Successmaker Enterprise Software Purchase - Harford County ...

08.01.2014 Views
Harford County Public Schools – State Discretionary Grant – HSA FY10 Plan Summary The use of SuccessMaker as an intervention is based on the following assumptions: Students with disabilities require the knowledge and skills to successfully meet the demands of the HCPS math curriculum and score proficient on the Mathematics MSA. There is a need to expand math intervention options for students with disabilities. Computer- assisted instruction improves instruction for students with disabilities by responding to individual needs and providing ongoing assessment of each student’s progress in grades 3 – 8. Intervention is intended to support – not supplant or duplicate- regular classroom instruction targeting students’ strengths and weaknesses. Section 1: Need Student Need The percentage of all HCPS students achieving advanced or proficient in mathematics, as measured by MSA in 2008, was 79.8 % (+18.9% above the AMO of 60.9%) compared to 49.2% (-11.7% below the AMO) of special education students achieving advanced or proficient. There is a 30.6 percentage point gap in the performance of all students and special education students for MSA mathematics. As grade level increases, the performance of students with disabilities in the area of mathematics is declining or not making adequate gains; therefore, HCPS is at risk of significantly failing to meet the 2014 performance targets of 100% proficiency as mandated in the No Child Left Behind Act of 2001. Current interventions are not meeting individual needs. A review of current interventions demonstrates a need for additional time and alignment with the Voluntary State Curriculum. Progress is monitored using pre/post test measures rather than ongoing assessment. The following interventions are currently available at the target schools for students in grades 3 – 8: Intervention Grade Levels Deerfield Riverside Wm Paca- Old Post Edgewood Middle Aberdeen Middle Fallston Middle Havre de Grace Middle North Harford Middle # of SWD # of SWD # of SWD # of SWD # of SWD # of SWD # of SWD # of SWD Knowing 4 – 8 3 5 40 32 12 Mathematics Navigator 6 – 8 20 11 8 5 8 Do the Math 3 – 5 23 18 Ramp-Up 8 30 10 13 9 MSA Prep 6-8 36 17 EDM + 30 6 5 25 minutes Totals 3 23 28 126* 53 21 47 29 # of SWD 10 24 39 94 106 42 52 59 w/Math goals % of SWD w/Math goals in Intervention 30% 95.8% 71.79% 134% Intervention to SWD w/without 50% 50% 90.38% 49.15% Math goals Professional Development Plan page 3

Harford County Public Schools – State Discretionary Grant – HSA FY10 Approach to Student Learning Needs SuccessMaker is an integrated learning system developed by the Computer Curriculum Corporation and marketed by Pearson Digital Learning. It is a standards-based courseware providing real-time reporting of student’s progress for lesson customization and differentiated instruction. SuccessMaker is correlated with achievement levels on Maryland state assessments. CAI such as SuccessMaker is interactive and can illustrate a concept through attractive animation, sound, and demonstration. Computer-assisted instruction improves instruction for students with disabilities because students receive immediate feedback and do not continue to practice the wrong skills. Computers capture the students’ attention because the programs are interactive and engage the students’ spirit of competitiveness to increase their scores. Additionally computer-assisted instruction moves at the students’ pace and usually does not move ahead until they have mastered the skill. Programs provide differentiated lessons to challenge students who are at risk, average, or gifted. (http://www.k8accesscenter.org) Teacher Need To support student learning to meet high academic standards, teachers must use multiple sources of information to ―assess performance, diagnose specific areas of improvement, design effective classroom lessons, make decisions about the school’s goals and professional development opportunities and adapt best practices from other schools and teachers‖ (NAESP, 2002, p. 55). Teachers must be knowledgeable about their students’ achievement. Students, in turn, profit when they understand their performance in comparison to benchmarks of achievement (DuFour & Eaker, 1998, p.175). There is a need for teachers to utilize multiple data sources for the planning and delivery of effective instruction. Initial training relative to implementing SuccessMaker will focus on the actual use of the tool as a means of intervention. Follow-up professional development will emphasize the need for progress monitoring and remediation of skill deficits via direct instruction and additional practice opportunities. Use the following matrix to indicate who will participate in the professional development. (Check all that apply) Grade level: __ PreK-2 Gr. 3-5 Gr. 6-8 Gr. 9-12 Subject area: English Math Science Social Studies Foreign Languages Fine Arts/Humanities Special Education English Language Learners Health/P.E. Career Prep Other Which of the following are also expected to participate in the professional development? Principals/ Other School Leaders Resource Teachers, Mentors, Coaches Paraprofessionals General Educators/ Special Educators Other Will the participants work as members of a group or team? YES NO Estimated number of participants: 48 Teachers, 8 Administrators/8 Mentors, 2 District Facilitators, 8 Paraeducators Estimated number of participant groups or teams: School and grade level teams (8 schools/6 grade levels) Professional Development Plan page 4

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