Intensive math program

Since learning loss is felt most acutely in math, we are offering the Summer Math Intensive to direct our tutoring to the unique needs and challenges that students are encountering this year. The summer program will be tailored to an individual student whether he or she is entering Algebra I, Advanced Placement BC Calculus, or anything in between.

Tutors can also work with students in elementary or middle school who would benefit from a structured math program. The Summer Math Intensive begins when we help match the student with an experienced and caring tutor who specializes in the area of math that will be most helpful. We recommend that the 15 sessions be completed over weeks. However, because all work is one-on-one, sessions can be scheduled according to student and tutor availability.

Sessions must be completed by August 27, , and students are expected to complete hours of homework between sessions. To learn to think quantitatively and become fluent writing algebraic expressions and equations.

Computer or tablet Internet connection. Descriptive Information Please provide a description of program, including intended use: MATH is an intervention mathematics program that rebuilds the foundational skills that struggling students need to prepare for algebra readiness. Expressive and receptive vocabulary Grammar Syntax Listening comprehension Other If other, please describe:. Depression Anxiety Social Difficulties e. Initial cost for implementing program: Cost Unit of cost. Replacement cost per unit for subsequent use: Cost Unit of cost Duration of license.

Additional cost information: Describe basic pricing plan and structure of the program. Program Specifications Setting for which the program is designed.

If group-delivered, how many students compose a small group? Program administration time Minimum number of minutes per session 53 Minimum number of sessions per week 5 Minimum number of weeks. Training How many people are needed to implement the program? Is training for the instructor or interventionist required? Yes If yes, is the necessary training free or at-cost? Does the program assume that the instructor or interventionist has expertise in a given area? Yes Describe how the training manuals or materials were field-tested with the target population of instructors or interventionist and students: The training materials were built by Math Solutions and have been in use and refined over the past several years.

Do you provide fidelity of implementation guidance such as a checklist for implementation in your manual? Yes Can practitioners obtain ongoing professional and technical support? Summary of Evidence Base Please identify, to the best of your knowledge, all the research studies that have been conducted to date supporting the efficacy of your program, including studies currently or previously submitted to NCII for review.

Please provide citations only in APA format ; do not include any descriptive information on these studies. NCII staff will also conduct a search to confirm that the list you provide is accurate.

Study Citations HMH, Participants Describe how students were selected to participate in the study: Students were selected from four distinctive geographic districts. There were 10 schools using the MATH program and a matched set of 10 additional schools that served as comparisons. Student grade level ranged from 6th through 8th. As a result these students were selected in both the MATH and comparison schools for additional intervention math support. Students were on average below the 25th percentile at the start of the study.

Students in the study were in the 6th through 8th grade. The 25th percentile for the 6th grade is Q, 7th and 8th grade are even higher at Q and Q respectively. If you have a third, competing condition, in addition to your control and intervention condition, identify what the competing condition is data from this competing condition will not be used : Using the tables that follow, provide data demonstrating comparability of the program group and control group in terms of demographics.

This evaluation utilized a quasi-experimental design to estimate the impact of the MATH program on math achievement in Grades The MATH program was implemented during the school year in four districts across four states in the school year. A total of 10 schools from these districts implemented MATH in their schools for all eligible students. Eligible comparison school students were identified or matched within district on the same criteria used to identify students in the MATH schools.

To the extent possible, schools were also matched on the percentage of English Language Learners ELL , students with disabilities, and students eligible for Free or Reduced Lunch FRL program to ensure that groups were comparable on these demographic variables.

What was the unit of assignment? Other If other, please specify: Schools and teachers were randomly assigned Please describe the unit of assignment: What unit s were used for primary data analysis? This slide use to present to all the math coordinator in elementary and high school.

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