| State: Texas | Number of Students: 1,110 |
| School Type: Public School District | Free and Reduced Lunch: 80.6% |
| Grade Level: PK-12 | English Language Learners: 6.5% |
School Context
This small district serves 1,077 students. They are committed to transforming their traditional public schools into more progressive, blended learning environments in an effort to reach more students and help them achieve success.
State of Technology
In grades 3-8, students have found success with an adaptive math program. However, the teachers of K-2 students believe they could have more success if they were better aligned with the methods implemented with 3-8th grade students. They hope that a more intuitive program will engage students and inspire teachers.
Currently they use Renaissance for their K-2 program. This solution has had some success, but is not delivering on some of its original promises. They wish that the assessment feature was more robust. They feel that they are not getting the reporting they need.
Tech Needs & Requirements
They are looking for an adaptive math tool for K-2 students (pre-K preferred) that can engage students in a station rotation model. They have two computer labs for 30-minute stations. However, they can be flexible with their schedule. Most importantly, they want the tool to be able to do more than what we have now. Specifically by being able to measure growth and through that data, they find it easier to communicate to the parents that progress is being made. They believe that moving to a blended environment, where students can learn from the program and is helpful to teacher will lead to better outcomes.They need the tool to be TEKS aligned and at the same rigor. They would prefer that the tool delivers content to students at their skill level and that it addresses vocabulary and fact practice, areas that they have determined to be universally weak. They are hoping for a transparent assessment schedule to review so that they can determine upfront whether it will work within their schedule. They do not necessarily need to define the frequency of assessment, but would like to know how and how often the tools offer assessment. They want a tool that is colorful if possible and easy to decipher so that teachers can feel confident to analyze the data on their own. The school would like actionable, measurable data to see growth or regression in student performance. They prefer a tool that does not require the teacher to crunch numbers on their own. When reviewing data they prefer to have a changeable date span (e..g, 6 week, monthly) to look at groups of students. The more graphics the better If there was a way to integrate with a learning management system, that would be preferable, but not a non-negotiable.
Students should be able to see where they are in pace and sequence, but control over pace should be limited.
Teachers will use data to inform direct instruction and tutoring. This tool will be used for a station rotation model and will help teach students independence.
The tool must: be an adaptive tool that meets students where they are and that is appropriate for K-2 students; provide content that features fact practice and vocabulary; provide a report that includes progress monitoring; and aligned with TEKS standards. The district provides labs with PC desktops. They also have collections of iPads and Chromebooks. Data is important to the school leaders. They would like to see what reporting the tool offers and how it addresses colorful reporting if possible and easy to decipher so that teachers can feel confident to analyze the data on their own. The school would like actionable, measurable data to see growth or regression in student performance. They prefer a tool that does not require the teacher to crunch numbers on their own -When reviewing data they's prefer to have a changeable date span (6 week, monthly) to look at groups of students. The more graphics the better. The tool must provide rostering and use the SIS or CSV file if possible. They would like to know if it is easy to add or delete a student after the preliminary rostering. They would also like to know how the tool addresses control over usernames and passwords. The tool must integrate with TXEIS, if possible. The tool should provide single sign-on with Google, if possible.