EDUCATIONAL GRANT APPLICATIONPROJECT TITLE: Compass Learning -
Math Remediation PROJECT DIRECTOR(S) and TITLES(S): Chris Atkinson
(4 Grade Teacher and Technology Coordinator) and Kim Piper-McCann
(Assistant Principal) TELEPHONE NUMBERS: DAY: 317-733-2645 EVENING:
317-385-2140th
PROJECT SITE/SCHOOL: PRINCIPAL: Ryan Newman PLEASE CHECK ONE:
ELEMENTARY ___ MIDDLE SCHOOL ___ HIGH SCHOOL ___
PROJECT DURATION: 2 year web-based subscription BEGINNING DATE:
The program can be used as soon as purchase is made, we will begin
formal math remediation after ISTEP scores have been received and
analyzed. ENDING DATE: The subscription is for two years Compass
does not offer a one year subscription TARGET GROUP: Students who
have been identified as needing math remediation NUMBER OF
STUDENTS: 25 NUMBER OF TEACHERS: All teachers can use this product,
but this will primarily be used by the project directors and the
teachers involved in the remediation program. AGE GROUP GRADE LEVEL
SPECIAL CLASS? SPECIFY: GRADES 3-5
TOTAL COST: $ 3600 LESS ANY ADDITIONAL FUNDING FROM OTHER
SOURCES $ 1500 TOTAL GRANT REQUEST: $ 2100 PROJECT DIRECTORS
SIGNATURE: ______________________________________DATE 10/31/08
BUILDING PRINCIPALS COMMENTS: I am supportive of this grant, as
this software will assist us in differentiating practice for
students in need of continued practice and support in acquiring
concepts and skills. This software will allow us to utilize
students time throughout the day more effectively and to provide
them with individualized, specific practice, tailored to meet their
needs. In my mind, the use of technology to accomplish these tasks
will likely lead to increased student engagement, thus, increased
student learning. BUILDING PRINCIPALS SIGNATURE: SUPERINTENDENTS
SIGNATURE:
DATE November 1, 2008 ______________________________________DATE
_____________
1. Please provide a Project Description. We have been looking
for a way to effectively remediate our students who did not pass
the math portion of the ISTEP. In the past we have used our
remediation money to hire a certified staff member to provide after
school remediation, teaching the basic skills of which students
struggled with on the ISTEP. Unfortunately, we have not seen the
results we have hoped using this approach. Our goal is to increase
these students achievement in math through actively engaging them
in research-based interactive content material, in the web based
Compass Learning Odyssey. We believe our students will receive more
direct remediation assistance because the Compass Learning Odyssey
is differentiated and can target specific standards that individual
students did not pass on the ISTEP. Our plan is to remediate these
students in the morning (dates and exact times to be determined) in
the computer lab with a certified staff member, the money to pay
for the certified staff member is taken out of remediation funds,
this certified staff member will monitor the group and be trained
on how to access, assign, and evaluate the assignments,
assessments, and monitor progress with Compass Odyssey. To monitor
progress, the schools current principal, technology coordinator,
remediation director, and remediation teacher can access student
data at any time. The program can also be used in interventions for
up to 25 students, during the day with very little, to no,
classroom teacher involvement. Once assignments are created by the
schools current principal, technology coordinator, remediation
director, or the remediation teacher, students can login at any
computer (home and school accessibility) and work on the
assignment. This allows students to be able to go to a computer at
anytime during the day and receive assigned re-teaching remediation
and valuable practice from the program. The goal of the project is
to improve student achievement and enhance learning. We believe
that this technology truly can engage students in a new and fresh
way with more effectiveness than what we have done in the past. 2.
Summarize the creative concept or original idea that forms the
basis for the project. In what way is the project innovative,
creative, and exciting? Living in a world dominated by the newest
technology its no surprise that our students are engaged through
the use of technology in the classroom. Technology has been proven
by research to enhance student performance when it directly
supports objectives being assessed (see attached report). This
project is innovative, creative, and an original idea. Using
Compass Learning is innovative because its database of engaging
research-driven activities are always being updated and therefore
the content and technology is never out of date, and this freshness
will perpetually engage students in active learning.
This project is creative and original because we are trying
something that we have never tried before in an effort to improve
student achievement and help our students who have failed the math
ISTEP to successfully pass the math ISTEP. In the past students
have been disengaged in our after school math remediation program,
and it is our goal is to actively engage students through this
medium. 3. Describe the activities, which will take place and
outline the timetable for the activities and the project
completion. Activities: Math Remediation Timetable: In the morning,
before school. Exact dates and times are still to be determined. In
the classroom, re-teaching and practice as needed at classroom
computers. Project completion: Minimum two-year subscription, we
will re-evaluate how we use the program based on analysis of
achievement data.
4. List the subject areas involved in the project. How will the
project enhance the students learning experiences in these areas?
The subscription includes Science, Social Studies, Language Arts,
and Math. We will mainly use the subscription service in the
subject area of Math, but will explore how we can effectively use
it in other subject areas. 5. An evaluation of this project is
expected at its conclusion. How will you evaluate this project? We
will monitor student progress through the assessment portion of
this program. This will help us gauge the effectiveness of the
project continually throughout our subscription. We will also use
other assessments to track improvement, and look at Spring ISTEP
scores to evaluate the effectiveness of the project.
6. Please list budget items in detail (see Grant Guidelines)
Budget Item Compass Learning Odyssey (2 year subscription)
Supplier/Vendor Compass Learning Cost $3,600 1,500 in other fund
sources = $2,100
See Attached agreement from Compass Learning for more details 7.
Please identify any funding that is or could be available from
other sources. We would like to help fund $1,500 of this project
through software and remediation funds that are available to
us.
Compass Learning Videos:
CARET
TOPIC: Student LearningQ: How can technology influence student
academic performance? A: Technology improves student performance
when the application directly supports the curriculum objectives
being assessed. RESEARCH EVIDENCE Technology is most influential
when integrated with curriculum and assessment. In a review of
studies, the (CEO Forum, 2001) concluded that "technology can have
the greatest impact when integrated into the curriculum to achieve
clear, measurable educational objectives." Integration of
technology with curriculum and professional growth increases
student achievement. Significant student achievement gains for
technology integrated with standards were demonstrated by an
eight-year longitudinal study of SAT I performance at New
Hampshire's Brewster Academy (Bain & Ross, 1999). Students
participating in the technology integrated school reform effort
(School Design Model) demonstrated average increases of 94 points
in combined SAT I performance over students who participated in the
traditional independent school experience. In a pioneer "laptop
school," where all students and faculty carry portable computers
and access a campus network, Brewster's extensive school reform
effort involved "rethinking the way we teach, how we build
curriculum and the way we support and evaluate faculty" (Bain &
Smith, 2000). A study of a comprehensive effort to integrate
technology into schools shows a increase in test scores related to
the use of technology. In West Virginia (Mann et al.,1999),
curriculum objectives for basic skills development in reading and
mathematics were integrated with instructional software. This
curriculum was reinforced with teacher instruction and the
achievement tests used to evaluate student performance. Gains in
student test scores on the SAT-9 (for 950 fifth graders in 18
schools) were attributable to the alignment of the targeted
curriculum objectives with the software, teacher instruction and
the tests. In a randomized study in Virginia, use of digital video
clips to supplement instruction resulted in increased student
achievement (Boster et al., 2002)(Boster et al., 2004). In this
case, the video segments were selected from a commercially
available library (unitedstreaming[TM]) to align with particular
standards in science and social studies addressed by all
participating schools in the third and eigth grades. The
assessments (pre and post) were likewise specially developed to
examine student's knowledge of those standards. "Intelligent tutor"
software that supports curriculum has been shown to improve
learning. In Pittsburgh, an algebra curriculum focusing on
mathematical analysis of real-world situations and the use of
computational tools is supported by an intelligent tutor software
program as part of the regular curriculum for 9th grade algebra. On
average, the 470 students in the experimental classes outperformed
students in comparison classes by 15% on standardized tests and
100% on tests targeting the curriculum-focused objectives
(Koedinger et al., 1999). At this time the algebra curriculum
(PUMP) and intelligent tutor (PAT) are used in 70 schools,
nationwide. Teachers observe significant change in student skills
and knowledge acquired after their first multimedia project. The
Just in Time model for multimedia training enabled university
content and instructional design specialists to provide teachers
with skills as they were needed for completion of specified
products and projects. After student completion of the first
multimedia project, teachers reported increased student knowledge
in: a) research skills, b) research skills to locate content
resources, c) capability to apply learning to real world
situations, d) organizational skills and e) interest in the
content. (Cradler & Cradler, 1999) REFERENCES* = Reviewed in
CARET
Bain, A., & Ross, K. (2000). School reengineering and SAT-1
performance: A case study. International Journal of Education
Reform, 9(2), 148-153. Bain, A., & Smith, D. (2000). Technology
enabling school reform. T.H.E. Journal (Technological Horizons in
Education), 28(3), 90. * Boster, F. J., Meyer, G. S., Roberto, A.
J., & Inge, C. C. (2002). A report on the effect of the
unitedstreaming(TM) application on educational performance.
Cometrika, Inc., Baseline Research, LLC., & Longwood
University.[go to CARET review]
* Boster, F. J., Meyer, G. S., Roberto, A. J., Lindsey, L.,
Smith, R., Strom, R., & Inge, C. C. (2004,
http://caret.iste.org/index.cfm?fuseaction=evidence&answerID=1[11/1/2008
9:59:32 AM]
CARET September). A report on the effect of the
unitedstreaming(TM) application on educational performance: The
2004 Los Angeles Unified School District mathematics evaluation.
Cometrika, Inc., Baseline Research, LLC, & Longwood University.
Retrieved November 28, 2005 from:
http://unitedlearning.com/streaming/evaluation.cfm?id=315.[go to
CARET review]
* CEO Forum on Education and Technology. (2001, June). The CEO
Forum school technology and readiness report: Key building blocks
for student achievement in the 21st century. Retrieved February 21,
2002 from http://www.ceoforum.org/downloads/report4.pdf.[go to
CARET review]
Cradler, R., & Cradler, J. (1999). Just in time: Technology
innovation challenge grant year 2 evaluation report for Blackfoot
School District No. 55. San Mateo, CA: Educational Support Systems.
* Koedinger, K., Anderson, J., Hadley, W., & Mark, M., (1997).
Intelligent tutoring goes to school in the big city. Pittsburgh,
PA: Human-Computer Interaction Institute, Carnegie Mellon
University. International Journal of Artificial Intelligence in
Education, 8, 30-43. Retrieved February 11, 2002, from
http://act.psy.cmu.edu/awpt/AlgebraPacket/kenPaper/paper.html.[go
to CARET review]
* Mann, D., Shakeshaft, C., Becker, J., & Kottkamp, R.
(1998). West Virginia story: Achievement gains from a statewide
comprehensive instructional technology program. Santa Monica, CA:
Milken Exchange on Educational Technology.[go to CARET review]
OTHER RESOURCES* = Reviewed in CARET
Arroyo, C. (1992). What is the effect of extensive use of
computers on the reading achievement scores of seventh grade
students? ERIC Document Reproduction Service No. ED353544.
Retrieved October 23, 2001 from http://www.edrs.com. Coley, R.,
Cradler, J. & Engel, P. (1997). Computers and classrooms: The
status of technology in U.S. schools. Princeton, NJ: Educational
Testing Service, Policy Information Center, 37. Idaho Council for
Technology in Learning, (1998). Idaho technology initiative: An
accountability report to the Idaho Legislature. Bureau of
Technology Services, Idaho State Department of Education.
Koedinger, K. and Anderson, J. (1999). PUMP algebra project: AI and
high school math. Pittsburgh, PA:.Carnegie Mellon University, Human
Computer Interaction Institute. Retrieved February 24, 2003 from
http://act.psy.cmu.edu/awpt/awpt-home.html
Submit another topic or question
http://caret.iste.org/index.cfm?fuseaction=evidence&answerID=1[11/1/2008
9:59:32 AM]
CompassLearning Inc. CompassLearning Odyssey Price QuoteTowne
Meadow Elementary Subscriptions
Installation Type: New Installation Qty Product Description
Management System: Subscription / Standalone
# of Sites: 1 Ext. Price
Subscriptions 25 LKF 25 LKF
Odyssey 4-8 Subscription (Year 1) Annual license for
Manager/Assessment, Curriculum & Support Odyssey 4-8
Subscription (Year 2) Annual license for Manager/Assessment,
Curriculum & Support
1,800.00 1,800.00 $3,600.00
Total Software and ServicesDid you know that you could
significantly increase your buying power and lower your cost per
student through annual installment payments? For more information,
ask your sales representative.
$3,600.00
All pricing shall be valid for 30 days from the date of this
quote. All purchases are net thirty (30) days from the date of
invoice. All applicable taxes, if any, shall be paid by Customer.
Past due invoices shall accrue interest at the rate of 1.5% per
month. All products are shipped FOB CompassLearning. Financing
shall be subject to credit approval. In the event of any conflict
or inconsistency between the quote documents (including Exhibits,
Terms and Conditions or the End User Agreement) and Customer's
purchase order, the quote documents shall control. Prepared by:
Robert J. Hosinski CompassLearning Inc. 203 Colorado Austin, TX
78701 10/31/2008 HOSIR00623 Version 3.29.19 - 08/12/2008 Page:
1
CompassLearning Inc. CompassLearning Odyssey Price QuoteTowne
Meadow Elementary Subscriptions
Installation Type: New Installation Qty Product Description
Management System: Subscription / Standalone
# of Sites: 1 Ext. Price $3,600.00
Grand Total Software and Services
Software / Service Disclaimers CompassLearning Odyssey -
Internet Delivered Support includes School Helpline and Software
Maintenance/Enhancements as available. Annual fees will be subject
to price increases if not purchased in advance. Pricing is
contingent upon a completed site survey and technical
recommendations from the CompassLearning Hardware Desk The District
is responsible for adequate bandwidth.
All pricing shall be valid for 30 days from the date of this
quote. All purchases are net thirty (30) days from the date of
invoice. All applicable taxes, if any, shall be paid by Customer.
Past due invoices shall accrue interest at the rate of 1.5% per
month. All products are shipped FOB CompassLearning. Financing
shall be subject to credit approval. In the event of any conflict
or inconsistency between the quote documents (including Exhibits,
Terms and Conditions or the End User Agreement) and Customer's
purchase order, the quote documents shall control. Prepared by:
Robert J. Hosinski CompassLearning Inc. 203 Colorado Austin, TX
78701 Version 3.29.19 - 08/12/2008 10/31/2008 HOSIR00623 Page:
2
CompassLearning Inc. CompassLearning Odyssey Price QuoteTowne
Meadow Elementary Subscriptions
Installation Type: New Installation Qty Product Description
Management System: Subscription / Standalone
# of Sites: 1 Ext. Price
As seen and agreed to by:
Site Contact:
Signature
Name
Print Name
Title
Title
Phone Number
Date
E-Mail Address Not valid unless accompanied by a purchase order,
or an order agreement.
Requested Installation Date (pending CompassLearning
confirmation): Order should be shipped to the following
address:
/
/
Please fax all pages of this quote and order documentation to
512-391-1703.
All pricing shall be valid for 30 days from the date of this
quote. All purchases are net thirty (30) days from the date of
invoice. All applicable taxes, if any, shall be paid by Customer.
Past due invoices shall accrue interest at the rate of 1.5% per
month. All products are shipped FOB CompassLearning. Financing
shall be subject to credit approval. In the event of any conflict
or inconsistency between the quote documents (including Exhibits,
Terms and Conditions or the End User Agreement) and Customer's
purchase order, the quote documents shall control. Prepared by:
Robert J. Hosinski CompassLearning Inc. 203 Colorado Austin, TX
78701 10/31/2008 HOSIR00623 Version 3.29.19 - 08/12/2008 Page:
3
