School Technology Plan 1

School Technology Plan

EDTC 630

Group 1
School Technology Plan 2

School: Catherine T. Reed Elementary School

Description of school:

Catherine T. Reed Elementary is a Title 1 school located in Lanham, Maryland. The

grade level of the school is Pre-K-5th grade. It is a part of the Prince George’s County Public

School system. Catherine T. Reed Elementary has a total of 527 students. Of the 527 students at

Catherine T. Reed Elementary, 79.4% of the students are receiving Free and Reduced Lunch

(FARMS), 19.3% of the students are classified as Limited English Proficient, and 13.7% of the

students are in special education. There are 71 teachers in the school which is a 15:1

teacher/student ratio in the classrooms. Below is a table that shows how many grade levels, how

many students in each grade level, and how many teachers are in each grade level:

Grade Level Number of Students in Each Number of Teachers in

Grade Each Grade

Pre-K 21 Two teachers in one

classroom

Kindergarten 74 Three teachers per grade

1st Grade 73 Three teachers per grade

2nd Grade 71 Three teachers per grade

3rd Grade 73 Three teachers per grade

4th Grade 70 Three teachers per grade

5th Grade 74 Three teachers per grade

Special Education Classes 11 Five teachers per grade

(grades 1-5)
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Technology Use:

The current technology being used are two Chromebook carts, one iPad cart, and one

laptop cart that is shared between the entire school. Inside each Chromebook, laptop or iPad cart,

there are 30 devices. Each month, each grade level is assigned a cart to share between all of the

teaches in that grade level. For example, for the month of November, first grade has the iPad cart

which includes 30 devices and 30 headphones. Each day, first grade divides the iPad cart up into

10 devices for each teacher (3 total teachers). However, some teachers in other grade levels just

alternate throughout the month. For example, teacher 1 has the chromebook cart for Monday,

teacher 2 has it for Tuesday, teacher 3 has it for Wednesday, and then start back over again.

What can be difficult with this system of alternating the carts each month between grade levels is

not having the access to certain softwares on the iPads that the school is paying for. Grades K-1

use Waterford which is a paid software that works on reading skills. However, students can only

access Waterford through the chromebooks, laptops, or classroom computers. Therefore, when

Kindergarten or first grade has the iPad cart for a month, their students cannot go on this

program unless they are using the 2-3 classroom computers. Also, the chromebook carts are used

very frequently for testing for grades 3-5. Therefore, when these carts are used then, teachers

cannot reserve the cart on those days.

Other software programs that our school offers is Imagined Learning which is for ESOL

students. These students are allowed to sign up and stay after school twice a week to work on
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this program. For grades 2-5, they use the software I-Ready which works on reading and math

skills. This program is available on all devices including iPads.

Each classroom has two to three working computers for students to use. Half of the

classrooms in the school also have Interactive Smart Boards. At Catherine T. Reed Elementary,

there is one computer lab teachers can reserve for their classroom to use. Making reservations is

important because the technology lab is also used for testing or for specials. Each class in the

entire school has technology lab for a half an hour every other week taught by the Media

Specialist. Inside this technology lab, there are 30 desktop Mac computers. There is also a

interactive smartboard.

School Data:

The School Accountability Report card provides the percentages of the expectations that

each grade level met in reading and math in May 2018. Below is a table to show this data:

Met Expectations for ELA and Math:

Grade: English Language Arts: Math:

3 17.9% met expectations 20.5% met expectations

4 33.8% met expectations 20.3% met expectations

5 17.4% met expectations 11.6% met expectations

English Language Arts:

Grade: Did Not Meet Partially Met Met Other:

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Expectations: Expectations: Expectations:

3 44.9% 19.2% 17.9% 18%

4 17.6% 18.9% 33.8% 29.7%

5 18.8 24.6% 17.4% 39.2%

Math:

Grade: Did Not Meet Partially Met Met Other:

Expectations: Expectations: Expectations:

3 46.2% 16.7% 20.5% 16.6%

4 24.3% 33.8% 20.3% 21.6%

5 21.7% 47.8% 11.6% 18.9%

For grades K-2, teachers were asked about their students overall grade-level for reading and

math. For kindergarten and first-grade, many of the students are below grade level for reading

but on-grade level for math. For second grade, there is a mix between below, on, and above-

grade level students in reading and math. This data is received through the Developmental

Reading Assessment (DRA), Literacy Assessment, and SLO Pre/Post Math Test that is given at

the beginning and the end of the year. The DRA is a standardized reading test used to determine

a student’s instructional level in reading. Students are to read a selection and then retell what

they have read to the examiner.

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Incorporating technology into the classroom will not only be beneficial to teachers but it

will also benefit students academically. Technology can motivate students to take ownership in

their learning and provide students with additional hands-on resources to use in the classroom.

With the school technology plan students will be able to interact with lessons through video

clips, graphics, and other visual elements. Since students are able to interact with the lessons and

take control of their learning, they can pace themselves using different applications. The

different applications can provide differentiated learning for all students.

Teachers will also benefit from the school technology plan.Technology allows teachers

the opportunity to reach more students in multiple different venues, create technology-based

assessments, and provide students with a more individualized learning experience. Many

teachers will need training on effective implementation of the new technology tools that will be

available to them. It will also allow for students to receive differentiated instruction and allow for

open collocation between all stakeholders of the educational process.

Students need differentiated instruction. In order to reach more students, Catherine T.

Reed Elementary will need more access to Web 2.0 tools, such as ModMath and Kurzweil.

Additional training will need to be provided for any Web 2.0 tools that will be used in the

classroom and how these tools will be used during testing time. In order to provide greater

access to educational software and web tools, Catherine T. Reed Elementary will need more

technology devices to assist teachers in mathematics and reading instruction.

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Vision Statement: We believe that technology can impact student learning. At Catherine T.

Reed Elementary, technology will be used by teachers and students to meet the needs of diverse

learners. Students will use technology devices to access educational software and Web 2.0 tools.

We believe that using technology will provide students and teachers with ways to collaborate

with each other. As a result, they will be able to engage in meaningful learning opportunities that

will benefit everyone. At Catherine T. Reed Elementary School, technology will be used by

students, parents and teachers in order to communicate with each other to ensure that we are

preparing students for their futures in this new age of technology.

School Technology Goals:

1. Students will use technology to enhance their reading and math comprehension.

2. Technology will be used to collaborate with parents and students daily through an online

newsletter and teacher website/tool.

3. Assistive technologies will be used to provide differentiated lessons for students with

learning differences.

4. Technology will be used to provide hands-on differentiated learning to all students

through videos, interactive games, and leveled questions.

5. Students will use technology in Language Arts at least twice a week.

6. Online professional development (webinars, videos, etc.) opportunities will be provided

across all subjects to introduce or reinforce technological tools to be used within the

classroom.

Teacher Technology Objectives:

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1. Given access to a variety of technology tools to use, teachers will be able to increase

math and reading percentage scores of 3rd, 4th, and 5th grade students by at least 10% at

each grade level.

2. Given access to a variety of communication softwares through different technology tools,

teachers will be able to communicate and collaborate with parents and students about

math and reading skills and/or scores.

3. Teachers will be able to use assistive technologies to increase math and reading

percentage scores of 3rd, 4th, and 5th grade students who are apart of the special

education population, by at least 10%.

4. Given access to a variety of technology tools to use, teachers will be able to provide

hands-on lessons that incorporate videos, interactive games, and leveled questions.

5. One teacher from each grade-level will attend a professional development through

webinars, to learn how to implement new technology tools into their lessons that aligns

with Common Core State Standards at least once a semester.

Student Technology Objectives:

1. Given access to a variety of education software, 3rd-5th grade students will be able to

increase reading comprehension by 10%.

2. Given access to a variety of educational tools and software, 3rd-5th grade students will be

able to increase their understanding of grade level vocabulary by 10%.

3. Given access to web tools and software, 3rd-5th grade students will be able to improve

scores by 10% when modeling math problems.

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4. Given access to web tools and software, 3rd-5th grade students will be able to improve

scores by 10% when attending to precision and solving math problems.

Evaluation:

The goals and objectives can be met for most students throughout the school year through

the use of technology tools. For grades K-1, students will be using the paid software Waterford,

to work on reading skills. For grades 2-5, students will be using the paid software I-Ready, to

work on reading and math skills. ESOL students can also use the paid software Imagined

Learning. Students will also take chapter tests, unit assessments, and other forms of

summative/formative assessments throughout the school year. Depending on the teacher, these

tests can be paper or given through technology. However, the use of Waterford and I-Ready is

mandatory and the technology facilitator at Catherine T. Reed, can track how much time students

from each class are using these softwares since they are provided from the Title 1 Office. The

other paid softwares that our school will purchase including IXL (Math and Reading),

Dreambox, Kurzweil 3000, and Reading A to Z will be encouraged weekly by grade level chairs

and tracked through a digital log sheet that teachers need to fill out weekly (to log hours on how

much time was spent on any of the above listed softwares). To make sure the objectives are

being met, teacher-made assessments will be provided to students every other week on Friday

and students progression will be documented in their data notebooks.

Also, each year K-2 students take the Developmental Reading Assessment (DRA),

Literacy Assessment, and SLO Pre/Post Math Test at the beginning and end of the school year.

These tests are paper-based tests provided by the county. For grades 3-5, the teachers give a test

for reading, writing, and math that is given from the county and is called “The Pre/Post SLO Test

for: (subject)”. These tests are also given through paper but are scored electronically. Also, for
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grades 3-5, the students take the MAP test three times a year for Reading only. This test is taken

with chromebooks. Each of these tests are given at the beginning of the year to provide teachers

with an idea of where to start their teaching. The same exact tests are then given at the end of the

year to see if students improved, and if they did, by how much did they improve? With all of this

data that is provided from these tests, teachers will be able to determine if Waterford, I-Ready,

IXL (for math and reading), Kurzweil 3000, Dreambox, and Reading A to Z was beneficial in

increasing reading and math scores for their students. It will also provide more information on if

the goals and objectives were met from this plan. With another classroom set of chromebooks,

iPads, and 2 desktop computers, more students are able to use these paid softwares throughout

the school day which can help with increasing math and reading skills across all grade-levels.

Budget and Rationale

Budget

HARDWARE

TECHNOLOGY COST AMOUNT TOTAL PURPOSE

Chromebooks (Dell $329 30 $9,870 This will increase the

3189) school’s mobile lab
● 1 Mobile Cart from two carts to three
carts. Three carts will
provide multiple
teachers to use
chromebooks at the
same time.
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Headphones $4.00 20 $80 Personalized

● 20 per instruction for
classroom students who need text
read aloud.

Mice $6.00 10 $60 Personalized

● 10 per instruction for
classroom students who have
difficulty using the
trackpad or
touchscreen.

Desktop Computers $379 2 $758 This will increase the

● 2 per classroom amount of students
that can be using a
computer at one time.
It can be utilized for
software that is
available.

iPads Apple $399 30 $11,970 This will increase the

● 1 Mobile Cart school’s mobile lab
from one cart to two
carts. Two carts will
provide multiple
teachers to use iPads
at the same time.
ModMath can also be
utilized more for
students with special
needs.

SOFTWARE
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TECHNOLOGY COST AMOUNT TOTAL PURPOSE

Dreambox $7,000 1 license $7,000 Personalized

instruction to meet the
individual learner
need.

Reading A to Z $110 5 licenses $550 Provides leveled

reading books for
students to practice
reading fluently.

IXL (Math and $450 5 licenses $2,250 Provides

Reading) comprehensive
standard-aligned
content for math and
reading.

Kurzweil 3000 $1,395 1 year school- $1,395 Provides text and

wide license audio-based
accommodations for
students.

PROFESSIONAL
DEVELOPMENT

COURSE COST SCHEDULE CREDITS PURPOSE

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Webinar $ 125 2 hours 3.0 Learn the essentials of

using Web 2.0 tools
Increasing Learner like wikis, blogs, and
Engagement with Web social media to engage
2.0 Tools learners

Universal Design for $750 3 hours 0 This workshop is

Learning (UDL) designed to acquaint
participants with UDL
PGCPS guidelines and
principles and provide
practical, hands-on
experience using
software tools and
digital media for
learning support.
Participants will
explore how these
tools can be
incorporated into their
classroom practice.
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Introduction to $750 3 Hours 3.0 This workshop will

Assistive Technology in describe and
the Classroom
demonstrate how to
setup and utilize the
built-in accessibility
features of consumer
devices as well as the
dedicated assistive
technology devices to
improve overall
independence with
participation in
technology.

IXL Foundations I: $100 1.5 Hours 0 Explore the IXL

Getting Started
curriculum and how it
can support any lesson
or standard you're
teaching in the
classroom. Discover
how to drive progress
faster with the
Continuous
Diagnostic's up-to-the-
minute analysis of
every student. Learn
how IXL's
personalized guidance
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supports every student

at just the right level.

GRAND TOTAL:
$35,433
(without tax)

Rationale/Justification
K-2 teachers can reserve the chromebook, iPad, and laptop carts weekly to allow their

students the opportunity to use the software called Waterford. This is a paid program that

Catherine T. Reed Elementary provides to all teachers to use in their classroom to help increase

reading levels for students.

For grades 3-5, many technology devices are reserved weekly to be used for Project

Based Learning lessons and for Web 2.0 educational tools. During standardized testing, no

technology carts can be reserved by younger grades. Teachers will be provided only two to three

computers in their classroom during testing time.

Many of the computers in the classrooms are used during center time for Waterford, IXL,

or I-Ready. The Interactive Smart Board is used for whole group instruction. Unfortunately,

many of the pens in the school have not been working for the past four years. However, many

teachers that have Interactive Smart Boards in their classroom, use the pens very frequently for

students to work on hands-on activities during whole group or small group lessons.
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Technology Why the technology What results are hoped to be Implementation

is necessary? obtained from the technology?

Dreambox It provides a As a result students will increase Teachers will have

personalized instruction their scores in mathematics and students use this
to meet the individual there will be significant particular resource
learners needs. achievement gains when students for up to 60
use this resource for up to 60 minutes in a week.
minutes a day. Therefore,
teachers will see
significant results
in achievement
and mathematics
scores.

Reading A to Provides leveled

Students are able to meet Teachers will be
Z reading books for
objectives corresponding to the able to use this
students to practice
Anchor Standards for Reading and resource to assess
reading fluency and
are able to focus on reading students in reading
accuracy. comprehension that promotes using benchmark
development of higher-order books and running
thinking skills. records. There are
thousands of
leveled readers to
meet the needs and
interests of
students. Students
can practice with
these printable
books and teachers
can instruct with
projectable books.
Multiple different
resources are
available such as
leveled readers,
poetry books,
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alphabet materials,
high-frequency
word books,
shared reading and
literature circles.

IXL (Math Provides Students receive more On IXL, math is

and Reading) comprehensive individualized support and more than just
standard-aligned teachers can monitor student numbers. With
content for math and progress, keep her administrators unlimited
reading. informed, and make better questions,
instructional decisions based on engaging item
the programs. types, and real-
world scenarios,
IXL helps learners
experience math at
its most
mesmerizing. IXL
makes the world
of words come
alive with fun
visuals and
interactive
questions. Build
great writers
through playful
skills that pique
learners' curiosity
about language.
Based on these
specifics students
can move to
different grades
based on where
they are in the
program.

Kurzweil Provides text and As a result students are able to Teachers will be
3000 audio-based read, comprehend, synthesize, able to integrate
apply and demonstrate their this into their
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accommodations for knowledge. They are able to classrooms so that

students. become more independent learners students who have
who can meet multiple goals. challenges with
reading can keep
up with the pace of
their peers. By
reading text aloud
while students
follow along it can
help learners’
confidence and
performance.

Professional Development

Course Hours Type Credits Standard Alignment

Increasing 2 Online 3.0 Designer

Learner Hours 5b: Design authentic learning activities that
Engagement align with content area standards and use digital
with Web 2.0 tools and resources to maximize active, deep
Tools learning.

5c: Explore and apply instructional design

principles to create innovative digital learning
environments that engage and support learning.

Universal 3 Online 0.0 Facilitator

Design for Hours 6c Create learning opportunities that challenge
Learning students to use a design process and
(UDL) computational thinking to innovate and solve
problems.

6d Model and nurture creativity and creative

expression to communicate ideas, knowledge or
connections.

IXL 1.5 Online 0.0 Facilitator

Foundations I: Hours 6c Create learning opportunities that challenge
Getting Started students to use a design process and
computational thinking to innovate and solve
School Technology Plan 19

problems.

Designer
5c: Explore and apply instructional design
principles to create innovative digital learning
environments that engage and support learning.

Timeline for Implementation

When Skill/ Activity Technology(s) Used

January 14, 2019 Professional Development- Webinar Desktop Computer

February 5, 2019 Professional Development- Desktop Computer

Universal Design for Learning

March 18, 2019 Professional Development- Desktop Computer

Introduction to Assistive Technology
in the Classroom

April 9, 2019 Professional Development- IXL Desktop Computer

Foundations I: Getting Started

August 1, 2019 School Purchases 1 Chromebook Mobile Cart

20 Headphones

10 Mice Tools

2 Desktop Computers

2 Smartboard Pens (per

classroom)

1 iPad Mobile Cart

December 1, 2019 Software Purchases Dreambox

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Reading A to Z

IXL

Kurtzweil 3000

January 6, 2020 Evaluation-Teacher made Dreambox, IXL, or Kurtzweil

January 20, 2020 assessments and data notebooks 3000
February 3, 2020 checked
February 17, 2020
March 9, 2020
March 23, 2020
April 6, 2020
April 20, 2020
May 4, 2020
May 18, 2020