K 1 2 3 4 5 6 7 8 9 10 11 12 
ALEKS
www.glencoe.com/sec/catalog/index.html
http://k12aleks.com/
Program Description
This program is a Webbased math reinforcement and assessment program. It is designed for middle school and high school students and covers basic arithmetic, algebra I and II, geometry, trigonometry, precalculus and calculus. The fact that the content is delivered via Internet means that students may use ALEKS anywhere they have an Internet connection.
ALEKS is based on artificial intelligence, so the program is able to pinpoint those concepts a student understands and those that he/she needs work on. The program anticipates the math concepts that a student is ready to learn next. Also, ALEKS does not use multiple choice questions – students learn to enter mathematical expressions into the computer as if they were working with a paper and pencil.
There are two modes to ALEKS – the Learning Mode and the Assessment Mode. In the Learning Mode, the student completes practice problems on one of the topics he or she is ready to learn. The program corrects and analyzes mistakes made by the student. Students may click the “Explain” button to get an explanation of the problems or use ALEKS’ online math dictionary to find the definition of an unfamiliar term. In Assessment Mode, a number of questions are chosen adaptively, in order to determine the strengths and weaknesses of a student. Students take an initial assessment in the program and the program develops a list of topics that the student is ready to learn. The student may choose any of those topics as a point of entry into the Learning Mode.
The Teacher Module allows instructors to gauge their students’ progress and choose from a library of standards, so that students learn what they need to for tests. Reports can be viewed and printed for an entire class or just one student.
Evidence of Effectiveness
Irvine Unified School District – Irvine, California
This school district used ALEKS in various grade levels over three years (19982001). In 1998, the use of ALEKS began with 22 classes in Grades 36. By 2001, there were 78 classes using the program in Grades 3‑12. Because new grade level cohorts were added each year, it is reasonable to assume that a student might continue to use the program for successive school years and therefore provide longitudinal data. On the 1999‑2000 school year administration of the Stanford 9 achievement test, school staff noticed an improvement in percentile rankings on that test among students using ALEKS. Specifically, in Grades 38, the ALEKS students gained an average of 12%, compared to nonALEKS students, who gained an average of 3%.
Westview High School – Avondale, Arizona
This Title I high school is located in the greater Phoenix area. Approximately 12.% of the student population is LEP, 18% are IEP, and the district wide proverty level is about 13%. In 2002, Westview implemented ALEKS Algebra IA/IB for atrisk students and students who had failed Algebra I.
In order to sort the students into proficiency groups for instructional purposes, the students were given the district’s CRT at the beginning of the year. The class average score (on a scale of 100%) for that pretest was 28.28%. The students then attended math class in a block schedule – one block of classroom instruction and one block of computer time with ALEKS. The students were grouped according to ability. Instructors report that the majority of new concept introduction was done via ALEKS, and that classroom instruction was mostly for reinforcement.
The instructors report that the posttest, again using the district’s CRT, suggested improvement. The class average score on the CRT at the end was 46.87%. The students showed gains at the prealgebra as well as the algebra level. Though the instructors admit that the quantitative data is not conclusive, the qualitative data suggests that this class structure and use of ALEKS benefited those students struggling with algebra.
Correlation to Nevada State Standards
Yes.
Teacher Support
There is no teacher training provided, but there is a Teacher’s Guide included with purchase. The ALEKS Tutorial mode is designed to show students how to use the program.
Equipment Requirements
ALEKS is a fully interactive system accessible to any current generation Web browser. It can be used on both Windows and Mac workstations. System requirements are as follows:
Windows
· Pentium 166 MHz or equivalent
· 32 MB RAM
· at least a 28K modem or other connection to the Internet
· compatible with Internet Explorer or Netscape Communicator or AOL 5.0 or later
· Windows 28/2000/NT or later
· ALEKS plugin downloads automatically on first visit
Macintosh
· Power Mac or later
· 32 MB RAM
· Mac OS 7.6 or later
· Netscape Communicator 4.54.77
Cost
This program is purchased as a license. For 1999 users, the cost is $35/user. For over 1,000 users, the cost is $25/user.
For Information Contact
Ken Filbin, VP, National Sales Manager
8787 Orion Place
Columbus, OH 432404027
(800) 8481567 Ext 6325
Current Location in Nevada
As this is a new program on the List of Effective Remedial Programs, no school in Nevada has purchased this program using state remediation funds.
K 1 2 3 4 5 6 7 8 9 10 11 12 
Destination Math
www.riverdeep.com/products/math/index.jhtml
Program Description
Destination Math is a computerbased math curriculum, adjustable to grade level and state standards. The program begins with assessments based on state standards, and then delivers sequenced, prescriptive instruction targeting each student's individual needs. Six progressive courses offer a balance of abstract and applied math principles. Delivering a blend of assessment materials, coursework, and educator support tools, the comprehensive Destination Math series is adaptable to any educational environment. Typically, a teacher will do wholeclass instruction from a laptop connected a projector, and then students will work on classroom computers to reinforce the skills taught and measure progress. Students may work in small groups or individually, based on assignments generated by the teacher. Destination Math addresses the No Child Left Behind Act’s mandate to use technology in the classroom, and it is researchbased.
Destination Math also involves a Learning Management System (LMS) which is a standards based assessment, lesson planning, assignment generation tool. The LMS allows teachers to create diagnostic tests or use the prepared tests available. Assignments can be generated based on individual student test scores. The LMS also generates reports by student and by class, and teachers can review missed questions and time spent on each instructional concept. School administrators also have access to this system, to view progress at the class or school level.
Implementation of Destination Math can be scaled (e.g., only a classroom, a whole school, or district –wide).
Evidence of Effectiveness
California  Desert Sands Unified School District
This 2000 study sought to compare the effectiveness of computerbased instruction with traditional bookbased instruction. Two groups of middle school students in two different schools were selected, for a total sample size of 138. (Note: the subjects were not randomized for treatment and control groups; however, the groups were matched for class size, student test scores, English proficiency, and the teachers’ classroom experience). In 1999, only 23% of students in either school scored at or above the 50^{th} percentile in math on the Stanford 9 test. By comparison, in that same year, 46% of students in the district as a whole scored at or above 50.
For six weeks, each class worked on the same mathematics concepts, so that all treatment and control groups would be working on identical curricula. The control group (n=67) work through the topics using traditional lecture, discussion and practice methods. They met each day in the regular classrooms and supporting materials consisted of the district selected math text, along with workbook exercises.
The treatment group (n=60) work through the topics using Destination Math along with offline worksheets and student logs that come with the program. They met three days a week in the regular classroom where a projection monitor was used for wholegroup instruction, and four computers in the back of the room for small group work. In addition, students used Destination Math print materials to complete the exercises. Twice a week, classes met in the computer lab where students worked individually with Destination Math using tutorials and workouts assigned to them.
Scores on pre and post tests, developed using the Riverdeep’s Learning Management System, showed that students in the treatment group improved their understanding of the curriculum taught over the sixweek period faster than the students in the control group. Though both groups of students made gains, the faster improvement among the Destination Math students was shown to be statistically significant with a repeated measures ttest.
Yes.
Teacher Support
Training packages are available as follows:
Platinum  $5,000 per site
· Three (3) days of onsite, customized, instructorled training, coaching/modeling, or followup
· Can include implementation planning and leadership meetings
· Training can be conducted in a trainthetrainer format
· Includes customized implementation planning guide
· Collaborative strategizing and team building
· Stepbystep training guides
· Email coaching and support
· Online synchronous instructorled training
Gold  $3,500 per site
Silver  $1,400 per site per day
Technical support packages are also available at the Platinum, Gold and Silver levels. Platinum includes five extra onsite technical support days and a “train the technician” implementation plan, as well as monthly technical update conference calls and access to a Riverdeep Field Systems Engineer. The cost of the support package for Platinum is $9,000 per site per year. The Gold plan includes three extra technical days on site, quarterly technical update conference calls, and access to the Field Systems Engineer. The cost of the support package for Gold is $5,000 per site per year. Silverlevel technical support includes one additional day of onsite tech support and access to the Field Systems Engineer.
Equipment Requirements
Hardware needs are fairly significant with this program, and they may represent a rather large portion of a school’s expenditure for this program, if the school does not already have a group of computers and a network setup that will work. Destination Math is designed to function in a networked environment. Destination Math runs on either Windows or Macs. The newest version runs on Windows XP or Mac OSX, and each workstation must have relatively uptodate multimedia capabilities. Each classroom must have a teacher workstation and several student workstations. In addition, an overhead projector that connects to the teacher’s workstation for wholeclass instruction is required.
Costs
Costs for a Local Area Network (LAN) implementation of a site license with software installation are as follows:
* additional courses may be purchased along with a bundle..
Costs for professional development are described previously in Teacher Support.
For Information Contact
Dan Renteria
Sales Associate
Riverdeep, Inc.
500 Redwood Blvd.
Novato, CA 94947
(800) 8254420, ext. 3206
Current Location in Nevada
This program is new; consequently no school in Nevada has purchased this program with state remediation funds.
K 1 2 3 4 5 6 7 8 9 10 11 12 
Everyday Mathematics
http://www.wrightgroup.com/ws/emlanding.php
http://everydaymath.uchicago.edu/educators/index.shtml
Program Description
In 1983, the University of Chicago School Mathematics Project (UCSMP) set out to reform mathematics education for all students. Everyday Mathematics was written one grade level at a time, with each grade building on the achievement of the previous year. Each grade level curriculum was then field tested in its entirety in diverse classrooms nationwide for a full academic year. During each fieldtest, UCSMP authors interviewed teachers and students about Everyday Mathematics to determine what worked and what needed improvement. The group also explored ways to make Everyday Mathematics more practical and manageable in the classroom. Finally, the UCSMP authors revised each gradelevel curriculum to reflect classroom experiences prior to publication.
Everyday Mathematics, grades K6, is a comprehensive mathematics program. It is generally used as a core curriculum, but may be used for remediation. The curriculum teaches basic computational and arithmetic skills, as well as a broad range of mathematical concepts including data and probability; geometry and spatial sense; measures and measurement; numeration and order; operations; patterns, functions, and sequences; and reference frames. Algebra and uses of variables begin in the third grade.
The revised K6 Everyday Mathematicscurriculum encourages teachers and students to go beyond arithmetic – to explore more of the mathematics spectrum by investigation data gathering and analysis, probability, geometry, patterns, and algebra. Mathematics is integrated into other subject areas and becomes part of the ongoing classroom routines, outdoor play, and the spare transitional moments that occur every day.
Program highlights include:
· Broad range of mathematical concepts and skills
· Concepts taught over time and in different contexts to ensure mathematical understanding
· Problemsolving for everyday situations
· Focus on games and use of manipulatives to practice skills
· Cooperative learning through partner and smallgroup activities
· Ongoing development of basic facts through games and creative drills
· Ongoing review through each unit
· A variety of assessment opportunities
· Home and school partnership is established
Evidence of Effectiveness
Everyday Mathematics has been designated a Promising mathematics program by the U.S. Department of Education (Year 2000).
In 1995 and 1996 in the Kalamazoo, Michigan, Public School District, positive results were seen for students, including an increase from 41% in 1994 to 54% in 1996 in the percentage of fourth graders who passed the Michigan statewide achievement tests (MEAP). Additionally, the number of schools that scored satisfactory and above on the mathematics assessment increased from 2 of 18 in 1994 to 8 of 18 in 1996. In 1995, the highest increases in percentages of students scoring satisfactory and above occurred at three elementary schools with the highest number of lowincome students (80%+ eligible for free or reducedprice lunch).
Carol Stream, IL
Since adopting Everyday Mathematics K3 during the 199293 school year, the Carol Stream district has shown a steady increase on their thirdgrade Illinois Goal Assessment Program (IGAP) mathematics score – from 289 in 1992 to 337 in 1996 (scale 0 to 500). While the state score increased an average of 6 points annually during the same period, Carol Stream’s average annual score increased 12 points.
St. Charles, IL
Everyday Mathematics K3 was implemented in the St. Charles district during the 19941995 school year. The thirdgrade IGAP mathematics scores were stable from 1989 to 1994, with no significant increase or decrease. During the first year with Everyday Mathematics, overall scores on the thirdgrade IGAP mathematics test declined slightly, but not significantly. However, on the next year’s test in 1996, the score jumped significantly, from 298 to 321.
National Assessment of Educational Progress (NAEP)
In studies involving Everyday Mathematics, fourthgrade fieldtest classes who were tested using items from the National Assessment of Educational Progress (NAEP), Everyday Mathematics students did better than the NAEP sample, including computational items. Some results include:
· Everyday Mathematics students received 77% correct answers on computation, compared to 65% for NAEP students.
· Everyday Mathematics students received 88% correct answers on placevalue, compared to 73% for the comparison students.
· Everyday Mathematics students received 76% correct answers on fractions, compared to 37% for the comparison students.
· Everyday Mathematics students received 70% correct answers on geometry, compared to 48% for comparison students.
· Everyday Mathematics students received 78% correct answers on the total of all questions, compared with 60% for NAEP comparison students.
· Everyday Mathematics students have exceeded various state goals and the results have indicated that these students do well on external assessments as well. Thousands of students in hundreds of classrooms nationwide demonstrate that all students at all levels can meet the daily expectations of a rich upgraded mathematics curriculum.
Correlation to Nevada State Standards
No.
Teacher Support
The Wright Group offers the Teacher Learning Exchange (TLE), which is the professional development arm of the Wright Group/McGrawHill. There are three ways TLE helps teachers use Everyday Math to its fullest potential. First, teachers may use online instructional modules. Second, there are Everyday Math conferences at locations around the country throughout the year. There are conferences for new users and experienced users of the program. Third, TLE training consultants can come to a district for inservice training.
NOTE: All training costs are separate from the cost of the actual program materials.
Equipment Requirements
There are no unusual equipment requirements for this program, since it is a bookbased program. All components can be purchased through a school’s sales representative.
Cost
All components are ordered separately through a school’s sales representative. The following are some typical costs:
· Teacher Resource Packages range from $143 for Kindergarten to $206 for Grades 1 6.
· Student Materials range from $14.95 per student in Grades 12 to $28 per student in Grades 36.
· Classroom manipulative kits for each grade level are available from $308 (Kindergarten), $508 (Grades 1‑2), $457 (Grades 34), and $405 (Grades 56)
Please call the sales representative for a price quote specific to the needs of your school..
For Information Contact
John Henningsen, Regional Vice President
West Region
Wright Group/McGrawHill
(425) 8063447
Current Locations in Nevada
Herron Elementary
2421 North Kenneth
North Las Vegas, NV 89030
Contact: Kelly Sturdy
Phone: (702) 7997123
Lynch Elementary
4850 Kell Lane
Las Vegas, NV 89115
Contact: Deborah Slauzis
Phone: (702) 7998820
Park Elementary
931 Franklin Avenue
Las Vegas, NV 89104
Contact: Emily Fortuna
Phone: (702) 7997904
West Middle School
2050 Sapphire Stone
Las Vegas, NV 89106
Contact: Karen StanfordWilliams
Phone: (702) 7993120
Washoe County School District
Sierra Vista Elementary
2001 Soaring Eagle Drive
Reno, NV 89512
Contact: Kristen BrownChilds
Phone: (775) 3335080
NOTE: Most schools in Washoe County use Everyday Math; however, they have not purchased the program with NERA grants.
K 1 2 3 4 5 6 7 8 9 10 11 12 
Math Renaissance
www.renlearn.com
Program Description
Math Renaissance is based on four fundamental concepts:
1. Professional Development: Professional, trained teachers are the key to significant longterm improvement in schools.
2. More Time OnTask: Renaissance techniques enable teachers to give students the practice time they need, and monitor and guide that practice effectively.
3. Focus on Math Skills: Math is a core subject in K12 schools and students need the fundamental skills for improving test scores across the curriculum.
4. Learning Information Systems (LIS): Software, such as Accelerated Math, increases teachers’ effectiveness by providing valuable information to individualize instruction and help every student meet state and district standards.
Math Renaissance is appropriate for grades 112, and for all students – gifted, average, and remedial. In addition, Math Renaissance supports most curricula and teaching methods. The Math Renaissance package contains Accelerated Math software, Accelerated Math libraries, STAR Math assessment software, AccelScan Intelligent Mark Recognition readers and a service and support package that includes a Renaissance Learning counselor available for a year. Accelerated Math management software is an integral part of Math Renaissance, a scientifically researched improvement process designed to increase the effectiveness of virtually any math program.
NOTE: Accelerated Math is no longer sold independently of Math Renaissance; therefore, Accelerated Math has been removed from the state’s List of Effective Remedial Programs.
Accelerated Mathis a computerized math management program, designed to:
· Motivate and monitor daily practice of foundational skills;
· Help every student master every objective;
· Generate personalized algorithmbased math assignments – each assignment being unique and promoting cooperative learning;
· Reduce paperwork (system scores student daily work and tests);
· Automatically identify areas requiring immediate intervention;
· Enhance existing curriculum materials; and
· Improve student success in mathematics.
First, the teacher generates worksheets geared to her students’ individual levels. The worksheets are completed and then scored using the AccelScan, which looks like a larger photocard reader. The scores immediately generate individual and classwide TOPS reports as well as new worksheets. The teacher can assess progress via TOPS reports and the Accelerated Math software, as can administrators.
STAR Math is a computeradaptive math test and database that is an achievementlevel learning information system that provides teachers with accurate math scores for students in grades 312 in fifteen minutes. It serves two primary purposes:
1. Provides teachers with quick and accurate estimates of student’s math skills; and
2. Offers sound estimates of students’ math abilities relative to national norms.
STAR Math has been correlated with many normreferenced examinations, which allows teachers to finetune instruction prior to the next regular testing cycle.
Evidence of Effectiveness
Ysseldyke and Tardrew (2002) studied 2,202 students in 125 classrooms across 24 states. Data from students in grades 3 through 10 were collected after a onesemester implementation of Accelerated Math and analyzed for effect on student performance and the difference implementation integrity had on student results. Results are overwhelmingly positive for students in grades three through six: Accelerated Math students gained significantly more on STAR Math scaled score and Normal Curve Equivalent than their matched controls. These results were universally achieved among various levels of student achievement, from gifted and talented students (NCE gain difference=7.1; t=2.218; p =0.029) to low achieving students (NCE gain difference=7.7; t=3.781; p<0.001). Additionally, results were similar for economically disadvantaged (NCE gain difference =6.4; t=3.711; p<0.001) and English language learning students (NCE gain difference =11.4; t=3.348; p<0.001). The impact of intervention integrity was unquestionable: students in classrooms with high intervention integrity gained significantly more than students in low intervention integrity classrooms. In addition, teachers and students completed surveys at the end of the study. Teacher surveys indicated that Accelerated Math teachers spend more time providing individual instruction and feel better able to meet the individual needs of their students. Accelerated Math teachers also felt their students were learning better and reported that their students spent more time engaged in math practice than control students did. Students in Accelerated Math classrooms reported attitudes that were more positive about math than the comparison group.
In just five months, from August 1999 to February 2000, eighthgrade students in five math sections gained from 19 to 34 percentiles and improved their grade equivalent scores by 1.9 to 4.0 years. The educator attributes these gains to the use of Accelerated Math software and Math Renaissance teaching strategies.
This Title I school successfully integrated Accelerated Math and Math Renaissance into its traditional math curriculum during the 199899 school year. STAR Math test scores between the late October 1998 pretest and the early May 1999 posttest revealed increases of 19 percentiles for 226 students in grades three through five. Fourthgrade students achieved especially significant gains – 32 percentiles in six months.
Grade 
3 
4 
5 
Average 
PR Change 
14 
32 
10 
19 
Dyersburg Intermediate School purchased Accelerated Math in January 1999 and hosted an onsite Math Renaissance seminar in August of that same year. Roger Wilson, a sixthgrade teacher, employed many of the techniques he learned in Math Renaissance training. In the first six months of the 199900 school year, Wilson’s class achieved 4.3 gradeequivalent years of growth, as measured by the STAR Math computer‑adaptive test. The class also jumped from an average normal curve equivalent (NCE) of 37.7 to 70.7.
SixMonth Gains for Wilson’s SixthGrade Classroom (18 students)

Scaled Score 
Grade Equivalent 
Normal Curve Equivalent 
PreTest Average 
695 
5.5 
37.7 
PostTest Average 
824 
9.8 
70.7 
Gains 
129 
4.3 
33.0 
No.
Teacher Support
With the purchase of Math Renaissance, each school receives a Renaissance Coach. The coach works for Renaissance Learning and functions as a support person for program implementation and a liaison between the school and the company. The coach trains the teacher(s) in the program before the beginning of the school year and then helps with implementation and setup. This coach also provides followup guidance by telephone or email. In addition, teachers are to utilize the Math Renaissance Practicum to get the training they need to use all aspects of the program.
Additional professional classes can be taken through Renaissance Learning.
Equipment Requirements
Costs
Math Renaissance Starter Package $7,995 – Includes:
A. Remote Install: Remote Installation and Setup, complete with full technical support assistance and support materials appropriate for specific implementation.
B. Lifeline: Math Renaissance Practicum professional development courses that give educators the information needed to effectively apply Renaissance best practices in their classroom and school.
C. Technical Support: Ongoing Interactive Support for 12 months with a Renaissance Coach, receiving the step by step attention needed for successful implementation.
For an additional cost schools/districts can customize their Math Renaissance purchase to fit their needs, contact Renaissance Learning at 8668467323.
The Math Renaissance Starter package provides software and materials for two teachers. Schools can purchase additional services, materials and practicum priced separately at $499 per teacher added. Additional math libraries, student expansions, scanners and teacher resources also priced separately below.
STAR Math SingleComputer License $699 – Includes:
STAR Math School License $1,995 – Includes:
MathFacts in a Flash SingleComputer License $239 – Includes:
MathFacts in a Flash School License $699 – Includes:
AccelScan Intelligent Mark Recognition Reader Scanners $499.00 each – Includes customer choice of:
· Serial Scanner
· USB Scanner
Scan cards required for use with AccelScan scanners sold separately.
AccelScan Scan Cards
For Information Contact
Kari Van Ert
Sales Support Manager
Renaissance Learning, Inc.
P.O. Box 8036
Madison WI 544958036
Phone: (866) 8467323, extension 5305
Email: kjbaierl@renlearn.com
Current Location in Nevada
Nearly all school districts in Nevada have implemented Accelerated Math, whether they received state remediation funding for it or not. Math Renaissance is a new addition to the List of Effective Remedial Programs, and so no school has used state remediation funding to pay for it.
K 1 2 3 4 5 6 7 8 9 10 11 12 
Roots and Wings – MathWings
www.successforall.net/curriculum/mathwings.html
Program Description
MathWings is an instructional regime based on the concepts and pedagogy in the Success for All wholeschool improvement program. It is not the same thing as Success for All;however, since it is aimed at improving mathematics achievement. MathWings is designed to teach mathematics by actively involving students in the conceptual development and practical application of their mathematical skills to prepare them for mathematics in the 21st century. It reflects a balance of solid mathematical conceptual development, problem solving in real world application, and maintenance of necessary mathematical skills.
MathWings is founded on the belief that all students should not only be given the opportunity to establish a solid foundation in mathematics, but also the opportunity to extend and stretch their knowledge and experience in mathematics. All students, regardless of their background skills and experience, participate in the whole class exploration of concepts. Individual students then remediate, refine, or accelerate their skills in one week individualized units tailormade to fit their own needs and completed at their own pace. Each class period is framed by routines to provide every student the security of knowing what to expect, mastery from repeated practice, and inclusion and communication as part of a team, which is key to success in MathWings.
In Primary MathWings, students spend 75 minutes in math daily. There are two startup routines: 15 Minute Math and CheckIn. 15 Minute Math uses an interactive bulletin board that contains activities based on everyday mathematical experiences. The activities are revisited repeatedly to provide opportunities for developing fluency with basic math skills. CheckIn lasts approximately 5 minutes; the teacher collects homework from the night before and assigns partners for the day.
The Primary MathWings lesson is made up of Active Instruction, Teamwork, and Direct Instruction. Active Instruction provides a springboard for new ideas, concepts, terminology, etc. Teamwork is intended to provide students with an opportunity to test their ideas, practice what they have discussed in Active Instruction, generate and organize data, and communicate about mathematics. Direct Instruction is the part of the lesson where the whole class shares the results of teamwork, analyzes data, and discusses what they have learned.
In Intermediate MathWings, students spend at least 60 minutes daily in their mathematics class (75 minutes is recommended). Daily lessons consist of three components: CheckIn, Action Math or Power Math, and Reflection. Action Math or Power Math is the heart of the lesson. When the class is doing an Action Math unit, the lesson involves the students in active instruction, teamwork, and assessment. Intermediate classes intersperse one to twoweek Power Math units among Action Math units. During Power Math units, 40‑55 minutes is spent on remediating, refining, or accelerating student’s skills. Power Math covers a range of skills from basic addition to statistics and algebra.
Evidence of Effectiveness
Data on the achievement outcomes of MathWings are available for the intermediate program, grades 35, for six early pilot schools, four in rural Maryland, one in San Antonio, Texas, and one in Palm Beach County, Florida:
St. Mary’s County
The pilot schools for all of Root and Wings, including MathWings, are four schools in and around Lexington Park, a rural community in Southern Maryland. The four schools are by far the most impoverished schools in the district; on average, 48% of their students qualify for free lunch. The schools began implementing the reading aspects on Roots and Wings in 199394, and then began to phase in MathWings in grades 35 in 1994‑95. By 199596, all teachers in grades 35 were using MathWings.
Results for the Maryland School Performance Assessment Program (MSPAP) show that third graders in the four MathWings pilot schools started off far below the state average. By 1995, they had essentially caught up to the state average and, in 1996, exceeded it. Exactly the same pattern was found in fifth grade, where by 1996 the MathWings pilot schools also had higher scores than the state average.
San Antonio, Texas
One of the first pilot schools for MathWings outside of Maryland was Lackland City Elementary School in the Northside Independent School District in San Antonio, Texas. Lackland City had implemented the Success for All reading program in 199495, and then began to pilot MathWings in 199596. Lackland City is one of the most impoverished schools in its district; 86% of its students qualify for free lunch. A majority of its students are Latino (78%), with a high proportion categorized as Limited English Proficient.
Results indicate that students in all three grades made substantial gains on the Texas Assessment of Academic Skills (TAAS), in comparison to the previous cohorts of students in the same school. Percent passing more than doubled in third grade, from 36.7% to 76.7%. Fourth grades did also as well, increasing from 34.2% to 60.9% passing, and fifth grades increased from 52.9% to 86.8% passing. Although Lackland City is far more impoverished than its district average (86% free lunch vs. 42% for the district), its students had TAAS passing rates higher than the district average in third grade (76.7% to 73.7%) and fifth grade (86.8% to 81.5%), though not in fourth grade (60.9% to 75.5%).
Palm Beach County, Florida
Another early pilot site for MathWings was Lincoln Elementary School in West Palm Beach, Florida. Lincoln began implementation of Success for All in 199394, and began its MathWings pilot in 199697. Lincoln is one of the most impoverished schools in its district; 100% of its students are African American, and more than 90% qualify for free lunch.
Results indicate substantial gains in grades 4 and 5, a gain of 27 percentile points in grade 4 and 21 percentage points in grade 5. These gains put this very impoverished school nearly at grade level (46^{th} percentile), and ahead of the district’s own mathsciencetechnology magnet school. Grade 3 gains, however, were slight (only one percentage point).
Lake View Elementary school, in rural Northern Arizona, serves a student population that is approximately twothirds Navajo and onethird white. Approximately 54% of the students qualify for fee or reducedprice lunch. Lake View began implementation of Success for All in 1996, and added MathWings in 1998.
Review of scores on the Stanford 9 mathematics scale indicates substantial increases from pre to posttest at all grade levels tested, 35. These gains were much greater for Lake View than for Coconino County or for Arizona as a whole.
No.
Teacher Support
Training and followup visits by MathWings staff are important to the success of the program. The following details the training and implementation visits during each year.
Year 1:
Trip 1: 2 days of initial training (primary and intermediate trained separately)
Trips 24 (each trip): 6 hours of followup training (primary and intermediate trained separately)
Implementation visits (number of days depends on the size of the school and math teaching schedules)
Small group or individual teacher meetings
Year 2:
Trips 13 (each trip): 6 hours of followup training (primary and intermediate trained separately)
Implementation visits (number of days depends on the size of the school and math teaching schedules)
Small group or individual teacher meetings
Year 3:
Trips 12 (each trip): 3 hours of followup training (primary and intermediate trained separately)
Implementation visits (number of days depends on the size of the school and math teaching schedules)
Small group or individual teacher meetings
NOTE: Both schools and vendors are reminded that state remediation funding is only guaranteed for one year.
Equipment Requirements
None. The Success for All Foundation supplies the complete program.
Costs
The cost of implementing the full MathWings model is determined based on the size and location of the individual school, and the number of schools collaborating in training. Sample costs, including training, materials, followup visits, and other services are based on a Success For All school using MathWings in 1^{st} through 5^{th} grades and 15 Minute Math activity in Kindergarten with 3 classes at each grade level:
Year 1 Year 2 Year 3
$72,250 $44,450 $35,670
A complete program includes the following materials:
For Information Contact
Dennis Lee
Success For All Foundation, Inc
6650 North Oracle West, Suite 101
Tucson, Arizona 85704
Phone: (877) 8180520
Current Location in Nevada
No school in Nevada has chosen this program during this state remediation funding cycle.
K 1 2 3 4 5 6 7 8 9 10 11 12 
Moogie Math
www.emanuelsoftware.com
Program Description
Originally developed for the Ohio Math Proficiency Test, Moogie Math is a computerbased math remediation program. Moogie Math is drill and diagnostic software. It is not meant to teach students, but rather help them learn the process of solving problems. Moogie Math remembers a student’s ability on each question, rather than just an overall score on a given objective or strand. Each time a student returns to Moogie Math, he or she is shown the questions on which he/she needs help.
Moogie Math also produces reports showing students’ progress and levels of competency.
There are two versions of the program – Standard and Plus. The Standard version of Moogie Math is also considered the "student version." It allows students work on the questions they need the most help with. It also includes full reporting capabilities and incentives. Moogie Math Plus is considered the ‘teacher's version," as it includes features not usually needed by students. In addition to the features found in the Standard Moogie Math, Moogie Math Plus includes features:
In addition, the publisher has introduced an Internet version. Students can now work on Moogie Math wherever there is Internet access.
Evidence of Effectiveness
Douglas High School – Minden, Nevada
Two batteries of tests were performed to compare students’ Moogie Math scores with their actual state test scores. Data was collected from Douglas High School in Minden, Nevada, where 36 students used Moogie Math and then took the Nevada 11th Grade Exit Exam. The data was then entered into seven ASP databases for analysis seeking to reject the null hypothesis at the .05 level of significance. The first battery of tests employed a series of simple regressions. While 85% of the resulting data failed to reject the null hypothesis, there was an indication that the scores of students who attained a Confidence Level of at least 50% began to reliably predict the students’ actual abilities with that strand. The second battery used the method of weighted least squares, where the Confidence Level was the weighted variable. These tests rejected the null hypothesis across the board, showing almost perfect correlation, until the number of cases available for testing became insufficient.
In both batteries, the lack of students with higher Levels of Confidence made absolute testing impossible; more data is needed to fully complete this study. However, the trends, observed with the existing data, clearly revealed that the Confidence Levels are an essential part of the Moogie scoring algorithm. It was also found that Moogie Math scores effectively measured students’ abilities when Confidence Levels were above 50%. The conclusion reached is that the scoring mechanism of Moogie Math correctly gauges students’ actual abilities on state math proficiency tests.
This program is aligned to Nevada Mathematics Content Standards for Grades 4 and 6. It is also aligned to the Nevada High School Proficiency Examination.
Teacher Support
There is no teacher training for this program. There is a guided tutorial in the software, however.
Equipment Requirements
Both version of Moogie Math require Windows 95 or higher. It is not compatible with Macs. The program requires a Pentium processor and 8 MB of RAM. The 4^{th} and 6^{th} grade databases require an additional 8 MB of RAM.
Moogie Math can be run on networks or as a standalone program.
Costs
The Standard version costs $69. The Plus version costs $389.
For Information Contact
Emanuel Software
PO Box 281
Hayesville, Ohio 44838
Phone: (419) 368MATH (3686284)
Toll Free: 18777MOOGIE (8777666443)
Current Location in Nevada
As this is a new program on the List of Effective Remedial Programs, no school in Nevada has purchased this program using state remediation funds.
K 1 2 3 4 5 6 7 8 9 10 11 12 
Saxon Math
www.saxonpublishers.com
Program Description
The Saxon program was developed with the understanding that the most effective way to teach students mathematics is to use gentle repetition extended over a considerable period of time. The introduction of topics in bits and pieces (increments) permits the assimilation of one facet of a concept before the next facet is introduced. Both facets are then practiced together until it is time for the third to be introduced. This incrementalization of topics, coupled with continuous review, provides the time required for the concepts to become totally familiar. As a result, students develop a deeper understanding of the concepts and can easily apply them. The Saxon program provides materials for primary, middle, and high school level students.
· Primary Math
Saxon's primary mathematics series is a handson, successoriented program that emphasizes manipulatives and mental math. The series addresses the multi sensory approach to teaching. Its use will enable all children to develop a solid foundation in the language and basic concepts of mathematics. The Saxon K4 program is designed for heterogeneously grouped children. A fouryear test of the program shows that the series is effective for children of all ability levels.
The teacher's manual has been written to provide activities and language appropriate for children at each grade level. It is scripted, providing questioning strategies that enable children to construct mathematical concepts. Although it is not necessary to memorize the script, teachers are encouraged to follow the script and the questioning strategies as closely as possible in a way that is comfortable for the teacher.
The student materials (written practice and homework pages, masters, fact sheets, and fact cards) for the Saxon K4 program are supplied in 24 or 32student kits. Using these classroom kits, one has all of the written material one needs for an entire classroom of children.
· Middle School/High School Math
Saxon's Middle School/High School Math program is a system of hard cover textbooks that move students from the primary grades to prealgebra through advanced mathematics. The teacher's edition contains answers but is not otherwise annotated. A student placement guide is utilized to determine which textbook is most appropriate for students.
Evidence of Effectiveness
A substantial amount of data is available on the effectiveness of the Saxon Math program; some examples are as follows:
Dalton, Georgia
Stanford Achievement Test  Grade Equivalents Using Saxon Math:
1^{st} Grade  2^{nd} Grade, 2^{nd} Month
4^{th} Grade  8^{th} Grade, 5^{th} Month
5^{th} Grade  8^{th} Grade, 3^{rd} Month
7^{th} Grade  Post High School
8^{th} Grade  Post High School
Leetonia, Ohio
9^{th} Grade Proficiency Test Scores  Percent Passed
Before Saxon 46% Passed
1 Year Saxon 64% Passed
2 Years Saxon 72% Passed
Albany, Oregon
A group of students were tracked over a threeyear period: one year before Saxon Math was implemented and two years after Saxon Math was implemented. The following are results:
Grade 3  1993 (no Saxon) 52.3^{rd} percentile
Grade 4  1994 (using Saxon Math 54) 67.5^{th} percentile
Grade 5  1995 (using Saxon Math 65) 75.0^{th} percentile
Tyrone, Pennsylvania
Districtwide: Prior to Saxon Math, concepts and applications was one of the lowest subtest scores on the California Achievement Test (CAT). Since implementing Saxon Math, there has been an 18+ percentile gain in the concepts and applications subtest and a 10+ percentile gain in the total math score.
Landrum, South Carolina
Basic Skills Assessment Program  Math
1993 1994
Before Saxon Using Saxon
Above Standard (%) 67.9 83.1
Below Standard (%) 32.1 16.9
Mean 731 792
Median 735 791
Highest Score 921 1,012
Yes. In addition, Saxon Math is correlated to Clark County School District’s Power Standards
Teacher Support
· Teacher Resource Booklets contain teaching suggestions on how to get the most out of the Saxon program. Available at no charge.
· Inservice trainings are available, as needed, at an extra charge.
· Inservice videotapes feature experienced teachers and their classrooms, illustrating how the Saxon program can best be taught. Available at no charge.
· Teacher Support is available via telephone  18002847019.
Equipment Requirements
None.
Costs
Student materials are organized by lesson and stored in stackable, reusable plastic crates with file folders, lid, and casters. Saxon Math components can be purchased separately, but a complete set, depending on grade level, would include the following:
· 24 or 32 copies of the Student Kit;
· a Teacher Set;
· nonconsumable and consumable lesson materials;
· student workbooks;
· test preparation materials;
· test generator and test masters;
· Spanish teacher materials and classroom materials;
· overhead projector transparencies;
· manipulatives; and
· a manipulative conversion kit.
The prices listed here assume all those components are to be purchased and that 32 copies of student materials will be needed. Some of the upper elementary books may be used with remedial students at the middle school level.
Grade Level 
Price (for Classroom Set) 
K 
$1,650 
1 
$1,917 
2 
$2,036 
3 
$1,882 
5/4 
$1,099, plus student textbooks ($45 each) 
6/5 
$1,099, plus student textbooks ($45 each) 
7/6 
$1,139, plus student textbooks ($48 each) 
8/7 
$931, plus student textbooks ($46 each) 
Algebra 1 or 2 
$765, plus student textbooks ($52 or $54 each) 
For Information Contact
Grant Richins
Saxon Publishers, Inc.
235 N. First West Box 55
Henefer, UT 84033
Phone: (800) 284 7019 ext. 1180
(435) 3364238
Fax: (435) 3361488
Current Locations in Nevada
Clark County School District
Von Tobel Middle
2436 North Pecos
Las Vegas, NV 89115
Phone: (702) 7997280
Contact: Jessie Phee
Bridger Middle
2505 North Bruce Street
North Las Vegas, NV 89030
Phone; (702) 7997185
Contact: Milana Winter
Monaco Middle
1870 North Lamont Street
Las Vegas, NV 89115
Phone: (702) 7993670
Contact: Russ Ramirez
Martin Middle
2800 East Stewart Avenue
Las Vegas, NV 89101
Phone: (702) 7997922
Contact: Rogelio Gonzalez
McCall Elementary
800 Carey Avenue
North Las Vegas, NV 89030
Phone: (702) 7997149
Contact: Mary Manchego