Basic Civil Engineering first year Notes- Chapter 4 Building.pptx
551ferdon grantfinal
1. EDTECH 551 (FA11)
Susan Ferdon
Module 5 – Grant Proposal, Final
Need Statement
2010 ISAT scores (Northern Illinois University, 2010) indicate that 11% of Kipling
Elementary School students in 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.
% with
Special Project RtI RtI
TOTAL reading/math
Education Success Reading Math
services
Kindergarten 52 19% 3.8% 15.4% 0%
1st Grade 86 13% 3.5% 4.7% 4.7% 0%
nd
2 Grade 75 17% 6.7% 1.3% 6.7% 2.7%
rd
3 Grade 83 24% 16.9% 3.6% 3.6%
4th Grade 84 12% 6.0% 4.8% 1.2%
th
5 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 (http://www.lexialearning.com/) and Ascend
Math (http://www.ascendmath.com/), Kipling teachers can provide individualized skill
2. development and continuous feedback that students in the Response to Intervention
program 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 using local 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 Reading aligns with the Three-Tier Response to Intervention (RTI) model:
Source: http://www.lexialearning.com/products/3tier.html
3. 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: http://www.lexialearning.com/lrtraining/documentation/TeachersGuide_ALL.pdf
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 www.lexialearning.com and on the accompanying website:
http://rtiresources.weebly.com/.
Ascend Math is a web-based resource for K-12 students which uses technology to
differentiate 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: http://www.ascendmath.com/PDFs/Ascend%20Math%20Release%20Common%20Core%20Standards.pdf
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
4. format allows students to work both at home and at school and students always benefit
from consistent, individualized instruction. Further information about Ascend Math may be
found at http://www.ascendmath.com/index.html.
Sources: http://www.youtube.com/watch?v=q-Zj2SivctU&feature=channel_video_title
http://www.ascendmath.com/PDFs/Ascend%20Math%20Release%20Student%20Achievement.pdf
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 leaders attend 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 and
its 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 data is 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. Ongoing teacher training and support is provided to small groups and individuals as
needed.
7. Towards the end of grant period, staff and students are surveyed regarding
perceived effectiveness of remediation software for academic growth and student
engagement.
8. Recommendations are 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.
5. Budget
Deerfield Public Schools seeks $30,073.76 to purchase software licenses for Lexia
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 Reading and Ascend Math
and 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.
6. Cost
Description per Qty Total
unit
Lexia Reading, per simultaneous user $200.00 75 $15,000.00
SOFTWARE
Ascend Math, per K-2 student $11.82 38 $449.16
Ascend Math, per 3-6 student $19.70 38 $748.60
Staff Development for Lexia Reading Trainers, per $250.00 5 $1,250.00
day out of district (5 trainers, 1 day each)
Staff Development for Ascend Math Trainers, per $250.00 5 $1,250.00
day out of district (5 trainers, 1 day each)
Sub coverage for classroom teachers attending $90/day 4 $360.00
STAFF DEVELOPMENT
out-of-district training (coaches won’t need subs)
Hourly compensation for trainers to learn software $36/hour 100 $3,600.00
and plan initial staff development (10 trainers, 10
hours per trainer)
Initial staff development for teachers and TAs $90/day 30 $2,700.00
(subs)
Hourly compensation for trainers to plan $36/hour 40 $1,440.00
subsequent staff development (10 trainers, 4
hours per trainer)
Subsequent staff development for Teachers and $90/day 30 $2,700.00
TAs (subs)
Hourly compensation for team to develop $36/hour 16 $576.00
EVAL
evaluation survey (8 trainers, 2 hours each)
Software: $16,197.76
Training: $13,300.00
Evaluation: $576.00
TOTAL: $30,073.76
7. Evaluation
Program evaluation will focus on four areas: 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, and staff training and support.
Software
Objectives state that students will increase reading and math scores by one grade level or
more. Both Lexia Reading and Ascend Math have progress monitoring capabilities that will
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 staff surveys 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.
