Successmaker Enterprise Software Purchase - Harford County ...

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Harford County Public Schools – State Discretionary Grant – HSA FY10 Table 1. Project School Demographics (one per participating school) School Name: Edgewood Middle School Enrollment : 1,028 Schoolwide Number/Percentage FARMS N= 427 41.6% Schoolwide Number/Percentage of Students with Disabilities N= 133 13% Grade Span 6 - 8 Table 1. Project School Demographics (one per participating school) School Name: Aberdeen Middle School Enrollment : 1,120 Schoolwide Number/Percentage FARMS N= 446 39.9% Schoolwide Number/Percentage of Students with Disabilities N= 208 18.6% Grade Span 6 - 8 Table 1. Project School Demographics (one per participating school) School Name: Fallston Middle School Enrollment : 905 Schoolwide Number/Percentage FARMS N= 53 5.9% Schoolwide Number/Percentage of Students with Disabilities N= 91 10.1% Grade Span 6 - 8 Table 1. Project School Demographics (one per participating school) School Name: North Harford Middle School Enrollment : 1,134 Schoolwide Number/Percentage FARMS N= 122 10.8% Schoolwide Number/Percentage of Students with Disabilities N= 126 11.1% Grade Span 6 - 8 Table 1. Project School Demographics (one per participating school) School Name: Havre de Grace Middle School Enrollment : 613 Schoolwide Number/Percentage FARMS N= 182 29.7% Schoolwide Number/Percentage of Students with Disabilities N= 93 15.2% Grade Span 6 - 8 5
Harford County Public Schools – State Discretionary Grant – AYP FY 10 Table 2. MSA Profile of Schools Participating in the Project School Name or Number Riverside Elementary Deerfield Elementary William Paca/Old Post Road Elementary Edgewood Middle Aberdeen Middle Fallston Middle AYP MET or NOT MET for Special Education Reading or Math* 2005 2006 2007 2008 Met Met Not Not Met Met Not Met Project Focus – Reading or Math (Circle) Total Number of Students Number in Special Education of Special Education Subgroup Students Proficient 2005 2006 2007 2008 6 2005 2006 2007 2008 Percent of Special Education Students Proficient 2005 2006 2007 2008 63 58 59 52 31 34 29 20 49.2% 58.6% 49.1% 38.4% Met * Met* Met* 56 45 44 32 13 14 10 12 23.2% 31.1% 22.7% 37.5% Met Met Met* Met* 61 62 73 68 20 23 17 26 32.7% 37% 23.2% 38.2% Not Met Not Met Not Met Met Met Not Met Not Met Not Met Met Met Met Not Met 195 157 155 127 18 23 22 22 9% 14.6% 14.1% 17.3% 225 252 237 189 24 42 50 47 10.6% 16.6% 21% 24.8% 122 115 112 94 30 27 32 29 24.5% 23.5% 28.5% 30.8% North Met Met Met Not 151 149 156 131 45 36 45 27 29.8% 24.2% 28.8% 20.6% Harford Met Middle Havre de Met Met Met Not 102 95 92 89 11 22 15 20 10.7% 23.2% 16.3% 22.4% Grace Met Middle *Please asterisk all scores that met AYP through Safe Harbor Preliminary Needs Assessment: When considering the implementation of this initiative HCPS considered the following questions and responses: Does the available student data suggest the need for change in instructional practice or type of intervention? Student data from the project schools is indicative of inconsistent progress toward AYP as measured on Math MSA. SWD participating in targeted interventions in the area of math do not appear to be progressing toward proficiency as measured on pre/post test comparisons. Of particular concern is the need for an intervention aligned with or correlated to the VSC. SuccessMaker provides such alignment and a projected predicator of MSA proficiency. Access to instruction for SWD is impacted by high rates of suspension referrals especially at the middle school level. Literature review supports the premise that active and meaningful student engagement increases achievement and reduces the number of discipline/suspension incidents. What level of support is needed to improve student achievement outcomes as measured on state and local assessments? The team reviewing Boundless Learning determined teachers are in need of tools and resources to continually navigate a wide array of needs that must be met for all students to have appropriate access to the curriculum. These tools and resources are meant as a means to enhance daily practice and provide uniformity in a common system of instructional delivery and expectations across grade levels and/or content areas. The strategies employed are supplemental to targeted interventions. When considering instructional supports/interventions for students with disabilities the following criteria from the Maryland’s Response to Intervention Framework are discussed : o Scientifically-based evidence of effectiveness: The effectiveness of instructional interventions are
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Successmaker Enterprise Software Purchase - Harford County ...

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