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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• 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?