MATH INTERVENTION MATERIAL REVIEW: Vmath (VOYAGER)

1. MATH INTERVENTION MATERIAL REVIEW:Vmath(VOYAGER) Peggy Cunningham

2. 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

3. 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 problem-solving-with a major goal of developing students' computational fluency

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

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

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

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

9. 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

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

15. Manipulatives Used in Hands-on Lessons

16. TECHNOLOGY Gizmos VmathLive

19. VmathLive • 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

20. http://www.voyagerlearning.com/vmath/curriculum.jspto view other lessons from the various modules http://www.voyagerlearning.com/vmath/technology.jspto view on-line demo of VmathLive

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

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

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

24. 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)

25. CONTACT INFORMATION Aaron Langley Regional Director Direct line: 214-932-9528 Toll free: 888-399-1995 x9528 Fax: 888-311-4601 www.voyagerlearning.com   

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

27. 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?

28. 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?

29. 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?

30. 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?

31. 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?