Friday, June 3, 2011

AVMR Survey Results


Summary: We offered a survey to our members who work with AVMR from April 19 to April 29.  Over that period, 333 members responded, which is a very high response rate compared to other surveys we have offered over the years.

Some clear trends emerged.  Our members see AVMR as helping them see students understanding of mathematics on a more specific and individual level.  They also generally see that AVMR has improved their instruction in mathematics.  The biggest concern about AVMR was the increase in independent time for the students not participating, followed by the time and workload needed to implement it in its current form.  When given one choice about changing the program, most members want to see AVMR modified in some way with input from those directly involved with program, including classroom teachers who teach it.  There was most support for focusing the program on students performing below grade level, followed by extending the program to all students.

We disaggregated the data a number of ways to see if there were concentrations or trends in opinion among respondent sub groups.  There seemed to be some variation based on the number of years a teacher has worked with AVMR, but not necessarily correlated with the length of time (first, third and fifth year respondents had similar responses for instance, but different from second and fourth year respondents). We also saw some differences from site to site, but given the small numbers of respondents at each site (between seven and twenty-five), trends were not as clear.

We saw the biggest differences in opinion between classroom teachers using AVMR, non-classroom teachers using AVMR, and teachers on special assignment (TOSA’s).  In general, classroom teachers had more concerns about time and workload than non-classroom teachers or TOSA’s.  Two-thirds (66%) of classroom teachers disagreed or very much disagreed that the time and workload to implement AVMR was reasonable, while 30% agreed or agreed strongly that it was reasonable.  Among non-classroom teachers, 59% found it reasonable and 36% found it unreasonable. TOSA’s found the workload reasonable 92% of the time and no respondents indicated it was unreasonable.

Another area where opinions differed by assignment was in the area of which improvements respondents supported (question 12).  Classroom teachers picked having AVMR groups run by Math Recovery teachers at a rate of 63%, while non-classroom teachers only choose it at a 19% rate, and no TOSA’s chose it as an option.  Non-classroom teachers chose increased staff development most (41%) and TOSA’s chose video examples most (65%).  That is not surprising given differences in responses to the question about biggest concerns where classroom teachers choose amount of independent time for students most (75%), non-classroom teachers chose more time needed to understand the activities most (45%) and TOSA’s choose amount of time for data collection most (50%).

As we go forward with AVMR, based on this survey, we may want to work to preserve the improvements to instruction and understanding of our students learning, while addressing workload and high amounts of independent work time concerns.  Most importantly, any changes to AVMR should be made with significant input from classroom, non-classroom, and TOSA teachers who implement the program.  

We include also the overall results, followed by the results cross tabulated by assignment.

Overall Results:

1. Which best describes your assignment? Choose one.

answered question / skipped question 330 3
Classroom Teacher 64.80% 214
Non-Classroom Teacher (ESL, Special Ed, Title, etc.) 27.90% 92
Teacher on Special Assignment (TOSA) 7.30% 24



2. Where do you do a majority of your AVMR work?

answered question / skipped question 331 2
Adams Elementary 3.00% 10
Andover Elementary 3.60% 12
Champlin Brooklyn Park Academy 4.50% 15
Crooked Lake Elementary 2.70% 9
Dayton Elementary 2.10% 7
Eisenhower Elementary 4.20% 14
Evergreen Park Elementary 5.10% 17
Franklin Elementary 3.60% 12
Hamilton Elementary 3.90% 13
Hoover Elementary 3.30% 11
Jefferson Elementary 4.50% 15
Johnsville Elementary 2.40% 8
Lincoln Elementary 2.10% 7
Madison Elementary 2.40% 8
McKinley Elementary 4.50% 15
Mississippi Elementary 3.90% 13
Monroe Elementary 4.50% 15
Morris Bye Elementary 5.40% 18
Oxbow Creek Elementary 7.60% 25
Ramsey Elementary 7.30% 24
Rum River Elementary 5.40% 18
Sand Creek Elementary 3.30% 11
University Elementary 5.10% 17
Wilson Elementary 3.00% 10
Other 2.10% 7



3. How long have your worked with AVMR? This is your…

answered question / skipped question 331 2
First Year 31.10% 103
Second Year 20.80% 69
Third Year 20.80% 69
Fourth Year 14.50% 48
Fifth Year or more 10.90% 36
I do not implement AVMR at this time 1.80% 6






4. How do you feel about the following statement? AVMR has been an effective  intervention tool for my students.




answered question / skipped question 328 5
Very much agree 40.90% 134
Agree 36.60% 120
No opinion/Neutral 11.60% 38
Disagree 9.10% 30
Very much disagree 1.80% 6



5. How do you feel about the following statement? AVMR has helped me gain a better understanding of effective ways to teach math.

 

answered question / skipped question 330 3
Very much agree 42.40% 140
Agree 39.40% 130
No opinion/Neutral 9.10% 30
Disagree 7.00% 23
Very much disagree 2.10% 7



6. How do you feel about the following statement? The time and effort needed 

for me to implement AVMR is reasonable.

answered question / skipped question 330 3
Disagree 32.40% 107
Agree 24.80% 82
Very much disagree 20.90% 69
Very much agree 17.30% 57
No opinion 4.50% 15



7. Which of the following do you believe are the most positive aspects of AVMR?  Choose up to five.
answered question / skipped question 328 5
AVMR provides a deeper understanding of student assets and deficits 66.50% 218
AVMR provides teachers a better understanding of how students learn math 43.00% 141
Learning goals for intervention groups are clear and explicit 42.40% 139
AVMR is a data driven program 40.90% 134
AVMR provides personal contact with students 38.10% 125
AVMR provides a time for intervention 36.00% 118
The support provided by Math Recovery teachers reduces the planning time to implement the program 34.50% 113
Student grouping is flexible 32.60% 107
Students are grouped by ability 32.30% 106
AVMR gives teachers a common language to discuss math 22.90% 75
AVMR meets the needs of my students 22.00% 72
The activities are relevant and engaging 14.90% 49
AVMR increases students’ math test scores 7.00% 23
Skills taught line up with those taught in EveryDay Math 5.50% 18
The time and effort to implement AVMR is reasonable 4.90% 16



8. What other benefits are not listed above?

answered question / skipped question 68 265



9. Which of the following are the biggest concerns you have about AVMR?

 Choose up to five.

answered question / skipped question 297 36
Students not in AVMR groups have too much independent time 61.60% 183
There are classroom management issues during AVMR intervention time 49.50% 147
Due to AVMR, there is less support as students work independently 48.10% 143
The time and effort to implement AVMR is extensive 43.80% 130
Assessment data becomes outdated as the year progresses 42.40% 126
Time to teach the core EDM lessons have been reduced due to AVMR. 37.40% 111
The amount of time needed for data collection at the beginning of the year delays the start of the program 27.30% 81
It is not clear whether it is AVMR or Every Day Math that is increasing math test scores 26.90% 80
More time needed to learn the activities to become proficient with instruction 25.90% 77
Students do not receive my individual time and attention 17.20% 51
Students in AVMR groups miss out on EDM activities 12.80% 38
Class size increases due to AVMR groups 5.40% 16



10. What other concerns are not listed above? 

answered question / skipped question 127 206



11. Which students should participate in AVMR? Choose all that apply.

answered question / skipped question 329 4
Students who are performing below grade level should participate 52.90% 174
All students should participate 46.20% 152
Students who rank lowest on the AVMR assessments by strand 40.70% 134
Students who are closest to moving from behind to proficient in a strand should participate 38.00% 125
Students in programs like Special Education, ESL, or Supplemental programs 30.40% 100
Students who have average math performance should participate 15.20% 50
Students who perform above average in math should participate 12.20% 40
No students should participate 2.40% 8



12. Which of the following ideas do you believe would improve our

  implementation of AVMR? Choose all that apply.

answered question / skipped question 313 20
Have all AVMR instruction done by full time Math Recovery and supplemental teachers while classroom teachers work with those not receiving that instruction 47.60% 149
Have all data work done by full time AVMR and supplemental teachers 40.30% 126
One AVMR group per day for classroom teachers 34.50% 108
Align AVMR groups to supplemental schedule 24.00% 75
Provide staff development opportunities based on streamlining implementation of AVMR 23.60% 74
Create video examples of lessons and offer training on specific differentiation techniques 22.70% 71
Administer AVMR strand assessments based on EDM units 22.00% 69
Increase flexibility when choosing activities for students working independently 20.40% 64
Math Recovery will provide a list of supports for implementing AVMR 17.60% 55
Improve communication about what is and is not required with AVMR 12.10% 38
Increase AVMR to whole class instruction 11.80% 37
Use other formative assessments we already have instead of the one on one AVMR assessments 7.30% 23
Increase group size to more than six 0.60% 2



13. Do you have other ideas not listed here?

answered question / skipped question 97 236



14. Which statement do you agree with most about implementing AVMR? Choose one.

answered question / skipped question 326 7
Make modifications to the current AVMR structure based on teacher feedback 40.20% 131
Continue with the present AVMR structure 26.40% 86
Use full time Math Recovery teachers to provide instruction in a pull out model 19.90% 65
Integrate AVMR instruction into the Every Day Math and Daily Routines instruction 8.30% 27
Discontinue AVMR in our district 2.80% 9
Make AVMR voluntary (left to the individual teacher’s discretion) 1.50% 5
Replace AVMR with a different math intervention program 0.60% 2
Change AVMR to a one on one intervention 0.30% 1



15. What else would you like us to know about AVMR in our district?

answered question / skipped question 140 193




Results By Assignment, In Percentages Followed by Actual Numbers:
Answered Survey Classroom TOSA Non-Classr Totals

214 24 92 330





2. Where do you do a majority of your AVMR work?



Adams Elementary 3.70% 4.20% 1.10% 3.00%

-8 -1 -1 -10
Andover Elementary 3.30% 4.20% 4.40% 3.60%

-7 -1 -4 -12
Champlin Brooklyn Park Academy 5.10% 8.30% 2.20% 4.60%

-11 -2 -2 -15
Crooked Lake Elementary 2.80% 0.00% 3.30% 2.70%

-6 0 -3 -9
Dayton Elementary 2.30% 0.00% 2.20% 2.10%

-5 0 -2 -7
Eisenhower Elementary 2.80% 8.30% 6.60% 4.30%

-6 -2 -6 -14
Evergreen Park Elementary 4.20% 0.00% 8.80% 5.20%

-9 0 -8 -17
Franklin Elementary 4.70% 0.00% 2.20% 3.60%

-10 0 -2 -12
Hamilton Elementary 3.70% 0.00% 5.50% 4.00%

-8 0 -5 -13
Hoover Elementary 3.30% 4.20% 3.30% 3.30%

-7 -1 -3 -11
Jefferson Elementary 5.60% 0.00% 3.30% 4.60%

-12 0 -3 -15
Johnsville Elementary 2.80% 0.00% 2.20% 2.40%

-6 0 -2 -8
Lincoln Elementary 2.30% 0.00% 2.20% 2.10%

-5 0 -2 -7
Madison Elementary 1.40% 0.00% 5.50% 2.40%

-3 0 -5 -8
McKinley Elementary 5.10% 8.30% 2.20% 4.60%

-11 -2 -2 -15
Mississippi Elementary 1.90% 0.00% 9.90% 4.00%

-4 0 -9 -13
Monroe Elementary 4.70% 4.20% 3.30% 4.30%

-10 -1 -3 -14
Morris Bye Elementary 5.10% 4.20% 6.60% 5.50%

-11 -1 -6 -18
Oxbow Creek Elementary 8.40% 8.30% 5.50% 7.60%

-18 -2 -5 -25
Ramsey Elementary 7.90% 8.30% 4.40% 7.00%

-17 -2 -4 -23
Rum River Elementary 7.00% 4.20% 2.20% 5.50%

-15 -1 -2 -18
Sand Creek Elementary 2.80% 8.30% 3.30% 3.30%

-6 -2 -3 -11
University Elementary 5.60% 8.30% 3.30% 5.20%

-12 -2 -3 -17
Wilson Elementary 2.30% 4.20% 4.40% 3.00%

-5 -1 -4 -10
Other 0.90% 12.50% 2.20% 2.10%

-2 -3 -2 -7
3. How long have your worked with AVMR? This is your…




Classroom TOSA Non-Classr Totals
First Year 33.60% 4.20% 31.90% 31.00%

-72 -1 -29 -102
Second Year 22.90% 8.30% 18.70% 20.70%

-49 -2 -17 -68
Third Year 19.60% 41.70% 18.70% 21.00%

-42 -10 -17 -69
Fourth Year 12.10% 29.20% 16.50% 14.60%

-26 -7 -15 -48
Fifth Year or more 9.80% 12.50% 13.20% 10.90%

-21 -3 -12 -36
I do not implement AVMR at this time 1.90% 4.20% 1.10% 1.80%

-4 -1 -1 -6





4. How do you feel about the following statement? AVMR has been an effective intervention tool for my students.

Classroom TOSA Non-Classr Totals
Very much agree 28.40% 91.70% 57.10% 41.10%

-60 -22 -52 -134
Agree 44.10% 8.30% 27.50% 36.80%

-93 -2 -25 -120
No opinion/Neutral 13.70% 0.00% 9.90% 11.70%

-29 0 -9 -38
Disagree 10.90% 0.00% 5.50% 8.60%

-23 0 -5 -28
Very much disagree 2.80% 0.00% 0.00% 1.80%

-6 0 0 -6





5. How do you feel about the following statement? AVMR has helped me gain a better understanding of effective ways to teach math.

Classroom TOSA Non-Classr Totals
Very much agree 29.00% 95.80% 61.10% 42.70%

-62 -23 -55 -140
Agree 47.70% 4.20% 28.90% 39.30%

-102 -1 -26 -129
No opinion/Neutral 11.70% 0.00% 5.60% 9.10%

-25 0 -5 -30
Disagree 8.40% 0.00% 4.40% 6.70%

-18 0 -4 -22
Very much disagree 3.30% 0.00% 0.00% 2.10%

-7 0 0 -7





6. How do you feel about the following statement? The time and effort needed for me to implement AVMR is reasonable.

Classroom TOSA Non-Classr Totals
Very much agree 8.40% 62.50% 26.70% 17.40%

-18 -15 -24 -57
Agree 21.50% 29.20% 32.20% 25.00%

-46 -7 -29 -82
No opinion 3.70% 8.30% 5.60% 4.60%

-8 -2 -5 -15
Disagree 38.30% 0.00% 26.70% 32.30%

-82 0 -24 -106
Very much disagree 28.00% 0.00% 8.90% 20.70%

-60 0 -8 -68





7. Which of the following do you believe are the most positive aspects of AVMR? Choose up to five.

Classroom TOSA Non-Classr Totals
AVMR provides personal contact with students 46.90% 12.50% 23.90% 37.80%

-98 -3 -22 -123
AVMR provides a deeper understanding of student assets and deficits 62.70% 87.50% 71.70% 67.10%

-131 -21 -66 -218
AVMR gives teachers a common language to discuss math 18.70% 29.20% 30.40% 22.80%

-39 -7 -28 -74
Learning goals for intervention groups are clear and explicit 43.50% 33.30% 42.40% 42.50%

-91 -8 -39 -138
AVMR is a data driven program 34.40% 66.70% 47.80% 40.60%

-72 -16 -44 -132
Skills taught line up with those taught in EveryDay Math 2.90% 25.00% 6.50% 5.50%

-6 -6 -6 -18
Students are grouped by ability 34.00% 12.50% 34.80% 32.60%

-71 -3 -32 -106
Student grouping is flexible 35.40% 20.80% 30.40% 32.90%

-74 -5 -28 -107
AVMR increases students’ math test scores 3.80% 33.30% 7.60% 7.10%

-8 -8 -7 -23
AVMR provides teachers a better understanding of how students learn math 36.40% 79.20% 50.00% 43.40%

-76 -19 -46 -141
The time and effort to implement AVMR is reasonable 3.80% 8.30% 6.50% 4.90%

-8 -2 -6 -16
AVMR meets the needs of my students 17.20% 37.50% 29.30% 22.20%

-36 -9 -27 -72
AVMR provides a time for intervention 37.80% 33.30% 33.70% 36.30%

-79 -8 -31 -118
The support provided by Math Recovery teachers reduces the planning time to implement the program 37.80% 50.00% 23.90% 34.80%

-79 -12 -22 -113
The activities are relevant and engaging 13.90% 12.50% 17.40% 14.80%

-29 -3 -16 -48





9. Which of the following are the biggest concerns you have about AVMR? Choose up to five.

Students not in AVMR groups have too much independent time 74.90% 0.00% 35.10% 61.40%

-155 0 -26 -181
There are classroom management issues during AVMR intervention time 58.00% 7.10% 33.80% 49.50%

-120 -1 -25 -146
Time to teach the core EDM lessons have been reduced due to AVMR. 48.80% 0.00% 10.80% 36.90%

-101 0 -8 -109
It is not clear whether it is AVMR or Every Day Math that is increasing math test scores 30.90% 7.10% 20.30% 27.10%

-64 -1 -15 -80
Assessment data becomes outdated as the year progresses 43.50% 42.90% 37.80% 42.00%

-90 -6 -28 -124
The time and effort to implement AVMR is extensive 48.30% 7.10% 37.80% 43.70%

-100 -1 -28 -129
Students do not receive my individual time and attention 23.70% 7.10% 1.40% 17.30%

-49 -1 -1 -51
Students in AVMR groups miss out on EDM activities 14.00% 7.10% 10.80% 12.90%

-29 -1 -8 -38
Due to AVMR, there is less support as students work independently 56.00% 14.30% 33.80% 48.50%

-116 -2 -25 -143
The amount of time needed for data collection at the beginning of the year delays the start of the program 20.30% 50.00% 43.20% 27.50%

-42 -7 -32 -81
More time needed to learn the activities to become proficient with instruction 19.30% 28.60% 44.60% 26.10%

-40 -4 -33 -77
Class size increases due to AVMR groups 6.80% 0.00% 1.40% 5.10%

-14 0 -1 -15





11. Which students should participate in AVMR? Choose all that apply.



Classroom TOSA Non-Classr Totals
All students should participate 40.80% 83.30% 48.90% 46.20%

-87 -20 -44 -151
No students should participate 2.30% 0.00% 2.20% 2.10%

-5 0 -2 -7
Students who are performing below grade level should participate 55.90% 37.50% 51.10% 53.20%

-119 -9 -46 -174
Students who have average math performance should participate 13.10% 29.20% 16.70% 15.30%

-28 -7 -15 -50
Students who are closest to moving from behind to proficient in a strand should participate 41.80% 25.00% 33.30% 38.20%

-89 -6 -30 -125
Students who perform above average in math should participate 10.80% 25.00% 12.20% 12.20%

-23 -6 -11 -40
Students who rank lowest on the AVMR assessments by strand 40.40% 33.30% 43.30% 40.70%

-86 -8 -39 -133
Students in programs like Special Education, ESL, or Supplemental programs 28.20% 25.00% 36.70% 30.30%

-60 -6 -33 -99





12. Which of the following ideas do you believe would improve our implementation of AVMR? Choose all that apply.

Classroom TOSA Non-Classr Totals
Administer AVMR strand assessments based on EDM units 24.50% 20.00% 16.90% 22.20%

-51 -4 -14 -69
Have all AVMR instruction done by full time Math Recovery and supplemental teachers while classroom teachers work with those not receiving that instruction 63.00% 0.00% 19.30% 47.30%

-131 0 -16 -147
Have all data work done by full time AVMR and supplemental teachers 51.00% 0.00% 22.90% 40.20%

-106 0 -19 -125
One AVMR group per day for classroom teachers 42.30% 10.00% 21.70% 34.70%

-88 -2 -18 -108
Align AVMR groups to supplemental schedule 24.00% 20.00% 24.10% 23.80%

-50 -4 -20 -74
Provide staff development opportunities based on streamlining implementation of AVMR 13.90% 55.00% 41.00% 23.80%

-29 -11 -34 -74
Increase group size to more than six 0.50% 0.00% 1.20% 0.60%

-1 0 -1 -2
Increase AVMR to whole class instruction 12.50% 10.00% 9.60% 11.60%

-26 -2 -8 -36
Math Recovery will provide a list of supports for implementing AVMR 15.90% 15.00% 22.90% 17.70%

-33 -3 -19 -55
Create video examples of lessons and offer training on specific differentiation techniques 15.40% 65.00% 31.30% 22.80%

-32 -13 -26 -71
Increase flexibility when choosing activities for students working independently 22.60% 30.00% 13.30% 20.60%

-47 -6 -11 -64
Improve communication about what is and is not required with AVMR 9.10% 25.00% 16.90% 12.20%

-19 -5 -14 -38
Use other formative assessments we already have instead of the one on one AVMR assessments 9.10% 0.00% 4.80% 7.40%

-19 0 -4 -23





14. Which statement do you agree with most about implementing AVMR? Choose one.


Classroom TOSA Non-Classr Totals
Continue with the present AVMR structure 17.10% 82.60% 34.40% 26.50%

-36 -19 -31 -86
Make modifications to the current AVMR structure based on teacher feedback 43.10% 13.00% 40.00% 40.10%

-91 -3 -36 -130
Change AVMR to a one on one intervention 0.50% 0.00% 0.00% 0.30%

-1 0 0 -1
Use full time Math Recovery teachers to provide instruction in a pull out model 28.00% 0.00% 6.70% 20.10%

-59 0 -6 -65
Integrate AVMR instruction into the Every Day Math and Daily Routines instruction 6.60% 4.30% 13.30% 8.30%

-14 -1 -12 -27
Make AVMR voluntary (left to the individual teacher’s discretion) 1.90% 0.00% 1.10% 1.50%

-4 0 -1 -5
Replace AVMR with a different math intervention program 0.00% 0.00% 2.20% 0.60%

0 0 -2 -2
Discontinue AVMR in our district 2.80% 0.00% 2.20% 2.50%

-6 0 -2 -8