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Orange County School District Benchmark Three

Orange County School District Benchmark Three. Consultative Session 2008–2009. Internal Analysis. Voyager internal analysis indicates that the quality of the implementation has a significant impact on student results. Strong. Expected Student Gains (DIBELS).

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Orange County School District Benchmark Three

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  1. Orange County School DistrictBenchmark Three Consultative Session 2008–2009

  2. Internal Analysis Voyager internal analysis indicates that the quality of the implementation has a significant impact on student results. Strong Expected Student Gains (DIBELS) 53 – 95% higher than expected gains Fidelity of Implementation 32 – 43% below expected gains Weak “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

  3. 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 text Teach Writing lessons as appropriate; Place students Lexile level groups for the independent reading in the Library selections. Classroom Management Establish 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. 5 Keys to Successful Implementation Voyager recommends fulfilling the 5 Keys to Successful Implementation to maximize instructional value.

  4. Beginnings Reading Benchmark Expected Gain 569L Beginnings Lexile Scores (N=178) After 35 Weeks 50th percentile for Beginnings (665L-1000L range) Beginnings students exceeded the expected Lexile growth by 42 Lexiles. Students gained 112 Lexiles for the year.

  5. Journeys I Reading Benchmark 50th percentile for Journeys I (735L-1065L range) Expected Gain 631L Journeys I Lexile Scores (N=311) After 35 Weeks Journeys I students exceeded the expected Lexile growth by 32 Lexiles Students gained 131Lexiles for the year.

  6. Journeys II Reading Benchmark 50th percentile for Journeys II (805L-1100L range) Expected Gain 611L Journeys II Lexile Scores (N=253) After 35 Weeks Journeys II students exceeded the expected Lexile growth by 178 Lexiles. Students gained 213 Lexiles for the year.

  7. Conclusions, Next Steps, and Requests

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