1. Mobile County School District At-Risk/SPED 2-5
End of Year Consultative Session

2. Cambium is the only provider focused solely on the intervention market and covering the spectrum of at-risk needs

3. Are You Following the Five Keys?
What Voyager Recommends
Amount of Instruction
5 days per week, 40 minutes per day
One lesson per day (some lessons will be 1 ½ to 2 days if time is less than 40 minutes or students need extra time)
Start within 4 weeks of school start date
Use of Assessments
Initial Assessment: prior to instruction at the beginning of the year
Computational Fluency Benchmark Assessments: 3 times per year
Computational Fluency Progress Monitoring Assessments mid-module
Pre-Tests and Post Tests: beginning and end of each module
Finial Assessment: after instruction at the end of the year
Quality of Instruction
3 hours of initial training on using scripted dialogue to scaffold instruction, implementing small-group instruction, administering assessments, using VmathLive, and using VPORT
Principal/Coach reviews teacher instruction, teacher complete self analysis
Differentiation
Small group instruction
Use Initial Assessments and Pre-Tests to identify strengths and weaknesses in math content
Differentiate instruction using VmathLive
Classroom Management
Small group area identified; Vmath scheduled
Overhead projector, Smartboard, or teacher computer with projector available to teach lessons
Web-accessible computers for VmathLive designated

4. This report should help with:
Report Focus
This report should help with:
Answering Key Research Questions on Student Growth
Report will focus on key assessments and demographics pertinent to this implementation.
Analysis will focus on average growth, categorical change, meeting expected gains, percentile rank changes and effect size, where applicable.
Analyzing the District Average first and then looking at School and Class results to identify support needs.
Reviewing implementation quality where possible to ensure results are maximized.
Reviewing additional items such as student applications and non-standard reporting to see how they impact students.

5. Population Review Progress Assessments Modules (Matched Scores)*
Benchmark 1
Benchmark 2
Benchmark 3
Benchmark 4
08/23/ /10/2010
11/08/ /19/2010
02/14/ /25/2011
05/02/ /13/2011
Progress Assessments
Items
C (PA)
D (PA)
E (PA)
F (PA)
Total
Classes 47 39 35 38
159
Students in Class
418
315
266
342
1,341
Students with B1 Scores 74
100 98 81
353
Students with B2 Scores
105
131
125
142
503
Students with B3 Scores
107
109
115
405
Students with B4 Scores 72 96
106
108
382
Full Year Students (B1, B2, B3, B4 Scores) 36 54
163
Modules (Matched Scores)*
*Matched scores indicate students have both a Pre and Post Test score for any given module.
Grade M1 M2 M3 M4 M5 M6 M7 M8 C 69 64 47 34 22 14 12 11 D 87 81 52 60 41 21 E 97 58 49 28 16 13 F
102 48 50 33 24
Total
355
245
236
168
124 90 83

6. Level C Progress Assessment
36 students have scores in Benchmark 1 and Benchmark 4.
Meets Standards Improvement
The percentage of students Meeting Standards improved by 33% from Benchmark 1 to Benchmark 4.
Students gained Quantiles between Benchmark 1 and Benchmark 4.
Total Students: Number of students Rostered in grade level.
Scored: Students with a score in Benchmark 1 or Benchmark 4.
Matched: Students with scores in both Benchmark 1 and Benchmark 4.
Click a section of the pie in VPORT to see categorical score changes.

7. Level C Module Growth
Matched scores indicate students have both a Pre and Post Test score for any given module.
Students have matched scores in Modules 1-8 and show gains in seven of eight modules, with Module 1 showing the greatest percentage gain.

8. Level D Progress Assessment
35 students have scores in Benchmark 1 and Benchmark 4.
Meets Standards Improvement
The percentage of students Meeting Standards improved by 35% from Benchmark 1 to Benchmark 4.
Students gained 330 Quantiles between Benchmark 1 and Benchmark 4.
Total Students: Number of students Rostered in grade level.
Scored: Students with a score in Benchmark 1 or Benchmark 4.
Matched: Students with scores in both Benchmark 1 and Benchmark 4.

9. Level D Module Growth
Matched scores indicate students have both a Pre and Post Test score for any given module.
Students have matched scores in Modules 1-8 and show gains in all eight modules, with Module 4 showing the greatest percentage gain.
Not seeing the Modules you want? Go to the Key Measures tab, select the Modules category and choose the modules you would like to see. Make sure Matched is enabled to compare students with both data points.

10. Level E Progress Assessment
54 students have scores in Benchmark 1 and Benchmark 4.
Meets Standards Improvement
The percentage of students Meeting Standards improved by 17% from Benchmark 1 to Benchmark 4.
Students gained Quantiles between Benchmark 1 and Benchmark 4.
Total Students: Number of students Rostered in grade level.
Scored: Students with a score in Benchmark 1 or Benchmark 4.
Matched: Students with scores in both Benchmark 1 and Benchmark 4.

11. Level E Module Growth
Matched scores indicate students have both a Pre and Post Test score for any given module.
Students have matched scores in Modules 1-8 and show gains in all eight modules, with Module 3 showing the greatest percentage gain.

12. Level F Progress Assessment
38 students have scores in Benchmark 1 and Benchmark 4.
Meets Standards Improvement
The percentage of students Meeting Standards improved by 37% from Benchmark 1 to Benchmark 4.
Students gained Quantiles between Benchmark 1 and Benchmark 4.
Total Students: Number of students Rostered in grade level.
Scored: Students with a score in Benchmark 1 or Benchmark 4.
Matched: Students with scores in both Benchmark 1 and Benchmark 4.

13. Level F Module Growth
Matched scores indicate students have both a Pre and Post Test score for any given module.
Students have matched scores in Modules 1-8 and show gains in all eight modules, with Module 3 showing the greatest percentage gain.

14. Quantile Ranges Typical Grade Ranges
Based on studies, we have determined the following approximate Quantile ranges for each grade level. In understanding student measures, these represent about the middle 50% of the students.
To interpret what a Quantile measure means for a specific student, two pieces of information are needed: (1) the Quantile measure, and (2) the grade level during which the student received his or her Quantile measure.
For example, a higher Quantile measure within a specific grade range indicates that a student probably has very few problems with grade-level material (textbooks and assignments) in school. A lower Quantile measure indicates that a student most likely struggles to understand and be successful with grade-level material.
*Algebra I is typically taught at grade 9; Geometry is typically taught at grade 10; and Algebra II is typically taught at grade 11.
Source:

16. Addendum VmathLive Reporting Class Distribution
Raw Scores (Provided Electronically)

17. VmathLive Results: Results are based on targeted activities covering specific math objectives
Want this report more often or detail by class and school? Log into and click on Report Generator.
Activities (N = 151,937)
% of Activities Mastered
Students averaged understanding 71% before completing activities on targeted objectives. After practicing and reviewing independently, students understood 89% on average and completed 80% of activities with Mastery.
School and Class Results Provided in Separate Report upon request.