Consultative Session on At-Risk/SPED Students' Math Progress, 2010-2011

1. Mobile County School District At-Risk/SPED 2-5 End of Year Consultative Session 2010-2011

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

3. 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

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

5. Population Review Progress Assessments Modules (Matched Scores)* *Matched scores indicate students have both a Pre and Post Test score for any given module.

6. Level C Progress Assessment 36 students have scores in Benchmark 1 and Benchmark 4. Meets Standards Improvement The percentage of students Meeting Standards improved by 33% from Benchmark 1 to Benchmark 4. Students gained 239.6 Quantiles between Benchmark 1 and Benchmark 4. 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. Click a section of the pie in VPORT to see categorical score changes.

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

8. Level D Progress Assessment 35 students have scores in Benchmark 1 and Benchmark 4. Meets Standards Improvement The percentage of students Meeting Standards improved by 35% from Benchmark 1 to Benchmark 4. Students gained 330 Quantiles between Benchmark 1 and Benchmark 4. 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.

9. Level D Module Growth Matched scores indicate students have both a Pre and Post Test score for any given module. Students have matched scores in Modules 1-8 and show gains in all eight modules, with Module 4 showing the greatest percentage gain. Not seeing the Modules you want? Go to the Key Measures tab, select the Modules category and choose the modules you would like to see. Make sure Matched is enabled to compare students with both data points.

10. Level E Progress Assessment 54 students have scores in Benchmark 1 and Benchmark 4. Meets Standards Improvement The percentage of students Meeting Standards improved by 17% from Benchmark 1 to Benchmark 4. Students gained 175.2 Quantiles between Benchmark 1 and Benchmark 4. 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.

11. Level E Module Growth Matched scores indicate students have both a Pre and Post Test score for any given module. Students have matched scores in Modules 1-8 and show gains in all eight modules, with Module 3 showing the greatest percentage gain.

12. Level F Progress Assessment 38 students have scores in Benchmark 1 and Benchmark 4. Meets Standards Improvement The percentage of students Meeting Standards improved by 37% from Benchmark 1 to Benchmark 4. Students gained 295.8 Quantiles between Benchmark 1 and Benchmark 4. 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.

13. Level F Module Growth Matched scores indicate students have both a Pre and Post Test score for any given module. Students have matched scores in Modules 1-8 and show gains in all eight modules, with Module 3 showing the greatest percentage gain.

14. 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. *Algebra I is typically taught at grade 9; Geometry is typically taught at grade 10; and Algebra II is typically taught at grade 11. Source: www.quantiles.com

16. Addendum • VmathLive Reporting • Class Distribution • Raw Scores (Provided Electronically)

17. VmathLive Results: Results are based on targeted activities covering specific math objectives Want this report more often or detail by class and school? Log into www.vmathlive.com and click on Report Generator. 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. School and Class Results Provided in Separate Report upon request.