Improving student Numeracy is one of our District's goals. One of the most critical needs, to help address the goal, is to support those students who have progressed through our education system but have not developed or fully understood critical basic building blocks and concepts of Mathematics. Gaps or holes in knowledge accumulate to a point where any future success in the Math becomes highly unlikely. Frustration results with many students eventually dropping out of Math.

Students need to develop a rationale as to why Math is necessary. Building a context where students solve "real world" problems using Mathematics is a great motivation for the need to develop Numeracy skills.

There is also the need to support all students, at all levels, with resources to help personalize learning. Students have different learning styles and rates, so access to materials that help support a more flexible learning environment would be of value. In addition, access to resources should be available anytime and anywhere so learning can continue outside the classroom but yet still be managed by educators.

Project Introduction:

For the past year and a half a group of dedicated educators has been exploring the potential use of various ICT (Information Communication Technology) resources in supporting Student Numeracy. They have also developed an implementation model that helps with the integration of ICT in personalizing student learning.

The group has identified a web-based product called Destination Math, from Riverdeep Interactive Learning, as a resource with great potential in meeting our students Numeracy needs. The system has a management system that allows for the monitoring of student learning including assessment with diagnostic and prescription capability. Since the entire system is available over the Internet, students and educators can access resources anytime, anywhere. This capability is particularly powerful for educators in the sharing of assignments, lessons and instructional strategies.

We are now ready to pilot this system and implement the learning model with interested schools. This project will test the effectiveness of the system in improving student gains in numeracy and will help identify/share best practice (i.e. effective instructional strategies).

Project Implementation and Accountability:

The District has partnered with Riverdeep and IBM not only to help reduce the project's implementation cost but share knowledge and expertise. The District has installed 100 Destination Math licenses on a Web server to be shared by participating schools. Implementation support will be provided including educator releases to attend an introductory Destination Math training. User group meetings and lesson develop sessions will be held to provide ongoing support. Participating schools will be expected to cost share on the hardware to be used in the project. A special negotiated price has been established with IBM for the bulk purchase of 100 Pentium 4 systems. The school price for a system (including 17" monitor) will be $700.

An accountability process has been developed to promote effective use of resources. Schools are to apply for participation in the project and will be responsible for fulfilling commitments documented within their application. To participate a school must register a minimum of 20 students in the project. Although student progress and usage is to be monitored through the software's management system, an independent (apart from the Destination Math) pre and post assessment instrument is also to used to help report student results. A specific standardized test called TOMA-2 has been identified for use in this project and will help ensure some consistency in reporting.

At the end of the school year, participating schools will be asked to share their achievements (reporting on student results) for a District report. The report will be a summation of findings, rather than a report on individual schools.

Timelines:

September 16/02	Project Information Meeting and applications distributed
September 30/02	School Applications are due
October 4/02	Schools informed on project participation. Hardware is bulk ordered.
October 15 - 25/02	Full day workshop/training scheduled for participating schools.
October 21 - 25/02	Hardware is distributed to schools.
November 1/02	Completion of pre test with TOMA-2
November 4/02	School implementation begins
November - April/03	District to provide ongoing support. Two to three user group meetings will be held (after school) to share successes, challenges and solutions.
May 16/03	Schools report out on student results
June/03	District report developed

School Implementation Plan/Application to Participate:

Schools interested in participating in the Destination Math project are asked to submit a (one page) Implementation Plan, signed by the principal, that addresses the following components (due by September 30, 2002 to Denis Simair, Tolmie Building or by fax to 475-4218):

1. Identify the student target group(s) and the number of students (minimum of 20 students) that will use the system. Also identify the type of needs you are planning to address for each group (see following student usage models).

2. Identify staff that will participate (with implementation of the system) and their roles. An educational team approach is strongly recommended (i.e. teachers, SSAs, STAs, etc)

3. How will students be scheduled to share the system? Approximately how much time are you planning commit to the system's use for each student group? (Note: depending upon the category of use, enough time must be scheduled to ensure student success). If the software is be accessed by students from home (or other areas outside the school), describe the purpose and relationship to in school usage.

4. Briefly describe the operation of the learning environment (i.e. classroom, mini lab pod, resource room, etc) in which these computer systems will reside. Note: This project strongly encourages that resources are available at "point of access" (i.e. as close to the classroom environment as possible)

5. How many computers will you be purchasing for this project? (Schools may purchase a maximum of 5 new Pentium 4 systems, including 17" monitor, at $700 each). What other resources will your school contribute/redeply for the project? (e.g. head phones, printers, existing computers - that meet the operating standards, etc)

6. A standardized pre/post assessment instrument (called TOMA-2) has been identified for use in this project. Identify any other assessment tools you are also planning to use to help determine the effectiveness of system in improving student learning.

Student Usage Models:

The following are some suggested models that utilize the software to support various student numeracy needs. Please note that these are only suggested models and that other approaches to support needs may be viable.

Model A: Supplemental Usage Model
-Supports student knowledge gaps
-Requires diagnostic testing to determine specific needs
-Learning is structured and focused
-Requires high level of teacher intervention
-Usage time varies depending upon type of activity assigned (typically at total of 5 to 10 hours)
-This model may not show significant numeracy gains through TOMA-2
-This approach may be best for special needs students in a resource room.

Model B: Integrated Usage Model
- Supports regular class activities
- Used to introduce and/or reinforce concepts/skills
- Learning path defined by curricular activities assigned by the educator
- Educator monitors progress and ascertains need of intervention
- Used weekly (30-60 minutes)
- Approach of use for all students

Model C: Facilitative Usage Model
- Facilitates independent learning
- Predefined lessons replace some regular class instruction
- A different instruction delivery for different learning styles and rates
- Educator monitors but student more responsible for requesting intervention
- Learning model can effectively use some home access
- Used continuously (60-120 mins/wk)
- Best for more self directed learners.

Model D: E-learning Usage Model
- Facilitates independent learning
- Apart from regular class activities/instruction
- Can be supplemental or an enrichment of curriculum
- Activities/lesson to meet individual needs
- Monitored and support by an e-mentor.
- Accessed from home or other areas
- Use varies based on need
- Best for students with extra ordinary needs (i.e. extra support, timetabling/scheduling, traveling, etc)