Create your implementation plan

When preparing to use the Fast ForWord product, the best way to ensure success is to create and follow an implementation plan. By setting goals, determining how you will assess progress, and planning for technology and staffing at the outset, you will be in a good position to launch the product with your students and evaluate their progress.

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Set goals

Start with your goals in mind as this will impact other decisions you make. Your goals will relate to students who will be using the product, the schools, and the schedules that will be involved. For example, if your goal is to target language improvement in English Language Learners, this will impact the students that you select. If you want a large number of students to use the software, that may be something to look at for the whole school or district schedule.

Goals should address these basic areas:

  • Advancing student reading achievement
  • Improving behavior, self-esteem, and classroom participation
  • Scheduled during a specific period of the day
  • Impacting as many students as possible
  • Generating high levels of involvement and support among staff, students, and parents

Once goals have been identified, you will need a way to communicate them to all involved in the implementation so they know what students are working toward.

Measuring success

How will you know when you have met your goal? Assessing student achievement and measuring gains are vital and a plan for monitoring ongoing progress should be in place from the beginning. The Fast ForWord product makes this easy with our built in assessment called Reading Progress Indicator (RPI). See our mySciLEARN Help topic RPI assessments for more information on this assessment. The following is an outline of how RPI is used to measure your students' reading level gains.

RPI assessments

  • All new students start by taking the RPI assessment. mySciLEARN uses this pretest as a baseline for measuring reading level gains.
  • When your students finish the first Fast ForWord component and subsequent components they will take a follow up assessment (Auto RPI assessment).
  • These scores can be compared to the baseline RPI assessment to measure reading level gains since the beginning of the implementation, or compared year over year depending on the date range and Gains Report you select.
  • The Fast ForWord exercises adapt to each individual student so the time it takes to finish a component will vary from student to student. mySciLEARN uses a specific algorithm to determine the best possible time for administering follow-up assessments. This is indicated by a Switch status on the Reports tab. When you see a Switch status for the student, the follow up assessment will appear the next time he or she logs in.
  • The Auto RPI assessment gives you the most accurate picture of your students' reading level gains over time because it measures growth as a result of successfully completing each Fast ForWord component.
  • If your school or district needs a year end assessment for all students regardless of their Switch status, you may want to administer a Manual RPI assessment. Please keep in mind that assigning a Manual RPI assessment may not show the same level of gains compared to the Auto RPI assessment because some students will not have completed an entire component. Receiving a Switch status is the most accurate way to measure gains from one component to the next.

RPI assessment options

  • RPI assessments should not be administered more than three to four times per year. This includes both Auto RPI and Manual RPI assessments.
  • Auto RPI assessments happen automatically, based on students receiving the Switch status. Manual RPI assessments must be enabled by the school manager or district manager. Please see the following two sections in mySciLEARN Help for more information on activating this feature.
  • Set RPI school defaults
  • Assign Manual RPI tests
  • There may be instances where you need to void an RPI assessment and have the student retake the test, for example if the student was feeling ill. You have 30 days from the time the assessment was finished in order to void and reassign it. Please see Void RPI assessments for more information.

Examples of measuring gains over time

  • First year of Fast ForWord product usage - New students take the RPI pre-assessment and over the course of the school year, receive Auto RPI post assessments upon earning a Switch status. At the end of the school year the Gains Report calculates the reading level gains for all students who received at least one Switch status for the school year.
  • 2nd and succeeding years - New students enrolled in subsequent years take the RPI pre-assessment at the beginning of the school year (existing students do not). New and existing students continue to receive Auto RPI post assessments upon earning a Switch status. At the end of the school year, the Gains report can be used to calculate reading level gains since the beginning of the implementation or for one school year. Gains are only calculated for students who received a Switch status.
  • Manual RPI - Some schools and districts require a year end or beginning of year assessment for all students, regardless of earning a Switch status. Assigning a Manual RPI allows you to do this. The Gains Report can be used to look at Auto RPI assessments only, or both Auto and Manual RPI assessments for any date range you select.

At the end of the school year, please view our Transition between school years topic to for guidance on using the Gains Report, assigning Manual RPI if needed, and managing your students' enrollments from one school year to the next.

Fast ForWord reports

After your students have taken the RPI assessment they will begin using the Fast ForWord product. It is important to think about creating a weekly schedule for your students and we give you the tools to track your students' usage to ensure the highest possible gains. Here is a brief overview of some of the reports you'll have access to.

Fast ForWord Implementation Success Report

The School Usage report shows how well students are doing in terms of completing the exercises, attendance, and participation, and alerts you to actions needed.

Reading Assistant Plus Implementation Success Report

The Reading Assistant Plus Implementation Success report shows the reading level high score, percentage of readings at the developing level or higher, number of minutes students are reading on average, and number of selections completed per week on average.

Fast ForWord Gains Report

The School RPI report shows the reading level gains after students have taken an RPI post assessment.

You may use other assessments based on the particular goals you have for your students and the skills you would like them to improve, such as participation in class, conversation, attention, and self-esteem.

Select students

 

Start with your goals in mind as this will impact other decisions you make. Which students will benefit most from the product? What results do you hope to see? Which schools have the most students that need to use our solution?

Select students who are:

  • Most in need of reading intervention.
  • Scoring far below basic or below basic on assessments.
  • Not making adequate yearly progress.
  • English Language Learners (ELLs) making limited to no gains on yearly language assessment.
  • Needing improvement or practice in oral fluency and reading comprehension.
  • Ready for accelerated acquisition of cognitive, language, and reading skills.

Once you have selected your students, see the following three topics in mySciLEARN Help for information on enrolling students and creating groups for them.

Assign staff roles

Everyone involved in the implementation will impact its success. There are three primary staff roles within mySciLEARN:

  • The district manager usually has ultimate responsibility for the success of the product. This individual considers goals, staffing and scheduling for all schools and students.
  • The school manager, who may be the building administrator, oversees the implementation at the individual school. This person is involved in scheduling, and monitoring student gains.
  • The instructor is the individual who works directly with the students on a daily basis. The instructor closely monitors students to ensure they are on track. Instructors provide assistance and motivation when needed.

Multiple people may play the roles, and the specific job titles of the individuals in the roles may vary. However, an implementation works best if the roles are well defined and clear to all involved.

Once you have determined what staff members will be a part of the implementation, see the following topic in mySciLEARN Help for information on enrolling staff members.

Technical requirements

  • Computers that meet our system requirements
  • Fast ForWord components - high quality stereo headsets of appropriate size that completely cover the ears and include volume control.
  • Reading Assistant Plus component - requires headsets with an attached microphone. Please see our list of recommended headsets.
  • Stereo Y-adapters for the students' and coaches' headsets. The Y-adapter allows the instructor to listen to the exercise as a student works.
  • Sturdy, clutter-free desks.
  • Comfortable, straight-backed, non-swiveling chairs.

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