Group Final School Technology Plan

1

School Technology Plan: G. James Gholson Middle School

Anna Newton

Kathryn Thomas Matthew Terillo Emily Marshall

EDTC630 University of Maryland University College

August 14, 2012 Dr. Jayne Moore

2

Abstract

This plan seeks to develop a school technology plan for G. James Gholson Middle School

based on the specific needs of the school. The plan will focus particularly on integrating

technology to improve MSA scores in reading, mathematics, and science of students and

professional development for the faculty. The following topics will be addressed: a needs

assessment of current conditions, a vision statement, goals and learning objectives that are

connected to technology and curriculum standards, a budget for the school technology

expenditures, justification for the school technology choices, a professional development plan for

the faculty, timeline for completion of the plan, and a plan to evaluate the school technology

plan.

Keywords: school technology plan, middle school, MSA, reading, mathematics, and science

3

Table of Contents

Abstract ........................................................................................................................................... 2 Needs Assessment ........................................................................................................................... 4

School Structure and Demographics ........................................................................................... 4 Student Achievement Data ......................................................................................................... 5

Grade 8 .................................................................................................................................... 6 Grade 7 .................................................................................................................................... 7

Existing Technology ................................................................................................................... 7 Current Use of Technology ......................................................................................................... 8

Teachers .................................................................................................................................. 8 Students ................................................................................................................................... 8

Areas of Need & Improvement Goals ........................................................................................ 8 Vision Statement ............................................................................................................................. 9 Goals and Objectives .................................................................................................................... 12 Budget ........................................................................................................................................... 13

Justification ............................................................................................................................... 14 Professional Development ............................................................................................................ 17 Timeline ........................................................................................................................................ 18 Evaluation ..................................................................................................................................... 20

Evaluation of Goals and Objectives .......................................................................................... 20 Evaluation of Professional Development.................................................................................. 22

References ..................................................................................................................................... 26

4

Needs Assessment

School Structure and Demographics

G. James Gholson Middle School is located in Landover, Maryland in Prince George’s

County. The school services about 720-730 students in the seventh and eighth grades with a

faculty comprised of 55 classroom teachers. The classrooms of G. James Gholson Middle School

are gender-specific, which means the students comprise of either only male or only female

students. G. James Gholson Middle School is organized into interdisciplinary teams of teachers.

These interdisciplinary teams of teachers are responsible for the academic, social, and emotional

needs of their students. The structure of the classrooms was implemented to provide a strong

sense of community between the students and the staff. This structure also allows teachers to

share collaborate with each other on common concerns on a daily basis. Teams of teachers can

conduct team meetings, parent conferences, plan activities and instruction together to implement

a cohesive and strong education for all students in all subjects. Support staff, specialist,

counselors, and administrators are also assigned to teams in order to provide additional resources

to support the instructional and administrative needs of the teams. Students are assigned to teams

to ensure a balance between race, gender, ability, and attendance. Students with special needs are

grouped at each grade level in order to allow the support staff to maximize the services provided

for these students. These Special Education students have various disabilities including high

functioning autism, other Health Impairment-mostly Attention Deficit/Hyperactivity Disorder,

and learning disabilities in reading comprehension and phonics, writing mechanics, written

language expression, and math calculation and problem solving. ESOL students are also

grouped at each grade level in order for the ESOL teacher to maximize the services they provide

for these students. The table below shows the school’s demographics.

5

Demographic Number of Students Percentage of School Population

American Indian 0 0

African American 681 93%

Asian/Pacific Islander 2 .003

White 22 3%

Hispanic 14 2%

Male (7th grade) 199 27%

Female (7th grade) 184 25%

Male (8th grade) 171 23%

Female (8th grade) 167 23%

Special Education 95 13%

Limited English Proficient 21 3%

Free & Reduced Meals 476 65%

504 Plan 9 1%

Student Achievement Data

Students are required to take the Maryland School Assessment (MSA) tests in reading

and math in both 7th and 8th grade. In 8th grade there is a MSA test for science. These tests

include both multiple choice and constructed responses and are taken in March or April. Data

obtained from MSA results are used to determine whether a school met the annual measurable

objective (AMO) target. The science scores are not a part of the evaluation of school progress.

The MSA test produces a score that describes how well a student masters specific objectives in

the reading, math, and science content specified in the Maryland Content Standards and the

scores range from 240 to 650 points. According to the Maryland State Department of Education

(2012), Maryland MSA standards are divided into three levels of achievement:

6

● Advanced is a highly challenging and exemplary level of achievement indicating outstanding accomplishment in meeting the needs of students.

● Proficient is a realistic and rigorous level of achievement indicating proficiency in meeting the needs of students.

● Basic is a level of achievement indicating that more work is needed to attain proficiency in meeting the needs of students.

The following table indicates the scores needed to reach the advanced and proficient standards

on each MSA test:

Subject & Grade Level:

Minimum score to reach Advanced Standard

Minimum score to reach Proficient Standard

7th Grade Reading 425 385

7th Grade Math 451 396

8th Grade Reading 425 391

8th Grade Math 444 407

8th Grade Science 478 387

The below tables show the MSA results for both 8th and 7th grade of G. James Gholson Middle

School based off of the Maryland Report Card published by the Maryland State Department of

Education. The 2012 science MSA results were not posted; however, the 2011 results were

available.

Grade 8

Subject Advanced # of students/% of class

Proficient # of students/% of class

Basic # of students/% of class

< Basic level # of students/% of class

Reading (2012)

56/16.2% 118/34.2% 171/49.6% 0/0%

Math (2012) 0/0% 99/28.6% 235/67.9% 12/3.5%

Science (2011)

0/0% 66/18.2% 297/81.2% 0/0%

7

Grade 7

Subject Advanced # of students/% of class

Proficient # of students/% of class

Basic # of students/% of class

< Basic level # of students/% of class

Reading (2012)

76/22.4% 129/37.9% 135/39.7% 0/0%

Math (2012) 0/0% 143/42.2% 189/55.8% 7/2.0%

From the above data, the majority of students are reaching the basic level in the majority

of the subject areas. When the data is broken down based on race, gender, and special services,

the data still shows most of the students in each subgroup at the basic level on their MSA tests.

Existing Technology

In G. James Gholson Middle School there are two Dell Desktops in every classroom and

two computer labs with about 20-25 working computers in each. There are two mounted

SMART Boards in two special education classes and three mobile SMART Boards that are used

by the math, reading and science departments and must be signed out. Generally this technology

is used every day by one teacher or another. There are LCDs provided for each classroom so

teachers can project what is on their computer screen to their students. There is a class set of CPS

clickers; however, these are rarely used by teachers. One teacher has a class set of iPads, but he

is the only one who uses them because he received it through a grant. The STEM classroom has

a class set of Dell laptops as well.

All computers used in the building are connected to the district network. The computers

in the building are connected to the network with Ethernet cords. There are laptop carts that

classrooms can borrow. These carts contain up to twenty IBM ThinkPad laptops. These laptops

are very old and have difficulty connecting to the network either by wireless or Ethernet cords.

The laptops have not been upgraded in many years and the software on the computer is outdated.

8

Even with the desktop computer and a borrowed laptop cart there are not enough computers for

all the students in smaller classes. Sharing and rotating computers interfere with the quantity and

quality of assignments and projects turned in. Also the desktop computers and the available

laptop carts are hooked up to a Dell Laser Printer 1700 XL. There are also a limited number of

ELMO TT-12 Document cameras that can be borrowed. With the amount of Special Education

students and the struggling student performance on assessments, more technology is needed in

the classroom to assist the students to achieve with the general education curriculum.

Technology is needed for both the students and the teachers in order to overcome some of the

obstacles facing the students at Gholson Middle School.

Current Use of Technology

Teachers. Although there are many types of technology that is available for teachers to

check out, most of that technology is outdated and not reliable. Therefore, teachers are only able

to use their desktop computer and LCD projector on a regular basis. These items are used for

administrative tasks such as grade books, creating lesson plans and presentations, and locating

outside resources.

Students. For the majority of students at G. James Gholson Middle School, student use

of technology during the school day is fairly limited. Although the school has technology such as

laptop carts and clickers that are available for check-out, this technology is outdated and

unreliable. The use of these technologies is more of a hindrance than a help due to their

condition. This leaves students with the ability to use the two desktop computers located in each

classroom and two computer labs (when reserved by the teacher).

Areas of Need & Improvement Goals

9

Based off the above school MSA data, students need to improve their reading and

mathematics skills in order to reach the proficient and advanced skill levels. The 8th grade

students also need to improve their science skills in order to reach the proficient and advanced

skill levels. Our goal is to improve the skill level of students in reading, math, and science in

order to better prepare students for the rigor of high school and higher education. In order to

meet this goal, we plan to implement program to provide effective professional development for

staff, particularly on strategies to implement technology to improve student achievement,

integrate technology in the classroom to improve students’ skills in reading, writing, math, and

science, and implementing a pilot program that allows students to bring their own devices in

order to implement technology while maintaining our budget.

Vision Statement

A quality education is vital in order to allow students to become competent and active

members of society. The goal of our school is to prepare students for the complexities and

challenges of the real world through teaching the curriculum of various subjects, building skills,

and collaboration. Integrating technology in our school and classrooms allows our teachers to

further the goals of the education profession and to prepare students for higher education and

their careers. Technology is an integral part of our society. Students must learn how to use

various forms of technology in school in order to be prepared to utilize it in their adult life. We

believe technology should be used consistently in the classroom by the teacher and, more

importantly, by the students. Technology will be used by students to construct their own

learning, to help students learn how to use technology to express their ideas, knowledge, and

critical thinking skills while collaborating with others. To achieve this vision, technology in the

10

classroom is vital because it will provide all students with an opportunity to gain the knowledge

and practice the skills needed to achieve the educational goals of Gholson Middle School.

While currently the staff at G. James Gholson Middle School uses some forms of

technologies to enhance learning, we feel that additional technology can be used to further

student engagement and achievement in reading, mathematics, and science. We feel the addition

of class web pages that incorporate a blog/wiki/chat area is necessary to share knowledge and

enhance writing and collaboration skills. Electronic portfolios will be utilized with student work

so the students will become responsible for their own learning. A comprehensive and easy to use

database of student data will be utilized in order to provide support for grade-level collaborative

teams to analyze student data and plan for interventions for struggling students. Teachers will

also create and maintain an online school repository for lesson plans and supplemental material

so the lessons will incorporate digital resources in order to enhance student learning and

engagement. We also feel that it is important to explore the opportunity to allow students to

bring their own devices to school which will allow our teachers to increase achievement in

reading, mathematics, and science knowledge and skills by increasing technology use while not

keeping the budget lower. Below is a chart that analyzes how each of the additional technologies

will be used in our school for all students and for students, including those with special needs.

Technology Description on how it will be used in the classroom

Class web pages with a blog/wiki/chat room

The class web page with a blog/wiki/chat room will be used to allow students to further their learning in and outside the classroom. The blog would be a place where students can pose questions to other students and the teacher on a difficult assignment, have discussions on assignments with the class and guests such as historians and other classes. This will be used to increase their collaborative skills. Students that have difficulty interacting with other students in person can use the blog to ask questions and discuss ideas with others. The wiki/chat room will be a space where students can take their creations and

11

writings in order to collaborate with others to edit and improve them. It will also allow the class to work with others outside of the classroom on projects, such as a classroom in another country. This is also a place where students with difficulty interacting with others can do so online instead of in person.

Electronic portfolios Electronic portfolios will be a space where teachers and students can upload and view student work. Students can use this portfolio to analyze their own strengths and weaknesses, as well as view their progress. This allows students to become more responsible for their own learning. Teachers can also use this to view real time progress of students so they can adjust their instruction to help students based on their individual needs.

Online school repository for lesson plans and supplemental material

Teachers would be the only ones using this repository. Teachers would use this resource to help find lessons and digital resources to enhance student engagement and learning in the classroom. It will also help teachers to integrate more technology into the classroom appropriately.

Database The database of student data would also be only used by teachers. The data would be analyzed to in order to provide support for grade-level collaborative teams to analyze student data and plan for interventions for struggling students.

Bring Your Own Device (BYOD)

The BYOD policy will allow students to bring their own electronic devices to school in order to allow teachers to implement various types of technology and digital resources. It will allow students to have a more hands-on and individual approach to their learning. This will also allow all students to access technology and digital resources at any time in the classroom.

SMART Boards The SMART Boards will allow students to demonstrate and construct their own meaning of content by utilizing hands on projects and assignments. The use of the highlighter, zooming abilities and hypertext can also aid Special Education students. The projector and document camera will be used provide a visual for students. The teachers will be able to use the SMART Board and its software to create interactive and constructivist lessons that appeal to various learning abilities. The teachers will also be able to use the SMART interactive response system to gauge where their students are through formative assessments. The interactive response system will also allow students who are shy or have disabilities who would normally not feel comfortable speaking in class to be a more active part of the class discussion and learning.

iPads The iPads will allow students to blog on a regular basis, research

12

questions quickly, respond individually to lecture questions, use educational apps to stay occupied when they have finished class work, share answers/projects/and work with the entire class, and more. Students, who are unable to purchase their own technology device if a BYOD Policy, can use the iPads to work on various projects that require technology. The iPad will also teachers to differentiate instruction and help students with special needs. The iPads will also allow for teachers to gain quick access to data and use this to adjust lessons.

Assistive Technology Although assistive technology is not a cure for a learning disability, it can help level the playing field and allow students to demonstrate their knowledge despite their disability. DO-IT (Disabilities, Opportunities, Internetworking, and Technology) at the University of Washington recommends that, if at all possible, the student utilizing the assistive technology should be involved in deciding what works and what doesn’t (2012). School administration, special education teachers, assistive technology specialists, the student’s parents and the student to determine what type of technology and assistance will best serve the student’s needs. The school will then work to acquire what is necessary, get training on its use, and implement it for the student.

Goals and Objectives

Goal 1: Enhance teacher instructional technology knowledge and skills through professional development and interdisciplinary collaboration.

Obj. A:

Teachers will continually enhance their ability to incorporate Web 2.0 tools and other technology into lessons by attending required monthly professional development training.

Obj. B:

Teachers will be able to create lessons with digital resources that enhance student learning and engagement and share them with others through an online school repository for lesson plans and supplemental material. A quarterly observation will be conducted by the principal or instructional technology department to ensure quality of lesson plans.

Goal 2: Enhance student technological and collaborative skills through the integration of technology into every classroom.

Obj. A:

Students will use technology as part of daily learning. Examples include (but are not limited to) a class blog, wiki, or class chat room to share knowledge and enhance writing skills.

Obj. Students will participate in collaborative projects using technology with others

13

B: inside and outside of their classroom.

Goal 3: Support student learning and development of academic skills to ensure mastery of skills needed for success in school and life with special attention to science, technology, engineering, math, and all 21st century skills.

Obj. A:

Students will annually increase their rank on the MSA from the baseline measurement in every subject tested.

Obj. B:

Students will show their learning throughout their time at G. James Gholson Middle School through the creation of an electronic portfolio.

Goal 4: Utilize school technology resources to conduct data-driven decision making in order to support school-wide improvement in MSA scores.

Obj. A:

Teachers will be able to implement data-driven decision making through quarterly professional development on methods of obtaining, analyzing, and using data to guide teaching for enhanced student learning.

Obj. B:

Grade-level collaborative teams will be able to analyze student data and plan for interventions through quarterly data team meetings.

Goal 5: Begin a pilot program for a Bring Your Own Device Policy

Obj. A:

A Technology Committee will be created to explore if the creation of a Bring Your Own Device Policy at Gholson Middle School will be successful based on the student population and demographics

Obj. B:

Create a professional development plan in order to assist teachers in understanding this policy and implementing it in their classrooms.

Budget

Item 2012-2013 Estimated Cost

2013-2014 Estimated Cost

2014-1025 Estimated Cost

Total Estimated Cost

Professional Development/Subscriptions 9,000 10,000 15,000 34,000

iPads 28,000 0 0 28,000

iPad Storage 6,900 0 0 6,900

File Server Upgrades for new Shared Server and Databases

3,000 4,500 5,000 12,500

14

Software Licenses 7,000 7,000 7,,000 25,000

Technology Integration Teacher Salary 50,000 50,000 50,000 150,000

Misc. Supplies 1,000 1,000 1,000 3,000

SMART Boards 50,000 50,000 60,000 160,000

Totals 154,900 122,500 138,000 415,400 Justification

Item Justification

Professional Development/Subscriptions

Professional Development, trainings and subscriptions to professional journals will be purchased for all staff. Each staff member will be bought a copy of Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms by Will Richardson. The technology committee with each Premium Membership to the International Society for Technology Education ($219 per member per year) and the Maryland Society for Educational Technology ($25 per member per year). In the 2013-2014 School Year the Technology Committee with attend the International Society for Technology Education Annual Conference to gain additional professional development for BYOD. The budget in this section also covers the substitute teacher pay for the occasions when classroom teachers attend technology based professional development. The PGCPS technology department, Gholson PTA, Race to the Top and 1003 G Grants, and individual teacher grants will be used to fund professional development.

iPads/iPad Storage Three additional iPad class sets and storage charts will be purchased. The class sent currently at Gholson will be retained by the reading departments and the additional charts will be used by the math, science and social studies departments. Teachers will be able to sign the carts and class sets out to use in their individual classes. The iPads will allow students to blog on a regular basis, research questions quickly, respond individually to lecture questions, use educational apps to stay occupied when they have finished class work, share answers/projects/and work with the entire class, and much more. This is an extremely versatile piece of equipment and it will completely change the way teachers and the way students learn and show their knowledge. The iPad will also allow

15

teachers to differentiate instruction and help students with special needs in many ways. This will allow students new ways to communicate, show their knowledge and learn. The iPads will also allow for teachers to gain quick access to data and use this to adjust lessons. Quality iPad storage is necessary to protect the large investment made in our classroom iPads and will ensure that they are all safe, charged, and ready for class every day. iPads can still be utilized by students who are unable to purchase their own technology device if a BYOD Policy was implemented at Gholson Middle School

File Server Upgrades for increased use of Shared Server and Databases

Funding will be spent on increasing the capabilities and file server sizes for all teachers and students at Gholson Middle School. With the increased use of technology in the classroom more file space will need to purchase on the servers in order for teachers and students to be able to access this information from school or from their homes. A central page with be created on the server that will allow access to digital content, digital libraries, portfolios and any other work saved on the Gholson Server, to be accessed from school or home with a proper login and password. As more and more students and teachers utilize the server more money will be spent increasing its capabilities. The PGCPS technology department, Gholson PTA, Race to the Top and 1003 G Grants, and individual teacher grants will be used to fund these upgrades.

Software Licenses Software licenses will be purchased for specific programs to help both teachers and students. A First in Math Software/IXL Software classroom license will be purchased for each mathematics classroom. These programs were chosen to help the students with comprehension and applying skills to math concepts, which will help increase MSA Math scores. These programs allow students to work at both school and home and allow the teacher to monitor how the student performs with specific topics. The data can be used by me to shape future lessons and help the student overcome specific problems or misconceptions the student may have. These two programs also are aligned with the county’s Curriculum Framework and the Common Core Math Standards. PTA fund raising and individual grants will be used to purchase these software licenses. The SMART Response VE interactive response system classroom license will also be purchased for each classroom. This response system will allow the teacher to

16

combine the power of the iPads or the BYOD technology with the SMART Board interactive whiteboard that can be utilized in each classroom. This is available as an application on the iPads and allows for Gholson to not have to worry about storage and maintenance of another piece of equipment. We also get free updates for the software. This gives us the best of clicker and data analysis capabilities combined with the ease and functionality of using our iPads. This response system will allow classroom teachers to quickly learn where the students are at, if they understand the concepts teachers are discussing, and where they need more work. It also allows students who would normally not feel comfortable speaking in class to be a more active part of the class discussion.

Technology Integration Teacher Salary

A technology Integration Teacher will be a new position created at Gholson Middle School. Currently the PGCPS Technology Plan outlines a goal that states: “Ensure middle school students participate in at least one quarter of the Middle School Technology Integration Course” (PGCPS, 2008). Currently this course is not offered at Gholson because the Technology Integration teaching position is not filled. This position will assist students with web 2.0 skills, 21 century skills and provide teachers with professional development on how to integrate technology into all curriculum classes. The school district’s general technology fund and the Race to the Top/1003 G Grant will be used to fund this position.

Misc. Supplies Additional technology based supplies may be needed throughout the school year to ensure that technology is properly integrated. These supplies include but are limited to: power cords/surge protectors, furniture, security measures, and printer supplies.

SMART Boards The mobile SMART Board SB660i4 will be purchased in phases because of the large amount of funding required. For the first two years of the technology plan each department (Math, Reading, Science, Social Studies, Special Education and Creative Arts (Non-core content classes)) will be allocated two boards. Since these boards are mobile, teachers will be able to sign out the SMART Board for use in their classroom on a rotating basis. In the third year of the technology plan the additional funds will be spent on purchasing more SMART Boards, and once enough boards are purchased, funds will be spent mounting the boards into each classroom.

17

This particular SMART Board was chosen because it comes with the SMART Board itself, as well as a document camera and projector, which many classrooms are lacking. The SMART Board will allow students to demonstrate and construct their own meaning of content by utilizing hands on projects and assignments. The use of the highlighter, zooming abilities and hypertext can also aid Special Education students. The projector and document camera will be used provide a visual for students.

Professional Development

Technology Professional Development

General The technology committee will purchase each teacher a Premium Membership to the International Society for Technology Education and the Maryland Society for Educational Technology. In the 2013-2014 School Year the Technology Committee will attend the International Society for Technology Education Annual Conference to gain additional professional development for BYOD.

Class web pages with a blog/wiki/chat room

Teachers will read Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms by Will Richardson (Richardson, 2010). Teachers will create their own class web page (can be a website, blog, or wiki). Blogs can be set up through www.blogger.com and teachers in need of assistance can visit Blogger Help. Wikis can be set up through www.wikispaces.com and teachers in need of assistance can click on Help in the top right corner of the screen. Grade level teams will work collaboratively to assist each other in the creation and maintenance of the webpages.

Electronic portfolios The teachers will view the following video: The e-Portfolio Process: Benefits for Use in Middle Schools (21CenLearn, 2012). Teachers will meet with the school’s new technology integration teacher and a technology specialist from Prince George’s County Public Schools. They will introduce teachers to electronic portfolios and their uses. Teachers will be assigned mixed grade level teams within the school to share their progress and uses with electronic portfolios.

Online school repository for lesson

Teachers will meet with the school’s new technology integration teacher on an ongoing basis. This teacher will introduce the rest of the

18

plans and supplemental material

staff to the online school repository. Teachers will be shown lesson plans and digital resources that can be used to enhance student engagement and learning in the classroom. Teachers will be assigned mixed grade level teams within the school to share their progress and uses of the online school repository.

Data Management System

Teachers will meet with the school’s new technology integration teacher on an ongoing basis. This teacher will introduce the rest of the staff to the database. Teachers will learn how to input and analyze data through the program. Teachers will be assigned mixed grade level teams within the school to share their progress and uses for the school database.

Bring Your Own Device (BYOD)

Teachers will read Bring Your Own Mobile Devices to School, an article retrieved from THE Journal (Hewlett-Packard, 2012). Grade level representatives will attend training and complete research on BYOD and bring information back to grade level teams. Teachers will be assigned same grade level teams within the school to share their progress and uses of BYOD.

Timeline

The School Technology Plan will be fully implemented within three school years.

Components will be introduced gradually during the 2012-2013 school year. The 2013-2014

school year will be a pilot year where the new technology will be applied while the teachers and

students are still learning. By the 2014-2015 school year the School Technology Plan will be

fully implemented.

2012-2013 School Year Introductory Year

Summer ’12/ September

Teachers will read Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms by Will Richardson (Richardson, 2010).

October/ Teachers will create their own class web page (can be a

19

November website, blog, or wiki).

December/ January

The teachers will view the following video: The e-Portfolio Process: Benefits for Use in Middle Schools (21CenLearn, 2012). Teachers will meet with a technology specialist from Prince George’s County Public Schools. This specialist will introduce teachers to electronic portfolios and their uses.

February/ March

Teachers will meet with the school’s new technology integration teacher. This teacher will introduce the rest of the staff to the online school repository. Teachers will be shown lesson plans and digital resources that can be used to enhance student engagement and learning gin the classroom.

April/ May

Teachers will read Bring Your Own Mobile Devices to School, an article retrieved from THE Journal (Hewlett-Packard, 2012). Grade level representatives will attend training and complete research on BYOD and bring information back to grade level teams.

June/ Summer ‘13

Teachers will reflect on the readings and professional development sessions throughout the school year. Over the summer, teachers will make personal goals for next year’s pilot year.

2013-2014 School Year Pilot Year

Grade level teams will work collaboratively to assist each other in the creation and maintenance of web pages. Teachers will be assigned mixed grade level teams within the school to share their progress and uses with electronic portfolios. Teachers will be assigned mixed grade level teams within the school to share their progress and uses of the online school repository. Teachers will be assigned mixed grade level teams within the school to share their progress and uses for the school database. The Technology Committee will attend the International Society for Technology Education Annual Conference to gain additional professional development for BYOD.

20

Teachers will be assigned same grade level teams within the school to share their progress and uses of BYOD.

2014-2015 School Year Full Implementation

Professional development teams within the school will continue to meet to discuss maintenance of the technology implantation, as well as share new findings and ideas. During this school year, the goals and objectives will be fully implemented.

Evaluation

Evaluation of Goals and Objectives

Goals & Objectives Evaluation

Goal 1: Enhance teacher instructional technology knowledge and skills through professional development and interdisciplinary collaboration.

Obj. A:

Teachers will continually enhance their ability to incorporate Web 2.0 tools and other technology into lessons by attending required school-based monthly professional development training.

Training will be tracked by the instructional technology department and briefed to school administration on a regular basis. Teacher will be in charge of ensuring that they are signing up for and attending training as required and will be held accountable during yearly evaluations.

Obj. B:

Teachers will be able to create lessons with digital resources that enhance student learning and engagement and share them with others through an online school repository for lesson plans and supplemental material. A quarterly observation will be conducted by the principal or instructional technology department to ensure quality of lesson plans.

Observations will be conducted quarterly, at a minimum, by either the instructional technology department or by school administration. Lesson plans will be evaluated for student engagement, appropriate integration of technology with lessons objectives, student outcomes, and more. Complete grading criteria will be available on a shared network drive that is available to all school personnel.

Goal 2: Enhance student technological and collaborative skills through the integration of technology into every classroom.

Obj. A:

Students will use technology as part of daily learning. Examples include (but are not limited to) a class blog, wiki, or class chat room to share knowledge and enhance writing

Teachers will be responsible for integrating various technology tools into their lessons. Compliance will be part of the quarterly lesson observation mentioned under goal #1. Students will be graded based on rubrics

21

skills. developed according to teacher preferences.

Obj. B:

Students will participate in collaborative projects using technology with others inside and outside of their classroom.

Teachers will be responsible for integrating collaborative projects into their curriculum. Compliance will be part of the quarterly lesson observation mentioned under goal #1. Students will be graded based on rubrics developed according to teacher preferences.

Goal 3: Support student learning and development of academic skills to ensure mastery of skills needed for success in school and life with special attention to science, technology, engineering, math, and all 21st century skills.

Obj. A:

Teachers will be able to locate, evaluate, and post digital content resources to the shared drive in an organized fashion so that all teachers can access them for their classes.

Teachers will be provided professional development and will be evaluated during quarterly lesson observation.

Obj. B:

Teachers will be able to create lessons with digital resources that enhance student learning and engagement.

Teachers will be evaluated during their quarterly lesson observation. Evaluation criteria will include the quality of lesson plan, integration of appropriate technology, student learning and engagement, etc. A full rubric will be available to teachers on a shared network drive.

Goal 4: Utilize school technology resources to support school-wide improvement in MSA scores.

Obj. A:

Teachers will be able to implement data-driven decision making through quarterly professional development on methods of obtaining, analyzing, and using data to guide teaching for enhanced student learning.

Training attendance will be tracked by the instructional technology department. Although there is no formal evaluation at this time, teachers will be provided with a mentor teacher in order to continue to develop DDDM skills.

Obj. B:

Grade-level collaborative teams will be able to analyze student data and plan for interventions through quarterly data team meetings.

Collaborative teams will be evaluated on an ongoing, informal basis by school administration. Additional support, in addition to formal professional development, will be provided on an as-needed basis.

Goal 5: Begin a pilot program for a Bring Your Own Device Policy

22

Obj. A:

A Technology Committee will be created to explore if the creation of a Bring Your Own Device Policy at Gholson Middle School will be successful based on the student population and demographics

The technology committee will report weekly to school administration throughout the exploration of this topic. A final report will be provided to school administration and the instructional technology department.

Obj. B:

Create a professional development plan in order to assist teachers in understanding this policy and implementing it in their classrooms.

The collaborative inquiry team will report to school administration weekly throughout the inquiry period. A final report will be provided to school administration and the instructional technology department.

Evaluation of Professional Development

Description of Professional Development Evaluation

General Professional Development

1 The technology committee will purchase each teacher a Premium Membership to the International Society for Technology Education and the Maryland Society for Educational Technology.

A survey of teachers will be performed at the end of one year to evaluate teacher use of these memberships and determine if the cost of the memberships is worth the benefits received.

2 In the 2013-2014 School Year the Technology Committee will attend the International Society for Technology Education Annual Conference to gain additional professional development for BYOD.

The technology committee will be responsible for providing a trip summary to school administration for the ISTE conference. School administration will evaluate the cost-benefit of continuing to send the technology committee to the ISTE conference on an annual basis.

Class web pages with a blog/wiki/chat room

1 Teachers will read Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms by Will Richardson (Richardson, 2010).

Although there will be no formal evaluation to ensure teachers have read this book, they will responsible for certain concepts within the book and will be evaluated during their quarterly evaluations.

2 Teachers will create their own class web page (can be a website, blog, or wiki). Blogs can be set up through

Although no formal evaluation will be required, teachers will be highly encouraged by school administration and grade-level

23

www.blogger.com and teachers in need of assistance can visit Blogger Help. Wikis can be set up through www.wikispaces.com and teachers in need of assistance can click on Help in the top right corner of the screen.

leaders to set up and maintain class websites, blogs, and wikis.

3 Grade level teams will work collaboratively to assist each other in the creation and maintenance of the web pages.

Although no formal evaluation will be required, teachers will be highly encouraged by school administration and grade-level leaders to set up and maintain class websites, blogs, and wikis.

Electronic portfolios

1 The teachers will view the following video: The e-Portfolio Process: Benefits for Use in Middle Schools (21CenLearn, 2012).

Although there will be no formal evaluation to ensure teachers have watched this video, they will responsible for certain concepts within the video and will be evaluated during their quarterly evaluations.

2 Teachers will meet with the school’s new technology integration teacher and a technology specialist from Prince George’s County Public Schools. They will introduce teachers to electronic portfolios and their uses.

Attendance for this professional development will be tracked by the instructional technology department. Updates will be provided periodically to school administration. All teachers should have attended this PD within the first three months of the start of the school year.

3 Teachers will be assigned mixed grade level teams within the school to share their progress and uses with electronic portfolios.

Grade level leaders will evaluate the success of teams on an informal basis. Results and requests for additional assistance will be sent to the instructional technology department.

Online school repository for lesson plans and supplemental material

1 Teachers will meet with the school’s new technology integration teacher on an ongoing basis. This teacher will introduce the rest of the staff to the online school repository. Teachers will be shown lesson plans and digital resources that can be used to enhance student engagement and learning in the classroom.

Attendance for this professional development will be tracked by the instructional technology department. Updates will be provided periodically to school administration. All teachers should have attended initial PD for the online repository prior to the start of school. On-going professional development will occur, at a minimum, once per quarter.

24

2 Teachers will be assigned mixed grade level teams within the school to share their progress and uses of the online school repository.

Mixed grade level teams will meet, at a minimum, once per month. Teams will evaluate success and needs and forward any requests to the instructional technology department. An annual survey will be conducted to assess the value of this system in order to make improvements. There will also be an online comment/question/assistance form that teachers can use throughout the year.

Data Management System

1 Teachers will meet with the school’s new technology integration teacher on an ongoing basis. This teacher will introduce the rest of the staff to the database. Teachers will learn how to input and analyze data through the program.

Attendance for this professional development will be tracked by the instructional technology department. Updates will be provided periodically to school administration. All teachers should have attended initial PD for the online repository prior to the start of school. On-going professional development will occur, at a minimum, once per month.

2 Teachers will be assigned mixed grade level teams within the school to share their progress and uses for the school database.

Mixed grade level teams will meet, at a minimum, once per month. Teams will evaluate success and needs and forward any requests to the instructional technology department. An annual survey will be conducted to assess the value of this system in order to make improvements. There will also be an online comment/question/assistance form that teachers can use throughout the year.

Bring Your Own Device (BYOD)

1 Teachers will read Bring Your Own Mobile Devices to School, an article retrieved from THE Journal (Hewlett-Packard, 2012).

Although there will be no formal evaluation to ensure teachers have read this article, they will responsible for certain concepts within the article and will be evaluated during their quarterly evaluations.

2 Grade level representatives will attend training and complete research on BYOD and bring information back to grade level teams.

Grade level representatives will provide a trip report on lessons learned, best practices, and any other pertinent information. A meeting will be conducted for the representative to review their report, present

25

any additional information, brainstorm, and answer questions,

3 Teachers will be assigned same grade level teams within the school to share their progress and uses of BYOD.

Mixed grade level teams will meet, at a minimum, once per month. Teams will evaluate success and needs and forward any requests to the instructional technology department. An annual survey will be conducted to assess the value of this system in order to make improvements. There will also be an online comment/question/assistance form that teachers can use throughout the year.

26

References

2012 Maryland Report Card. (2012). Prince George’s County: G James Gholson middle MSA

results. Retrieved from http://www.mdreportcard.org/MsaTrends.aspx?PV=1:7:16:1320:3:N:0:13:1:2:0:1:1:1:3

21CenLearn. (2012). The e-portfolio process: benefits for use in middle schools. Retrieved from

http://www.youtube.com/watch?v=YMs_4JmXpnw G. James Gholson Middle School. (2012). About GJGMS. Retrieved from

http://www1.pgcps.org/gjamesgholson/index.aspx?id=137645 Hewlett-Packard Development Company. (2012). Bring your own mobile devices to school.

Retrieved from http://thejournal.com/whitepapers/2012/08/hp_bring-your-own-mobile-devices-school/asset.aspx?tc=assetpg&tc=assetpg

Maryland State Department of Education. (2002). Maryland teacher technology standards.

Retrieved from http://www.mttsonline.org/standards/MDTchrTechStdsMTTS.pdf Prince George’s County Public Schools. (2010). Overview of performance matters. Retrieved

from http://www1.pgcps.org/performancematters/index.aspx?id=63428 Richardson, W. (2010). Blogs, wikis, podcasts, and other powerful web tools for classrooms.

(3rd ed.). Corwin Press.

University of Washington DO-IT (Disabilities, Opportunities, Internetworking, and Technology). (2012). Working Together: Computers and People with Learning Disabilities. Retrieved from http://www.washington.edu/doit/Brochures/Technology/atpwld.html