School Technology Plan

Thomas Claggett Elementary School

University of Maryland University College
EDTC 630-Fall 2012
Sabrina Mitchell
Lilit Bayburtian
Ani Ausar Seker Ba
Thomas Michael Shull
Tiane M. Smith

Table of Contents
I.

Needs Assessment3

II.

Vision Statement7

III.

Goals and Objectives.8

IV.

Budget.13

V.

Justification of Budget15

VI.

Staff Development Plan.19

VII.

Timeline for Completion22

VIII. How to Determine if Goals Were Met.23

IX.

Evaluation of Learning Objectives24

I.

Needs Assessment

Thomas Claggett Elementary School (TCES) is a Title 1 school

located in Prince Georges County. It is in a high poverty area and
parental support is very low, particuarly in the testing grades. Thomas
Claggett houses headstart through 6th grade and a Deaf and Hard of
Hearing Program (DHOH). During the 2011-2012 school year there
were 256 students enrolled at TCES. 92% of the 256 students received
free and reduced meals (FARMS) and 27% were identified as special
education students. The 2010-2011 school year was the last year for
the full day prekindergarten program in Prince Georges County Public
School (PGCPS) system and consequently, prekindergarten was
removed from Thomas Claggett Elementary School. The school does,
however, still service a prekindergarten population, as the DHOH
program services students from toddlers through 6 th grade. The
students in this program are either in the general education classes or
self-contained classes based on their Individualized Education Plans
(IEPs). The DHOH students receive instruction in a total
communication (sign language only) or auditory oral (sign language
and speaking) self-contained classrooms. All of the students in the
program have access to sound based software with visual support.
Table 1: Enrollment
(demographics)
Number of
Students
All
256
Table 2: Students Receiving Special
Am. Indian/AK
past 0
students)
Native
Descriptions
504
FARMS
Asian
0
%
#
%
Black/AfricanYear 217
Amer.
Hispanic/Latin201228
91.6
o
HI/Pac.
20110
83.3
Islander
White
20100
86.5
2 or more
races
Male

Female

124

132

Services (glance at present and

235
256
259
311
237
274

Spec. Ed
%
#

Title 1
%
#

27%

> 95.0

20.3
21.2

69
256
63
311
58
274

> 95.0

Due to Thomas
Claggetts

> 95.0

status as a Title I school we are fortunate to have access to a variety

of both student and teacher based technology based resources. The
majority of instructional classrooms are equipped with audio
enhancement equipment, which amplifies the teachers voice. The
instructional classrooms also each have an Interwrite Board, a 26-inch
flat screen TV, an LCD projector, cd/cassette player, teacher laptop and
1-8 student computers depending on the number of students in the
classroom.
The student computers are used to explore educational software
such as Waterford, First in Math and Study Island during their center
time. While some teachers do find different software and websites for
students to access using the Interwrite boards, unfortunately, due to
lack of training and/or comfort levels, the majority of teachers use the
Interwrite boards as either a projector or a whiteboard. Students use
the computer lab every other week during their media class. During
this time students often have to share computers due to a lack of
properly functioning computers. There is an IBM student laptop cart
that teachers are able to sign out for students to use which,
unfortunately, does not function properly.
In addition to classroom technology, the school has visualizers,
student response systems, Interwrite tablets, webcams, overhead
projectors, digital cameras, camcorders, printers, a stationary
computer lab, iPads and a mobile lab available for use. Currently the 8
iPads are not being used because professional development has not
been provided to ensure appropriate use. For a more detailed look at
the technology at Thomas Claggett Elementary School please see the
graph below.
Table 3: Current Technology at Thomas Claggett Elementary School
Asset Description
Quantity
Student, Teacher or
Administration Use
(S,T or A)
Computer Desktop Dell 745
118
S ,T
Computer Laptop Apple iPad Black WI-FI
8
S, T, A
*currently only admin has access to
iPads
Computer Laptop Dell Latitude 13
3
T
Computer Laptop IBM R50E
41
*old teacher laptops now
nonfunctioning laptop cart for
students
Computer Laptop Lenevo X200
2
T
Computer Micro Apple Mac
9
T
Computer Micro Dell GX240
23
T
LCD Projector (Mitsubishi, Panasonic or Viewsonic)
33
T, S
Color Printers
10
T
Printer Copier Scanner Brother DCP8040
1
T
Printer IBM Infoprint 116/4516
17
T
Printer Laser Jet HP 2100SE/TN
6
T
Server Dell Poweredge 2800
2
S, T & A

Sound System Wireless Mic Frontview

The Safe System Audio Enhancement
Television/DVD combo Toshiba 26 LCD
Video Visulaizer (Avervision or Samsung)
Whiteboard Interactive Interwrite
Camcorder w/ Tripod
Camcorder w/ accessories
Study Island Server
Waterford Licenses
Interwrite Board Student Response System (24 count)
Interwrite Board: wireless tablets

1
20
28
12
32
3
3
1
6 math
15 rdg
2
5

S, T & A
T&S
S, T & A
S, T & A
S&T
S&T
S
S
S
T

Student achievement at Thomas Claggett is gradually increasing.

The students in kindergarten, first and second grades are administered
a literacy assessment three times a school year to see how they are
progressing in the area of literacy. At the end of the year the 20112012 school year 75% of the general education kindergarten students
and 40% of the special education students were reading on or above
grade level. In first grade 53% of the general education students and
20% of the special education students were reading on or above grade
level. In second grade 68% of the general education students and
20% of the special education students were on or above grade level at
the end of the 2011-2012 school year. (For further details on testing
data please see table below.) The trends in the kindergarten through
second grade data show 50% of the students are performing on or
above grade level and more students must be moved to meet (or
pass) the benchmark.
Table 4: K-2 Literacy Assessment Data: DRA (reading data)
BGL
OGL
AGL
% on or above
(below grade level)
(on grade level)
(above grade level)
grade level
K
10
27
3
75%
K (SPED)
6
4
0
40%
1
20
8
15
53%
1 (SPED)
4
0
1
20%
2
8
7
10
68%
2 (SPED)
4
1
0
20%
* The first row is general education students and second row (SPED) are the special education students.
Grade Level

The intermediate data, grades 3-6, is pulled based on the

Maryland School Assessment (MSA). The MSA measures where all
students in the state of Maryland perform based on the state
benchmarks. The students at Thomas Claggett are performing below
the target in reading and math and need interventions and strategies
to increase academic performance. Currently the 3 rd, 4th, 5th and 6th
graders fall in between the range of 45.8-60.7% students performing
proficient or advanced in the reading. In mathematics 37.9-54.5% of
5

the students scored proficient or advanced on the 2012 MSA. The table
below shows a more detailed look at how the students are currently
performing and the gains the students are expected to make over the
course of the next 3 years.
In order for the students at Thomas Claggett to make adequate
gains we need to take a look at the barriers and needs that are
impeding academic success. These include attendance, behavior, and
below grade level performance in reading and mathematics. Students
at TCES struggle with attendance, and those who do come to school
have a difficult time getting there on time. Lack of time in school
results in lack of instructional time, and therefore causes a negative
impact on their overall performance. There needs to be a greater
emphasis placed on students arriving to school prepared for academic
success.
In addition to poor attendance the students at Thomas Claggett
Elementary also struggle to maintain positive, school appropriate
behavior while in school. 15-20% of the student body routinely
displays excessive, undesired behaviors. Consequently, the students
are hindering instruction for not only themselves but their classmates
as well. A modified behavior plan including motivational instructional
strategies needs to be devised and implemented to alleviate undesired
behaviors.
Additionally, across all grade levels, K-6, a significant number of
students are reading below grade level. In turn they struggle with
reading comprehension, fluency, writing and solving word problems in
mathematics. Without a strong foundation in reading the students lack
the necessary skills to be proficient and advanced in most if not all
academic areas. To ensure success the students need a plan that will
promote rigorous, engaging instruction.

Grade
Grade
Grade
Grade

3
4
5
6

Grade
Grade
Grade
Grade

3
4
5
6

Table 5: MSA Current Data & Annual Measurable Objectives (AMO) for 2013-2015
Reading Data
MSA 2012
MSA 2013
MSA 2014
MSA 2015
(AMO)
(AMO)
(AMO)
45.8%
50.8%
55.8%
60.8%
60.7%
65.7%
70.7%
75.7%
58.6%
63.6%
68.6%
73.6%
57.6%
62.6%
67.6%
72.6%
Math Data
MSA 2012
MSA 2013
MSA 2014
MSA 2015
(AMO)
(AMO)
(AMO)
41.7%
47.7%
52.7%
55.7%
50.0%
55.5%
60.5%
65.5%
37.9%
42.9%
47.9%
52.9%
54.5 %
59.5%
64.5%
69.5%

II.

Vision Statement:

It is our goal, at Thomas Claggett Elementary School, to provide

our students with a hands on, interactive learning experience.
Through the increased use of technology we hope to create an
engaging constructivist learning experience that will allow students
to play a more active role in their educational experience and will
produce individuals who are ready to
matriculate in middle, secondary, and higher education, armed with
both the necessary academic skills and technology education skills
to succeed in each level. Through the use of technology we also
hope to open the world up to our underprivileged students who
have rarely had the opportunity to experience the world outside of
Prince George's County. As educators our goal is not only to provide
our students with the education necessary to pass state mandated
tests, but to provide them with the life experiences and cultural
knowledge that will help them to succeed in an increasingly global
workforce. Through the use of technology our students will
participate in intercollaborative projects, virtual field trips, and
experience the views, opinions and individual experience of other
students, educators and experts from around the globe. It is our
goal that the increased use of technology through a variety of
mediums will help our students level the playing field with their
more affluent student counterparts both in terms of academic and
cultural growth.

III. Goals and Objectives:

Goal #1:
Technology will be used to increase student achievement
levels by providing small group and individual instruction
and meeting individual student needs in an interactive,
constructivist manner (both in the general education
classroom as well as in the Technology Lab).
Objectives:
Objective 1: Through the use of iPads, desktop computers, and
internet usage students will increase phonics skills in the areas of:
Based on Achievement Level of Student:
Students on K-1 Grade Level: Long and Short vowel sounds,
consonant sounds
Students on 2-3 Grade Level: Long and Short Vowel Sounds
and Vowel spelling patterns; consonants, digraphs and blends
Students on 4-6 Grade Level: Vowel Spelling Patterns, higher
level consonants, digraphs and blends, silent letters
Objective 2: Through the use of iPads, desktop computers, and
internet usage, students will use apps, gaming programs, and
interactive e-books to increase their fluency levels by:
Based on ACTUAL Grade Level: (As measured by Wireless
Generation Dibels Testing)
Kindergarten:
Significantly Below Grade Level: Will identify ALL letters by
the End of the year and 67% of Letter Sounds (all consonants/
no vowels)
Below Grade Level: Will identify ALL letters, at least 84% of
letter Sounds (all but short vowels) and 75% of the Kindergarten
Dolce Sight Words list

On or Above Grade Level: Will identify ALL letters and ALL

letter sounds as well as recognize 100% of the Kindergarten
Dolce sight word list.
1st: Grade:
Significantly Below Grade Level: Will identify ALL letters,
sounds and sight words, and will increase words read per minute
by a minimum of 50 words per minute.
Below Grade Level: Will identify ALL letters, sounds and sight
words and will increase words read per minute by 45 words per
On or Above Grade Level: Will increase reading fluency by a
minimum of 40 words per minute.
2nd-6th Grade:
Significantly Below Grade Level: Students will increase
their reading fluency by at least 75 words per minute over the
school year
Below Grade Level: Students will increase their reading fluency
by at least 60 words per minute over the school year
On or Above Grade Level: Students will increase their reading
fluency by at least 45 words per minute over the school year
Objective 3: Through the use of iPads, desktop computers, and
internet usage, students will use interactive e-books to build
independent reading comprehension levels (including their ability to
recall details and retell information from grade level text) by a
minimum of: (As measured by Wireless Generation TRC testing)
Kindergarten:
Students will grow a minimum of 2 TRC levels over the
course of the year
1st:
Below Grade Level: Students will grow a minimum of 9
TRC levels over the course of the year

On or Above Grade Level: Students will grow a minimum

of 7 TRC levels over the course of the year

2nd:
Significantly Below Grade Level: Students will grow a
minimum of 11 TRC levels over the course of the year
Below Grade Level: Students will grow a minimum of 8
TRC levels over the course of a year
On or Above Grade Level: Students will grow a minimum
of 4 TRC levels over the course of the year
3rd:
Significantly Below Grade Level: Students will grow a
minimum of 6 TRC levels over the course of the year
Below Grade Level: Students will grow a minimum of 4
TRC levels over the course of the year
On or Above Grade Level: Students will grow a minimum
of 2 TRC levels over the course of the year
4th-6th Grade:
Significantly Below Grade Level: Students will grow a
minimum of 3 TRC levels over the course of the year
Below Grade Level: Students will grow a minimum of
2 TRC levels over the course of the year
On or Above Grade Level: Students will grow a minimum
of 1 TRC level over the course of the year

Objective 4: Through the use of iPads, desktop computers, and

internet usage, students will implement the usage of interactive basic
facts programs and computation apps and games to increase basic
computation levels.

10

Objective 5: Through the use of iPads, desktop computers, and

internet usage, students will use apps targeted towards their
independent comprehension levels, and gaming programs to increase
mathematical comprehension skills.
Objective 6: Through increased use of student computers and
programs, speech recognition programs, and mobile devices, students
will improve their writing skills as follows:
a.) Through use of word processing programs student editing
skills will be improved by the use of editing software within the
processing programs.
b.) Through the use of speech recognition programs students will
improve their writing in the areas of structure, conventions and
mechanics.
c.) Through the use of mobile devices (iPads) and writing based
apps students will increase their ability to prewrite/organize
thoughts and ideas, distinguish between and develop main ideas
and details, and as a result, develop well organized pieces of
writing.
d.) Through the use of mobile devices (iPads) students will build
writing skills by working collaboratively to share stories and edit
one anothers work.

Goal #2: Technology will be used to accommodate and meet

individual needs of students with language based and academic
learning disabilities.
Objectives:
Objective 1: Through the use of ipads, desktop computers and
internet usage, students will use apps, software, and online games to
increase their ability to comprehend and follow multistep directions.
Objective 2: Through the use of assistive technology, including
speech recognition programs and speech synthesizers students with
disabilities will improve writing skills in terms of conventions, spelling,
and sentence structure.

11

Objective 3: Through the use of assistive technology, including ear

plugs or noise cancelling headphones, and self monitoring devices
(such as Watch Minders) students with disabilities will show improved
focus and attention to the task at hand.
Goal #3: Technology will be used to build cultural knowledge
and experience within our students, better preparing them for
a future in a more globally connected workforce.
Objectives:
Objective 1: Through an increased use of the internet students will
participate in virtual field trips, and various telecommunication projects
to build exposure to other people and places in our country and across
the globe.
Goal #4: Technology will be used to foster a stronger
home/school bond and to increase student attendance and
motivation.
Objectives:
Objective 1: Through increased internet usage and more student
computers parent involvement will be increased by the implementation
of a student blog in each classroom (including student work, activities,
photos and videos and the ability to comment and respond).
Objective 2: Through increased internet usage attendance and
behavior will improve by increased interaction with parents through
the use of email detailing students attendance, achievement and
behavior.
Objective 3: Through the use of increased internet usage, behavior
management software, and more student computers and ipads student
behaviors and motivation will improve through the use of incentive
based programs such as Raz Rocket in Raz Kids, online educationally
based games, and the behavior management Class Dojo Software.

12

IV. Budget:
iPads: 128 (1 per pair of students):Ipad 2/black/standard wifi
option (from apple store) $399/ea = $51,072
iPad Cases: (from apple store) $49/ea = $6272
iPad Apps: $100/year/teacher = $2300 x 2 years = $4600
Computer Software:
RAZ Kids: $74.95/yr/class = $3447.70/2 years
First In Math: $6.00/student = $1536/yr = $3072/2
years
Wireless G Subscription: (Dibels, Reading 3D and What
Now Tools) = $13/student = $3328
Desktop Computers 4 new/classroom + 30 new for Lab:
HP Pavilion 23-b040xt All in One Desktop PC-$699.99/ea =
$85398.78
50 Extra Keyboard/Mouse Combos as Replacements:
$31.95/ea (Office Depot) = $1597.50
Headphones: 12 pairs (2/computer)/classroom + 30 for Lab +
50 extra: Califone-SO 3068AV Switchable Stereo/Mono
Headphones-$8.68 each (from School Outfitters) = $3090.08
SpeakQ (speech recognition program): 1
liscence/classroom = $119.99x = $2759.77
Read & Write Gold (speech synthesizer): $659.99:
1/classroom = $15179.77
Watch Minder (4/teacher): $59/ea = $5428
Noise Resistant Headphones (4/teacher): Sony MDR-2x100
2x Series Headphones: $14.60/ea = $1343.20
Hub: Belkin 5-port 10/100 Mbps Ethernet Switch: 1/classroom
$34.99 x 23 = $804.77

13

Computer Lab Hub: Server: HP Storage Works Network

Storage System x 1400 2 TB SATA Model NAS Server Serial ATA150/SAS-500 GB (Neobits.com) = $4427.38

Total Budget 2012-2014: $140,748.95

14

V. Justification:
Upon purchase the ipads and desktop computers (with headphones)
will be used within the classrooms and the school technology lab
multiple times per day in the following ways:
iPads: Students will use ipads in small groups and
independently to:
Build phonics/fluency skills through the usage of apps
targeted towards their current level of development and
individual needs, and presenting the content in a fun,
interactive way. For my students who both struggle with
basic phonics skills and focusing, these interactive, hands
on activities capture their attention in a way that
traditional teaching does not. The presentation or format
of the skill heightens their motivation and makes them
want to participate.
Build independent reading and comprehension levels by
reading interactive e-books on their instructional level.
With the use of the ipad the reading becomes more
interactive, as students can touch words that they do not
know to hear it sounded out and/or defined. Students can
access text on their own level and can complete
comprehension assessments in a fun, game-style way, as
opposed to the traditional pencil and paper method, thus
increasing their motivation and desire to complete the
task. For older students who are reading at lower levels
they are able to easily access text that is at both the
appropriate interest and academic level and do so in a way
that does not draw attention to the level that they are on.
Build mathematical comprehension and basic fact fluency
by accessing math based apps and online games/activities
targeted at their individual level of development.
Build writing skills by accessing writing based apps
focusing on main idea and details as well as mechanics and
conventions. Students can easily trade work and use
various tools to edit/proofread each others work, again, in
a more hands on interactive manner than the traditional
paper and pencil methods.

15

Desktop Computers/Headphones/Hub/Software: Currently

within our classrooms we have approximately 6 computers.
However, many of those computers do not work and the number
that can access the internet at a time is limited. Similarly, our
computer lab only houses enough computers to service of an
average sized class and of those computers only a portion of
them can access the internet in a timely manner. By increasing
the number of computers we have and acquiring a hub we will
increase the amount of students who are able, at one time, to
access the internet and participate in online based reinforcement
programs such as RAZ-kids and First in Math. Studies have
shown that both of these subscription based programs have had
a significant impact on improving the independent reading levels
and math competency levels of participating students. The
addition of the headphones will allow students to work in a
manner that is not distracting to other students (which is
currently a big deterrent for allowing students to use these
programs). Both programs are designed to allow students to
work at their own pace, at their individual level, with more of
their input allowed than is typical in the traditional classroom.
The programs are interactive, incentive based and appeal greatly
to the more visual learners. Additionally, the use of a hub will
greatly increase our ability to use the internet in small groups or
independently, both for the aforementioned programs, as well as
for other internet based reinforcement programs, student
research, telecommunications projects, and writing assignments.
Given the socioeconomic status of most of our students their
opportunities for experiences outside of the city limits are often
extremely limited. The funding is not available to take
traditional field trips, and as result our students enter the
workforce with a much more limited cultural knowledge and
experiences than that of their more affluent counterparts. The
ability to use the internet to connect with people from places
from all over the world will allow our students to bridge some of
that gap. Additionally, an increased ability to access the internet
will allow us to pursue projects such as blogging and interactive
classroom websites which will provide our parents with more of
an inside look at what goes on inside of our classroom. Through
the website and the blog we can display student work samples,
pictures of our daily activities, as well as homework
assignments, upcoming events and activities, and any school

16

news that parents need to be informed of, thus building a

greater home/school connection.
SpeakQ: Speak Q is a speech recognition system that allows
writers to read aloud into a microphone and have words appear
on the screen. Writers can speak certain words and choose from
a selection of words or can read entire passages. This software
is especially beneficial to students with disabilities who struggle
with getting their ideas on paper. The software allows students
to break down the work, is engaging and motivating, and allows
struggling writers to edit and proofread independently. While
this software is most helpful for struggling writers it can be
beneficial to all writers within the classroom.
Read & Write 10 Gold: Read & Write Gold is a speech
synthesizer that allows students to type in their text and then it
is read back to them in exactly the way it was typed in. This
program allows students who struggle with visually recognizing
their mistakes to hear them. Especially helpful for students with
specific learning disabilities, this program is highly engaging and
motivating for all beginning writers. Just as with SpeakQ, the
interactive quality keeps students engaged and motivated and
allows even struggling learners to have a sense of ownership and
independence in their work. As we enter into a Common Core
driven period in education the ability to express oneself in
writing has become more important than ever. Both Read &
Write Gold and SpeakQ would provide many of our students with
the extra support needed to become proficient, independent
writers.
Watch Minder: Watch Minder is an assistive technology
designed to help easily distracted students stay on task. With a
vibration feature and self-monitoring messages that scroll across
the screen, the watch reminds students of the task at hand
without distracting other students, thus enabling all students to
work up to their full potential. The vibration feature of this
technology can be especially beneficial to hard of hearing
students as well to keep them on a time schedule without verbal
reminders.
Ear Plugs: Students with attention based difficulties often
struggle to ignore outside distractions. Something as simple as
the rustle of a paper or the tap of a pencil can be too much of a
distraction for these students to ignore. By providing students

17

with ear plugs or noise resistant head phones these students can
block out distracting outside noises, thus helping them perform
better. This strategy is especially important and effective in
testing situations.
Wireless Generation Subscription (1/student): Wireless
Generation is an assessment tool that tracks students starting in
Kindergarten, all the way through the elementary grades. With
the tool teachers are able to access a computer based program
which tests and levels each student in regards to both reading
fluency and comprehension. Teachers are able to access prior
years and see how students have progressed over time and the
program comes complete with intervention strategies and
lessons, as well as tips for parents to use at home. Students are
monitored consistently throughout the year with benchmark
tests occurring at the beginning, middle and end of the year.
Wireless Generation has proven to be a valued tool at tracking
student growth and determining student progress.

18

VI.

Staff Development Plan

Based on the technology offered for the implementation of this

school wide plan, the staff of Thomas Claggett elementary school
should be offered the following trainings:
iPads

Basic use of iPads. This would be a great training to include

during the pre-service week, when many teachers are planning
their year and setting up the classroom routines. Once they are
familiar with the use of i-pads and their role in strengthening
childrens writing/reading/math skills, they are more likely to
implement the new technology in their classrooms.

Introduction to apps targeted towards their current level of

development. The initial training should be done during the preservice week, providing the teachers with a set of apps that they
can start using right away. It will prove to be beneficial to both
teachers and students during the first crazy weeks of school
year. Teachers will explore various capabilities of the ipad by
navigating through An Introductory Guide to Ipads for Teachers
found at http://www.whiteboardblog.co.uk/2012/04/anintroductory-guide-to-ipads-for-teachers/. Each teacher will
come up with their 3 favorite apps to share at the monthly
faculty meeting.
Throughout the year, the staff should be offered at least
three/four more of these trainings to enrich student learning by
introducing more apps that will increase their proficiency.

E-books and how to use them. This training can be done during
the first staff meeting and should not take too much time to
introduce the staff to it.

Basic facts apps and their usage. This training should initially be
done during the first or second week of school during the
individual team meetings. However, throughout the year,
additional training and introduction to new basic facts apps
should be conducted.

19

Desktop Computers/Software and Programs

Telecollaboration Projects and Virtual Field Trips: Teacher(s)

will complete the telecollaborative project introductory
activities found at:
http://scilnet.fortlewis.edu/edtech/telecollab/intro.htm
Further discussion and professional development will be
conducted at a monthly faculty meeting.

Raz-Kids: Training in the entire A to Z reading package,

including Raz-Kids will be offered by a representative of
Reading A to Z during a beginning of the school year
professional development session each year. This
professional development will take place on site in the school
library.

First In Math: Training in First In Math will be offered by a

First in Math representative during a beginning of the school
year professional development session each year. This
professional development will take place on site in the school
library.

Introduction to web sites that provide great practice for basic

math and reading skills. This training should be done based on
teams needs and the time/date for it can be agreed upon the
team members. When needed, the team can request to learn
about new and improved websites from the staff development
teacher and trained accordingly.

SpeakQ: Detailed explanations for SpeakQ can be found in the

Users Manual (http://www.goqsoftware.com/wpcontent/uploads/2010/11/SpeakQUserGuide.pdf)

Read & Write Gold: Detailed explanations for Read & Write
Gold can be found in the Users Manual
(http://www.texthelp.com/webfiles/USRWG10Manual.pdf)

Teacher/Parent Communication
Introduction to Blogging. To get the staff of TCES started on
blogging, teachers should be trained on how to create and use
blogs. Some teachers may require more time to learn about
blogging and some may need less time, depending on how
familiar they are to it. So, initial introduction training should
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be offered and done at the beginning of the new school year;

however, the teachers will need continuous support from the
staff development teachers. In this training teachers will
examine the Top 10 Teacher Blogs found at
http://www.scholastic.com/teachers/article/top-20-teacherblogs and be ready to discuss at a monthly faculty meeting.

Providing the staff of TCES with these trainings will prove to be

beneficial to both teachers and para-educators. It will support teachers
by providing them with necessary tools to implement in the classroom
and to improve students progress. Moreover, the students of TCES will
benefit by learning from knowledgeable staff that can address their
needs and try new endeavors that havent been tried yet.

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VII. Timeline for Completion

January 4, 2013
January 9, 2013
May 13, 2013
August 20, 2013 (pre-service
week)
August 22, 2013 (pre-service
week)
August 23, 2013 (pre-service
week)
September 9. 2013 (1st faculty
meeting)
September 16 20 (1 week of
team planning meetings)
st

October 7, 2013 (2nd faculty

meeting)
November 4, 2013 (3rd faculty
meeting)
March 24, 2014
June 9, 2014

Introduce the proposal to

Thomas Claggett Elementary
Administration
Introduce the proposal to the PTA
members at the monthly
meeting
If approved, introduce the
proposal to the staff of TCES
Training on Basic Use of
iPads
Introduction to skill
building apps
Safety and security issues of
implementing computers
training
RAZ-Kids training
First in Math training
E-Book and their usage training
Introduction to building
skills websites
Introduction to Blogging

SpeakQ training
Read & Write Gold training
Implementation Plus/Deltas
Intro to new websites for
building skills
Implementation Plus/Deltas
Intro to new websites for
building skills
Evaluate the plan and
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achieved results throughout

the year
Propose to continue with
the same plan for the next
school year

Evaluation Plan:
VIII. How to Determine if Goals Were Met:
The degree to which goals have been met will be evaluated by:

Student surveys: these surveys will be designed to

address/show the degree to which students understand the
technologies being used and their confidence/ability level in
using them.

Teacher Surveys: These surveys will address professional

development, the degree to which teachers feel comfortable
with the survey and will allow for feedback for future
development, modifications and ideas.

Parent Surveys: These surveys will address the level of

communication and connection parents feel with the school
and their level of involvement in their childs education.

Usage Monitoring: Student and teacher usage of programs

such as Raz-Kids and First in Math will be monitored by the
administration to ensure that subscriptions are being used on
a regular basis.

Project Monitoring: Teachers will be required to provide

updates of telecollaborative projects and share experiences
and updates frequently at staff development meetings to
ensure that the projects are being implemented.

iPad Tracking: Ipads can be monitored at any time to view

data downloaded, apps that students frequently use, etc.
Students may also be asked about their usage, what they
enjoy, what theyve learned using the ipads, etc.

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Attendance Monitoring: Attendance will be tracked monthly

to make note of the improvements (or lack of) throughout the
building and that data will be compared to data gathered from
iPad tracking, usage monitoring, student, teacher and parent
surveys.

IX. Assessment of Learning Objectives:

Learning objectives will be assessed by the following methods:

Benchmark Testing: Student benchmarks are district

wide assessments that will be tracked closely to monitor
progress in both reading and mathematics.

Wireless Generation Testing: Wireless-G testing

monitors students who are significantly below grade level
every 3 weeks, below grade level every 6 weeks and on
grade level every 9 weeks. Students will be tested in both
fluency and comprehension and results will be monitored
by both school and city wide administration.

Writing Assessment: Students will be given routine

writing assessments which will be monitored by the school
and district. Assessments will be monitored for growth in
regards to conventions, content and sentence structure.

Standardized/Benchmark Testing: Yearly achievement

of students (and the school) will be assessed in the area of
Reading and Mathematics by the MSA (Maryland State
Assessment) for grades 3-6 in March of each year.
Students in grades 1-2 will be evaluated based on County
Issued Yearly assessments in the area of Reading.

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