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

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

SIX LEVELS

MODULE LEVEL D LEVEL E LEVEL F LEVEL G LEVEL H LEVEL I1 Whole Numbers Whole Numbers Whole Numbers

and DecimalsDecimals 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

6 Decimals Number Theory Multiplying Fractions

Geometry and Measurement

Measurement Measurement

7 Fractions Fractions and Percents

Percent Data, Probability, and Statistics

Ratio, Proportion, and Percent

Data, Probability, and Statistics

8 Data, Probability, and Statistics

Data, Probability, and Statistics

Data, Probability, and Statistics

Pre-Algebra and Integers

Data, Probability, and Statistics

Coordinate Geometry and Inequalities

9 Geometry Geometry Geometry10 Measurement Measurement 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

•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 D Level E Level F Level G Level H Level I

Base 10 pieces Base 10 pieces Base 10 pieces

Fraction strips Fraction strips Fraction strips Fraction strips Fraction strips Fraction strips

Counters Counters Counters Counters Counters Counters

Rulers Unit Cubes

Algebra Tiles Algebra Tiles

TECHNOLOGY

Gizmos

VmathLive

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

http://www.voyagerlearning.com/vmath/curriculum.jsp

to view other lessons from the

various modules http://www.voyagerlearning.com/vmath/technology.jsp

to view on-line demo of VmathLive

ASSESSMENTS

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

How Are My Students Progressing?

Online data Management SystemVPORT™

MATERIALS

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

COSTUnit Teacher Kits - $399 eachStudent Math Pack - $79 eachVmath Live is included but you can purchase this for other students for $30/student/yearTraining: $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 INFORMATIONAaron Langley

Regional Director Direct line: 214-932-9528

Toll free: 888-399-1995 x9528Fax: 888-311-4601

www.voyagerlearning.com

Creating or Selecting Intervention Programs

NCTMhttp://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?