Listed below are frequently asked questions related to New Mexico and Istation.

If you have any additional questions about Istation products, Istation for iPad®, administration of the program, login, or error messages, please visit our Quick Tips and FAQs Web page.

Getting Started and General Information
  • What is Istation?
  • Istation is a Web- and Internet-based program that includes engaging, interactive content in a game-like format. The program supports students at all skill levels and, most importantly, encourages and enables progress and achievement as students move through the curriculum. Istation assesses each student's skill level and automatically assigns and delivers appropriate curriculum tailored to his or her individual abilities. Reporting tools available through the program inform teachers and parents when an intervention is needed and confirm that the student is on the right path. With free 24-7 access to this online adaptive program, teachers, students, and parents will be equipped with the necessary tools to build confidence and work toward academic success.
  • What is Istation’s relationship with New Mexico?
  • Istation has been selected by the Public Education Department as the new K–3 formative assessment in reading through an RFP process. The English version of the Istation assessment is known as Istation’s Indicators of Progress for Early Reading (ISIP™ ER), and the Spanish version is known as Istation’s Indicators of Progress for Español (ISIP Lectura Temprana).
  • What grades are included?
  • Kindergarten through third grade assessments will be provided at no cost to districts and charter schools.
  • What is ISIP Early Reading?
  • ISIP Early Reading is a sophisticated, Web-delivered computer-adaptive testing (CAT) system that provides continuous progress monitoring (CPM) by frequently assessing and reporting student ability in critical domains of reading throughout the academic years.
  • Designed for students in prekindergarten through third grade, ISIP Early Reading provides teachers and other school personnel with easy-to-interpret, Web-based reports that detail student strengths and deficits and provide links to teacher resources. Use of this data allows teachers to more easily make informed decisions regarding each student’s response to targeted reading instruction and intervention strategies.
  • ISIP Early Reading provides growth information in the five critical domains of early reading:
    • phonemic awareness
    • alphabetic knowledge and skills
    • fluency
    • vocabulary
    • comprehension
  • It is designed to (a) identify students at risk of reading difficulties, (b) provide automatic continuous progress monitoring of skills that are predictors of later reading success, and (c) provide immediate and automatic linkage of assessment data to student learning needs, which facilitates differentiated instruction.
  • What is ISIP Lectura Temprana?
  • ISIP Lectura Temprana is a sophisticated, Web-delivered computer-adaptive testing (CAT) system that provides continuous progress monitoring (CPM) by frequently assessing and reporting student ability in critical domains of Spanish early reading.
  • The ISIP Lectura Temprana assessment is an authentic Spanish assessment based on sound standards from research and educational testing. Designed for students in prekindergarten through third grade who are receiving language arts reading instruction in Spanish, ISIP Lectura Temprana provides teachers and other school personnel with easy-to-interpret, Web-based reports that detail student strengths and deficits and provide links to teacher resources. Use of this data allows teachers to more easily make informed decisions regarding each student’s response to targeted reading instruction and intervention strategies.
  • ISIP Lectura Temprana provides growth information in the five critical domains of early reading:
    • phonemic awareness
    • alphabetic knowledge and skills
    • fluency
    • vocabulary
    • comprehension
  • What are some advantages of using Istation?
    • Less time is taken away from instruction for students, since teachers do not administer the assessment individually. An entire class can be assessed in all measures in thirty to forty minutes in a computer lab setting. Individually, the subtests range from three to ten minutes.
    • Instant scoring results and a wealth of reports are available, including Lexile scores.
    • The interactive assessment keeps developing readers engaged as they work through fun activities tailored to their reading ability.
    • Over 2,500 teacher-directed lesson plans are available for teacher use to support targeted instruction.
  • How long after I register until I hear about getting the students enrolled?
  • Once you have registered, you will receive a welcome e-mail and step-by-step instructions on how to enroll your students.
  • Who in my district is authorized to sign up campuses?
  • A superintendent, deputy superintendent, or district representative will be able to sign up campuses and charter schools.
  • Who in my district is authorized to make changes to the key contacts?
  • If a primary district contact needs to be added or changed, Istation Support can assist with this process. To ensure the account is created properly, a current district level contact or manager will need to e-mail support@istation.com with the following information:
    • Indicate you would like to add a new district user.
    • Provide the new user’s full name, e-mail address, and role.
  • Once the account has been created, Istation Support will notify both the person who requested the change and the new account owner.
  • If you are unsure who the current Contacts or Managers are for you District, please contact Istation Support at either support@istation.com or 866-883-7323 option 2 for assistance.
  • I have not used Istation before. Will training be provided?
  • As part of the New Mexico contract, Istation will provide professional development seminars and training sessions throughout the state of New Mexico at convenient pre-selected locations. Information will be provided about these on-site sessions as they are scheduled, and you can sign up in advance. Additionally, Istation will be hosting live Webinars throughout the school year. Go to www.Istation.com/NewMexico to register.
  • Is there an online Help Center that I can go to for training and development?
  • Yes! Istation has a multitude of resources for development and training available 24/7 through the online Help Center, including videos, step-by-step guides, pre-recorded Webinars, and live Webinars. Upon login, a new Getting Started feature will guide you through a successful implementation with Istation. Whether you are a first-time user or are ready for more advanced user content, the Help Center offers tips and tricks, short tutorials, and even checklists to make sure you are getting all Istation has to offer. Log on at www.Istation.com and click “Help Center” at the top of the page.
  • Are there Webinars about Istation I can attend?
  • Yes. Our live Webinars make learning easy and are offered at various times of the day to meet all educator needs. During these live broadcasts, participants are free to ask any and all questions and have their questions answered live by Istation specialists. Go to www.Istation.com/NewMexico to sign up. You can also join our national broadcasts by visiting www.Istation.com/ProfessionalDevelopment.
  • What are the administration requirements?
  • All students in grades K–3 enrolled in district and charter schools will be required to use Istation during the 2017-2018 school year. The Istation assessment includes benchmarking three times a year and progress monitoring monthly between benchmark windows for students scoring at risk of not achieving reading on grade level by the end of the school year.
  • Per 6.69.8.8 NMAC, each district and charter school is required to use valid and reliable measures of student achievement growth approved by the Public Education Department. Per guidance provided by the Educator Quality Division in January 2016, only DIBELS/IDEL is to be used for the early grades, as it is the only approved statewide assessment for grades K–2.
  • DIBELS Next is now being replaced by Istation, which will serve as the state’s only approved statewide assessment for grades K–2. This assessment will be the only assessment approved for purposes of NMTEACH during the coming years.
  • All district and charter schools will be required to use Istation for benchmarking three times a year for all students in grades K–3. These schools will also be required to use Istation for progress monitoring between benchmark windows for students at risk of not reading on grade level by the end of the school year at Istation Tier 2 and Tier 3 levels.
  • How long does PED plan to keep Istation?
  • This is the second year of a 2 year contract, with options for an additional 2 years.
  • Are SPED teachers supposed to give Istation assessments to IEP students? What about D-level students who cannot take Istation?
  • Istation should be administered to a student regardless of program the student is enrolled in if it will be a true measurement of ability in language arts. For students with an IEP, the IEP team can discuss accommodations provided by the Istation platform and decide whether the assessment is appropriate for the student.
  • What is the Grade Level Equivalent?
  • The grade equivalent represents the grade level and month of the typical (median) score for students. For example, a 2nd grade student who earns a 3.2 on a norm-referenced test has earned a score similar to the 50th percentile students in the testֹ’s norming group who were in their second month of 3rd grade.
  • My student receives a GLE of 3.11 on ISIP Early Reading. Is this the highest GLE he can obtain?
  • The ISIP Early Reading assessment was normed with a population of students in prekindergarten through 3rd grade. Therefore, the highest grade level equivalent reportable based on the research is 3.11. Although 3.11 is the highest, the student’s ISIP score may continue to increase.
  • Why are some Kindergarten students receiving higher subtests? And how does this affect my evaluation?
  • The New Mexico PED will use the BOY, MOY, and EOY scores to determine growth over time. Please see questions on the page under “Questions Related to NMTeach and Istation.
  • How ISIP Early Reading Works: ISIP Early Reading is adaptive at the item level, but also adapts at the subtest level. The assessment will bring in higher or lower subtests on the reading continuum to find the students’ ability level, so teachers can better meet the needs of their students.
  • For example, In Kindergarten the students initially receive the following subtests: Listening, Vocabulary, Letter Knowledge and Phonological/Phonemic Awareness. When students continually score high on Listening, Letter Knowledge and PA, these subtests will no longer occur. At this point, Alphabetic Decoding, Reading Comprehension, and/or Spelling will begin to appear. The appearance of these subtests allows the student to continue working to show their true ability.
  • We find that about 12% of Kindergarten students receive the Comprehension subtest. The students who receive this subtest saw a 14% average increase in BOY to EOY growth compared to those students who did not. By delivering the higher subtests, ISIP continues to measure Kindergarten students when they perform beyond grade level. Without the addition of these subtests, the Overall scores for high performing students would hit a ceiling and stop recording useful growth information for those students.
  • If you notice unexpected changes in a student’s score, it is suggested to do the following:
    1. Look at the students' performance data to see if the changes in performance are isolated to one area or across all sub tests.
    2. Look to see if students were engaged with answering questions in a timely manner. Are students sitting idle and getting questions wrong from not answering.
    3. Determine if students need an on-demand assessment.
On Demand Assessments
  • What are best practices for Istation On Demand assessments in New Mexico?
  • Istation’s Indicators of Progress (ISIP) serves as a universal screener and progress-monitoring tool. The process for screening and progress monitoring is the same. When students log on to Istation for the first time, they receive an ISIP assessment. The assessment screens the skill areas that predict later reading success. Then on a monthly basis, ISIP automatically progress monitors students in these skill areas when they log in. Because of ISIP’s extensive item bank, students receive a different set of items each time they are progress monitored. The difficulty level of the items they see is based on their responses. The automatic monthly progress monitoring provides eight to ten data points over the course of one school year.
  • Istation provides an On Demand feature for the administration of assessments as well. The On Demand feature may be used in the event that the teacher believes the results of the assessment are inacurrate. In other words, the student did not perform his or her best due to incidents such as illness or if a fire drill or an emergency evacuation occurs during testing.
  • If the Istation On Demand assessment button is used by a test administrator during the Beginning of Year (BOY), Middle of Year (MOY), or End of Year (EOY) assessment window due to a student illness or an emergency, this is the only case in which a testing irregularity report must be submitted to severo.martinez@state.nm.us. The PED Irregularity report can be found at http://www.ped.state.nm.us/AssessmentAccountability/AssessmentEvaluation/index.html. All student attempts will be recorded and use of the On Demand assessment button will be documented in all other cases (i.e., progress monitoring) automatically by Istation. There will be no need to submit an irregularity report.
  • Some RTI/MTSS implementations require even more frequent progress monitoring for students (i.e., SAT or students on an IEP) performing significantly below grade level. Istation’s On Demand feature may be used in this scenario as well. For example, a student who is performing significantly below grade level may be progress monitored every two weeks or bi-monthly in a particular skill area being targeted by the teacher. Specifically, a kindergarten teacher might select the Phonological & Phonemic Awareness subtest to be given on demand. This On Demand feature allows teachers the opportunity to check the effectiveness of the instruction offered to the student more frequently.
  • Istation cautions against over-assessing a student. Progress monitoring in all subtests every two weeks would take away from valuable time needed to address the instructional needs of the student.
  • The On Demand assessment feature may be used at any time during the Istation progress monitoring windows to best meet the needs of teachers and students in identifying specific subtests to plan instruction.
  • How do I monitor progress with Istation?
  • Students who score Tier 2 and Tier 3 on the BOY assessment should be progress monitored monthly. Tier 1 students will be assessed for BOY, MOY, and EOY. Monitoring student progress toward instructional objectives is an effective and efficient way to determine if the instructional plan is working. Ongoing progress monitoring allows teachers to make data-based decisions about the effectiveness of their instruction. As progress monitoring is required for Tier 2 and 3 students, it is recommended for all students.
  • How are On Demand assessments administered?
  • On Demand Assessments are available for both the ISIP Early Reading and ISIP Español users.
    1. After logging in, select the Classroom tab at the top of the page.
    2. From the left menu, select On Demand Assessments.
    3. Select the product you wish to test and mark the box for the subtest(s) to be administered to each student.
  • How does ISIP adapt and why does that matter to On Demand best practices?
  • ISIP is adaptive in two distinct ways. The first is at the item level. Based on a student’s response, the system automatically chooses the next appropriate item. If the student answers correctly, the next item is slightly more difficult. If the student answers incorrectly, the next item is slightly less difficult. This allows the assessment to quickly pinpoint a student’s ability level in a skill.
  • The second adaptive feature is the use of subtests (see table below). Certain subtests occur automatically for a student based on grade level. However, students do not continue to receive subtests in which they show proficiency over time. For example, a 1st grader who has shown consistent proficiency in letter knowledge will no longer receive that subtest.
  • Also to further identify a student’s area of need, subtests may appear automatically. For example, a student in 2nd or 3rd grade who performs significantly below grade level may automatically receive one or more of the following subtests: Alphabetic Decoding, Letter Knowledge, and Phonemic Awareness. The teacher does not have to assign these additional subtests; the computer-adaptive feature will do it automatically. In fact, assigning these subtests when they are not necessary can lower a student’s overall ability score.
  • Once a student’s grade indicates — or the student shows — that he or she is developmentally ready for reading comprehension, spelling, and text fluency, then these skills, along with vocabulary, are continuously monitored throughout the year.
  • Grade Subtest
    Kindergarten Listening/Language Comprehension
    Phonological & Phonemic Awareness
    Letter Knowledge
    Vocabulary
    1st Grade Phonological & Phonemic Awareness
    Letter Knowledge
    Vocabulary
    Alphabetic Decoding
    Reading Comprehension
    Spelling
    2nd and 3rd Grade Vocabulary
    Reading Comprehension
    Spelling
    Text Fluency
Assessment Accommodations
  • Should ELLs be allowed extra time on the Istation ISIP ER?
  • As stated in the New Mexico Student Assessment Accommodations Manual, any accommodations afforded an ELL must be decided by a team of at least three members from the school staff. The accommodations must be determined on a case-by-case basis and justified by the student’s English language proficiency level in each of the four domains: reading, listening, writing, and speaking.
  • Processing in a second language takes extra time. Thus, if a student is taking the Istation ISIP ER or ISIP Español in his or her second language, extended time is an allowable accommodation as long as the procedures for determining the need for accommodations for ELLs follow the requirements in the New Mexico Student Assessment Accommodations Manual.
  • Note: Not all second language learners need this accommodation. Accommodations provided during assessment should be consistent with accommodations provided during daily classroom instruction. Thus, if a student does not require or receive an accommodation during daily classroom instruction, he or she should not be provided the accommodation during assessment. Please see the Student Assessment Accommodations Manual for more information.
Assessment Guidance for English Language Learners
  • Is a Spanish version of the K–3 reading formative assessment available?
  • Yes. Istation’s Indicators of Progress, Early Reading (ISIP Early Reading) is available in Spanish. The ISIP Lectura Temprana assessment is an authentic Spanish assessment based on sound standards from research and educational testing. ISIP Español provides growth information in the five critical domains of early reading: phonemic awareness, alphabetic knowledge and skills, fluency, vocabulary, and comprehension.
  • Which students should be assessed with the ISIP Lectura Temprana assessment?
  • ISIP Lectura Temprana is designed for students in kindergarten through third grade who are receiving language arts instruction in Spanish. In New Mexico, all students in grades K–2/3 must be assessed with either ISIP ER or ISIP Español, depending on the language of instruction.
  • Does Istation de Lectura provide resources and tools for teachers?
  • ISIP Lectura Temprana provides teachers and other school personnel with easy-to-interpret, Web-based reports that detail student strengths and learning needs and provide links to teacher resources for English and Spanish instruction. Use of the data allows teachers to more easily make informed decisions regarding each student’s response to targeted reading instruction and intervention strategies.
  • I am a teacher in a Spanish dual language program. The program is a 90/10 model; this means that in kindergarten, 90 percent of instruction is in Spanish, and 10 percent of instruction is in English. The proportion of Spanish instruction to English instruction decreases until students receive 50 percent of instruction in both languages (usually by the fourth grade). So during grades K–3, students receive the majority of their language arts instruction in Spanish. Many of my students are ELLs, some are former ELLs, and others are native English speakers learning Spanish as a second language. What assessment should I use for my students?
  • The decision regarding what Istation assessment to use (ISIP Early Reading or ISIP Lectura Temprana) for a student should be based on what assessment would most accurately represent the student’s learning considering the instruction received. According to assessment and instruction research, students should be assessed in the language in which they receive the most instruction. Thus, students who receive the majority of their language arts instruction in Spanish should be assessed in Spanish.
  • Best practice suggests that all relevant stakeholders—teachers and parents—should have some part in local decision-making. Ultimately, the decision will be made locally by each district.
  • I am a teacher in a Spanish dual language program. The program is a 50/50 model; this means that students receive 50 percent of instruction in English and 50 percent of instruction in Spanish. So students receive half of their language arts instruction in Spanish from the beginning of the program (kindergarten). Many of my students are ELLs, some are former ELLs, and others are native English speakers learning Spanish as a second language. Should I use both assessments for my students?
  • The decision regarding what Istation assessment to use (ISIP Early Reading or ISIP Lectura Temprana) for a student should be based on what assessment would most accurately represent the student’s learning considering the instruction received. Though both assessments are not required, whether or not both are used will be a local decision.
  • Best practice suggests that all relevant stakeholders—teachers and parents—should have some part in local decision-making. Ultimately, the decision will be made locally by each district.
  • A K–3 student new to the U.S. and the state will be enrolling in our school this year. The student comes from a Spanish-speaking country. He will receive all instruction in English. What assessment should I give him?
  • The decision regarding what Istation assessment to use (ISIP Early Reading or ISIP Lectura Temprana) for a student should be based on what assessment would most accurately represent the student’s learning considering the instruction received. However, it may be helpful to assess the student in Spanish to determine what literacy skills the student already possesses, since many skills are known to transfer between languages. This information can be used to inform instructional practices and design interventions, should they be necessary. Ultimately, the decision will be made locally by each district.
  • Should students whose first language is Spanish be allowed extra time on the Istation ISIP Español?
  • No. An extended time accommodation is appropriate (when it is also necessary and consistent with daily instructional accommodations) for a student taking an assessment in his or her second language. Just as native English speakers receiving daily instruction in English do not receive extended time accommodations (without an IEP) for assessments taken in English, native Spanish speakers receiving instruction in Spanish do not receive extended time accommodations for assessments taken in Spanish.
  • Should native English speakers learning Spanish as a second language be allowed extra time on the Istation ISIP Español?
  • Yes. If the students are being administered the Istation ISIP Español because they are receiving the majority of their language arts instruction in Spanish, they should be allowed extra time.
  • What accommodations apply to students taking both Istation ISIP ER and ISIP Español?
  • In the event a district decides to have students participating in a dual language program take both assessments, then students should be allowed extended time for the assessment administered in their second language only.
  • Note: Not all second language learners need this accommodation. Accommodations provided during assessment should be consistent with accommodations provided during daily classroom instruction.
  • What scores are considered for NM TEACH if a teacher administers ISIP ER and ISIP Español?
  • All assessment will be generated for purposes of VAS. Student scores are linked directly to course codes and language of instruction. If a teacher teaches course codes aligned to the Spanish assessment and English assessment, student scores will be linked to both.
Questions Related to NMTEACH and Istation
  • What scores will PED use for teacher evaluations?
  • NMTeach uses EOY scores from Istation as the outcome measure for educator effectiveness. The EOY scores are used in Value Added Models (VAMs) to calculate the average student achievement growth attributable to a teacher.
  • The VAMs are computed using prior student scores from Istation. The outcome variables are highlighted in yellow; the prior achievements are in green.
    • Kindergarten VAM – BOY, MOY, and EOY Istation scores
    • First Grade VAM – EOY for kindergarten year, average of 1st grade BOY and MOY, and EOY Istation scores
    • Second Grade VAM – EOY 1st grade year, average of 2nd grade BOY and MOY, EOY Istation scores
  • Which achievement scores will be used if students are tested in English and Spanish?
  • If the English version of the assessment and the Spanish version of the assessment are administered to the same students by the same teacher in a relevant course code (see table below), then the teacher will receive a value added score for the English version and a value added score for the Spanish version, provided that the students have the necessary prior achievement scores (see above). For example, if a teacher is associated with students in grade K, 1, or 2 who have Istation English and/or Spanish scores with any of the following course codes, then the students’ scores will be used in the educator effectiveness system as part of the Value Added Models.
    Course Number Course Name
    0000 Kindergarten
    0001 First Grade
    0002 Second Grade
    0003 Third Grade
    0004 Fourth Grade
    0005 Fifth Grade
    0006 sixth Grade
    0007 Seventh Grade
    0008 Eighth Grade
    1062 ESL-In Bilingual Program
    1024 Elementary Language Arts Intervention
    1025 Elementary Language Arts
    1019 Title 1 Reading
    1031 Assisted Reading
  • If a student is linked to a general education teacher and to a SPED teacher, who will the student be tied to for teacher evaluation when it comes to Istation?
  • Summative evaluations are initiated by a formal classroom observation that is completed in Frontline OASYS. If both teachers are observed with the NMTeach rubric and the course codes that the teachers and student are linked through, then both the general education and SPED teachers will receive credit for their student’s achievement.
  • For the education effectiveness system (NMTeach), how is student growth measured?
  • Student growth is measured quantitatively using a VAM. Essentially, the EOY scores that students achieve are compared with their expected scores. Positive change (growth) occurs when a student exceeds the expected score, and negative change (decrement) occurs when a student does not meet expectations.
  • What Istation score or indicator does NMTEACH use for student achievement?
  • The EOY composite score from Istation is used as the student achievement outcome score.
  • How does a teacher to show growth from point to point?
  • A teacher’s growth score is determined by their students’ average achievement growth. Student growth is the difference between the actual EOY score and the expected EOY score. The expected score is based on the average EOY score of other students across the state who have a similar prior score history.
  • If a student’s parents have decided to have the student opt out of Istation testing, can we delete the student from the Istation platform? Will it impact the teacher evaluation?
  • Ideally, the student achievement portion of the summative evaluation would be composed of 100 percent of the teachers’ students. This is unrealistic as the model depends on the students’ having an EOY score and the requisite prior achievement scores. Students may be missing scores for a variety of reasons. In general if a teacher is missing students from the VAM, it is not likely to impact the evaluation score. See https://www.brookings.edu/research/opt-out-movement-likely-inconsequential-for-teacher-evaluations/ for further explanation.
  • When a second teacher is added to a classroom for interventions purposes, will the teacher be evaluated using that data also?
  • Yes. If the intervention teacher has been listed as a secondary teacher tied to a student ID, then both teachers will be tied to this student’s achievement.
  • Example: Teacher 1 is the teacher of record. Teacher 2 supports with interventions. Are both evaluated using the same data?
  • Yes. Up to three teachers may be reported in STARS as connected to each student through course codes. If each teacher is observed and tied with students in a course that is associated with Istation assessments, then each teacher will receive credit for the students associated with them.
  • Does a student have to take the Istation test in the same language throughout the academic school year?
  • As we will be pulling data for BOY, MOY, and EOY, we do recommend continuing the same testing throughout the year. This will allow a teacher to see growth in student achievement throughout the school year and help the teacher guide and adjust interventions.
  • Additionally, testing in both English and Spanish can help teachers identify certain skillsets in which a whole group of students might need extra help, and it can provide teachers the opportunity to strengthen their teaching practices in both languages.
  • Example: a student takes BOY in Spanish, then exits ELL status, and takes MOY and EOY in English.
  • We will, to the extent possible, accommodate such non-standard student testing experiences. In other words, we will compute the statistical models in a way that attempts to control for these kinds of testing experiences. We will investigate the model performance to determine whether or not we can make the accommodation.
  • Will all progress monitoring data be pulled from Istation testing?
  • No. The only data pulled will be BOY, MOY, and EOY.
  • Is the Istation assessment available in other languages?
  • The assessment is computer adaptive; it will adjust to any student’s knowledge or level of reading in English and/or Spanish. We do not have an assessment in other languages.
Technical Information
  • Does Istation need to be downloaded and installed on every computer in the school?
  • Istation will need to be installed on every computer on which students will be using Istation.
  • Is there an easy way for my technical staff to install the software quickly on all computers?
  • Yes. Istation has an MSI that can help install Istation quickly on computers in your district. For assistance with this, you can view the “Setting Up Istation” video in our Help Center or call 866-883-7323 and select option 2. In addition, your technical team can participate in one of the technical informational Webinars with Istation’s chief technical officer to help answer any questions they may have. To sign up for these Webinars, go to www.Istation.com/NewMexico.
  • Is Istation Reading tablet-accessible?
  • Yes. Istation Reading is available on iPads and can be accessed through the Chromebook mobile browser. This includes mobile access to Istation Reading’s interactive curriculum and other resources.
  • Using the iPad or Chromebook mobile browser, subscribers still have Web-based access to:
    • Istation Reading assessments
    • The Istation Report and Management Website, including Teacher Resources, the Help Center, the Report Toolbox, the Interactive User’s Guide, and Lexile®—Find A Book
  • How does my computer need to be set up to use the program?
  • Please see the Technical Information Web page.
  • Where can I download the Istation Reading program?
  • To download the Istation program, visit the Istation Download Web page.
  • What should I do if I forget my password?
  • Go to Istation’s Reset Password Request Web page
  • How do I log in?
  • Watch this video for details about logging in to the customer Web site.
  • What is my domain name?
  • We use a domain name to identify your district or school in Istation. The domain is linked to your school name. Type the name of your school in the domain field and select the matching domain name from the list of options.
  • If you need to change your domain name, please type the word “config” in the username and password fields and click OK. You will have the option to edit your domain name.
  • My students are having login problems. The program indicates that students are logged in, but they are not. What should I do?
  • If you know which computer a student used most recently, restart that computer. This will break the connection to Istation servers and allow that student to log in elsewhere. If you do not know this information or have tried restarting with no results, call Istation Technical Support (866-883-7323, option 2) when the student is ready to log in, and we can provide one-on-one assistance.
  • A “login failure” error message appears on the computer screen when a student tries to log in. What should I do?
  • Follow these steps:
    • Confirm that your student is logging in to the student curriculum application. The Imagination Station, the student curriculum application, must be loaded on the computer a student is using in order for the student to access the customized student content. Look for the Imagination Station icon on the computer desktop and double-click to launch the student curriculum application.
    • Next, confirm that the student’s school is listed correctly above the username and password fields.
    • Finally, confirm that the student is entering the username and the password as they appear on the login card. When entering passwords, please make sure Caps Lock is not enabled on the laptop or computer keyboard. As you type, the text may appear to be in caps on the screen, but it is not as long as Caps Lock is not enabled.
  • Can I troubleshoot student login problems any other way?
  • If a student is having login problems, ask him or her to log in using a different computer.
  • If the problem is limited to one machine:
    • Try hardwiring the computer to the Internet by connecting an Ethernet cable from the Ethernet port on the computer to an Ethernet port on a router or in the wall. Try having the student log in again.
    • Try restarting the computer.
    • Try reinstalling the program on that one computer. (Note: If you do not have administrative authorization, you will need to contact someone on your campus or in your district who does in order to accomplish this.)
    If the login problems occur on multiple computers and/or for multiple students:
    • Run a test using our Firewall Configuration Test utility to confirm that the district firewall is allowing access. (If it is, the computer should post the confirmation message "ok".)
    • If possible, confirm that any district content filtering allows the Istation IP address range (174.143.0.184-174.143.0.191 [174.143.0.184/29] and 184.106.6.73-184.106.6.75 [184.106.6.73/32, 184.106.6.74/31]), TCP ports 12500 through 12509, and Istation.com. Network content filtering can cause some content or data to be blocked for certain students.
    • Try using a different student’s login information on the same computer to see whether the same issue occurs.
    • Try visiting a site that a student wouldn’t normally visit, such as a grocery or hardware store Website, to determine whether the computer has a good connection to the Internet.
    • Check with the technology staff at your school or in your district to confirm that the program has been installed using administrative rights and that the Istation directory has read/write access.
    • Call Istation technical support at 866-883-7323 and select option 2.
  • A student is having problems with the sound on the Istation lessons. What should I do?
  • Try updating your sound drivers. Keep in mind that the Istation program requires speakers or headphones to launch.
  • Where can I find information on system requirements and technical specs?
  • For information on system requirements and technical specs, visit the Technical Information Web page.
  • My students are unable to connect to the Internet. What should I do?
  • This usually indicates that there is a problem with the connection between your computers and the Istation servers. Try the following:
    • Visit another Web site that is not cached in your system (a site that students are unlikely to have logged on to from school, such as a car manufacturer site, usa.gov, etc.) to determine whether the computer has a good connection to the Internet.
    • If you can’t log on to another site, confirm that district content filtering allows the Istation IP address range (174.143.0.184—174.143.0.191 [174.143.0.184/29] and 184.106.6.73—184.106.6.75 [184.106.673/72, 184.106.6.74/31], TCP ports 12500 through 12509, and Istation.com. Also confirm that there is not any software installed on the computer that might be preventing it from connecting to the Internet.

Last Updated: May 30, 2017