EDTECH 551 (FA11)

Susan Ferdon

Module 4 Writing Assignment

Prompt:

Develop the budget and evaluation pieces of your grant proposal.
Outstanding, Susan. I don't see a thing to change! This is ready for me to accept as your final!

Grade for Module 4 - 30 of 30

Grade for Final Draft of Proposal 75 of 75

Need Statement

2010 ISAT scores (link) indicate that 11% of Kipling Elementary School studentsin 3rd and 5th grades are below expectation in reading and mathematics. Further, Fountas and Pinnell, ISEL, and local mathematics assessment data indicate that, currently,17% of K-5 students are below grade level. Of those students, almost half do not qualify for special education services or Title I Project Success tutoring, so in-class interventions are used.

TOTAL / % withreading/math
services / Special Education / Project Success / RtI Reading / RtI Math
Kindergarten / 52 / 19% / 3.8% / 15.4% / 0%
1st Grade / 86 / 13% / 3.5% / 4.7% / 4.7% / 0%
2nd Grade / 75 / 17% / 6.7% / 1.3% / 6.7% / 2.7%
3rd Grade / 83 / 24% / 16.9% / 3.6% / 3.6%
4th Grade / 84 / 12% / 6.0% / 4.8% / 1.2%
5th Grade / 84 / 18% / 11.9% / 1.2% / 4.8% / 1.2%
TOTAL / 464 / 17% / 8.4% / 1.3% / 6.0% / 1.5%

Kipling Elementary School, one of six Deerfield District 109 schools, uses the Response to Intervention model and identification and progress monitoring procedures are in place. However, additional resources and teacher training are needed to provide remediation. Classroom teachers and learning coaches are using available resources but student needs are not fully met. Proven-effective tools, coupled with staff development, will enable teachers to provide effective reading and math interventions and implement them with fidelity. With the purchase of Lexia Reading( and Ascend Math ( Kipling teachers can provide individualized skill development and continuous feedback that students in the Response to Interventionprogram need to bring reading and math skills up to grade level.

Goal

General Education students at Kipling School will perform at grade level in reading and mathematics.

Objectives

  1. To increase reading scores of general education students by one grade level or more by Spring 2012, as measured using Fountas and Pinnell, ISEL, and Lexia Reading assessments.
  2. To increase math scores of general education students by one grade level or more by Spring 2012, as measured usinglocal mathematics assessments and Ascend Math assessments.
  3. To provide effective training and ongoing support to staff for Lexia Reading and Ascend Math in the Response to Intervention model.

Narrative

Lexia Readingaligns with the Three-Tier Response to Intervention (RTI) model:

Source:

Lexia Reading is appropriate for all students in grades Pre-K to grade four and for also for RTI students, our target population, in grades five and above.

Lexia Reading is a technology-based system of differentiated practice, embedded assessment, and targeted instruction, designed as an essential component of every reading curriculum. Lexia Reading is comprised of the Lexia Reading student software … and MyLexia, the web-based administrative and reporting system for educators. Lexia Reading student software is installed on each student workstation. An active Internet connection is needed in order to send the results of student work to a secure database hosted by Lexia. Teachers can open a web browser and login to MyLexia in order to monitor student progress and usage.

Source:

Lexia Reading has a strong research base that supports its successful use with students. In the U.S Department of Education’s What Works Clearinghouse (WWC), the Institute for Educational Sciences examined research studies and Lexia Reading shows positive effects in both alphabetics and reading comprehension (link). Further information may be found at in the Appendices.NOTE to Dr. Morton: Appendices will contain the WWC report along with Lexia’s Teacher’s Guide, Quick Reference Card, and School-to-Home connection letter linked on their Classroom Kits webpage (

Ascend Math is a web-based resource for K-12 students whichuses technology to differentiates instruction.

Ascend Math is a research based instructional resource in which students have proven to achieve two or more grade level gains in a six-month period. This web delivered individualized intervention resource identifies skill gaps, prescribes targeted instruction, and motivates students to achieve their maximum performance and potential. Ascend Math offers intensive math intervention instructional resources, addresses multiple learning modalities by delivering video instruction, student-centered concept explorations, interactive practice with immediate feedback and opportunities for re-teaching, and printable resources.

Source:

Assessment is built into the program and is based on National Council of Math Teacher (NCTM) and state standards and a skills-based course plan is prescribed. The web-based format allows students to work both at home and at school and students always benefit from consistent, individualized instruction. Further information about Ascend Mathmay be found at and in the Appendices.Note to Dr. Morton: The Appendices will contain press releases regarding Common Core Standards and effectiveness. Also, the final copy will use APA style for references.

Sources:

With proven effective tools in place, the next step is training. Learning coaches and teacher leaders will undergo training then take what they’ve learned back to their schools and, using the Train-the-Trainer model, provide staff development and ongoing support to adults who will use the software with students. Progress monitoring data will be collected, analyzed, and used to develop and modify learning interventions for students receiving Tier I and II supports. In May 2012, the effectiveness of the remediation tools and staff development will be evaluated and recommendations made for future use and staff development.

Activities

  1. Teacher leadersattend a conference, webinar, or other staff development opportunity for Lexia Reading and Ascend Math.
  2. Learning coaches and teacher leaders become proficient at using the software andits progress monitoring capabilities.
  3. Learning coaches and teacher leaders provide initial staff development for classroom teachers and others who will use new software to provide learning interventions.
  4. Students use software;progress monitoring datais collected.
  5. Learning coaches and teacher leaders provide follow-up staff development for classroom teachers and others who will use new software to provide learning interventions.
  6. Ongoingteacher training and support is provided to small groups and individuals as needed.
  7. Towards the end of grant period, staffand students are surveyed regarding perceived effectiveness of remediation software for academic growth and student engagement.
  8. Recommendationsare made for future use of Lexia Reading and Ascend Math for reading and mathematics interventions.
  9. District funds future software purchases and upgrades as well as staff development for new teachers.

Budget

Deerfield Public Schools seeks $30,073.76 to purchase software licenses forLexia Reading and Ascend Math,train teacher leaders,provide staff development for teachers and Instructional assistants, and fund evaluation activities.

Software:Lexia Reading and Ascend Math licensing will serve 15% of Kipling students. This will not only meet the needs of Kipling students who are currently receiving RTI remediation but also accommodate the 11% who scored below grade level expectation on ISATs.

Training: Staff members will undergo training for Lexia Readingand Ascend Mathand will then serve as trainers for remaining school staff. Reading Trainers: Literacy Coach, Differentiation Coach, Technology Coach, one primary classroom teacher (K-2), and one intermediate classroom teacher (3-5). Math Trainers: Math Coach, Differentiation Coach, Technology Coach, one primary classroom teacher (K-2), and one intermediate classroom teacher (3-5).

Evaluation:There are eight trainers in all, as two staff members, the Technology Coach and Differentiation Coach, will be trainers for both reading and math. All eight trainers will take part in evaluation activities.

Description / Cost per unit / Qty / Total
SOFTWARE / Lexia Reading, per simultaneous user / $200.00 / 75 / $15,000.00
Ascend Math, per K-2 student / $11.82 / 38 / $449.16
Ascend Math, per 3-6 student / $19.70 / 38 / $748.60
STAFF DEVELOPMENT / Staff Development for Lexia Reading Trainers, per day out of district (5 trainers, 1 day each) / $250.00 / 5 / $1,250.00
Staff Development for Ascend Math Trainers, per day out of district (5 trainers, 1 day each) / $250.00 / 5 / $1,250.00
Sub coverage for classroom teachers attending out-of-district training (coaches won’t need subs) / $90/day / 4 / $360.00
Hourly compensation for trainers to learn software and plan initial staff development (10 trainers, 10 hours per trainer) / $36/hour / 100 / $3,600.00
Initial staff development for teachers and TAs (subs) / $90/day / 30 / $2,700.00
Hourly compensation for trainers to plan subsequent staff development (10 trainers, 4 hours per trainer) / $36/hour / 40 / $1,440.00
Subsequent staff development for Teachers and TAs (subs) / $90/day / 30 / $2,700.00
EVAL / Hourly compensation for team to develop evaluation survey (8 trainers, 2 hours each) / $36/hour / 16 / $576.00
Software: / $16,197.76
Training: / $13,300.00
Evaluation: / $576.00
TOTAL: / $30,073.76

Evaluation

Program evaluation will focuson fourareas: 1) Effectiveness of software to meet objectives - increase reading and math scores by one grade level or more, 2) Content and delivery of staff development led by district trainers – Objective 3: Effective training and ongoing support, 3) Perceptions of students regarding software effectiveness and engagement, and 4) Perceptions of teachers and TAs regarding software effectiveness, student engagement,andstaff training and support.

Software

Objectives state that students will increase reading and math scores by one grade level or more. BothLexia Reading and Ascend Mathhave progress monitoring capabilitiesthatwill provide this information. ISEL and Fountas and Pinnell reading assessments are administered district-wide and this data will be examined. Local math assessments are given in grades K-5 three times a year: fall, winter and spring.

Staff Development Sessions

Per teacher contract, a standard form is use to evaluate all district-sponsored staff development activities. Typically this information is reviewed only by administrators. For the purposes of this program evaluation, that data will also be shared with the team of trainers.

Surveys

A small team of administrators, learning coaches, and teachers will develop student, parent, and staffsurveys regarding the software’s ease of use, perceived effectiveness, and the level of student engagement. The staff survey will also collect information regarding the effectiveness of training and ongoing support. Any remaining evaluation tasks, including data collection and analysis,will be completed by learning coaches and district administrators during the course of their regular duties..