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:
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
