The objective is to meet the needs of our struggling math students who score level 1 or 2 on FCAT; for our intensive math class.

How many students use Ascend ?

157

On average, how many hours per week are they on Ascend?

3 X’s a week for 20 – 30 minutes, so roughly 1 – 1.5 hours per week.

How many teachers use Ascend?

2

What were the funding sources used to adopt Ascend?

School technology funds

What were some of the challenges faced, and what were your reasons for adopting Ascend?

We had a diverse group of students performing below level in Math, but no time to differentiate instruction for them during class time. We adopted Ascend to meet the needs of each student and fill their unique learning gaps in math.

What were your desired objectives?

To get all students up to grade level. Originally, three years ago, we implemented it in such a way Level 1 and Level 2 FCAT students would have to give up an elective to work in the Ascend Math lab instead. Then, once the students achieved mastery in Ascend up to their actual grade level, then they could go back to their elective and would no longer need to use Ascend. At first the students were unhappy to lose their elective, but then they really enjoyed Ascend, and wanted to continue to use the program even after meeting their requirement, so we began allowing them to use it at home. However, since then we lost our funding to hire a teacher to monitor the Ascend Math Lab, but the program was so successful, we did not want to quit using it. So, this year was the first year that we implemented it into the homes of the actual students instead of in school. We provided a parent letter describing the necessary plugins, and how the program would work, and advised them to allow the students to work at their own pace (not to help them too much). And the implementation was a success!

What has been Ascend’s impact on student achievement, and what are the actual outcomes (Ascend results, test score results, etc)?

We are delighted with our on going results! This year, even using it from home, we had a couple students gain 5 whole grade levels! Then more typical results were: almost 13% of our students gained 3 grade levels; 14% gained two; and 21% gained 1 grade level.

Special Education

How many students use Ascend?

9 students enrolled in this class

On average, how many hours per week are they on Ascend?

2 hours

What were the funding sources used to adopt Ascend?

Special Education funds and ARRA Special Education funds

What were some of the challenges faced, and what were your reasons for adopting Ascend?

Pam Joseph teaches a self contained class of 6^th,7^th, and 8^th grade students with disabilities.  Besides being responsible for every subject on all 3 grade levels, Ms. Joseph’s students’ academic abilities range from being well below grade level to being accelerated. Planning and implementing individualized instruction for each student is very challenging.  Ascend Math helps Ms. Joseph individualize instruction and enables students to receive direct instruction from the program while she is working with others.

What were your desired objectives?

To use Ascend Math to supplement grade level Math instruction.  Identify gaps in student understanding of previously taught Math concepts, and provide individualized instruction to fill the gaps.

What has been Ascend’s impact on student achievement, and what are the actual outcomes (Ascend results, test score results, etc)?

• 48% gain in score for the class
• 6 out of 9 students completed 1 or more levels
• 2 students working above grade level
• With the help of Ascend Math and self discipline, one 8^th grade student was able to go from Level 5 to completing Level 9-12, enabling him to meet his dream of being able to enroll in honors classes in high school.

Ascend is used as a resource for students with disabilities in our Middle and High Schools.

How many students use Ascend ?

236 students enrolled

On average, how many hours per week are they on Ascend?

It varies by class, teacher, and student needs.

How many teachers use Ascend?

21

What were the funding sources used to adopt Ascend?

Special Education funds and ARRA Special Education funds

What were some of the challenges faced, and what were your reasons for adopting Ascend?

Many students with disabilities are performing one or more grade levels below where they should be in Math.  Individualizing instruction to meet each student’s specific needs and give them the skills needed to meet grade level standards was a challenge.

What were your desired objectives?

Ascend Math would assist the teacher in determining what objectives each student needed to work on and provide each student with the individualized instruction to meet their needs.   This efficiency of instructional time was needed, especially for students starting below grade level, in order to rise to and meet grade level standards.

What has been Ascend’s impact on student achievement, and what are the actual outcomes (Ascend results, test score results, etc)?

• Students averaged 33.3% gain in scores.
• Seventy-seven students in levels 5,6,7 experienced gains from 43-53%.
• Mean Post Assessment Score: 88%
• With the help of Ascend Math and self discipline, one 8^th grade student was able to go from Level 5 to completing Level 9-12, enabling him to meet his dream of being able to enroll in honors classes in high school.
• A student at a different Middle School has completed levels 3, 4, and 5 this year and has made a 78% gain in level 6 so far.  The success she has experienced with Ascend has changed her attitude towards Math and helped build self confidence.

The schools in this county include: Rochester City School District  and Rockdale County Public School Learning Support

Our school district has used Ascend for a multitude of instructional opportunities. Those include, special education, RTI and/or tier 2 students, after school enrichment/intervention and gift and talented students. We have implemented the program in all of our schools in the district.

How many students use Ascend?

With a small district of around 500 students, we have utilized approximately 150 to 200 licenses.

On average, how many hours per week are they on Ascend?

Students range from one hour to four hours a week depending on their home use.

How many teachers use Ascend?

Approximately 20 to 25.

What were some of the challenges faced, and what were your reasons for adopting Ascend?

Each school in our district has a specific challenge ranging from student needs and the time available to intervene, and technology issues specifically bandwidth.

The main reason that we have adopted Ascend is its ease of use, instructional video for student viewing on mathematics concept, interactive practice and student pre and post assessments.  An additional key component to the Ascend program is a reporting system that gives beneficial reports of student progress and achievement.

What were your desired objectives?

We have used the Ascend program to intervene with tier 2 and tier 3 students.  It has provided instruction that has helped some of our struggling students gain up to three levels in a six month period.

We have some parents who like to have their children practicing and actually working above grade level.  The Ascend program allows for instruction to be viewed and learned via the program and the student is able to learn at their own pace. So many parents are very appreciative to the Ascend Program and our school district in providing learning opportunities that is up and above the traditional school day.

What has been Ascend’s impact on student achievement, and what are the actual outcomes (Ascend results, test score results, etc)? As I said above, some of our students have grown three levels in six months.  Our students are taking the NWEA Mapp assessment next week and I look forward to interpreting the data of those children who have been actively involved in the Ascend program to that of the Mapp score.

What were the funding sources used to adopt Ascend?

For the first year we used Arra funds but are now looking at using district funds because it has been requested to be used in the schools.

The schools in this county are as followed: Elk Mountain Elementary, Medicine Bow Elementary, Hanna Elementary   HEM Middle/High School, Saratoga Middle/High School, Saratoga Elementary, Encampment K-12 School

The implementation objective of our Ascend Math program is school wide based on each individual students needs. All students in special education participate on the Ascend Math program. In addition, the bulk of our students are chosen from a Response to Intervention (RtI) perspective. Any student that failed a six weeks grade-reporting period in math during the school year was assigned to the Ascend Math program. Once a student was assigned to the program, each student was scheduled for a 30 minute weekly tutorial once a week, and a 60 minute after school tutorial on the Ascend Math program once a week. In addition, any student whose parents felt their child needed help in math or if a teacher felt that a particular student needed the assistance of the Ascend Math program, the student was assigned to the tutorial program. Any student that was remanded to the DAEP campus from our school was assigned to the Ascend Math program. In addition, new students are being added regularly, depending on the students needs. Currently, our last influx of students added to the Ascend Math program are students attending Saturday school for attendance recovery, and any 8th grade student who did not pass the state assessment in math.

How many students use Ascend?

Currently we have 171 students on the Ascend math program. With students added regularly depending on the individual needs of each particular student.

On average, how many hours per week are they on Ascend?

On average, most students spent a minimum of 60 minutes a week on the Ascend Math program. Some students spent more than over 100 minutes a week on the program. Currently any 8th grade student not passing the state assessment in math is assigned to 480 minutes a week of Ascend Math outside of the school day; after school four times a week for 60 minutes and on Saturday for 240 minutes.

How many teachers use Ascend?

Currently all math teachers know and rely on the assistance the Ascend Math program does for their students and are aware of which students they have that are on the Ascend Math program. We have 8 math teachers, one English as a second language teacher, and three special education teachers who are aware of their students using the Ascend Math program as a method to closing the achievement gaps in math.

What were some of the challenges faced, and what were your reasons for adopting Ascend?

The first challenge was to sale the Ascend Math program to our teachers,  the need for a program to help close the achievement gaps of our students in math. After extensive research, and meeting with a trustworthy consultant, we chose to use Ascend Math. Prior to the implementation of the Ascend Math program, some students were assigned to 30 minute math tutorials with their math teacher 3 times a week. As a school, we felt this was ineffective and counterproductive. Our new plan, integrated the Ascend Math Program that would give teachers the opportunity to work with more students throughout the week. Mainly because each student was assigned to a math mandatory tutorial in our computer labs until 5:00 pm working on the Ascend Math program to close achievement gaps in math.

Another challenge we faced in implementing with the Ascend Math program was the need to get students to work on the program with fidelity. After meeting with each student and communicating with their parents, students were assigned mandatory tutorials before and after school that totaled 90 minutes a week. Students were assigned 30 minutes with their math teacher and 60 minutes on the Ascend Math program. Automated daily calls were made to each student’s parents the night before reminding the parents of the importance of attendance to the Ascend Math tutorials and the time they would be done every afternoon. A second call was made each afternoon to remind parents of the tutorial. When students missed a scheduled tutorial in the computer lab, a makeup day was assigned.

One major challenge that took some collaborative discussions was the need of our feeder school to get on board with the Ascend Math program. It was apparent that our students were closing their educational achievement gaps in math. The problem was that the gaps were so wide ranging from students testing out on grade levels in the 5th, 4th, 3rd, and even 2nd grade level. Because of the gaps in math, students  had to attain proficiency for up to six or seven years of math within  three, two, or unfortunately even in one year. Getting our feeder school on board with the Ascend Math program was a major accomplishment because the achievement gaps the 4th and 5th grade students had were not as bad as if the students were in the 6th, 7th, or 8th grade level.

The major reason why we needed to adopt Ascend math was that it was apparent that students at Fort Stockton Middle School were struggling in math. We looked at the Ascend Math program because teachers were accountable for teaching their students math at grade level. Problem was we had too many students performing below grade level. I explained to teachers, parents, colleagues, and students the benefits of the  Ascend Math program. I gave examples such as, if a student struggled with proportions in the 7th grade, it may be because the student really did not grasp the skills needed to mathematically manipulate fractions taught at a lower grade. A gap existed and until the gap was filled, then the student would succeed in solving proportions.

What were your desired objectives?

The desired objectives of the implementing the Ascend Math program is to close the achievement gaps in math of all students at Fort Stockton Middle School. Thus increasing student achievement in math, and improving state assessment scores in math. Lastly, our school wanted students to attain a sense of confidence in math and even pursue careers that embrace math as means to a better world.

What has been Ascend’s impact on student achievement, and what are the actual outcomes?

The impact Ascend math has had on our school is tremendous. Teachers can tell which students are on the Ascend math program because of their improved math abilities and skills in the classroom and on their assessments. One of the prominent success stories involves a special education student. The student worked over 23 hours on the Ascend Math program, and received commended performance on the state assessment in math.

Most recently, students have achieved average gains as follows:
•    6th grade – 28.6% (post test vs. pre test)
•    7th grade – 25.5% (post test vs. pre test)
•    8th grade – 35.6% (post test vs. pre test)

Level improvements are as follows:
•    Level 2 -  18.7% gain (post test vs. pre test)
•    Level 3 -  14.0% gain (post test vs. pre test)
•    Level 4 -    8.8% gain (post test vs. pre test)
•    Level 5 -  27.9% gain (post test vs. pre test)
•    Level 6 -  32.0% gain (post test vs. pre test)
•    Level 7 -  28.8% gain (post test vs. pre test)
•    Level 8 -  47.8% gain (post test vs. pre test)

Funding

The funding sources used for the adoption of Ascend Math program were from different sources. Local budgeted instructional funds were used along with funds allocated from a bond issue earmarked for technology. Lastly, some stimulus money was used to pay for the licenses our school purchased for our students.

Students identified as Level 1 on the FCAT Math are scheduled for Intensive Math for the school year.  Objective is to improve level on FCAT.

How many students use Ascend?

About 70 students.

On average, how many hours per week are they on Ascend?

4 hours per week, five days per week, and 50 minutes per day

How many teachers use Ascend?

One primary user, and it is used to a lesser extent by one of our ESE teachers.

What were some of the challenges faced, and what were your reasons for adopting Ascend?

School was searching for a vehicle to help students improve their level 1 math FCAT status.  There are  many programs available and it was important to choose one the aligned with Florida benchmarks and not out of line financially.

What were your desired objectives?

To increase students math scores on FCAT.  All students in Intensive Math classes are Level 1 on FCAT math.  Another objective was to help meet AYP.

What has been Ascend’s impact on student achievement, and what are the actual outcomes?

According to Ascend data,  34.3 % of our students have progressed two or more grade levels, and an additional 31.4% progressing one grade level.  We will not be able to relate to FCAT scores until scores are received in late summer.

Funding

Braden River Middle School Parent Teacher Student Organization.

We wanted to fill in gaps so students will have the tools to move through our normal math sequence.

Steps taken to address the problem?

We wanted a program that is teacher and student friendly and a program that will focus on individual students needs. Ascend fills those gaps. It is also aligned to our state standards.

What was your implementation objective?

We use Ascend as an implementation in our classroom, intervention, special ed, rural schools, credit recovery and as an independent study.

Desired objectives?

We want our students to meet our state standards and gain the math background they will need to function in today’s society.

Short-Term Results & Data

As a school, We are up over 30% The score speaks for itself.

Funding

We budgeted the money through our intervention fund.

A large percentage of our students performed significantly below grade level in Math. We had no program or assessment that would identify weakness and target specific skills. Typically, teachers pulled worksheets and used that to provide instruction. This practice left a large percentage of our students totally unprepared for the rigorous math curriculum offered in high school. Additionally, we had a large group of students who struggled in the courses Algebra I and II as well as Geometry. The failure rate in these courses escalated to well over 75% in any given six week period.

Steps taken to address the problem?

As a system, we knew we had to do something to assist these students. The Ascend Math Program answered both of these calls – it provided us with the remedial assistance to help those struggling students “catch up” but also provided targeted instruction to students that might have needed tutoring in a specific area of the course.

Desired Objectives

1.To increase Math performance as measured by the GEE.
2.To reduce the number of students failing Algebra I, Algebra II and Geometry.
3.To increase the Math proficiency level of students according to the Scantron Performance test.

Funding

IDEA – Stimulus funds

Many of our students were missing concepts from several grades and we needed an intervention that was tightly focused. In addition, many of our students with disabilities have moved from resource to a co-teach class, and we wanted a resource that would reinforce what they were learning.

Steps taken to address the problem?

We wanted to accelerate and support our struggling students. We adopted Ascend because it offered the broadest array of uses for our students.

Solution and implementation model?

We are using Ascend for two purposes: to fill in content gaps for students who have not had access to grade-level curriculum and as a Tier II intervention in the GIST Process.

Short-Term Results & Data

Students who used Ascend consistently showed a dramatic improvement. In our 8th grade, 36 students were enrolled in Ascend. Twenty-nine of those students met expectations on our state assessment. Of the twenty-nine that met expectations, eleven were students with disabilities. We had fourteen students with disabilities working with Ascend and eleven of them met expectations. We do not have results from the other grades tested but I expect them to be comparable in Grades 5 and 7.

Funding

We combined special education, state compensatory and GIST funds.

One of the challenges we faced was closing skill gaps of our students that did not have the math skills needed to successfully transition to post-secondary activities.

Steps taken to address the problem?

We had to find a Math intervention program that engaged our low performing students and turned them around and ensured that they graduated with the skills and knowledge they needed to be successful.

Solution and implementation model?

We had to embarked on a multi-year initiative to address chronically low student achievement in mathematics on a range of standardized measures. Our High School was looking for a Math intervention program that could work with students that excelled from a non-traditional learning environment. We wanted a Math curriculum that focused on a strong, integrated and technical preparation program designed to ensure mastery of the state content standards. It was critical to find a program addressed the following needs:
•Identified skill gaps
•Targeted individual weaknesses
•Offered remediation
•Provided summative assessments
•Mapped to Colorado standards
•Accessible from school and home
•Engaged ADD or ADHD students
Ascend Math’s ability to automate individual learning plans to a full range of instructional activities proved to be a great choice for the challenges we were facing. Their adaptive placement tests identified skill gaps of our students who were several grade levels below their actual Algebra I grade. Ascend Math’s individualized intervention program meant that students were able to realize success immediately and this provided motivation and drove their success. During the Fall Semester students who were at risk of not passing Algebra I began work with Ascend. For those students who did not succeed in Algebra I during the Fall Semester, Ascend became the Credit Recovery Curriculum.
Steps taken included:
•Realignment of our curriculum with a specific focus on critical foundations for algebra;
•Consistent use of diagnostic and formative assessment to identify individual student areas of need, prescribe individualized interventions, and monitor progress;
•Mandatory double dosing for 9th and 10th grade students and a mandatory 4th year of math for all seniors;
•Significant, personalized use of technology (Ascend Math) to provide quality computer-assisted instruction.

Desired Objectives

•Follow a Coherent Progression, with Emphasis on Mastery of Key Topics
oFocus on the Critical Foundations for Algebra
- Proficiency with Whole Numbers
- Proficiency with Fractions
- Particular Aspects of Geometry and Measurement

Short-Term Results & Data

As a result of these steps Aspen Valley has demonstrated the following indicators of significant student growth:

•Increase from 0% to 26% of students achieving proficiency on the Colorado Student Assessment Program (CSAP) test over the last three years.
•2009-2010 mid-year growth rates of 9th grade students on the Scantron test three times the district average for 9th graders.
•2009-2010 mid-year growth rates of 10th grade students on the Scantron tests four times the district average for 10th graders.
•Average ACT scores for 11th grade students have increased from 15.3 in 2007 to 17.0 in 2009.