Orange County School DistrictBenchmark ThreeConsultative Session

2008–2009

P A S S P O R T R E A D I N G J O U R N E Y S

Internal Analysis

“The improved performances of [our] students came directly as a result of the intensive intervention, comprehensive professional development efforts for teachers and staff and the program’s progress monitoring initiative.”

Ramon Dawkins, Sunland Park Elementary (Ft Lauderdale, Fl.) Principal

Weak

Strong

53 – 95% higher than expected

gains

32 – 43% below

expected gains

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Expected Student Gains (DIBELS)

Voyager internal analysis indicates that the quality of the implementation has a significant impact on student results.

P A S S P O R T R E A D I N G J O U R N E Y S

5 Keys to Successful Implementation

Current Plan

5 days per week/43-55 minutes per day

Start Date: August 18-25, 2008

Using Reading Benchmark for Benchmarking. Have completed Benchmark Two. Progress Monitoring plan and expectations are in place.

44 district personnel completed training.

Coaches will not complete instructional reviews. Teachers will not complete on-line self analysis.

Group size: 22. Students identified using FCAT 1 and 2. Differentiated groups in place.

Schedule in place for all campuses. Using in-class model.

Amount of Instruction Start Journeys instruction within the first month of school;

Teach 5 days a week, 50 minutes a day; Complete a lesson daily; Schedule one 50-minute SOLO session each week.

Use of Assessments At B1, administer the Reading Benchmark Assessment and the RCT measure to all students; At B2 and B3, administer the Reading Benchmark Assessment to all students and the RCT to struggling students. Progress monitor using RCT measures for struggling readers;Assess all students on the End-of- Expedition Assessments;Review SOLO student reports periodically.

Quality of Instruction Complete 6 hours of launch training or the online equivalent;Prepare using the three-read process;Teach using the dialogue in the Teachers Edition;Adjust instruction according to coach feedback;Complete self-analysis.

Differentiation Strategically pair and group students for maximum learning. Deliver Word Study lessons to students who need intensive instruction at the word level;Provide ELL’s the support they need to understand vocabulary and comprehend textTeach Writing lessons as appropriate;Place students Lexile level groups for the independent reading in the Library selections.

Classroom ManagementEstablish clear objectives and expectations for students; Pace instruction to meet the needs of learners; Establish collaborative groups so all students are able to interact with text.

Voyager recommends fulfilling the 5 Keys to Successful Implementation to maximize instructional value.

Beginnings students exceeded the expected Lexile growth by 42 Lexiles.

Students gained 112 Lexiles for the year.

Beginnings Reading Benchmark

499L

611L

300

400

500

600

700

800

900

1000

Initial Final

Lexi

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Beginnings Lexile Scores (N=178)After 35 Weeks

Expected Gain569L

50th percentile for Beginnings(665L-1000L range)

Journeys I students exceeded the expected Lexile growth by 32 Lexiles

Students gained 131Lexiles for the year.

Journeys I Reading Benchmark

561L

692L

300

400

500

600

700

800

900

1000

Initial Final

Lexi

les

Journeys I Lexile Scores (N=311)After 35 Weeks

Expected Gain631L

50th percentile for Journeys I(735L-1065L range)

Journeys II students exceeded the expected Lexile growth by 178 Lexiles.

Students gained 213 Lexiles for the year.

Journeys II Reading Benchmark

576L

789L

300

400

500

600

700

800

900

1000

Initial Final

Lexi

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Journeys II Lexile Scores (N=253)After 35 Weeks

Expected Gain611L

50th percentile for Journeys II(805L-1100L range)

P A S S P O R T R E A D I N G J O U R N E Y S

Conclusions, Next Steps, and Requests