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MATH INTERVENTION MATERIAL REVIEW: Vmath (VOYAGER)

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MATH INTERVENTION MATERIAL REVIEW:Vmath(VOYAGER)

Peggy Cunningham

- 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

- 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

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

- 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

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

Gizmos

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

- 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™

Teacher Kit

- Teacher’s Guide
- Access to VPort
- Assessment Guides
- Access to online product training
Student Math Pack

- Workbook
- Vmath

- 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: 214-932-9528

Toll free: 888-399-1995 x9528

Fax: 888-311-4601

www.voyagerlearning.com

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

Questions to Consider When Creating or Selecting an Intervention Program

- 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?

- 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?

- 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?

- 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?

- 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?