December 2002 — Applications
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Polk Co. Schools Rely on Florida-Specific Assessment Tool to Develop Individual Learning Paths
Target groups and time-on-task. Target groups of students were selected to pretest in the instructional labs on specific standards-based reading and math curricula using a Florida-specific assessment tool, which was built by CompassLearning based on the FCAT item specifications. The assessment system develops an individual learning path for each student based on FCAT benchmarks the student has not yet mastered. These learning paths accommodate their own learning styles, allowing students to move on only when they have mastered the specific content being assessed. The students work for 90 minutes per week on each curric-ulum. This requirement is based on the research that shows dedicated time-on-task promotes student knowledge and understanding. Students in the target group take the post-test in February, then their academic gains are recorded so instruction can be modified based on strengths and weaknesses. Schools also provide after-school tutoring to encourage progress.
Active teacher involvement. Teacher participation in data-driven decision making, monitoring of student progress and directing the instructional program are vital to a successful implementation that results in student academic gains. Teachers monitor students as they work through their learning paths and intervene when needed.
Leadership teams. The leadership team — led by the administrator and including key teachers, network and lab managers, district school technology services personnel, and Compass- Learning educational consultants — manages the progress of the program and meets monthly to monitor student progress, review the five best practices and address any concerns. The members of the team keep the project on track, while collectively making decisions about instruction and curriculum.
Ongoing professional development. Administrators, teachers and managers are required to attend training classes during their participation in the program. Teachers learn what resources are available to them and how to use the tools to enhance their instruction in the lab as well as in their own classrooms. They learn how to use both pretests and post-tests to support student learning and become proficient at creating reports that reflect student learning. Teachers also complete pre- and post-self-evaluations to monitor their own personal growth and comfort level in using technology with instruction. This allows for ongoing professional development toward enhancing teachers’ technology implementation skills.
Technical Support and Training Facilities
The school technology services department provides technical and consulting support for these learning labs at 91 sites within the district. Currently, Polk County has four dedicated training-center sites with another site expected by the end of the year. These sites are located in areas like local malls, district offices, schools and technical centers to encourage participation. In addition, the district recently launched a mobile classroom — an outfitted diesel bus with two computer carts and 20 laptops that are on a wireless network. This way, students are not taken away from their own lab time to allow teachers to train.
