MATH INTERVENTION MATERIAL REVIEW: Vmath VOYAGER

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MATH INTERVENTION MATERIAL REVIEWVmath(VOYAGER
)

• Peggy Cunningham

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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

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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

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

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

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

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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 students work
  daily
• Students keep a graph of their Independent
  Practice achievement

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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

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Manipulatives Used in Hands-on Lessons
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TECHNOLOGY
Gizmos VmathLive
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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

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http//www.voyagerlearning.com/vmath/curriculum.js
p to view other lessons from the various modules
http//www.voyagerlearning.com/vmath/technology.js
pto view on-line demo of VmathLive
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ASSESSMENTS

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

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

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

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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)

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CONTACT INFORMATION

• Aaron Langley
• Regional Director
• Direct line 214-932-9528
• Toll free 888-399-1995 x9528
• Fax [phone]
• www.voyagerlearning.com   

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Creating or Selecting Intervention Programs NCTM

• http//www.nctm.org/intervention.aspx

Questions to Consider When Creating or Selecting
an Intervention Program
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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 schools prescribed curriculum?
• 1.4. Do the assessments communicate students
  strengths and weaknesses in ways that teachers
  and parents can understand?

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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 programs 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
  schools curriculum and promote reasoning and
  conceptual understanding?
• 2.6. Do the instructional activities contain
  challenging tasks that are appropriate for
  students interests and backgrounds?

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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?

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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?

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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?