EDUCATIONAL GRANT APPLICATION

PROJECT TITLE: Compass Learning - Math Remediation

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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: 317-385-2140

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 DIRECTOR’S SIGNATURE: ______________________________________DATE 10/31/08

BUILDING PRINCIPAL’S 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 PRINCIPAL’S SIGNATURE: DATE November 1, 2008

SUPERINTENDENT’S SIGNATURE: ______________________________________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 student’s 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 school’s 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 school’s 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 it’s 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
it’s 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 Supplier/Vendor Cost

Compass Learning Odyssey Compass Learning $3,600 – 1,500 in other fund sources = $2,100
(2 year subscription)

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 Learning

Q: 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 Quote

Towne Meadow Elementary Subscriptions

Installation Type: Management System: # of Sites:

New Installation Subscription / Standalone 1
Qty Product Description Ext. Price

Subscriptions
25 LKF Odyssey 4-8 Subscription (Year 1) 1,800.00
Annual license for Manager/Assessment, Curriculum & Support
25 LKF Odyssey 4-8 Subscription (Year 2) 1,800.00
Annual license for Manager/Assessment, Curriculum & Support
$3,600.00

Total Software and Services $3,600.00

Did 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.

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.
CompassLearning Inc. 203 Colorado Austin, TX 78701
Prepared by: Robert J. Hosinski 10/31/2008 HOSIR00623 Version 3.29.19 - 08/12/2008 Page: 1
 CompassLearning Inc.
CompassLearning Odyssey Price Quote

Towne Meadow Elementary Subscriptions

Installation Type: Management System: # of Sites:

New Installation Subscription / Standalone 1
Qty Product Description Ext. Price

Grand Total Software and Services $3,600.00

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.
CompassLearning Inc. 203 Colorado Austin, TX 78701
Prepared by: Robert J. Hosinski 10/31/2008 HOSIR00623 Version 3.29.19 - 08/12/2008 Page: 2
 CompassLearning Inc.
CompassLearning Odyssey Price Quote

Towne Meadow Elementary Subscriptions

Installation Type: Management System: # of Sites:

New Installation Subscription / Standalone 1
Qty Product Description 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.
CompassLearning Inc. 203 Colorado Austin, TX 78701
Prepared by: Robert J. Hosinski 10/31/2008 HOSIR00623 Version 3.29.19 - 08/12/2008 Page: 3