MATH INTERVENTION MATERIAL REVIEW Vmath VOYAGER Peggy Cunningham

MATH INTERVENTION MATERIAL REVIEW: Vmath (VOYAGER) Peggy Cunningham

Vmath • Math intervention program that was developed using research based foundations and designs • Grades 3 – 8 • Teacher directed instruction • Student centered technology • Includes some hands-on lessons • 30 -40 minutes of daily instruction in addition to regular classroom instruction

Research Foundations and Designs • Direct, systematic instruction providing sequenced, specific, and detailed dialogue • Curriculum-based measurement • Incorporation of NCTM's Curriculum Focal Points • Content aligned with grade-level expectations for the NCTM Content Standards • Four-step lesson format consistent with the tenets of direct instruction • Lessons address three essential components of math instruction-concepts, skills, and problemsolving-with a major goal of developing students' computational fluency

SIX LEVELS Level D – 3 RD Grade Level E – 4 th Grade Level F – 5 th Grade Level G – 6 th Grade Level H – 7 th Grade Level I – 8 th Grade

MODULE 1 LEVEL D Whole Numbers LEVEL E Whole Numbers LEVEL F Whole Numbers and Decimals LEVEL G Decimals LEVEL H Decimals LEVEL I Integers and Exponents 2 Adding Whole Numbers Adding and Number Theory Subtracting Whole and Fractions Numbers and Decimals Integers and Number Theory Rational Numbers 3 Subtracting Whole Multiplying Whole Numbers Multiplying and Dividing Whole Numbers and Decimals Adding and Subtracting Fractions Operations with Fractions Ratio, Proportion, and Percent 4 Multiplying Whole Numbers Dividing Whole Numbers Number Theory Multiplying and Dividing Fractions Pre-Algebra Expressions and Equations 5 Dividing Whole Numbers Decimals Adding and Subtracting Fractions Multiplying Fractions Ratio, Proportion, and Percent Geometry and Measurement Geometry 6 Decimals Number Theory Geometry and Measurement 7 Fractions and Percents Percent Data, Probability, and Statistics Ratio, Proportion, and Percent Data, Probability, and Statistics 8 Data, Probability, and Statistics Pre-Algebra and Integers Data, Probability, and Statistics Coordinate Geometry and Inequalities 9 10 Geometry Measurement

Four Step Lesson Format • Getting Started • Guided Practice • Independent Practice • Test Prep and Error Analysis

Getting Started • Review of pre-skills • Teacher models new skill or strategy • Scripted • No written student instructions

Guided Practice • Scripted • Students have written instruction in the “How To” box • Teachers monitor student performance and give feedback • Additional practice is available

Independent Practice • Students practice skills and strategies from first two steps of lessons • Students can refer to “How To” box for help • Teacher monitors and checks each student’s work daily • Students keep a graph of their Independent Practice achievement

Test Prep and Error Analysis • Students apply they have learned in a highstakes assessment format • Three questions in multiple choice and short answer format • Teacher uses provided correction procedures when wrong answers are selected

Manipulatives Used in Hands-on Lessons Level D Level E Level F Base 10 pieces Fraction strips Counters Rulers Level G Level H Level I Fraction strips Counters Algebra Tiles Unit Cubes

TECHNOLOGY Gizmos Vmath. Live

Vmath. Live Online tutorials, accessible any time, anywhere Game-like Built in error analysis Online animated math dictionary Parents sent e-mail weekly with progress report Students compete with themselves or other students around the world • Teachers can track students’ progress • Math Madness and World Math Day are two special competitions • • •

http: //www. voyagerlearning. co m/vmath/curriculum. jsp to view other lessons from the various modules http: //www. voyagerlearning. co m/vmath/technology. jsp to view on-line demo of Vmath. Live

ASSESSMENTS • • • Initial Assessment Computational Fluency Assessments (CBM) Module Pre- and Post-tests Informal Assessment Final Assessment

How Are My Students Progressing? Online data Management System VPORT™

MATERIALS Teacher Kit • Teacher’s Guide • Access to VPort • Assessment Guides • Access to online product training Student Math Pack • Workbook • Vmath

COST Unit Teacher Kits - $399 each Student Math Pack - $79 each Vmath Live is included but you can purchase this for other students for $30/student/year Training: $1, 500 • Coach (6 instructional hours of training for one person and V Training kit) • Coach/Teacher (3 instructional hours of training and VTraining Kit) (Self Guided training including VTraining Kit is included in the price of the materials)

CONTACT INFORMATION Aaron Langley Regional Director Direct line: 214 -932 -9528 Toll free: 888 -399 -1995 x 9528 Fax: 888 -311 -4601 www. voyagerlearning. com

Creating or Selecting Intervention Programs NCTM http: //www. nctm. org/intervention. aspx Questions to Consider When Creating or Selecting an Intervention Program

Diagnostic Assessment • 1. 1. Does the intervention program include diagnostic assessments that identify students’ specific strengths and weaknesses with respect to both conceptual understanding and procedures? • 1. 2. Do the assessments investigate students’ knowledge of fundamental mathematics concepts that are grade appropriate? • 1. 3. Does the content that is assessed align with the school’s prescribed curriculum? • 1. 4. Do the assessments communicate students’ strengths and weaknesses in ways that teachers and parents can understand?

Instructional Activities • 2. 1. Does the intervention program include a series of instructional activities that are carefully linked with the diagnostic assessments? • 2. 2. Do the program’s instructional activities support and enhance, but not supplant or duplicate, regular classroom instruction? • 2. 3. Are tools for ongoing, formative assessment embedded in the instructional activities? • 2. 4. Is the mathematics in the instructional activities correct? • 2. 5. Do the instructional activities advance the school’s curriculum and promote reasoning and conceptual understanding? • 2. 6. Do the instructional activities contain challenging tasks that are appropriate for students’ interests and backgrounds?

Post-assessment • 3. 1. Does the intervention program contain post-assessments that indicate whether the instructional activities have been effective? • 3. 2. Are follow-up assessments administered in a timely fashion? • 3. 3. Do the assessments communicate students’ growth or need for further instruction in ways that teachers and parents can understand?

Organizational structure of the intervention • 4. 1. Is the structure of the intervention program feasible given the organizational structure of the school? • 4. 2. Does the school have the necessary resources to implement the intervention program as designed? • 4. 3. Does the intervention program include adequate and ongoing professional development to ensure effective implementation?

Research supporting the intervention • 5. 1. Have rigorous and appropriate methods been used to evaluate the intervention program and determined it to be successful? • 5. 2. Does theoretical and empirical evidence support the efficacy of the intervention program in a setting that is similar to your school?