Mobile County School District SPED 6-9 End of Year Consultative Session

Cambium is the only provider focused solely on the intervention market and covering the spectrum of at-risk needs

Are You Following the Five Keys? What Voyager Recommends Amount of Instruction 5 days per week, 40 minutes per day One lesson per day (some lessons will be 1 ½ to 2 days if time is less than 40 minutes or students need extra time) Start within 4 weeks of school start date Use of Assessments Initial Assessment: prior to instruction at the beginning of the year Computational Fluency Benchmark Assessments: 3 times per year Computational Fluency Progress Monitoring Assessments mid-module Pre-Tests and Post Tests: beginning and end of each module Finial Assessment: after instruction at the end of the year Quality of Instruction 3 hours of initial training on using scripted dialogue to scaffold instruction, implementing small-group instruction, administering assessments, using VmathLive, and using VPORT Principal/Coach reviews teacher instruction, teacher complete self analysis Differentiation Small group instruction Use Initial Assessments and Pre-Tests to identify strengths and weaknesses in math content Differentiate instruction using VmathLive Classroom Management Small group area identified; Vmath scheduled Overhead projector, Smartboard, or teacher computer with projector available to teach lessons Web-accessible computers for VmathLive designated

This report should help with: Report Focus 1.Answering Key Research Questions on Student Growth A.Report will focus on key assessments and demographics pertinent to this implementation. B.Analysis will focus on average growth, categorical change, meeting expected gains, percentile rank changes and effect size, where applicable. 2.Analyzing the District Average first and then looking at School and Class results to identify support needs. 3.Reviewing implementation quality where possible to ensure results are maximized. 4.Reviewing additional items such as student applications and non- standard reporting to see how they impact students.

Population Review ItemsF (PA)G (PA)H (PA)I (PA)Total Classes Students in Class ,314 Students Enrolled ,687 Students with B1 Scores Students with B2 Scores Students with B3 Scores Students with B4 Scores Full Year Students (B1, B2, B3, B4 Scores) Progress Assessments Benchmark 1Benchmark 2Benchmark 3Benchmark 4 08/23/ /10/201011/08/ /19/201002/14/ /25/201105/02/ /13/2011 GradeM1M2M3M4M5M6M7M8 F G H I Total Modules (Matched Scores)* *Matched scores indicate students have both a Pre and Post Test score for any given module.

Level F Progress Assessment 129 students have scores in Benchmark 1 and Benchmark 4. Students gained Quantiles between Benchmark 1 and Benchmark 4. The percentage of students Meeting Standards improved by 28% from Benchmark 1 to Benchmark 4. Meets Standards Improvement Total Students: Number of students Rostered in grade level. Scored: Students with a score in Benchmark 1 or Benchmark 4. Matched: Students with scores in both Benchmark 1 and Benchmark 4.

Level F Module Growth Students have matched scores in Modules 1-8 and show gains in seven of eight modules, with Module 1 showing the greatest percentage gain. Matched scores indicate students have both a Pre and Post Test score for any given module.

Level G Progress Assessment 113 students have scores in Benchmark 1 and Benchmark 4. Students gained 75.1 Quantiles between Benchmark 1 and Benchmark 4. The percentage of students Meeting Standards improved by 2% from Benchmark 1 to Benchmark 4. Meets Standards Improvement Total Students: Number of students Rostered in grade level. Scored: Students with a score in Benchmark 1 or Benchmark 4. Matched: Students with scores in both Benchmark 1 and Benchmark 4.

Level G Module Growth Students have matched scores in Modules 1-8 and show gains in all eight modules, with Module 8 showing the greatest percentage gain. Matched scores indicate students have both a Pre and Post Test score for any given module.

Level H Progress Assessment 150 students have scores in Benchmark 1 and Benchmark 4. Students gained Quantiles between Benchmark 1 and Benchmark 4. The percentage of students Meeting Standards improved by 5% from Benchmark 1 to Benchmark 4. Meets Standards Improvement Total Students: Number of students Rostered in grade level. Scored: Students with a score in Benchmark 1 or Benchmark 4. Matched: Students with scores in both Benchmark 1 and Benchmark 4.

Level H Module Growth Students have matched scores in Modules 1-8 and show gains in all eight modules, with Module 8 showing the greatest percentage gain. Matched scores indicate students have both a Pre and Post Test score for any given module.

Level I Progress Assessment 116 students have scores in Benchmark 1 and Benchmark 4. Students gained 73 Quantiles between Benchmark 1 and Benchmark 4. The percentage of students Meeting Standards decreased by 1% from Benchmark 1 to Benchmark 4. Meets Standards Improvement Total Students: Number of students Rostered in grade level. Scored: Students with a score in Benchmark 1 or Benchmark 4. Matched: Students with scores in both Benchmark 1 and Benchmark 4.

Level I Module Growth Students have matched scores in Modules 1-8 and show gains in all eight modules, with Module 5 showing the greatest percentage gain. Matched scores indicate students have both a Pre and Post Test score for any given module.

Quantile Ranges Typical Grade Ranges Based on studies, we have determined the following approximate Quantile ranges for each grade level. In understanding student measures, these represent about the middle 50% of the students. To interpret what a Quantile measure means for a specific student, two pieces of information are needed: (1) the Quantile measure, and (2) the grade level during which the student received his or her Quantile measure. For example, a higher Quantile measure within a specific grade range indicates that a student probably has very few problems with grade-level material (textbooks and assignments) in school. A lower Quantile measure indicates that a student most likely struggles to understand and be successful with grade-level material. Source: *Algebra I is typically taught at grade 9; Geometry is typically taught at grade 10; and Algebra II is typically taught at grade 11.

Addendum VmathLive Reporting Class Distribution Raw Scores (Provided Electronically)

School and Class Results Provided in Separate Report upon request. VmathLive Results: Results are based on targeted activities covering specific math objectives Activities (N =151,937)% of Activities Mastered Students averaged understanding 71% before completing activities on targeted objectives. After practicing and reviewing independently, students understood 89% on average and completed 80% of activities with Mastery. Want this report more often or detail by class and school? Log into and click on Report Generator.