Successmaker Enterprise Software Purchase - Harford County ...

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