Successmaker Enterprise Software Purchase - Harford County ...

Harford County Public Schools – State Discretionary Grant – HSA FY10
co-teaching strategies in the mathematics classroom environment and provide feedback relative to team
effectiveness. (One per semester minimum).
Strategies identified in this proposal highlight components of effective instructional practice:
Professional development, direct and embedded growth opportunities;
Differentiated and explicit framework for instruction; and
Effective collaborative teams.
Ongoing analyses of project implementation and fidelity will allow HCPS to evaluate the effectiveness of the project on a
quarterly, semi-annual, and annual basis. Throughout the grant period, student achievement is monitored. Upon
completion of the project, HCPS will create an evaluation report and summarize findings and recommendations
consideration of expanded implementation of the successful portions of the project to additional core content areas.
Plan of Operation
Strategies
Strategies identified in this proposal highlight the component of effective instructional practice:
Professional development, direct and embedded growth opportunities;
Differentiated and explicit framework for instruction;
Data – driven decision-making using on-going assessment of programs, teachers and students; and
Effective collaborative teams.
The operational plan for the grant proposal addresses the following components:
Identification of effective evidence -based models of instruction ;
Professional development and training for the development of consistent and appropriate supports;
Collaborative planning, data collection and analysis;
Implementation of technological supports.
SuccessMaker
What it looks like:
Implementation of SuccessMaker will utilize a Math Lab approach providing an additional 20 – 45 minutes daily (80 to
100 minutes weekly) of mathematics intervention/remediation to SWD with identified math disabilities. Students will
participate in SuccessMaker activities that are leveled based on individual need 4 times per week. The fifth day of
intervention/remediation is designated for direct instruction based on common patterns of error or skill deficit. The Math
lab will be staffed with paraprofessional support. This individual will be responsible for the daily implementation of the
program and will generate weekly progress monitoring reports identifying common patterns of error or skill deficit. Direct
instruction will be provided by the special education teacher to address student errors and needs. The special educator
will utilize data provided by the paraprofessional in order to facilitate student understanding and concept knowledge.
Professional competence
Participants will receive training related to the implementation and use of SuccessMaker. In addition, supports will be
provided relative to data analysis, error patterns and differentiated instruction. Paraprofessionals will work closely with
the special educator and general education teacher to facilitate student understanding of math concepts and processes.
Boundless Learning
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