Alabama Technology Plan: Transform 2020 Selma City Board of Education Mr. Aubrey Larkin, Principal 405 Lawrence Street Selma, AL 36703 Document Generated On November 15, 2013
TABLE OF CONTENTS Executive Summary Introduction 2 Description of the School 3 School's Purpose 4 Notable Achievements and Areas of Improvement 5 Additional Information 6 Improvement Plan Stakeholder Involvement Introduction 8 Improvement Planning Process 9 Technology Diagnostic Introduction 12 Data 13 Needs Assessment 14 Professional Learning 17 Accountability Questions 18 Plan for Alabama Technology Plan: Transform 2020 Overview 23
Goals Summary 24 Goal 1: All students will use digital tools, individually and collaboratively, in and out of the classroom to gather, organize, evaluate, and share and present information. 25 Goal 2: All teachers will use technology and digital resources to provide standards-based instruction and authentic learning activities in all content areas to facilitate real-world experiences that advance student learning, creativity, and innovation 25 Goal 3: Telecommunication networks will be effectively used to by administrators, teachers, students, parents, and other stakeholders to increase student achievement 26 Activity Summary by Funding Source 28
Executive Summary SY 2013-2014 Page 1
Introduction Every school has its own story to tell. The context in which teaching and learning takes place influences the processes and procedures by which the school makes decisions around curriculum, instruction, and assessment. The context also impacts the way a school stays faithful to its vision. Many factors contribute to the overall narrative such as an identification of stakeholders, a description of stakeholder engagement, the trends and issues affecting the school, and the kinds of programs and services that a school implements to support student learning. The purpose of the Executive Summary (ES) is to provide a school with an opportunity to describe in narrative form the strengths and challenges it encounters. By doing so, the public and members of the school community will have a more complete picture of how the school perceives itself and the process of self-reflection for continuous improvement. This summary is structured for the school to reflect on how it provides teaching and learning on a day to day basis. SY 2013-2014 Page 2
Description of the School Describe the school's size, community/communities, location, and changes it has experienced in the last three years. Include demographic information about the students, staff, and community at large. What unique features and challenges are associated with the community/communities the school serves? is one of Selma City Schools' eight elementary schools. It is located at 405 Lawrence Street and serves Selma's largest housing project--george Washington Carver (GWC) Homes. Currently, our school has 493 students and serves grades pre-k through 5th grade. Currently we serve a 99.99% African-American student population with 84.13% qualifying for free or reduced lunch In the last three years we have seen a surge in student enrollment. During the 2010-2011 school year had an Average Daily Membership (ADM) of 360. With this surge in student enrollment came an increase in teaching units. In 2010-2011 we had 20 state foundation funded teaching units and currently we have 26 state foundation funded teaching units. Nestled in the nucleus of the city of Selma, Clark Elementary enjoys a rich heritage of excellence with an alumni base that includes our current city council president, two city council persons, and an Alabama State Senator to name a few. One unique feature our school has is that we provide our students with a holistic approach to education. You will find that THE --as it has become known provides the elementary aged child with far more than academics. We have extra-curricular activities that are designed to promote the total development of the child. This totality approach to education includes mentoring organizations for girls and boys, baseball team, cheerleading squad, and a school choir. We have found that these organizations not only expose our children to many experiences, but they also teach them life skills that go beyond the classroom. As mentioned previously, our school serves GWC Homes. In serving this area, we are faced with challenges that the staff must be made aware of. We have developed a close relationship with our community so that administration is made aware of events that may affect the student population. SY 2013-2014 Page 3
School's Purpose Provide the school's purpose statement and ancillary content such as mission, vision, values, and/or beliefs. Describe how the school embodies its purpose through its program offerings and expectations for students. Our Vision The will make every effort to foster academic excellence through intellectual, creative, and differential instructional methods in order to motivate every child to learn and compete with confidence in this global society. Our Mission We strive everyday to create a school culture that is supportive of our students' needs and we are dedicated to aiding all children in their successes. You will find that The Clark Elementary Schoo provides the elementary aged child with far more than academics. We have extra-curricular activities that are designed to promote the total development of the child. This totality approach to education includes mentoring organizations for girls and boys, baseball team, cheerleading squad, and a school choir. We have found that these organizations not only expose our children to many experiences, but they also teach them life skills that go beyond the classroom. SY 2013-2014 Page 4
Notable Achievements and Areas of Improvement Describe the school's notable achievements and areas of improvement in the last three years. Additionally, describe areas for improvement that the school is striving to achieve in the next three years. Our Alabama Reading and Mathematics Test (ARMT) data from the 2010-2011 school year yielded 100% of our fifth grade population scoring level III & IV on ARMT with third and fourth grades being in the high 80% range. Over the next few years our fifth grade data has remained at 100%; with fourth grade increasing and third grade decreasing in reading and mathematics. Currently, we are striving to improve reading and mathematics percentages of proficiencies on the Global Scholar Performance Series and intend for our first scores from ACT Aspire to be at the proficient level. SY 2013-2014 Page 5
Additional Information Provide any additional information you would like to share with the public and community that were not prompted in the previous sections. SY 2013-2014 Page 6
Improvement Plan Stakeholder Involvement SY 2013-2014 Page 7
Introduction The responses should be brief, descriptive, and appropriate for the specific section. It is recommended that the responses are written offline and then transferred into the sections below. SY 2013-2014 Page 8
Improvement Planning Process Improvement Planning Process Describe the process used to engage a variety of stakeholders in the development of the institution's improvement plan. Include information on how stakeholders were selected and informed of their roles, and how meetings were scheduled to accommodate them. Stakeholders of Clark Elementary include faculty and staff members, members from the community, community leaders, and our parents. Stakeholders were first sought out based on those who had some type of vested interest in. Those selected were our city council representative, school board chairman, parent representative, Parent Teacher Organization (PTO) president, one teacher from each grade level/department, the principal, and counselor. Stakeholders were then divided into three groups: community leaders, faculty members, and parent representatives. The purpose of this division was to explain the applicable responsibilities to each group with the purpose of coming together as a stakeholder body. The community members were made aware of their roles through community meetings and PTO Open house. Parent representatives were made aware of their roles through faculty meetings and Professional Learning Communities (PLC), and finally our parents were informed of their roles via monthly parenting meetings. Parent meetings are held in the mornings to accommodate those parents who work afternoon or evening shifts. Open houses and PTO meetings are scheduled for evening hours so that parents who work during the day and afternoon may attend those meetings. Finally, teachers may schedule parental conferences during their preparation time, before school, and after school. This allows great flexibility in meeting the needs of our parents who require such accommodations. Parents are involved in the review, planning, and improvement of the Title I program of by first being invited to participate in the process. This invitation usually comes in the form of a written correspondence from the parent facilitator or principal inviting their input. Parents are then given an opportunity to be heard during parent meetings and their suggestions, comments, and concerns are duly noted and used in the incorporation of any changes to the Title I program of. Parents are also encouraged to make their concerns known throughout the year as it related not only to the Title I program, but to the Parental Involvement Manual for the Selma City School District. Funds allocated for parental involvement are used for parent education materials, meeting materials, and any other items deemed necessary by the parent facilitator and/or parent representative. Describe the representations from stakeholder groups that participated in the development of the improvement plan and their responsibilities in this process. Stakeholders of Clark Elementary include faculty and staff members, members from the community, community leaders, and our parents. Stakeholders were first sought out based on those who had some type of vested interest in. Those selected were our city council representative, school board chairman, parent representative, Parent Teacher Organization (PTO) president, one teacher from each grade level/department, the principal, and counselor. Explain how the final improvement plan was communicated to all stakeholders, and the method and frequency in which stakeholders receive information on its progress. SY 2013-2014 Page 9
The final plan was communicated to all stakeholders in a variety of ways. All stakeholders were invited to parent meetings where this plan was communicated. Furthermore, this plan and it's progress is discussed at the monthly parent meetings and faculty meetings. We have a fluid meeting schedule where the meetings occur monthly, but times fluctuates to accommodate the busy schedules of all stakeholders. SY 2013-2014 Page 10
Technology Diagnostic SY 2013-2014 Page 11
Introduction The ALSDE Technology Diagnostic is designed to facilitate the process of gathering and analyzing the technology needs which drive the Transform 2020 Technology Plan. SY 2013-2014 Page 12
Data Statement or Question:Data Sources. Select all sources of data used for planning: Response: Principal Walk-Through Checklist Professional Learning Evaluations, Lesson Plans Student Achievement Data Transform2020 Surveys (*Required) SY 2013-2014 Page 13
Needs Assessment Identify the top 1-3 areas of need associated with your technology Infrastructure (fast and easy access to network, digital content). Identify the data sources and actual data results that led you to conclude that these are areas of strength and need. The major areas of need associated with our technology infrastructure are unreliable wireless connections, a lack of access to relevant educational websites, and a lack of available technology devices (computers, laptops, ipads, tablets, Smartboards, etc.) for our teachers and students. Data sources used to determine these areas of need are principal walk-through checklists, professional learning evaluations, lesson plans, student achievement data, and Transform2020 surveys. According to Transform2020 Teacher Survey results, only 20% of teachers responded that they routinely model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning. Identify the top 1-3 areas of need associated with your technology Inventory (fast and easy access to technology). Identify the data sources and actual data results that led you to conclude that these are areas of strength and need. The major areas of need associated with our technology inventory are unreliable wireless connections, a lack of access to relevant educational websites, and a lack of available technology devices (computers, laptops, ipads, tablets, Smartboards, etc.) for our teachers and students. Data results used to determine these areas of need are principal walk-through checklists, professional learning evaluations, lesson plans, student achievement data, and Transform2020 surveys. According to Transform2020 Teacher Survey results, only 26.7% of teachers responded that they routinely demonstrate fluency in technology use and transferring that knowledge to new technologies and situations. Identify the top 1-3 areas of need associated with your technology Student Learning (subject area processes and content; 21st C. skills and dispositions to ensure school, career, and life success). Identify the data sources and actual data results that led you to conclude that these are areas of strength and need. The major areas of need associated with our technology student learning are unreliable wireless connections, a lack of access to relevant educational websites, and a lack of available technology devices (computers, laptops, ipads, tablets, Smartboards, etc.) for our students. Data results used to determine these areas of need are principal walk-through checklists, professional learning evaluations, lesson plans, student achievement data, and Transform2020 surveys. According to Transform2020 survey results, only 33.33% of teachers responded that they routinely customize learning activities using digital tools and resources to address diverse learning styles and abilities with a focus upon authentically preparing their students for school, careers, and adulthood. Identify the top 1-3 areas of need associated with your technology Professional Learning Program (Teachers, Staff, Leaders, Community). Identify the data sources and actual data results that led you to conclude that these are areas of strength and need. The major areas of need in regards to our Professional Learning Program are a lack of access to targeted professional development and relevant technology tools. Data results used to determine these areas of need are principal walk-through checklists, professional learning evaluations, lesson plans, student achievement data, and Transform2020 surveys. According to Transform2020 survey results, 93.33 % of teachers stated that they are interested in learning more about planning and implementing a 1-1 (device to student ratio) initiative in their SY 2013-2014 Page 14
classrooms. Identify the top 1-3 areas of need associated with your technology Teacher Use Teaching (how teachers use technology to teach as well as require students to use technology to learn). Identify the data sources and actual data results that led you to conclude that these are areas of strength and need. The major areas of need associated with our technology teacher use are unreliable wireless connections, a lack of access to relevant educational websites, and a lack of available technology devices (computers, laptops, ipads, tablets, Smartboards, etc.). Data results used to determine these areas of need are principal walk-through checklists, professional learning evaluations, lesson plans, student achievement data, and Transform2020 surveys. According to Transform2020 survey results, only 33.33% of teachers stated that they plan and implement authentic/real-world learning experiences whereby students use contemporary tools and digital resources in creative ways to pursue their individual curiosities, and manage/ assess their own learning. Identify the top 1-3 areas of need associated with your technology Teacher Use Productivity (how teachers use technology for increased productivity). Identify the data sources and actual data results that led you to conclude that these are areas of strength and need. The major areas of need associated with our technology teacher use are unreliable wireless connections, a lack of access to relevant educational websites, and a lack of available technology devices (computers, laptops, ipads, tablets, Smartboards, etc.) for our students. Data results used to determine these areas of need are principal walk-through checklists, professional learning evaluations, lesson plans, student achievement data, and Transform2020 surveys. According to Transform2020 survey results, only 20% of teachers stated that they routinely model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning. Identify the top 1-3 areas of need associated with your technology School Leaders Use Productivity (how administrators use technology for increased productivity). Identify the data sources and actual data results that led you to conclude that these are areas of strength and need. The major area of need associated with our technology school leader use is an unreliable wireless connection. Our principal uses an ipad when conducting walkthroughs in order to quickly provide feedback via email to teachers. As the wireless connection is often down, providing this feedback is sometimes difficult. Identify the top 1-3 areas of need associated with other technology program areas. Identify the data sources and actual data results that led you to conclude that these are areas of strength and need. The major areas of need associated with other technology program areas are unreliable wireless connections, a lack of access to relevant educational websites, and a lack of available technology devices (computers, laptops, ipads, tablets, Smartboards, etc.) for our students. These areas of need greatly impact the functionality of our school's computer lab, particularly when trying to administer the Global Scholar Assessment three times each year. SY 2013-2014 Page 15
SY 2013-2014 Page 16
Professional Learning Based upon the strengths and areas of need listed above, what are your Professional Learning Topics for the upcoming year that involves using technology to improve learner and productivity and prepares students for living and working in a digital world. Based upon our areas of need, our school will be providing professional development to teachers in grades kindergarten through fifth on how to effectively incorporate technology in both English/Language Arts and Mathematics instruction. These one hour sessions will be offered once per month beginning in January, and will initially be conducted by the Principal, Literacy Coach, Academic Coach, and Curriculum Resource Teacher. Other district and state level personnel will be invited to present during later sessions. SY 2013-2014 Page 17
Accountability Questions Identify one (1) or more activities that focus upon using digital tools to improve achievement of all students with special emphasis upon high need and high poverty students. Goal 1: All students will use digital tools, individually and collaboratively, in and out of the classroom to gather, organize, evaluate, and share and present information. Measurable Objective 1: 100% of All Students will demonstrate a proficiency in using digital tools to gather, organize, evaluate, and share/present information in English Language Arts by 05/12/2014 as measured by student portfolios, classroom/student observations, and final products/performance that demonstrate a mastery of Course of Study standards.. Strategy1: Digital Tools Implementation - The following steps will be utilized to implement this strategy: 1.Teachers will be assisted in moving from static, text-based resources to dynamic, interactive, adaptive, multimedia content powered by devices that engage, empower, and connect students to all forms of learning; and 2. Teachers will be provide with professional development opportunities that assist them in develop strategies that incorporate the use of digital tools into the daily curriculum. Research Cited: Cheung, A., and Slavin, R.E. (2012). The Effectiveness of Educational Technology Applications for Enhancing Reading Achievement in K-12 Classrooms: A Meta-Analysis. Baltimore, MD: Johns Hopkins University, Center for Research and Reform in Education. Activity - Technology Implementation for Reading/Language Arts Instruction Kindergarten through fifth grade teachers will be trained on ways to effectively incorporate technology into their Reading/Language Arts Instruction. Activity Type Professional Learning Begin Date End Date Funding Amount & Source 01/06/2014 05/12/2014 $0 - No Funding Required Staff Responsible Principal, Literacy Coach, Academic Coach, Curriculum Resource Teacher, and Classroom Teachers Goal 2: All teachers will use technology and digital resources to provide standards-based instruction and authentic learning activities in all content areas to facilitate real-world experiences that advance student learning, creativity, and innovation Measurable Objective 1: 100% of All Students will demonstrate a proficiency in using technology and digital resources in Mathematics by 05/12/2014 as measured by administrative observations and student products/performance. SY 2013-2014 Page 18
Strategy1: Digital Tools Implementation - This strategy will be implemented by providing teachers with professional development opportunities to assist them in moving from static, text-based resources, to effective interactive multimedia/digital content powered by technology devices. Research Cited: Cheung, A., and Slavin, R.E. (2011). The Effectiveness of Educational Technology Applications for Enhancing Mathematics Achievement in K-12 Classrooms: A Meta-Analysis. Baltimore, MD: Johns Hopkins University, Center for Research and Reform in Education. Activity - Technology Implementation for Mathematics Instruction Kindergarten through fifth grade teachers will be trained on how to effectively use technology and digital resources to provide mathematics instruction. Activity Type Professional Learning Begin Date End Date Funding Amount & Source 01/06/2014 05/12/2014 $0 - No Funding Required Staff Responsible Principal, Literacy Coach, Academic Coach, Curriculum Resource Teacher, and Classroom Teachers Identify one (1) or more activities that facilitate and improve the use of telecommunications networks (phone/internet/email) among educators, students, and parents/community to improve learning. Goal 1: Telecommunication networks will be effectively used to by administrators, teachers, students, parents, and other stakeholders to increase student achievement Measurable Objective 1: 100% of All Students will demonstrate a proficiency of increased productivity and achievement in English Language Arts by 05/12/2014 as measured by the effective use of telecommunication networks by administrators, teachers, students, parents, and other stakeholders to increase student achievement. Strategy1: Increased Communication - will continue to use technologies such as social media, robocalls, smartphone apps, teacher webpages, and the school/district websites to effectively communicate with teachers, parents, students, and other stakeholders. Research Cited: U.S. Department of Education, Office of Educational Technology. (2010). Transforming American Education: Learning Powered by Technology: National Education Technology Plan. Activity - Communication Utilizing social media, school/district websites, and teacher websites to communicate with teachers, parents, students, and other stakeholders Activity Type Community Engagement Begin Date End Date Funding Amount & Source Staff Responsible 11/18/2013 05/12/2014 $0 - No Funding Required and other staff members Principal, teachers, SY 2013-2014 Page 19
Identify at least three (3) activities that explain how the network, technical support staff, instructional support staff, and digital teaching and learning resources accessed through the network will be linked to the achievement of learning goals of the District. Goal 1: All students will use digital tools, individually and collaboratively, in and out of the classroom to gather, organize, evaluate, and share and present information. Measurable Objective 1: 100% of All Students will demonstrate a proficiency in using digital tools to gather, organize, evaluate, and share/present information in English Language Arts by 05/12/2014 as measured by student portfolios, classroom/student observations, and final products/performance that demonstrate a mastery of Course of Study standards.. Strategy1: Digital Tools Implementation - The following steps will be utilized to implement this strategy: 1.Teachers will be assisted in moving from static, text-based resources to dynamic, interactive, adaptive, multimedia content powered by devices that engage, empower, and connect students to all forms of learning; and 2. Teachers will be provide with professional development opportunities that assist them in develop strategies that incorporate the use of digital tools into the daily curriculum. Research Cited: Cheung, A., and Slavin, R.E. (2012). The Effectiveness of Educational Technology Applications for Enhancing Reading Achievement in K-12 Classrooms: A Meta-Analysis. Baltimore, MD: Johns Hopkins University, Center for Research and Reform in Education. Activity - Technology Implementation for Reading/Language Arts Instruction Kindergarten through fifth grade teachers will be trained on ways to effectively incorporate technology into their Reading/Language Arts Instruction. Activity Type Professional Learning Begin Date End Date Funding Amount & Source 01/06/2014 05/12/2014 $0 - No Funding Required Staff Responsible Principal, Literacy Coach, Academic Coach, Curriculum Resource Teacher, and Classroom Teachers Goal 2: All teachers will use technology and digital resources to provide standards-based instruction and authentic learning activities in all content areas to facilitate real-world experiences that advance student learning, creativity, and innovation Measurable Objective 1: 100% of All Students will demonstrate a proficiency in using technology and digital resources in Mathematics by 05/12/2014 as measured by administrative observations and student products/performance. Strategy1: Digital Tools Implementation - This strategy will be implemented by providing teachers with professional development opportunities to assist SY 2013-2014 Page 20
them in moving from static, text-based resources, to effective interactive multimedia/digital content powered by technology devices. Research Cited: Cheung, A., and Slavin, R.E. (2011). The Effectiveness of Educational Technology Applications for Enhancing Mathematics Achievement in K-12 Classrooms: A Meta-Analysis. Baltimore, MD: Johns Hopkins University, Center for Research and Reform in Education. Activity - Technology Implementation for Mathematics Instruction Kindergarten through fifth grade teachers will be trained on how to effectively use technology and digital resources to provide mathematics instruction. Activity Type Professional Learning Begin Date End Date Funding Amount & Source 01/06/2014 05/12/2014 $0 - No Funding Required Staff Responsible Principal, Literacy Coach, Academic Coach, Curriculum Resource Teacher, and Classroom Teachers Goal 3: Telecommunication networks will be effectively used to by administrators, teachers, students, parents, and other stakeholders to increase student achievement Measurable Objective 1: 100% of All Students will demonstrate a proficiency of increased productivity and achievement in English Language Arts by 05/12/2014 as measured by the effective use of telecommunication networks by administrators, teachers, students, parents, and other stakeholders to increase student achievement. Strategy1: Increased Communication - will continue to use technologies such as social media, robocalls, smartphone apps, teacher webpages, and the school/district websites to effectively communicate with teachers, parents, students, and other stakeholders. Research Cited: U.S. Department of Education, Office of Educational Technology. (2010). Transforming American Education: Learning Powered by Technology: National Education Technology Plan. Activity - Communication Utilizing social media, school/district websites, and teacher websites to communicate with teachers, parents, students, and other stakeholders Activity Type Community Engagement Begin Date End Date Funding Amount & Source Staff Responsible 11/18/2013 05/12/2014 $0 - No Funding Required and other staff members Principal, teachers, SY 2013-2014 Page 21
Plan for Alabama Technology Plan: Transform 2020 SY 2013-2014 Page 22
Overview Plan Name Plan for Alabama Technology Plan: Transform 2020 Plan Description SY 2013-2014 Page 23
Goals Summary The following is a summary of the goals encompassed in this plan. The details for each goal are available in the next section. # Goal Name Goal Details Goal Type Total Funding 1 All students will use digital tools, individually and collaboratively, in and out of the classroom to gather, organize, evaluate, and share and present information. Objectives: 1 Strategies: 1 Activities: 1 Academic $0 2 All teachers will use technology and digital resources to provide standards-based instruction and authentic learning activities in all content areas to facilitate real-world experiences that advance student learning, creativity, and innovation 3 Telecommunication networks will be effectively used to by administrators, teachers, students, parents, and other stakeholders to increase student achievement Objectives: 1 Strategies: 1 Activities: 1 Objectives: 1 Strategies: 1 Activities: 1 Academic $0 Academic $0 SY 2013-2014 Page 24
Goal 1: All students will use digital tools, individually and collaboratively, in and out of the classroom to gather, organize, evaluate, and share and present information. Measurable Objective 1: 100% of All Students will demonstrate a proficiency in using digital tools to gather, organize, evaluate, and share/present information in English Language Arts by 05/12/2014 as measured by student portfolios, classroom/student observations, and final products/performance that demonstrate a mastery of Course of Study standards.. Strategy 1: Digital Tools Implementation - The following steps will be utilized to implement this strategy: 1.Teachers will be assisted in moving from static, text-based resources to dynamic, interactive, adaptive, multimedia content powered by devices that engage, empower, and connect students to all forms of learning; and 2. Teachers will be provide with professional development opportunities that assist them in develop strategies that incorporate the use of digital tools into the daily curriculum. Research Cited: Cheung, A., and Slavin, R.E. (2012). The Effectiveness of Educational Technology Applications for Enhancing Reading Achievement in K-12 Classrooms: A Meta-Analysis. Baltimore, MD: Johns Hopkins University, Center for Research and Reform in Education. Activity - Technology Implementation for Reading/Language Arts Instruction Kindergarten through fifth grade teachers will be trained on ways to effectively incorporate technology into their Reading/Language Arts Instruction. Activity Type Begin Date End Date Resource Assigned Professional Learning Source Of Funding 01/06/2014 05/12/2014 $0 No Funding Required Staff Responsible Principal, Literacy Coach, Academic Coach, Curriculum Resource Teacher, and Classroom Teachers Goal 2: All teachers will use technology and digital resources to provide standards-based instruction and authentic learning activities in all content areas to facilitate real-world experiences that advance student learning, creativity, and innovation SY 2013-2014 Page 25
Measurable Objective 1: 100% of All Students will demonstrate a proficiency in using technology and digital resources in Mathematics by 05/12/2014 as measured by administrative observations and student products/performance. Strategy 1: Digital Tools Implementation - This strategy will be implemented by providing teachers with professional development opportunities to assist them in moving from static, text-based resources, to effective interactive multimedia/digital content powered by technology devices. Research Cited: Cheung, A., and Slavin, R.E. (2011). The Effectiveness of Educational Technology Applications for Enhancing Mathematics Achievement in K-12 Classrooms: A Meta-Analysis. Baltimore, MD: Johns Hopkins University, Center for Research and Reform in Education. Activity - Technology Implementation for Mathematics Instruction Activity Type Begin Date End Date Resource Assigned Kindergarten through fifth grade teachers will be trained on how to effectively use technology and digital resources to provide mathematics instruction. Professional Learning Source Of Funding 01/06/2014 05/12/2014 $0 No Funding Required Staff Responsible Principal, Literacy Coach, Academic Coach, Curriculum Resource Teacher, and Classroom Teachers Goal 3: Telecommunication networks will be effectively used to by administrators, teachers, students, parents, and other stakeholders to increase student achievement Measurable Objective 1: 100% of All Students will demonstrate a proficiency of increased productivity and achievement in English Language Arts by 05/12/2014 as measured by the effective use of telecommunication networks by administrators, teachers, students, parents, and other stakeholders to increase student achievement. Strategy 1: Increased Communication - will continue to use technologies such as social media, robocalls, smartphone apps, teacher webpages, and the school/district websites to effectively communicate with teachers, parents, students, and other stakeholders. Research Cited: U.S. Department of Education, Office of Educational Technology. (2010). Transforming American Education: Learning Powered by Technology: National Education Technology Plan. Activity - Communication Activity Type Begin Date End Date Resource Assigned Source Of Funding Staff Responsible SY 2013-2014 Page 26
Utilizing social media, school/district websites, and teacher websites to communicate with teachers, parents, students, and other stakeholders Community Engagement 11/18/2013 05/12/2014 $0 No Funding Required Principal, teachers, and other staff members SY 2013-2014 Page 27
Activity Summary by Funding Source Below is a breakdown of your activities by funding source No Funding Required Activity Name Activity Description Activity Type Begin Date End Date Resource Assigned Technology Implementation for Mathematics Instruction Technology Implementation for Reading/Language Arts Instruction Communication Kindergarten through fifth grade teachers will be trained on how to effectively use technology and digital resources to provide mathematics instruction. Kindergarten through fifth grade teachers will be trained on ways to effectively incorporate technology into their Reading/Language Arts Instruction. Utilizing social media, school/district websites, and teacher websites to communicate with teachers, parents, students, and other stakeholders Professional Learning Professional Learning Community Engagement Staff Responsible 01/06/2014 05/12/2014 $0 Principal, Literacy Coach, Academic Coach, Curriculum Resource Teacher, and Classroom Teachers 01/06/2014 05/12/2014 $0 Principal, Literacy Coach, Academic Coach, Curriculum Resource Teacher, and Classroom Teachers 11/18/2013 05/12/2014 $0 Principal, teachers, and other staff members Total $0 SY 2013-2014 Page 28