Successmaker Enterprise Software Purchase - Harford County ...

Harford County Public Schools – State Discretionary Grant – HSA FY10
Date Strategy Audience Person(s) Responsible
December 2009,
February and April
2010
Enhancing and Expanding Co-Teaching Practices
Implementing an Effective Co-Teach Model at the
Elementary and Secondary Level (teachers and
administrators)
Collaborative Problem –Solving (administrators)
Site-based teams, mentors,
administrators, central office staff
District Facilitators
Grant Manager
Director of Special Education
Assistant Superintendent of C&I
Evaluation Narrative
The evaluation of program effectiveness is essential to the success of the grant project. Student achievement is
dependent on several variables; teacher training, program implementation, progress monitoring and related outcomes.
Assessment and data review identify and validate the level of supports necessary to meet expected performance goals.
This occurs at all levels of the project and is reflected in the evaluation questions. In order to effectively evaluate the
project’s impact it is important to start with the questions used to indicate a need for change:
Does the available student data suggest the need for change in instructional practice or type of intervention?
What level of support is needed to improve student achievement outcomes as measured on state and local
assessments?
What types of supports are necessary to enhance teacher knowledge and student achievement?
How are teacher and student progress toward outcomes measured and monitored?
In addition to the above questions, HCPS will utilize the guide questions for Creating or Selecting an Intervention
Program developed by the NCTM. (See Appendix pages A14 – A16)
Evaluation Strategy Data Evaluator(s) Budget Dissemination
Format
Session Evaluations
for Professional
Development
Participant feedback
No additional costs
anticipated
Student Assessments
Program
Implementation
Monitoring
Comparison data
collection and analysis
Work samples, Unit
Assessments, MSA
and SuccessMaker
progress monitoring
On-going formative
and summative
assessments
Quarterly Fidelity
Checks
Peer coaching
Non-evaluative
observation
w/feedback
Review of all available
data sources for midterm
and end-of year
evaluation of student
progress and program
effectiveness
Feedback is reviewed
by relevant staff from
Office of Special
Education and Grant
Manager to determine
follow – up and
additional supports
Site-based teams
Site-based teams
Site-based Facilitator
District Facilitator
CTE – JHU Trainers
Site-based teams
Planning and data
analysis sessions @
staff development rate
Site-based facilitator
stipend
CTE – JHU trainer fees
for fidelity checks
Planning and data
analysis sessions @
staff development rate
Quarterly summary of
Professional
Development
Monthly progress
monitoring
Quarterly progress
reporting
Observation feedback
Checklists
Conferencing
Data Table
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