Successmaker Enterprise Software Purchase - Harford County ...

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Harford County Public Schools – State Discretionary Grant – AYP FY 10 Project Narrative Extent of Need Harford County Public Schools (HCPS) is highly invested in developing and implementing targeted programs for students with disabilities who demonstrate a pattern of limited math proficiency as measured by the Maryland State Assessments. HCPS is cognizant of the growing achievement gap in mathematics between students in general education and students receiving special education services. Systemwide students with disabilities continue to demonstrate limited gains toward math proficiency. Of particular concern is the downward trend for students with disabilities as they progress from elementary to middle school grade levels. As a result of the 2008 Maryland School Assessment (MSA), three categories of schools were identified for eligibility in the SFY2010 State Discretionary Grant (SFY 2010 AYP Grant for Elementary and Middle Schools only) to address the State improvement priority for achievement--specifically for special education students--to promote improved achievement for these students to ensure they and their school system meet AYP for reading and mathematics. Category 1: Category 2: Category 3: Met AYP in All Subgroup Areas Except Special Education Met AYP in Special Education Through Safe Harbor and Met AYP in All Other Subgroup Areas [MSDE used an unduplicated count and counted schools with both qualifiers as in Category 2.] Did not meet Adequate Yearly Progress (AYP) in schools that have Special Education enrollment of 90% or Greater Of the eight HCPS schools eligible for participation in the content area of mathematics, six schools are considered Category 1 and two are Category 2. One of the eight schools is a Title I setting. School Profiles are located on pages A21 – A32 of the Appendix. An analysis of systemwide data reveals the following trends: 3. 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. 4. 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. 1
Harford County Public Schools – State Discretionary Grant – AYP FY 10 Adequate Yearly Progress (AYP) is designed to ensure continuous improvement each year toward the goal of 100% proficiency in 2014. The State of Maryland holds schools, school systems, and the state accountable for adequate yearly progress of all children enrolled for a full academic year. If our end goal is to improve student achievement to meet AYP, then a critical intermediate goal is to determine where each of our students is in relation to the state content standards. While the logic is clear, most schools do not collect evidence of or for learning on an ongoing basis. For this process to occur schools must understand the AYP targets, have a defined process for how teachers assess for learning and monitor student progress, and determine how and what data is used to adjust instruction based on student needs. To accomplish these ends there are specific needs: 1. To understand and communicate student achievement targets; 2. To engage staff in analyzing state assessment data to determine whether there were any gaps between the AYP targets and their performance; 3. To evaluate school processes to ensure that teachers understand the target and have aligned their teaching and assessments to those standards they are responsible for teaching ; 4. To structure time to regularly examine student work to inform instruction; 5. To have teachers collect and analyze formative assessment data to monitor student performance on the content standard indicators on a daily basis; and 6. To keep the school focused on student achievement goals as the primary work of staff (School Improvement in Maryland, http://mdk12.org/process/index.html). The overall goal of the grant initiative is to promote maximum achievement for all students by combining the best principles of classroom management, peer assisted learning, and differentiated instruction into a comprehensive system focusing on accountability, measurable achievement, and improved access to the general education curriculum for diverse learners. Changing instructional practice is at the heart of improving learning outcomes for underserved and underachieving students. To truly improve teaching, schools need to transform their culture of practice from one that assumes that barriers to learning reside in the students to one that expects teachers to collectively assume responsibility for making sure all students learn. An emerging body of literature supports the use of learning communities and teacher collaboration as the kind of professional development that leads to such transformation (Grossman, Wineburg, & Woolworth, 2001). Building teacher capacity to implement effective instruction is critical to the success of this proposal. Professional development and on-going support provide teachers with access to the knowledge and skills essential to quality teaching instruction; data collection and analysis; problem-solving; lesson planning and implementation. On-going professional development is necessary to develop and enhance instructional practice. Opportunities for collaboration, reflection and evaluation are components of this proposal. Teacher training related to the instructional environment, an explicit cycle of instruction, increased student engagement and the use of data to monitor student progress are priorities for this initiative. Professional development addressing the specifics of building and sustaining collaborative co-teach partnerships and high performing learning teams are also an emphasis. High motivation and engagement in learning have consistently been linked to reduced dropout rates and increased levels of student success (Kushman, 2000). Teachers are challenged daily to actively involve students in the learning process. By the time students reach middle school, lack of interest in schoolwork becomes increasingly apparent in more and more students, and by high school, as dropout rates attest, too many students are not sufficiently motivated to succeed in school (Lumsden, 1994). Such considerations are imperative to improved achievement for diverse student populations. 2
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