Quatrissia+Johnson's+Page

Name of Organization: Sylvester Road Elementary School

Summary Sylvester Road Elementary School is a K-5 elementary school located in northeast Albany.Built in 1990 it has a current population of 588 students 85% black, 4% white and 11% other/bilingual.The school population consists of middle and low socio-economic families with 80% receiving free or reduced lunches.

(Dougherty County School System, 2008)
 * The school system will provide the high-quality system support necessary to realize effective technology use, especially in the areas of administrative support for effective instructional technology use; **professional development**; technical support for hardware, software, and network infrastructure; technology planning; and program evaluation.
 * create a continuum of k-12 student competencies and instructional strategies for the application of technology
 * create a continuum of k-12 student competencies and instructional strategies for the application of technology

School Vision SRES believes that educating students for responsible citizenship is necessary for preserving democracy. We believe that in a democratic, a person must value his country and what it stands for, understand what it means to be a responsible citizen, and have the fundamental skills necessary to participate in the society. SRES believes that all students are capable of learning what is needed to be productive United States Citizens. We recognize that students have individual differences and unique needs which must be addressed. We believe that students learn best in a structured, orderly environment where rewards are based on achievement rather than effort. SRES further believes that education of the child is the responsibility of the school with the support of the parent. Parent participation and positive attitudes toward the school and parent support of the program are necessary for success.

School Mission The Mission of SRES with family and community support is to provide an appropriate learning environment in order for students to succeed in academics, and develop patriotism, citizenship, and self-esteem.

School Goals To achieve the mastery of reading, writing, grammar, and mathematics in an organized, disciplined and systematic teaching environment To provide instruction and guidance for responsible citizenship To provide an environment for learning that stresses self discipline, order, respect for authority, and motivation to achieve. To help children achieve self-reliance and self-esteem through academic accomplishment, believing that accomplishment grows from the active and disciplined use of the intellect To appreciate neatness, promptness, and accuracy for quality production and performance and To develop intellectual curiosity, problem solving and reasoning skills

School Clientele Students, Parents, Board, Stakeholders and the Community

School Personnel The administration, faulty and staff at Sylvester Road Elementary School include: 1 Principal (D. Jones) 1 Assistant Principal (S. Dudley), 1 Parent Liaison (S. Wallace), 1 Counselor (M. Lewis), 1 Instructional Technology Specialist (J. Cude), 1 Media Specialist (Q. Johnson), 30 homeroom teachers, 1 ESOL teacher, 2 ESP teachers, 15 Paraprofessionals, 1 secretary, 1 office clerk, 2 nurses, 7 cafeteria workers and 4 custodians. There is not a school web site, but we do have access to public relations materials and annual reports.

**Module 2:** Cause Analysis The goal of the technology Department of Dougherty County is to bring rich information resources to the classroom to support the kinds of learning outlined in its Technology Plan as well as the district’s strategic plan.To determine Sylvester Road’s performance gap we administered the Interactive STaR Chart a self-assessment tool designed to provide our school with the information needed to better integrate technology into the educational process. It also identifies needs for on-going professional development and raise awareness of research-based instructional goals.Teachers completed this online multiple-choice questionnaire that provided the school with instant feedback.From the survey it was determined that the Gap exist because teacher are offered very little staff development on integrating technology into the classrooms,there is no follow-up by administrators to ensure technology is being used and there is no continuum of student competencies from one grade level to the next. I will use the following tools to help create a plan for appropriate intervention: State Technology Plan District Technology Plan School Technology Plan School Improvement Plan CRCT Test Scores Computer Lab Log Sign-in sheets from technology workshops

Module 3: Intervention Strategies Developing solutions to enhance the integration of technology in the classroom: The following strategies will support efforts in improving integration by providing for Administrators and teachers a tailored plan of action to integrate technology into our school.

Low-End Intervention:

At a cost of approximately $5000, this strategy involves utilizing online staff development to enhance teacher’s use of technology. A web collaboration solution eliminates or reduces the need for travel-related expenses for teachers, administrators, and staff; as well as facility-related costs, mass production of paper-based material, and use of substitute teachers.

Since Albany State University Educational Technology Training Center (ETTC) offers low cost online technology training to schools in Albany and surrounding counties we will use their professional development courses to provide training for our teachers and administrator. These courses will cover areas identified from the STaR survey. The cost for eight professional development courses for 25 teachers which also includes two courses for building administrators to expand the use of technology for school management is $4500.

The next concern in this intervention strategy entails who will monitor teacher’s use of technology, and if needed model technology integrating lessons. The Instructional Technology Specialist will provide the additional support needed to ensure that technology is being used. He will report directly to the principal. Instructional support at a rate of $500 finalizes the intervention to provide continual support and implementation coaching for the first year of adoption.

To assess the effectiveness of the solution, weekly evaluations of teacher’s lesson plans and the Instructional Technology Specialist observation will offer feedback and determine whether teachers are meeting expectations. The final assessment using the actual end of the year STaR results will determine whether the strategy met goals and objectives.

Middle-Level Intervention:

This strategy costs a little more than $25000 and empowers teachers with individualized lessons plans, giving them the opportunities to express learning in a variety of methods, and performance data to demonstrate understanding. This solution addresses the crucial concern of lack of instructional planning time to effectively integrate technology. In this strategy, the curriculum is aligned with state technology objectives and then aligned with the technology in the classroom. Twenty-five teachers will receive the instructional packages. The package will include teacher curriculum note books as well as any additional materials not found in the classroom and 1 laser printer for each class. The cost incurred will include a 3 week curriculum redesign task force. This is made up of four teachers, and one Instructional Technology Specialist at a rate of $30 an hour (13,500). Additional materials including but not limited to supplemental books and additional software ($10,000) will be purchased. The ETTC at Albany State also provides customize online staff development ($8000) which we will use to train teachers on the curriculum outline. The Instructional Technology Specialist (ITS), Media Specialist and the ETTC staff will work together to create a staff development plan to provide instruction on the technology notebooks. This will be at no additional cost to the school because the ITS and Media Specialist has ten additional planning days Assessment will include weekly classroom observation, and the end of year STaR Survey.

High-End Intervention:

This strategy requires the purchase of Elluminate. Elluminate is an educational network that provides 24/7 Professional Development. Through educational networking, educators are able to have 24x 7 online experiences not unlike the rich connecting and sharing that have typically been reserved for special interest conference- except that geography is no longer a constraint, the critical mass of interest needed can be lower, and the time and cost to participate are both affordable ($15,000). This cost is based upon Elluminate Open Access Licensing, a flat-fee, volume-licensing plan. Also, each class will receive three additional computers (45,000). Hire one lab attended to maintain the computer lab ($18,000) and a part-time technical support technician ($ 12,000).

<span style="color: black; display: block; font-family: 'Georgia','serif'; font-size: 10pt; line-height: 115%;">By hiring a lab attendant, we will be able to maintain the lab and provide the support needed to ensure that it is ran properly. The technician will maintain the hardware and software to alleviate down time when problems occur.

<span style="color: black; display: block; font-family: 'Georgia','serif'; font-size: 10pt; line-height: 115%;">Assessment will include workshop log in reports. Lab attendance sign-in sheets, hardware and software surveys. Teacher lesson plans and end of the year STaR Survey.

<span style="color: #001a75; display: block; font-family: 'Arial','sans-serif'; font-size: 10pt;">Selected Intervention

<span style="color: black; display: block; font-family: 'Georgia','serif'; font-size: 10pt;">Currently, the budget does not allow for any costly intervention. However, in hopes that the economy will someday pick-up, I have decided to investigate the middle-level intervention due to numerous advantages of utilizing Albany State’s online services. Additionally, we received the same service six years ago, implemented similar strategies, and increased the use of technology in the classroom. Therefore, I believe relevant experiences will enhance compilation of the components for an effective intervention plan. The next step involves securing justification for this intervention with expert interviews and valid research.

Module 4: Rationale and Justification

//<span style="color: black; font-family: 'Georgia','serif'; font-size: 10pt;">Strengths and Limitations of Interventions // <span style="color: black; display: block; font-family: 'Georgia','serif'; font-size: 9pt; line-height: 115%;"> Selecting the best solution for the performance gap required examination of the strengths and weaknesses of each strategy and input from key personnel in the organization. Both the low- and high-end strategies failed to meet the needs of the intervention project. These strategies neglect the major concern of hiring technical support.
 * **<span style="font-family: 'Georgia','serif'; font-size: 9pt;">Intervention Strategy ** || **<span style="font-family: 'Georgia','serif'; font-size: 9pt;">Strengths ** || **<span style="font-family: 'Georgia','serif'; font-size: 9pt;">Limitations ** ||
 * <span style="font-family: 'Georgia','serif'; font-size: 9pt;">Low-End || <span style="font-family: 'Georgia','serif'; font-size: 9pt;">makes use of available resources, individualized instruction, provides consistent assessment data, cost efficient  || <span style="font-family: 'Georgia','serif'; font-size: 9pt;">does not address instructional changes for time on task, does not take into account that teacher may not know how to create an integrated plan, no incentives, additional work time,  ||
 * <span style="font-family: 'Georgia','serif'; font-size: 9pt;">Middle Level || <span style="font-family: 'Georgia','serif'; font-size: 9pt;">employs a variety of intervention method, time for technology planning, training follow-up, curriculum alignment  || <span style="font-family: 'Georgia','serif'; font-size: 9pt;">relevancy over traditional methods, costly, require additional tech support, requires training on new procedures, technical readiness of faculty  ||
 * <span style="font-family: 'Georgia','serif'; font-size: 9pt;">High-End || <span style="font-family: 'Georgia','serif'; font-size: 9pt;">expensive, increases technology experience  || <span style="font-family: 'Georgia','serif'; font-size: 9pt;">does not align with faculty work motives, does not address instructional changes  ||
 * <span style="font-family: 'Georgia','serif'; font-size: 9pt;">High-End || <span style="font-family: 'Georgia','serif'; font-size: 9pt;">expensive, increases technology experience  || <span style="font-family: 'Georgia','serif'; font-size: 9pt;">does not align with faculty work motives, does not address instructional changes  ||
 * <span style="font-family: 'Georgia','serif'; font-size: 9pt;">High-End || <span style="font-family: 'Georgia','serif'; font-size: 9pt;">expensive, increases technology experience  || <span style="font-family: 'Georgia','serif'; font-size: 9pt;">does not align with faculty work motives, does not address instructional changes  ||

<span style="color: black; display: block; font-family: 'Georgia','serif'; font-size: 9pt; line-height: 115%;">Low Level Intervention <span style="color: black; display: block; font-family: 'Georgia','serif'; font-size: 9pt; line-height: 115%;">

The low-level strategy is rejected because it will not handle the performance gap for the long run. It is a temporary fix using former methods that did not work for any length of time in the past. Although the grade level chair approved this strategy (Garrison, personal communication, October 19, 2010). Additionally, this method does not guarantee an increase in instructional use of technology. Therefore, the low-level strategy is not considered the most effective intervention plan.

<span style="color: black; display: block; font-family: 'Georgia','serif'; font-size: 9pt; line-height: 115%;">High-End Strategy <span style="color: black; display: block; font-family: 'Georgia','serif'; font-size: 9pt; line-height: 115%;">

The high-end strategy also fails to meet the needs presented in the cause analysis. Purchasing an online staff development does not guarantee technology as a part of instructional time. //Additionally, extensive staff development, tech support, and student training causes// additional budget concerns not addressed in the proposal (A. Scandrett, personal communication, October 19, 2010). The educational technology specialist argues that this strategy requires additional research on the longevity of implementing this type of intervention (M. Knight, personal communication, October 27, 2010). Overall, the high-end strategy is not relevant for this school’s culture as the administration seeks to increase teacher’s use of technology in the classroom.

<span style="color: black; display: block; font-family: 'Georgia','serif'; font-size: 10pt; line-height: 115%;">Middle Level Strategy <span style="color: black; display: block; font-family: 'Georgia','serif'; font-size: 10pt; line-height: 115%;">

Faculty and key personnel seek to find a method that increases the use of technology in the classroom. Therefore, the middle level strategy was selected as the intervention strategy for the project.

Based on research and discussions with key personnel, the middle level intervention combines the best methods for integrating technology. Integrating technology into the classroom must occur seamlessly into the curriculum and educational setting using a holistic approach (Molenda, 2008). This intervention strategy combines staff development, flexible strategies, technology plans, and a variety of appropriate technologies to increase the efficiency and effectiveness of technology integration. J. Cude (personal communication, October 28, 2010) states that this is the only strategy to meet the performance gap due to the variety of methods. Additionally, the middle level strategy increases the use of technology in the classroom. <span style="color: black; display: block; font-family: 'Georgia','serif'; font-size: 10pt; line-height: 115%;"> The middle level strategy provides rigorous design that will improve the use of technology. This strategy meets the needs of the performance gap by increasing professional development, technical support, technology planning and evaluation of teacher use of technology. Student achievement will increase due to improvement of the organization and delivery of instruction.

Module 4: Project Management

<span style="color: black; display: block; font-family: 'Georgia','serif'; font-size: 10pt; line-height: 115%;">The Role of Project Manager

<span style="color: black; display: block; font-family: 'Georgia','serif'; font-size: 10pt; line-height: 115%;">The role of project manager involves leading, motivating, coaching, counseling, and assessing the intervention strategy. As leader, I am responsible for developing potential leaders within the organization to multiply the effectiveness of the strategy. By helping others develop their leadership ability, the vision and structure of the intervention will increase in productivity and change the organization. Developing this climate of change depends highly on the ability to assess readiness and choose appropriate tasks beginning with training and leading to full implementation (Chevalier, 2007).

Leadership is critical in successfully closing the performance gap. However, just as important, the role of motivator, counselor, and coach affects the momentum and sustainability of the project. These attributes rely on quality communication, recognition, flexibility, and performance awareness to build a productive team and increase commitment to the project. Team meetings, individual conferences, and regular tech support provides analysis of project goals and ensures relationships to maintain group dynamics.

The final role involves assessing the faculty to determine the impact of the intervention on the integration of technology. Consultation with teachers regarding the ease and functionality of instruction provides data on the direction of the project. Student scores using benchmark data provided by Achievement Series demonstrates significant differences in student achievement. The final data provided by the CRCT will ultimately show if diffusion of the intervention successfully met objectives.

<span style="color: black; display: block; font-family: 'Georgia','serif'; font-size: 10pt; line-height: 115%;">Resource Management Techniques

<span style="color: black; display: block; font-family: 'Georgia','serif'; font-size: 10pt; line-height: 115%;">The resources for the intervention include a variety of educational technology tools. The materials include technology notebooks, whiteboards, computers, projectors, Activboards, audio system, interactive response system, other devices and digital content. Tracking the use of these resources requires examination of lesson plans to determine utilization during class time. Teachers are required to document a minimum of an hour per day per student using the available resources in activities selected by the teacher.

<span style="color: black; display: block; font-family: 'Georgia','serif'; font-size: 10pt; line-height: 115%;">Delivery System Management Techniques

<span style="color: black; display: block; font-family: 'Georgia','serif'; font-size: 10pt; line-height: 115%;">Training teachers on how to use the resources involves staff development with Albany State’s ETTC Department. A model classroom will demonstrate how the technology tools easily diffuse into classroom instruction using the technology notebook. A school wiki posting suggestions and support tips will encourage collaboration among team members and evaluate progress with discussion postings. The use of technology is a requirement. However, how the teacher utilizes the resources remains a personal, professional decision. Each week, the model classroom teacher will post strategies on the team wiki. However, the final decision rests upon each classroom teacher.

<span style="color: black; display: block; font-family: 'Georgia','serif'; font-size: 10pt; line-height: 115%;">Information Management Techniques

<span style="color: black; display: block; font-family: 'Georgia','serif'; font-size: 10pt; line-height: 115%;">The project wiki will store the information related to the intervention strategy including test scores, benchmark data, teacher surveys, and CRCT data. The project team will evaluate data from surveys and benchmark data monthly to reallocate goals and tasks as needed. CRCT data from the 2010-2011 year will provide formative and final assessment of project goals. Along with this data, a compilation of teacher survey and benchmark assessments will demonstrate the effectiveness of technology integrated into classroom instruction. <span style="color: black; display: block; font-family: 'Georgia','serif'; font-size: 10pt; line-height: 115%;"> ** Module 5: Financial, Technical, and Assessment Information **


 * Financial and Budget Information **

The table below outlines the budget information for this proposal. As the leader in the proposal, I will present follow-up staff development on the use and management of equipment and software at no additional cost. The follow-up training will take place during the school year after the initial training at Albany State University.

<span style="color: black; display: block; font-family: 'Georgia','serif'; font-size: 10pt; line-height: 115%;"> <span style="display: block; font-family: Calibri; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt; tab-stops: right 130.0pt; tabstops: right 130.0pt; text-align: center;">(existing paraprofessional position) || HR Planning Dougherty County Schools 200 Pine Ave. Albany, Georgia 31701 229-431-1260 || Pay to compensate existing part-time position || $4,500 || Albany State University ETTC Department 504 College Drive Library Room 120 229-430-1383 [] || Professional Development for Curriculum Integration, software and hardware management || $8,750 || Logical Choice Technologies, Inc. 800-730-5644 ext 5020 770-564-0244 (fax) tinas@logicalchoice.com || Activboards mounted and installed with projector, multimedia sound system, and cables || $13,500 || <span style="color: black; display: block; font-family: 'Georgia','serif'; font-size: 10pt; line-height: 115%;"> ** Technical Information ** · Existing classroom equipment including computers, projectors, and audio enhancement systems · Three addition 21st Century Classrooms · District network access and Internet connectivity (including wireless capability for laptop computers  ** Software/Web Resources **   · Microsoft Office applications(Word, PowerPoint, Excel), ALS, Online Assessment System, Accelerated Reader and Fast Math  · Learning Tools sites for Elementary Teachers, Students and Parents    · Web Tools and applications (Google Apps, classroom blogs (Scholastic) and Wikis, and interactive white boards ** Staff Resources ** · Principal, Assistant Principal · Project Manager · Instructional Technology Specialist · Media Specialist · All classroom teachers, K-5 · Albany State University Educational Technology Training Center <span style="color: black; display: block; font-family: 'Georgia','serif'; font-size: 10pt; line-height: 115%;"> ** Evaluation and Assessment ** The progress and effectiveness of the performance improvement intervention will be evaluated through both formative and summative assessments. Formative assessment will use a teacher survey (STAR) on classroom technology use and integration, and on the effectiveness of professional development activities, to determine the progress of technology integration school wide. The formative assessment will also include workshop reports, lab attendance, lesson plans and hardware and software surveys. These formative checks will occur once a semester. The results of each assessment will help guide decision-making regarding project restructuring or modification (Chevalier, 2007, pp. 155-167). <span style="color: black; display: block; font-family: 'Georgia','serif'; font-size: 10pt; line-height: 115%;"> <span style="color: black; display: block; font-family: 'Georgia','serif'; font-size: 10pt; line-height: 115%;"> The summative assessment will take place in June. It will involve a teacher survey on classroom technology integration and professional development effectiveness, staff interviews, and classroom observations of selected grade level teachers. A leadership team consisting of one teacher per grade level, administrators and support staff will review results of these assessments. The team will make recommendations for any changes or modifications to improve the intervention process as a whole and determine the direction of the plan.
 * ** Recommended Resources ** || ** Vendor ** || ** Description ** || ** Total Cost ** ||
 * ** Technical Support Position **
 * ** Outside Professional Development ** || Provider-
 * ** 21st Century Classroom ** || Tina Sutton
 * ** Staff Development Stipend ** ||  ||   || $12,500 ||
 * ** Total ** ||  ||   || $39,250 ||
 * The technical resources needed to increase the use of technology in the classrooms are listed below. **
 * Technology **