Readers

Learning Path

InitialScreener

Acceleration Plan

Close Reading

of Complex Text

+

READING INTERVENTIO

N

Proficiency-Level Diagnostic

FOR LEVELS 1–9


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Accelerate Struggling Learners with Individualized Instruction

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Individualized acceleration plans identify needs and drive growthBased on information from the screener and the learning-objective-based diagnostic, Pathblazer provides an Acceleration Plan for each learner. This plan helps teachers oversee and facilitate each step of student progress to grade-level proficiency. With the Acceleration Plan as a guide, teachers can set each student on the right course, use data to intervene at key moments, and move students on to the next proficiency level when appropriate.

For example, Pathblazer might set out the following plan for a fourth-grade student who screened at a third-grade level:

Step 1 Level 3 diagnostic assigned automatically based on Screener.

Step 2 Student diagnostic performance determines learning path.

Step 3 Teacher assigns Level 3 posttest.

Step 4 Evaluate:

o Do I need to reteach?

o Is the student ready for the next level?

Step 5 Teacher assigns Level 4 diagnostic.


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2 Build Foundational ConceptsLearning progressions articulate key foundational skills that underlie challenging objectivesA strong foundation is the key to on-grade-level academic success. When there are gaps in a learning foundation, students struggle with on-level material. So it makes sense to identify precisely each student’s individual learning gaps in order to accelerate him or her to grade-level performance.

Students often struggle because they are missing critical building blocks from earlier proficiency levels. Pathblazer’s individualized learning paths take this into account and fill in the missing pieces by meeting students where they are, by prescribing at-proficiency-level lessons that address learning gaps, and by helping the teacher monitor students’ progress.

Proficiency-based Objectives

Foundational Skill

Foundational

Skill


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Pathblazer’s reading intervention focuses on essential reading skillsComprehensionThe key to reading is comprehension of complex text. This requires:

• Leveled reading opportunities for students to apply skills, thereby building success with texts at the just-right level they are ready to read.

• Complex, on-level texts with developmentally appropriate themes scaffolded to support the development of critical thinking.

Pathblazer’s reading intervention offers students this dual experience through:

• A diagnostic-prescriptive system that builds an individual learning path with at-proficiency-level instruction (text students can read independently), as well as an e-reader bookshelf of at-level texts for reading volume and fluency.

• A pre-built assignment of highly supportive grade-level instruction for exposure to complex, on-level texts and sufficiently scaffolded concepts for comprehension.

Academic vocabulary and word attackPathblazer supports academic vocabulary development by providing in-context vocabulary support during reading. Students can click on key vocabulary items to access definitions with visuals that support the concept. Word-attack skill instruction, such as syllabication, helps struggling readers decode multi-syllabic words and construct meaning from unfamiliar words they encounter.

Reading volume and fluencyReading automaticity is one of the pillars upon which reading comprehension is built, and reading fluency is a critical piece of automaticity. Students learn to read by reading, and studies have shown a clear connection between time spent on reading and reading proficiency. By providing e-reader resources at a student’s proficiency level, as identified by the screener, Pathblazer supports student choice and interest as a key method of increasing reading performance.

2 Build Foundational Concepts

In-Context Vocabulary Support


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Pathblazer math intervention focuses on developing foundational skillsGraduated development of operations with whole numbers, then rational numbersIn grades K–2, students create a firm foundation for success by developing their understanding of basic mathematical concepts such as counting and comparing numbers and shapes. With these skills in place, students can then move on to more advanced skills such as addition and subtraction, telling time, and understanding units of measurement.

In grades 3–5, students build a solid understanding of operations with whole numbers. With this foundation, students can bridge to more complex work with rational numbers, including fractions, decimals, ratios, and percents.

In grades 6–8, students develop an understanding of operations with rational numbers, including fractions, decimals, ratios, and percents. Only when these skills are firmly established does learning extend to more complex work with measurement, geometry, statistics, probability, and problem solving.

Focus on teaching the language of mathPathblazer offers features that help students focus in on the meaning of mathematical terms in everyday language. In-context vocabulary support helps de-mystify unknown terms and build toward an understanding of how to talk about math. By asking for explanations of how problems were solved, Pathblazer builds students’ abilities to talk about their developing mathematical thinking.

Emphasis on understanding word problems and visualizing mathematical ideasTeachers often observe that intervention students are particularly challenged by word problems. That’s why Pathblazer offers special lessons that focus on applying key skills in word problems. With a graphic organizer for support, students learn to apply Polya’s 4-step model—understand, plan, solve, check—to solve word problems. Pathblazer Learning Acceleration Software

TM

helps intervention students develop an ability to visualize mathematical ideas by showing concepts in multiple representations.

2 Build Foundational Concepts

Math Vocabulary Development

Problem-Solving Lesson


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3 Boost Students’ Confidence and Provide MotivationAny teacher who works with struggling learners knows that demotivation after consecutive failures becomes a significant learning obstacle. Pathblazer rebuilds students’ confidence by offering them an opportunity for success.

Comprehension scaffolds improve learningPathblazer supports learning by clearly illustrating each concept with thoughtful graphics and compelling animations. A conversational tone and audio text support help students master concepts that have frustrated them in the past.

Scaffolds improve student perseveranceBecause the diagnostic identifies students’ ideal starting points, they experience a new level of success along the Pathblazer learning path. The instructional path builds on success by gradually removing scaffolding as students master each objective.

Instructional Path: InstructionExplicit skill instruction in an accessible, conversational tone, with thoughtful visual support

The program

is super

interactive.

I get to do

more than just

take notes.

—Shawna Green

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Instructional Path: Supported PracticePractice with “training wheels” on—passage audio and reteach support student performance

Instructional Path: Independent PracticePractice with less support and immediate feedback

Instructional Path: AssessmentQuiz that captures student mastery of the skill

A B

C D


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4 Check Understanding Regularly Pathblazer instruction provides two checks for understanding in each lessonPathblazer understands that struggling learners need frequent feedback and monitoring as they learn new concepts. Pathblazer’s instructional sequence is designed to make sure that concept instruction is supported by two layers of practice that confirm students’ comprehension before they can move on. The first layer is highly supportive, while the second removes some scaffolds to help build increasing independence.

Decision points after key concepts alert teachers to intervention needsOnce students reach a key concept, automatic decision points are built into the system so that teachers can evaluate whether students are ready to move forward to the next objective or if they need additional interventions, such as student conferencing.

Teach

Check 1 in Supported Practice

Check 2 in Independent Practice

Assessment and instructional decision making

Mastery? YES

Key Instructional

Decision Point

M

astery? NO

Move on to New

Instruction

Teacher Alert and

Intervention

Repeat Instruction

Post-Intervention


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4 Check Understanding Regularly

Student performance triggers unique reteach instruction as neededPathblazer provides rigorous instruction and supported practice with just-in-time reteaching built in. As students practice, Pathblazer automatically responds to a wrong answer with a clear restatement of the skill, not just a repeat of previous instruction.

Rigorous instruction lays the foundations for success.

Supported practice items build student skills and knowledge.

Immediate feedback segments reteach key concepts if students are struggling.

A

B

C


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5 Use Progress Reports to Support Data-Driven Decision MakingTeachers want to ensure that their students are on the path to success. Pathblazer progress-monitoring and data-visualization tools will confirm that students are on track to accelerate toward grade-level performance. Pathblazer reports make it easy to review each student’s progress and then determine appropriate follow-up steps, including individual conferences, small-group instruction, and intensified interventions.

Student Name: Lisa Mayer Grade: 5Student Username: lmayer Level: 4

Subject: Math Date: 4/1/14Diagnostic: A

Pretest score Number of activities Completed Activites Activity score Time on task Post-‐Test score

4.OA.A.1 60% 2 2 94% 40 75% ##4.OA.A.2 61% 2 2 78% 22 75% ##4.OA.A.3 91% 91% ##4.OA.B.4 88% 88% ##4.OA.C.5 86% 2 2 100% 40 86% ##

4.NBT.A.1 65% 2 1 72% 16 80% ##4.NBT.A.2 60% 1 0 63% 10 65% ##4.NBT.A.3 92% 92% ##4.NBT.B.4 97% 97% ##4.NBT.B.5 87% 87% ##4.NBT.B.6 62% 2 78% ##4.NF.A.1 63% 2 90% ##

4.NF.A.1 56% 2 2 51% 35 100% ##4.NF.A.2 55% 3 3 84% 50 85% ##4.NF.B.3 68% 2 2 86% 35 95% ##4.NF.B.4 73% 78% ##4.NF.C.5 55% 1 72% ##4.NF.C.6 72% 72% ##4.NF.C.7 72% 72% ##

4.MD.A.1 100% 100% ##4.MD.A.2 65% 1 1 89% 15 88% ##4.MD.A.3 83% 83% ##4.MD.B.4 89% 89% ##4.MD.C.5 55% 3 3 82% 23 89% ##4.MD.C.6 60% 2 2 86% 32 90% ##4.MD.C.7 50% 1 1 65% 14 90% ##

4.G.A.1 69% 3 3 93% 35 100% ##4.G.A.2 53% 2 95% ##4.G.A.3 55% 2 2 70% 28 100% ## Average Activity Score Total Time (Min) Average Mins Per Activity

Pathblazer Student Progress Monitoring Report

Activities Assigned Activities Completed Percent Complete

80% 395 15.2

Summary Learning Path Data

35 26 74%

12 8 9Standards Mastered Standards Needing Remediation Standards Remediated:

How is this student performing on assigned learning paths?

Summary Performance Data

Standards Mastered

Standards Needing RemediaGon

Standards Remediated:

Track student performance by standard to identify areas needing extra attention.

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80% 395 15.2


35 26 74%




Standards Mastered













80% 395 15.2


35 26 74%




Standards Mastered



See the big picture of student progress within a learning path in a convenient summary.

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5 Use Progress Reports to Support Data-Driven Decision Making

Built-in training makes student data actionableYour role as the teacher is critical to your students’ success. Leveraging the power of data can make the difference in accelerating your students’ outcomes. Our Learning Services experts are here to help you develop the right plan for your classroom, your school, or your district.

Compass Learning is your partner for meeting your students’ learning goals.Compass Learning implementation training offers:

• A choice between the personal touch of on-site training and the easy availability and convenience of virtual training.

• Monthly webinars throughout the year to keep you up to date on trends.

• Mid-year and end-of-year data reviews to ensure the results you want.

• A leadership webinar to help a district accelerate change.

Intervention Handbook

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Diagnostic-Prescriptive Methods and Competency-Based LearningThe effectiveness of diagnosis followed by prescriptive intervention

Placement in interventions is often a two-step process, beginning with an initial screening assessment to identify those students who need extra help. This step should be followed by assessment with diagnostic tests to provide a profile of literacy strengths and weaknesses…and to determine which students have mathematics difficulties and require research-based interventions.

—IES, Improving Adolescent Literacy, 2008 and Assisting Students Struggling with Mathematics, 2009

The Institute of Education Sciences (IES) recommends evidence-based instruction as the educational practice that has proven to be most helpful to students. According to the IES Practice Guides, a key research-proven practice is diagnosing student competency for students struggling in reading and math. In order to remediate any gaps in a student’s mastery of content, those gaps need to be systematically assessed and identified.

Diagnosis through assessment can identify students who struggle, target specific skill weaknesses, and help educators create a plan for differentiating instruction according to individual needs. In short, research shows that an individual learning path for each student, based on sound assessment data, is a highly effective practice.

Filling gaps in essential skills leads to acceleration Curricula are designed to provide students with the underlying skills they need to progress through the grades. Yet some students have gaps in foundational concepts or essential skills because they were unable to master them at the time of the initial instruction. Since these students lack a solid foundation, it is not surprising that they struggle as the instructional material becomes more complex. In order to address these learning gaps, effective interventions focus instruction on essential concepts. (IES Improving Mathematical Problem Solving in Grades 4 Through 8 and Improving Adolescent Literacy)

In math, a strong foundation in the properties of whole numbers and rational numbers is necessary before students can go on to solve more complex problems. To accelerate progress, students need a solid foundation of numeracy and fluent retrieval of number facts.

Reading complex text similarly demands that students draw on a number of essential skills. To accelerate progress, students need a strong foundation in the mechanics of reading (word attack), as well as explicit vocabulary, text features, and comprehension instruction.



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Diagnostic-Prescriptive ModelScreener and diagnostic

Students take an adaptive screener that identifies their level of proficiency in reading or math.

Students who screen into Levels 1–9 then complete a proficiency-level diagnostic by learning objective.

Screener and diagnostic results are used to create a unique learning path and acceleration plan for each student. In Pathblazer Reading, the screener also identifies each student’s reading level.

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3 In skill instruction, students work only on the skills they need to master at their proficiency level. For each learning objective, students receive instruction, practice, and assessment.

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In Pathblazer®:


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Sufficient and Successful Practice Creates FluencyBy diagnosing and treating skill gaps, students can begin to make progress. However, understanding a skill is not the same as applying it fluently. To achieve skill fluency, students need sufficient practice opportunities that sit below frustration level.

Sufficient practice and extra support [must be] provided at each grade to allow all students to meet the standards that call explicitly for fluency.

—PARCC (Partnership for Assessment of Readiness for College and Careers)

Math fluencyAccording to Susan Jo Russell of TERC, math fluency means having immediate access to math facts and skills, such as place value. This access aids in computational accuracy. Fluency is not limited to facts but also includes procedures, such as the steps in long division. This automaticity frees up cognitive space for problem-solving and other higher-order math skills. Being fluent in procedures also contributes to flexibility so that students can choose the right procedure for a particular problem and even use alternate procedures for checking their work.

Reading fluencyWhen students read accurately, they solidify their word-recognition, decoding, and word-analysis skills. Perhaps more important, they are likely to understand what they read — and, as a result, to enjoy reading.

—Richard Allington and Rachael E. Gabriel, “Every Child, Every Day,”

Educational Leadership (ASCD).

Allington states that reading accurately underlies not only reading enjoyment but also the building of a solid foundation in word-recognition, decoding, and word-analysis skills. He makes the point that not all practice is equally effective. He describes how frustration with text that is too difficult can impede fluency by causing the reading rate to slow and comprehension to break down. He stresses that repetition of successful practice leads to improved fluency. (Allington and Gabriel, “Every Child, Every Day,” Educational Leadership [ASCD], 2012.)

Shanahan, on the other hand, emphasizes the importance of engaging with at-grade-level, complex text. All students should be engaging in both close reading of difficult-to-master text and fluent reading of text at their proficiency level (Shanahan et al., “Improving Reading Comprehension in Kindergarten Through 3rd Grade,” [IES], 2010).


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Instructional Path Leads to FluencyThe Pathblazer instructional model includes multiple layers of practice and feedback in every lesson. Students are gradually given more responsibility and fewer supports, ensuring that they are successful at each step along the way in mastering an objective. This process of gradually increasing student responsibility fosters independence, or skill fluency.

Pathblazer English Language Arts e-readers build reading fluency

Assessment

+ + +Instruction Supported

PracticeIndependent Practice

In Pathblazer®:

Level 2 fluency activity showing student-highlighted difficult reading words and graphed reading rates

Students learn to read by reading. Therefore, a reading intervention program needs to provide rigorous instruction and reading practice in order to be successful. Compass Learning partners with myON

TM

to provide students with an appropriately leveled bookshelf of high-interest and high-quality independent reading titles. Each bookshelf is aligned to a student’s reading level as determined by the Pathblazer screener assessment. Students can then select titles for additional reading and fluency practice based on their interests.

In addition, Pathblazer supports the development of fluency skills with specific activities that target reading rate. These activities model fluent reading and then give students an opportunity to practice oral reading. Finally, they time the child’s reading and show the results as well as target word-per-minute rates.


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Instructional Path Leads to FluencyPathblazer Math games and problem-solving lessons build factual and procedural fluency

In Pathblazer®:

Practice games allow students frequent repetition of math facts to build fluency.

Problem-solving lessons and reminders for step-by-step procedures provide students with a framework for their practice, building procedural fluency until students are able to solve similar problems independently.


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Instructional Intensity and Differentiation Improve OutcomesSo far, we have seen how diagnosing skill needs, shoring up a foundation of essential skills, and practicing these skills successfully can lead to student progress. However, the research also suggests another important dimension of instruction: intensity.

Increasing the intensity of an intervention can be accomplished in a number of ways such as lengthening instructional time, increasing the frequency of instructional sessions, reducing the size of the instructional group, or adjusting the level of instruction. Also, intensity can be increased by providing intervention support from a teacher with more experience and skill in teaching students with learning or behavioral difficulties.

—National Center on Response to Intervention, 2010

Here are some ways that educators can increase intensity to address student needs:

LOWER INTENSITY HIGHER INTENSITY

• Untrained paraprofessionals or aid

• Shorter and less frequent instruction

• Larger group size

• Highly specialized educators

• Longer and more frequent instruction

• Smaller group size

Differentiated solutionsCarol Ann Tomlinson describes how teacher decisions should be based on information about students. Teachers can base those decisions on their assessment of student readiness, interest, and other diagnostic information. The information can help teachers uncover each student’s unique gaps in essential skills. Using this information, teachers can organize small groups and offer students more than one way to respond. Teachers should ideally identify the level of intensity required for each student based on robust diagnostic information so that they can scale frequency and length of instruction appropriately.

Student data reveals unique student mastery profile

Differentiated instructional plans at different levels of intensity


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Increasing Intensity and Differentiation Teachers often struggle with successfully differentiating instruction. Class size, wide differences in proficiency levels, and classroom-management headaches all contribute to differentiation challenges.

Pathblazer creates unique, individual learning paths for each student. These learning paths enable teachers to address each student’s:

• Proficiency level

• Specific skill weaknesses

• Foundational skill gaps

Pathblazer Math Intensified Instruction

Student: Classroom

of One

Designed by highly qualified,

specialized experts

The right skills at the right

proficiency level at the right time

Immediate feedback

tailored to student

response

Increased time on instruction—both in and out

of school

Pathblazer Reading Intensified Instruction

In Pathblazer®:

Pathblazer Increased Intensity Model


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Motivation and EngagementNo program of intervention will work without effort from students. For both math and reading interventions, motivation and engagement can help students get past aversions to subject matter that they have found frustrating and a source of failure in the past. Motivation strategies can also help students persevere in the face of difficulty and rebuild their shattered confidence. As their competency grows, success becomes its own reward.

To foster improvement in adolescent literacy, teachers should use strategies to enhance students’ motivation to read and engagement in the learning process. Teachers should help students build confidence in their ability to comprehend and learn from…texts.

—IES, “Improving Adolescent Literacy”

Many of these students have had experiences of failure and frustration with mathematics by the time they receive an intervention…Therefore, it seems particularly important to provide additional motivation for these students.

—IES, “Assisting Students Struggling with Mathematics”

Here are some strategies that the IES Practice Guides recommend for students struggling with literacy and math:

• Have students chart their progress and set goals for improvement.

• Be sure students have enough feedback to improve performance.

• Make connections to students’ lives and real-world issues.

• Give students supplemental materials and scaffolds for material that is too difficult.

• Promote student choice and autonomy.

• Emphasize process over performance to keep students engaged.


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Lessons Motivate Students to SucceedReal-world connections and engaging multimedia hook studentsPathblazer lessons make frequent connections to students’ lives and to issues in the real world, helping students understand the relevance of what they are learning.

Conversational tone and frequent feedback help students perseverePathblazer’s interactive conversational interface engages students in a friendly conversation about the subject, making learning more comfortable. Engaging characters build excitement to learn and boost motivation.

Frequent feedback and encouragement help keep students on track. Corrective feedback is presented as a natural, friendly part of the conversation, helping students stay engaged and reducing frustration.

Lively graphics, animations, and sound effects both reinforce concepts and make learning fun.

In Pathblazer®:


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Scaffolds for Getting to MasteryGiving students materials that they can successfully practice with builds their confidence and fluency. But students also need to be challenged so they can make progress. Scaffolding techniques that are recommended by noted experts and supported by research can help students successfully tackle more difficult material and accelerate their progress.

Recommended reading scaffoldsPrepare students before reading by activating prior knowledge and introducing new content-specific vocabulary.

Support comprehension during reading by asking questions to check in, using prompts to lead students toward understanding, and modeling understanding with think-alouds.

Assign repeated readings with a specific purpose for each reading. The repeated readings help all students deepen understanding, but they are especially helpful to students who do not get as much meaning from a single reading.

Recommended math scaffoldsUse visual representations to help students understand abstract concepts.

Guide students with corrective feedback so they understand the reasons why something is right or wrong.

Lower the cognitive load where possible by controlling reading level, embedding support for academic language, using clear and direct language, and avoiding words with multiple meanings.

The Scaffolding Process

Define the task.Explain/simplify process.Highlight important features.

Control risk of failure.Model thinking.Demonstrate outcomes.


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Students Supported Along the Path to SuccessPathblazer English Language Arts scaffolding helps students master complex textsActivating prior knowledge and content-specific vocabulary during reading supports students’ understanding of challenging ideas.

Think-aloud instruction, thought-provoking questions, and graphic organizers that are embedded within texts scaffold students’ thinking as they read.

Students have opportunities to read and reread complex texts to locate text evidence.

Pathblazer Math scaffolding makes abstract concepts concreteVisual representations of mathematical models help students understand challenging concepts.

Students receive immediate corrective feedback during supported practice, allowing them to quickly revise their understanding. Non-repetitive reteach segments fill in gaps in their understanding.

Hints, vocabulary, and tools in supported practice scaffold questions to meet learners where they are. Math glossaries provide additional in-context vocabulary support.

In Pathblazer®:

How to Use Pathblazer®

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Four Steps to SuccessPathblazer Learning Acceleration Software™ is your solution for getting students to grade-level proficiency and beyond. Four simple steps will put your students on the path to success!

STEP 1 Have Students Take Screener and Diagnostic

STEP 2 Support Student Progress Through Personal Learning Paths

STEP 3 Monitor Student Progress and Plan Interventions

STEP 4 Pace for Success

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3 screeners based on the student’s current grade level: K–2, 3–5, and 6–8

Pathblazer® Math Intervention OverviewPathblazer math students take an initial screener for proficiency-level placement. There are 3 screeners to choose from based on the student’s current grade level: K–2, 3–5, and 6–8. Following the screener, students screening into Levels 1–9 are assigned a diagnostic at their current proficiency level. (Students screening into Kindergarten or Kindergarten Readiness skip the diagnostic.) A Pathblazer Learning Path and an Acceleration Plan are automatically generated to clear the way to success—whether that involves catching up or striving ahead.

Pathblazer® Reading Intervention OverviewPathblazer reading students take an initial screener for proficiency-level placement. Students screening into Levels 1-9 are assigned a diagnostic at their current proficiency level. In addition, they are assigned an e-reader bookshelf at their reading level for building reading volume and fluency. Next, a Pathblazer Learning Path and an Acceleration Plan are automatically generated to start students on the path to success. When students complete their Learning Path they take a post-test to assess their mastery of the proficiency-level skills and concepts. Finally, students get opportunities for close reading of complex, at-grade-level texts with appropriate scaffolds, using pre-built close-reading assignments. Students screening into Kindergarten and Kindergarten Readiness levels do not take the proficiency-level diagnostic.

REA

DING I N T E R V ENTION

e-Readers

Learning Path

InitialScreener

Acceleration Plan

Close Reading

of Complex Text

+

READIN

G INTERVENTION

Proficiency-Level Diagnostic


+Learning Path

Acceleration PlanProficiency-Level

Diagnostic

InitialScreener

FOR LEVELS 1–9

FOR LEVELS 1–9


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Automatic Assignment of AdaptiveScreener and DiagnosticStudents enrolled in Pathblazer see the adaptive screener the first time they log in, so there’s no need to create a special assignment. The screener adapts to the student’s answers by becoming more or less difficult, narrowing in on the student’s current proficiency level. Once students have completed their reading or math adaptive screener, they are automatically assigned the appropriate proficiency-level diagnostic pretest + learning path (for Levels 1 – 9; students in Levels Kindergarten and Kindergarten Readiness go directly to a learning path). The diagnostic pretest provides a deeper objective mapping of their learning path and takes only 30 – 60 minutes. We recommend that students take the screener in one sitting and the proficiency-level diagnostic pretest in another.

In this example, a student taking the 3 – 5 screener begins with questions at proficiency level 4. Based on the student’s performance, the screener determines that the student is actually performing at proficiency level 2.


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Pathblazer’s® Screener Report Shows Students’ Actual Proficiency Level

The report identifies the grade level and subject being screened as well as the target for student to meet or exceed.

The screener level column shows the proficiency-level results of the Pathblazer screener, which is the recommendation for further diagnostic assessment.

The report allows you to see which students have recently finished their screener and have been assigned their proficiency-level diagnostic.

Students can no longer access the Pathblazer screener after its initial administration. The screener can be easily reset for a student or group of students in the “My Students” tab. Teachers can also bypass the Pathblazer screener if they have preexisting results from another screener or another basis for assigning a diagnostic directly, such as data from one of Compass Learning’s integrated assessment partners: NWEA™, Scantron®, or Renaissance Learning®.

1

2

3



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Finish and assign to studentsAssign to a single student, several students, or a whole class in a few clicks!

How It Works: Mr. Gutierrez’s 5th Grade Intervention GroupTim is a fifth-grade student who has just started using the Pathblazer® program for math intervention. Mr. Gutierrez looks at the Screener Report and sees that Tim has taken his screener assessment and scored at a fourth-grade proficiency level. Tim has already been automatically assigned the fourth-grade Diagnostic A pretest for his next session on Pathblazer software.

Meanwhile, Shana is a fifth-grade student using the Pathblazer reading intervention program. Her proficiency level was third grade, and she has been working on the learning path prescribed by her performance on the Level 3 Diagnostic A. She has just finished her first posttest for this section and scored well, so Mr. Gutierrez asks her to complete the next assigned diagnostic, Diagnostic B, for her proficiency level.

Mr. Gutierrez will continue to monitor the progress of both students as they complete their next step with Pathblazer learning paths.



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Using Partner Assessments to Automatically Create Learning PathsOur assessment partners provide computer-adaptive valid and reliable assessments that let you quickly pinpoint the proficiency level of your students, import test data into our Compass Learning solutions, and automatically generate individualized learning paths

for each student.

Our partner integrated assessment solutions offer best-in-class features• Learning paths generated automatically based on assessment results

• Validity and reliability

• Computer-adaptive testing

• Progress monitoring

• Scaled scores

• Computer-enhanced item types (similar to state, PARCC, and SBAC item types)

P inp

oint Student Proficiency Levels

ASS

ESSMENT PARTNERS

Compass Learning imports test data from assessment

partners.

1 2

3 4

Personalized learning paths are automatically

generated and assigned based on

students’ scores.

Students complete research-based

instructional activities targeted to identified

learning needs.

Student Progress Report helps you

monitor progress and further accelerate

students.

NWEA™

Scantron®

Renaissance Learning®



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Available partner assessments

Northwest Evaluation Association™ (NWEA) provides a computer-adaptive assessment suite that quickly pinpoints student proficiency and identifies appropriate learning goals. Together, Compass Learning and NWEA maintain a deep alignment between the NWEA MAP® (Measures of Academic Progress) assessment and the Compass Learning digital learning progressions to automatically provide each student with a personalized learning path based on his or her RIT range at the sub-strand level.

Renaissance Learning® STAR® is a computer-adaptive assessment that quickly pinpoints student proficiency and identifies specific skills to accelerate student growth. Utilizing a powerful test translator tool, Compass Learning and Renaissance Learning work together to turn STAR assessment results into individualized learning paths containing rigorous, research-based instructional content for each student.

Scantron® Performance Series® is a computer-adaptive assessment that quickly pinpoints student proficiency and suggests key learning objectives to accelerate student growth. Compass Learning and Scantron use sophisticated alignments to translate Performance Series assessment data into individualized Compass Learning learning paths for each student.



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How It Works: Ms. Turner’s 4th-Grade Intervention GroupMs. Turner’s fourth-grade students have just finished their fall set of NWEA™ assessments. Following the assessments, the students’ scores are automatically imported into Pathblazer® Learning Acceleration software. When logging in to Pathblazer the next day, each student receives a set of customized learning path folders, based on the goals (major test categories for which students receive scaled RIT range scores) from the NWEA assessment.

José, one of Ms. Turner’s students, has scored in the 201–210 RIT range for the Literature goal, which is on-grade-level for fourth grade. As a result, his learning path for literature matches fourth-grade proficiency level work. However, for the Informational Text goal, José scores in the 181–190 range, which corresponds to a high second-grade or low third-grade proficiency level. The learning path that José receives in his Informational Text folder will start him with work at that proficiency level and then accelerate him back to on-grade-level work. José has learning path folders for each of the goals on the NWEA assessment he took, each matching his unique proficiency levels. Ms. Turner instructs José to start on his Informational Text folder first, because this was his weakest area on the assessment.

All of Ms. Turner’s students have similar folders that match their own proficiency levels. Ms. Turner monitors each student’s progress using Pathblazer’s built-in reporting features, and she makes instructional adjustments and assigns additional interventions as needed until the next NWEA testing window.



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Our Learning Services Team Will Give You a FastStart To SuccessPathblazer is designed to get your students on the path to success from Day One. To help get students working within the system, our Learning Services team assists your school or district with setting up student accounts and classes during our FastStart training. Students then work seamlessly in Pathblazer® Learning Acceleration software — from the screener to the appropriate diagnostic to personalized learning paths — while you focus on leveraging data to monitor your students’ progress. During the process of getting started, Learning Services is right by your side with professional development to help you identify key moments for face-to-face intervention so that you can maximize each student’s potential.

Learning Path

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Screener + Diagnostic

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Student Acceleration Plan: the Path to Grade-Level Mastery and BeyondNo two students are alike. For that reason, Pathblazer® Learning Acceleration software creates an individualized Student Acceleration Plan for every student. The Acceleration Plan helps chart the way to success, in manageable chunks.


The path to grade-level mastery is clearly shown, in straightforward, step-by-step segments for each proficiency level.

Student Name: Lawrence Smith Subject: ELA Grade: 5

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You monitor student progress every step of the way and can intervene if a student struggles.


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Pathblazer® Reports Ensure All Students Are on the Path to SuccessManaging a group of intervention students can be tricky because each student has his or her own needs and is working at a unique pace. Pathblazer® reports give you the big picture at a glance, identifying which students are ready to move forward and which may need additional interventions.

Check each student’s proficiency level at a glance.

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eReaders Provide Additional Practice for Reading Volume to Build FluencyProviding students a choice of high-quality and high-interest texts as well as ample reading practice to develop and build reading fluency are two of the most important aspects of success in reading and language arts (Tobin and McInnes, 2008). Compass Learning’s partnership with myON™ does exactly that by offering students the ability to choose e-readers that reflect their interests while giving them opportunities for reading practice. In addition to the skill instruction and passage practice students receive as part of their Pathblazer® learning paths, students also have access to a myON bookshelf at their current reading proficiency level based on the outcome of their screener assessment. If needed, teachers have the ability to choose new bookshelves for students.

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The texts on the virtual bookshelves have been curated based on reading level and developmentally appropriate interest level, so you can be certain each student is receiving appropriate texts for their age group and reading ability. Most myON™ bookshelves contain 30–50 high-interest fiction and informational texts with engaging subject matter. The myON™ e-reader platform also includes interactive tools and features such as the ability to highlight text and make notes, and a dictionary. These features support readers as well as facilitate the close reading of complex texts. The Compass Learning and myON™ partnership fosters students’ success by giving them the independent reading practice that they need while helping to instill a lifelong love of reading.


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Provide Reading Students Grade-Level Experiences with Complex TextCurrent college and career readiness expectations emphasize the importance of engaging with at-grade-level, complex text even if a student is reading below grade level. All students should engage in close reading of difficult-to-master text along with text at their proficiency level. Pathblazer Learning Acceleration Software™ includes pre-built, at-grade-level assignments with appropriate scaffolding in order to ensure that all students are exposed to challenging texts.

Pre-built, at-grade-level assignments support close reading of complex text

Use easy-to-use search tools to find assignments in the Assignment Archive.

1 2 Assign Close Reading Assignment A, B, or C for the student’s grade level at intervals through the year.

3 Make assignments that are pre-built to include at-grade-level material taught with complex texts with appropriate scaffolding but without the distraction of assessment.



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Suggested scaffolds for at-grade-level assignmentsPathblazer’s® engaging lessons include a number of scaffolds to help students with challenging on-level texts. These include:

• Embedded vocabulary links to glossary definitions

• Explicit vocabulary instruction

• Audio pronunciation of challenging vocabulary words

• Visual and multimedia representations of difficult concepts

• Read-aloud features

• Immediate feedback and reteach during Supported Practice

In addition, you can implement further scaffolds with your students when you observe them struggling. Your professional judgment and classroom observations of your students are crucial components to ensuring students are both appropriately supported and appropriately challenged.

Scaffolds for complex text with struggling readers• Model fluent reading for and with students. You may wish to read the first segment

of a passage aloud or read it together with students. Students can continue reading or rereading independently.

• Encourage multiple readings of complex text. Use think-alouds to model gaining richer levels of comprehension with each subsequent reading. Ask students: “What do you notice or think about on the second or third reading?”

• Discuss the topic of a reading passage with students between readings. This will help you monitor the students’ progress and allow you to ask questions prompting students to pay attention to crucial features of the text.

• Give students a purpose for reading. You can preview a passage before students complete it and then prepare them for key things to pay attention to.

• Consider having students of the same or different reading abilities read together in pairs or small groups or even complete entire lessons together by using either the same or different devices. This allows students to support each other during reading and to draw on one another’s strengths. You may also wish to implement reading techniques, such as the partner jigsaw, in which each student reads a different section of the text and then explains its contents to the others.



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Monitor Student Progress in Pathblazer®

Regular progress monitoring is a critical part of a good intervention program. Pathblazer’s® reports put actionable information about student progress at your fingertips.

Track student performance by standard to identify areas needing extra attention.











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Additional progress monitoring considerationsPathblazer’s® progress monitoring reports help identify where students are succeeding and where they may be struggling. Using these student data as formative assessment to plan your next instructional steps will help make Pathblazer instruction most effective and also keep students on track. You will have a number of decisions to make based on these data and your own classroom observations, including planning additional interventions as needed.

Tips for Success with Student Data• Monitor progress of each student regularly (minimum of once a week). This will

allow you to notice any issues early and address them.

• Use data as a jumping-off point for individual conferences with students and additional classroom observations. You will gain further insights by combining data with your own professional judgments.

• Avoid drawing conclusions too quickly from data. Students may be struggling for a variety of reasons, both academic and personal. Quick check-in conversations can help identify the source of a student’s difficulties.

• Clarify your expectations for online work. Although we may believe all students are “digital natives,” not all have equal access to technology and are equally adept at using technology to learn. To set your students up for success, consider providing explicit instruction on your expectations for online work and model those expectations for students.



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Use Acceleration Plan to Move Students and Plan Additional InterventionsThe Pathblazer® Student Acceleration Plan is your guideThe Pathblazer Student Acceleration Plan shows the path for students to reach at-grade-level proficiency and beyond. Here are some suggestions for getting the most out of this report:

Based on screener results, Pathblazer Learning Acceleration software will assign a proficiency level and diagnostic pretest. The pretest assesses individual standards and identifies learning gaps for automatically generating a student learning path to address skill gaps.


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Monitor student progress throughout each learning path. Check in if students seem to be struggling, and assess whether additional interventions are needed.

Have students take the posttest when the indicator demonstrates that the student is ready.

Check the promotion indicator. It shows green when the student is ready to tackle the next section of the current proficiency level or move up to the next proficiency level. You can assign the next proficiency level’s diagnostic!

Start the process again at the next proficiency level after all the promotion indicators within a proficiency level are green.

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Tips for Additional Interventions• There is no substitute for personal observations and one-on-one conferencing with a

student. These should be the priorities as soon as you suspect a student is not making adequate progress. Be sure to take into account any temporary considerations, such as changes in a student’s personal circumstances or technological challenges, before planning other interventions.

• Consider adopting a problem-solving model for each proposed intervention, which involves a four-step, cyclical process: Define the Problem, Plan an Intervention, Implement the Intervention, and Evaluate the Student’s Progress (Deno, 2002; Grimes and Kurns, 2003).

• Keep all the major methods of adjusting intensity in mind as you plan further interventions: lengthening instructional time, increasing the frequency of instructional sessions, reducing the size of the instructional group, and adjusting the level of instruction (National Center on Response to Intervention, 2010). Try smaller interventions before larger ones.

• Avoid overreacting to data. A number of factors may cause a student’s performance to vary from week to week. Focus on longer-term trends across multiple weeks, rather than solely on scores from the past week.

• Remember, each student is unique! Be patient, because it may take some time to uncover what works best for a particular student.

How It Works: Ms. Chen’s Intervention GroupCarla is a sixth-grade student who has been using the Pathblazer® program for reading intervention. Ms. Chen notices that although Carla has been making good progress in the program for the last month, recently she has been completing fewer activities, and her scores have stopped increasing. After checking in with Carla, Ms. Chen discovers that her family has recently moved, and she has been having trouble focusing. Ms. Chen and Carla discuss some strategies for completing her work, such as setting a goal at the start of each Pathblazer session. Ms. Chen also reminds Carla that she is close to completing the work at her current proficiency level and suggests they track her daily progress on a chart. When Carla reaches the next proficiency level, she will be able to choose a reward from Ms. Chen’s classroom store! Ms. Chen knows Carla has her eye on a penguin squishy ball. Carla and Ms. Chen agree that they will conference again in a week to see how things are going.



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Recommended Pathblazer® PacingPacing students to achieve success depends on a number of factors, including current student proficiency level, the natural pace of learning for each student, and student responsiveness to interventions and additional support. The following chart summarizes the recommended initial pacing in Pathblazer.

Type of Intervention Recommended Pacing Additional Considerations

Strategic (students one proficiency level or less below current grade level)

120 – 150 minutes per week (in addition to regular, at-grade-level instruction)

May occur in class or as pull-out instruction; may involve classroom teacher or intervention specialist.

Intensive (students one to two proficiency levels below current grade level)

180 – 240 minutes per week (in addition to regular, at-grade-level instruction)

May be more successful as pull-out instruction; support from an intervention specialist recommended.

Students more than two proficiency levels below their current grade level should receive additional individual evaluation and may require specialized foundational interventions before — or concurrent with — instruction in Pathblazer. For example, middle school students functioning below third grade or intermediate students functioning below first grade may require additional supplemental materials created specifically for students with special needs. Pathblazer’s adaptive screener will identify students who are significantly below grade level, allowing you to determine the most appropriate next steps for those students.


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Adjusting Intensity Based on Student NeedsIncreasing the intensity of instruction for struggling students is an important lever for enabling success. When classroom instruction is insufficient, supports of increasing intensity need to be offered, and progress should be closely monitored to determine if struggling students are receiving the help they need. There are a number of available options for increasing intensity, so it is important to have discussions at your school to determine which are right for you and your students.

Recommended options for increasing intensity• Increase the amount of time students use Pathblazer® Learning Acceleration

Software™ during each session.

• Increase the number of Pathblazer sessions per day or days per week.

• Increase the interventionist conferencing time with students on a daily or weekly basis. During this time, the interventionist can model expectations, review difficult concepts, and discuss student learning goals.

• Decrease group size or the number of students any given professional is working with at any one time, to allow for extra support for individual students within the group.

• Assign reading or math intervention specialists trained in intervention and content-area scaffolding techniques to help monitor students’ progress, conference with students, and assist students in one-on-one settings.

• Provide increased scaffolding during initial practice with an objective by discussing a lesson and pointing out key concepts, while gradually promoting long-term independence.


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Efficacy ResearchCompass Learning® solutions are built upon the latest learning research and the most up-to-date instructional design approaches including a diagnostic-prescriptive model of instruction, explicit instruction and the gradual release of responsibility, ongoing feedback, student-centered learning environments, and reduced cognitive load.

Compass Learning® Research. . .Compass Learning has been used both as an enhancement of and replacement for face-to-face instruction. It has also been used as a way to augment curriculums in urban, surburban, and rural schools with widely varying student populations. Data- based studies support the use of Compass Learning software as a successful digital learning program in schools. Read what the research has to say:

• An analysis* of nearly 5 million NWEA™ MAP ® test scores from more than 800,000 students in almost 2,000 schools across the country revealed that Compass Learning solutions dramatically accelerate academic growth.

• A common metric in social science research is effect size, which quantifies the amount of gain made in terms of standard deviations. The effect size for the Compass Learning study group was 0.52. How good is this? Standards vary, but the U.S. Department of Education’s What Works Clearinghouse defines those interventions with effect sizes above 0.25 as “substantively important,” putting the Compass Learning effect well above that range. In fact, this effect size puts Compass Learning in the “zone of desired effects”—the highest category defined by meta-analysis researcher John Hattie. What’s more, academic growth was shown to be proportional to the level of usage: the more students used Compass Learning, the more they grew academically.

*Analysis conducted in August 2014 by Dr. Nick Sheltrown. Analysis was conducted at the domain level and compared student MAP® scores from Fall 2013 and Spring 2014.

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ReferencesAllington, R., & Gabriel, R. E. (2012). Educational Leadership: Reading: The Core Skill: Every Child, Every Day. ASCD. Retrieved July 20, 2014, from http://www.ascd.org/publications/educational-leadership/mar12/vol69/num06/Every-Child,-Every-Day.aspx

Bender, W. N., & Shores, C. (2007). Response to intervention: a practical guide for every teacher. Arlington, VA: Council for Exceptional Children.

Essential Components of RTI: A Closer Look at Response to Intervention. (2010). Center on Response to Intervention. Retrieved July 20, 2014, from http://www.rti4success.org/sites/default/files/rtiessentialcomponents_042710.pdf

Fernandez, M., Wegerif, R., Mercer, N., & Rojas-Drummond, S. M. (2001). Re-conceptualising scaffolding and the Zone of Proximal Development in the context of symmetrical collaborative learning. Journal of Classroom Interaction, 36(2), 40-54.

Gersten, R., et al. (2009). Assisting Students Struggling with Mathematics: Response to Intervention (RtI) for Elementary and Middle Schools. Retrieved July 20, 2014, from http://ies.ed.gov/ncee/wwc/PracticeGuide.aspx?sid=3

Gersten, R., et al. (2009). Improving Reading Comprehension in Kindergarten Through 3rd Grade. What Works Clearinghouse. Retrieved July 20, 2014, from http://ies.ed.gov/ncee/wwc/PracticeGuide.aspx?sid=2

Howard, M., & Hoyt, L. (2009). RTI from all sides: what every teacher needs to know. Portsmouth, NH: Heinemann.

Kamil, M., et al. (2008). Improving Adolescent Literacy: Effective Classroom and Intervention Practices. What Works Clearinghouse. Retrieved July 20, 2014, from http://ies.ed.gov/ncee/wwc/PracticeGuide.aspx?sid=8

Principles Regarding the Common Core State Standards for Mathematics. (n.d.). Partnership for Assessment of Readiness for College and Careers. Retrieved July 20, 2014, from http://www.parcconline.org/mcf/mathematics/principles-regarding-common-core-state-standards-mathematics

Russell, S. J. (n.d.). Developing Computational Fluency With Whole Numbers in the Elementary Grades. PBS TeacherLine. Retrieved July 20, 2014, from http://www-tc.pbs.org/teacherline/courses/math250/pdfs/dev_comp_fluency.pdf

Shanahan, T., et al. (2010). Improving Reading Comprehension in Kindergarten Through 3rd Grade. What Works Clearinghouse. Retrieved July 20, 2014, from http://ies.ed.gov/ncee/wwc/PracticeGuide.aspx?sid=14

Tobin, R., & McInnes, A. Accommodating differences: variations in differentiated literacy instruction in Grade 2/3 classrooms. Retrieved November20, 2014, from http://onlinelibrary.wiley.com/doi/10.1111/j.1467-9345.2008.00470.x/full

Tomlinson, C.A., Brighton, C., Hertberg, H., Callahan, C.M., Moon, T.R., Brimijoin, K.,... Reynolds, T. (2003). Differentiating Instruction in Response to Student Readiness, Interest, and Learning Profile in Academically Diverse Classrooms: A Review of Literature. Journal for the Education of the Gifted, 27 (2/3), 119-145.

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