 |
|
 |
|
 |
|
|
|
 |
|
|
|
 |
|
|
|
 |
|
|
|
 |
|
|
|
 |
|
|
|
 |
|
|
|
 |
|
|
|
 |
|
|
|
 |
|
|
|
 |
|
|
|
 |
|
|
|
 |
|
|
|
 |
|
 |
|
| Find out more. Call us at 800-547-6747 or click here to email us. |
|
|
|
|
 |
|
 |
|
| Voyager Passport Meets Criteria for Response to Intervention |  |
| Response to Intervention (RTI) is the practice of providing scientifically-based, high-quality instruction and progress monitoring to struggling readers. Voyager Passport incorporates a multi-tiered approach to address academic difficulties for all students, reducing referrals to special education. | |
Targeted Intervention
 Daily lessons provide explicit instruction: the teacher models the skill, and monitors group and individual practice with corrective feedback. Research unequivocally recommends this instructional model for at-risk students. Verify Growth Vital Indicators of Progress (VIP), DIBELS-equivalent fluency measures, provide the crucial information needed to monitor adequate academic growth.  Many students are referred to special education because of their low reading skills. Effective implementation of Voyager Passport instruction and monitoring can reduce these inappropriate referrals to special education. |
  |
 Voyager Passport accommodates a multi-tiered model. Reteach lessons allow the teacher to intensify instruction and provide instruction to small groups of 2-3 students who need extra help with earlier skills. |
|
Document and Dialogue VPORT generates reports that enable data-driven problem-solving. Campus teams can make informed, appropriate decisions for each student. |
 |
| I think that the Voyager curriculum and our use of it as a means of intervention have given us options we didn't have before. We had only one referral in Kindergarten and two in first grade, which is significantly lower than previous years. | |
| Debora Ribble District Kindergarten and First-Grade Reading Coach Luling ISD Luling, Texas |
|