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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

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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

Research foundations and designs
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 Grade

Level E – 4th Grade

Level F – 5th Grade

Level G – 6th Grade

Level H – 7th Grade

Level I – 8th Grade

  • 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





  • 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 view other lessons from the various modules 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



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   

Creating or selecting intervention programs nctm
Creating or Selecting Intervention Programs NCTM

Questions to Consider When Creating or Selecting an Intervention Program

Diagnostic assessment
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
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
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
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?