EDTECH 551 (FA11) Susan Ferdon Module 5 – Grant Proposal, FinalNeed Statement2010 ISAT scores (Northern Illinois University, 2010) indicate that 11% of KiplingElementary School students in 3rd and 5th grades are below expectation in reading andmathematics. Further, Fountas and Pinnell, ISEL, and local mathematics assessment dataindicate 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 toIntervention 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 needsare not fully met. Proven-effective tools, coupled with staff development, will enableteachers to provide effective reading and math interventions and implement them withfidelity. With the purchase of Lexia Reading (http://www.lexialearning.com/) and AscendMath (http://www.ascendmath.com/), 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.GoalGeneral Education students at Kipling School will perform at grade level in reading andmathematics.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.NarrativeLexia Reading aligns with the Three-Tier Response to Intervention (RTI) model:Source: http://www.lexialearning.com/products/3tier.html
Lexia Reading is appropriate for all students in grades Pre-K to grade four and for also forRTI 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.pdfLexia 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 forEducational Sciences examined research studies and Lexia Reading shows positiveeffects in both alphabetics and reading comprehension (link). Further information may befound 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 todifferentiate 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.pdfAssessment 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 benefitfrom consistent, individualized instruction. Further information about Ascend Math may befound 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.pdfWith proven effective tools in place, the next step is training. Learning coaches andteacher leaders will undergo training then take what they’ve learned back to their schoolsand, using the Train-the-Trainer model, provide staff development and ongoing support toadults who will use the software with students. Progress monitoring data will be collected,analyzed, and used to develop and modify learning interventions for students receivingTier I and II supports. In May 2012, the effectiveness of the remediation tools and staffdevelopment will be evaluated and recommendations made for future use and staffdevelopment.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.
BudgetDeerfield Public Schools seeks $30,073.76 to purchase software licenses for LexiaReading and Ascend Math, train teacher leaders, provide staff development for teachersand 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.
Cost Description per Qty Total unit Lexia Reading, per simultaneous user $200.00 75 $15,000.00SOFTWARE 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 $360.00STAFF 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
EvaluationProgram evaluation will focus on four areas: 1) Effectiveness of software to meetobjectives - increase reading and math scores by one grade level or more, 2) Content anddelivery of staff development led by district trainers – Objective 3: Effective training andongoing support, 3) Perceptions of students regarding software effectiveness andengagement, and 4) Perceptions of teachers and TAs regarding software effectiveness,student engagement, and staff training and support.SoftwareObjectives state that students will increase reading and math scores by one grade level ormore. Both Lexia Reading and Ascend Math have progress monitoring capabilities that willprovide this information. ISEL and Fountas and Pinnell reading assessments areadministered district-wide and this data will be examined. Local math assessments aregiven in grades K-5 three times a year: fall, winter and spring.Staff Development SessionsPer teacher contract, a standard form is use to evaluate all district-sponsored staffdevelopment activities. Typically this information is reviewed only by administrators. Forthe purposes of this program evaluation, that data will also be shared with the team oftrainers.SurveysA 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 informationregarding the effectiveness of training and ongoing support. Any remaining evaluationtasks, including data collection and analysis, will be completed by learning coaches anddistrict administrators during the course of their regular duties.