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

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 SIX LEVELS

MODULELEVEL DLEVEL ELEVEL FLEVEL GLEVEL HLEVEL I 1Whole Numbers Whole Numbers and Decimals Decimals Integers and Exponents 2 Adding Whole Numbers Adding and Subtracting Whole Numbers Adding and Subtracting Whole Numbers and Decimals Number Theory and Fractions Integers and Number Theory Rational Numbers 3 Subtracting Whole Numbers 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 Ratio, Proportion, and Percent Geometry and Measurement Geometry 6DecimalsNumber Theory Multiplying Fractions Geometry and Measurement Measurement 7Fractions Fractions and Percents Percent Data, Probability, and Statistics Ratio, Proportion, and Percent Data, Probability, and Statistics 8 Pre-Algebra and Integers Data, Probability, and Statistics Coordinate Geometry and Inequalities 9Geometry 10Measurement

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

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 Test Prep and Error Analysis

Manipulatives Used in Hands-on Lessons Level DLevel ELevel FLevel GLevel HLevel I Base 10 pieces Fraction strips Counters RulersUnit Cubes Algebra Tiles

TECHNOLOGY Gizmos VmathLive

Online tutorials, accessible any time, anywhere Game-like Built in error analysis Online animated math dictionary Parents sent 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

m/vmath/curriculum.jsp m/vmath/curriculum.jsp to view other lessons from the various modules m/vmath/technology.jsp to view on-line demo of VmathLive m/vmath/technology.jsp

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: Toll free: x9528 Fax:

Creating or Selecting Intervention Programs NCTM 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?