Successmaker Enterprise Software Purchase - Harford County ...

Harford County Public Schools – State Discretionary Grant – HSA FY10
Project Abstract:
Problem: 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 A 1 – A 2 of the Appendix.
An analysis of systemwide data reveals the following trends:
1. 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.
2. 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.
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