This white paper explains what learning progressions are, how they operate in relation to standards, and how they support instruction and assessment. The paper then describes the breakthrough research-based approach used to develop the learning progression for reading. The full report is available online: <https://docs.renaissance.com/R53985>.

Just what is the source of concern for students who struggle in reading? Although there are a number of areas that appear to be sources of reading difficulty, Valencia and Buly (2004) found that a substantial number of fifth grade students who scored below the proficient standard on a fourth grade state reading test exhibited difficulties in what the Common Core State Standards have identified as a foundational reading skill -- reading fluency. The report is available online: <https://docs.renaissance.com/R63033>.

This paper provides an introduction to The Lexile Framework for Reading and describes how the results from myON, developed by Capstone Digital, can be used to support the Common Core State Standards (CCSS) Initiative. This material should be helpful to educators using myON in the classroom, educators working to implement the CCSS, and for any individuals with an interest in improving education. The report is available online: <https://docs.renaissance.com/R63032>.

Extending a previous study in which we linked our Star Reading and Star Math scores with the scaled scores from ACT's EXPLORE test (Relating Star Reading and Star Math to ACT EXPLORE Performance), analyses were conducted to find the Star score ranges in earlier grades that correspond to college readiness. Logistic regression was used to find the end-of-year scores for grade 5 and grade 6 associated with a 25%, 50%, and 75% probability of subsequently achieving the college readiness Star cut score in grade 7. The scores represent a range of probable college readiness that educators can use to guide decisions about instruction for students in late elementary and early middle school grades.The full report linking earlier grades is available online: <https://docs.renaissance.com/R56488>. Relating Star Reading and Star Math to ACT EXPLORE Performance is available online: <https://docs.renaissance.com/R56489>. A summary of both reports is available online: <https://docs.renaissance.com/R56685>.

This technical report details the statistical method behind the process of linking ACT EXPLORE and Star Reading and Star Math scaled scores.The full report is available online: <https://docs.renaissance.com/R56489>.Linking Earlier Grades to Star College Readiness Cut Scores is available online: <https://docs.renaissance.com/R56488>. A summary of both reports is available online: <https://docs.renaissance.com/R56685>.

From the abstract: "Preschool experience plays a role in children's development. However, for programs with language and early literacy goals, the question remains whether or not preschool instructional experiences are sufficiently effective to achieve these goals for all children. In a multisite study, we conducted a process-product description of preschool instruction and children's growth and outcomes in typical programs (i.e., Pre-Kindergarten, Title 1, Head Start, Tuition-Based) using a Response to Intervention (RTI) perspective. Results indicated that (a) students in their preschool year prior to kindergarten made small gains, but students starting the year in lower Tier 2 and 3 performance levels did not close initial skills gaps, (b) variations were noted by program types with varying socio-demographics and instructional processes, and (c) the quality of instruction (Tier 1) received by all was low with room for improvement. Implications for future research on the application of the RTI approach and potential benefits are discussed."Citation: Greenwood, C. R., Carta, J. J., Atwater, J., Goldstein, H., Kaminski, R., & McConnell, S. R. (2012). Is a Response to Intervention (RTI) approach to preschool language and early literacy instruction needed? Topics in Early Childhood Special Education, 33, 48-64.The research study is available online: <https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4041200/>.

Promising Practices Network (PPN) rated Accelerated Reader as a 'proven' program that boosts student reading achievement.The full review is available online: <https://web.archive.org/web/20190812071142/http://www.promisingpractices.net/program.asp?programid=292>.

This document outlines the best practices educators should follow when using NEO 2 products in writing instruction. The full report is available online: <https://docs.renaissance.com/R39024>.

The purpose of this report is to summarize the research supporting the importance of keyboarding and outline the best methods for teaching this skill. It also discusses problems educators may encounter when teaching keyboarding in elementary school, and how these problems may be solved with technology. The full report is available online: <https://docs.renaissance.com/R38973>.

This chapter discusses to use of Individual Growth and Development Indicators (IGDIs) for early childhood response to intervention (RTI).Citation: McConnell, S. R., & Greenwood, C. R. (2013). General outcome measures in early childhood and the Individual Growth and Development Indicators. In V. Buysse & E. Peisner-Feinberg (Eds.), Handbook of Response to Intervention in early childhood (pp. 143-154). Baltimore MN: Paul H. Brookes.

Accelerated Reader is the practice component essential to any reading curriculum. This practice is personalized to each student's individual level to ensure a high rate of success and immediately followed by feedback to help educators target instruction. Personalized practice includes guiding students to books at appropriate levels, closely monitoring their progress, and intervening with appropriate instruction when necessary. Accelerated Reader software and best classroom practices have been shown by scientifically based research to be effective in helping educators dramatically accelerate reading growth in K-12 classrooms. Numerous studies by independent researchers demonstrate that students' reading abilities improve with the use of Accelerated Reader and best practices, and that the performance gap between high-achieving and low-achieving students is substantially reduced. The large evidence base supporting Accelerated Reader consists of a number of experimental and quasi-experimental research studies--generally considered by the research community to provide the strongest evidence of effectiveness and to be consistent with the definition of scientifically based research--and includes articles that have been published in peer-reviewed journals. The research evidence on Accelerated Reader has been favorably reviewed by the Council of Administrators of Special Education (CASE), the Florida Center for Reading Research, the National Center on Student Progress Monitoring, the National Dropout Prevention Center, the Promising Practice Network, and the What Works Clearinghouse, among others. Key studies that support Accelerated Reader are summarized on these pages and is available online: <https://docs.renaissance.com/R12493>.

From the abstract: "The purpose of this study was to compare both rates of reading achievement growth and predictive power of two widely-used assessments representing two different approaches to measurement - a computer adaptive assessment called Star Reading and a curriculum based measurement called AIMSweb. A total of 117 students from a school district in Tennessee were included in the sample. Data collection spanned two school years, and included students who were progress monitored (taking a minimum of 4 tests per year) in grades 1 through 4 in one year, and in grades 2 through 5 the subsequent year. Across the two years, interventions for both groups of students were consistent. The results of this study indicate that both measures were able to detect incremental change, and provide further support that both computer adaptive measures such as Star Reading and CBMs such as AIMSweb R-CBM are acceptable for progress monitoring. Of the two measures, only Star Reading achieved a significant correlation with the state reading assessment."Citation: Shapiro, E. S., & Gibbs, D. P. (2014). Comparison of progress monitoring with computer adaptive tests and curriculum based measures. Bethlehem, PA: Center for Promoting Research to Practice, Lehigh University.The full report is available online: <https://docs.renaissance.com/R57324>.

To develop Pathway to Proficiency reports for Iowa Star Reading and Star Math Enterprise schools on the Renaissance Place hosted platform, we linked our scaled scores with the scaled scores from Iowa's achievement test. This technical report details the statistical method behind the process of linking Iowa's state tests (IA) and Star Reading and Star Math scaled scores. Sample Pathway to Proficiency and related reports are also included. The full report is available online: <https://docs.renaissance.com/R52870>.