Voyager Expanded Learning's Vital Indicators of Progress (VIP) Monitoring Tool Receives Positive Review from National Center on Student Progress Monitoring
Dallas, TX., January 11, 2008 - Voyager Expanded Learning announced today that its reading progress monitoring tool, Vital Indicators of Progress®, also known as VIP®, received seven out of seven "demonstrates sufficient evidence to meet the basic standard" on two measures (Nonsense Word Fluency and Phoneme Segmentation), and six out of seven "demonstrates sufficient evidence to meet the basic standard" on two additional measures (Initial Letter Sound Fluency and Letter Naming Fluency), after a review by the National Center on Student Progress Monitoring. Results of the review are posted on the organization's website (www.studentprogress.org/chart/chart.asp).
"In the 2006-2007 academic year, hundreds of thousands of students were assessed and progress monitored at all three benchmark periods with the VIP measures in the Voyager Universal Literacy System®, our preventative core reading program for kindergarten through third grade, and in Voyager Passport™, our reading intervention program for kindergarten through fifth grade," says Dr. Julia Peyton, Vice President of Research and Development for Voyager. "Because data-driven decision making and on-going progress monitoring are critical elements to effective intervention, we include these measures as an essential component of our reading programs," she added.
VIP is integrated into each of Voyager's reading programs and is supported by VPORT®, Voyager's online data management tool that allows educators to access real-time reports on students' academic progress. The VPORT data management system is also included in each program at no additional charge.
Based on the Standards for Educational and Psychological Testing developed by the Joint Committee appointed by the American Educational Research Association (AERA), the American Psychological Association (APA), the National Council on Measurement Used in Education (NCMUE) and the Individuals with Disabilities Education Act (IDEA), the Center's Technical Review Committee identified seven standards of technical adequacy (Reliability, Validity, Alternate Forms, Sensitive to Student Improvement, AYP Benchmarks, Improving Student Learning or Teacher Planning and Rates of Improvement Specified) that are critical to the Center's definition of evidence-based student progress monitoring.
The National Center has established a standard process to evaluate the scientific rigor of commercially available tools to monitor student's progress. Tools that were found sufficient and met the Center's criteria for scientifically based progress monitoring tools are disseminated through the Center's various technical assistance and dissemination activities and through their website.
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