Technology Plan
Click below to access my technology plan, planning form, Meade County School Board policy, and student electronic resource user agreement.
mary_lang_technology_plan.docx | |
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File Type: | docx |
planning_form.docx | |
File Size: | 28 kb |
File Type: | docx |
meade_county_school_board_policy.doc | |
File Size: | 30 kb |
File Type: | doc |
meade_county_student_email_internet_09_10x.pdf | |
File Size: | 16 kb |
File Type: |
_ Technology plan 2012-2013
_
SCHOOL POPULATION/DISTRICT SETTING
Stuart Pepper Middle School
Stuart Pepper Middle School is located in Brandenburg Kentucky. The school was built in 1978 and renovated in 1996 and in 2003. The mission of the school is to provide quality education for ALL students. We have been ranked in the top ten percent of schools in Kentucky for the past several years.
The school’s faculty consists of 1 Principal, 2 Assistant Principals, 2 secretaries, 1 nurse, 2 counselors, 40 regular education teachers, 4 special education teachers, 1 Speech & Language Therapist Assistant, 1 Gifted &Talented Assistant, 1 Media Specialist, and 7 assistants. The current enrollment is approximately 800 7th and 8th graders from the Meade County area. About 30% of the students are free and reduced lunch. The population is mainly White/Caucasian students, with only about 2% African American.
The school serves the primarily rural community that supports the students and the school district. The curriculum includes academic preparation, music and the arts, practical living and vocational studies, as well as health/physical education. Also offered are both academic and non-academic extra-curricular activities. Students have access to a variety of cutting-edge technologies through two computer labs, a mobile iPad cart, and a mobile NetBook cart. Internet access, voice amplification, and ceiling mounted projectors are a few examples of classroom technology.
CURRENT TECHNOLOGY
RESOURCES THAT PROMOTE STUDENT INQUIRY
Technology continues to play an important role in today’s society. Integrating technology into the schools/classrooms/labs will help prepare students to succeed in a rapidly changing world. Students and teachers at SPMS use technology effectively to enhance learning on a daily basis. The technology that is offered at SPMS allows students to produce meaningful products, which demonstrate their learning and ability to gather, evaluate and interpret information/ideas. Teachers use technology to create engaging instruction and demonstrate best practices to students.
The following provides a detailed inventory of what Stuart Pepper Middle School has available for students and staff.
HARDWARE INVENTORY
Faculty Computers: We currently have 52 faculty computers. Each administrator, school secretary, counselor, nurse, regular education teacher, special education teacher, and assistant has access to a computer on a daily basis. There is no need currently for any faculty computers.
Student Computers: There are 241 student computers. Math teachers each have 5 computers, while language arts, science, and social studies teachers each have 2. There are two resource rooms that have a total of 7 computers. The media center offers access to 30 computers. There are two computer labs which have 66 student computers. Finally there are 2 technology classrooms that have a total of 66 computers. There is no need currently for any student computers. [MDL1]
Printers: There are 15 printers available at SPMS. The computer lab has 2 computers, each pod/team area has 1 computer, the office has 5 printers, the resource rooms share 1, the media center has 1, and the aides room also has 1. Currently there is no need for printers.
SMART boards and projectors: By the end of the 2008-2009 school year 100% of the classrooms at SPMS were installed with the “Intelligent Classroom” package. There are currently 42 SMART boards and projectors, so each regular education room and each resource room has one. Currently there is no need for SMART boards or projectors.
iPads: In 2011-2012, the school purchased 16 iPads. The 2012-2013 school budget includes money for 14 more iPads. Currently there is not a need for more iPads.
Clickers: During the 2011-2012 school year, 3 more sets of clickers were purchased for the school. We currently 8 sets of clickers. We need 2 more sets of clickers, so that each Resource Room can have one.
Cameras: SPMS currently has 2 cameras. One is a flip camera that shoots video. We need 5 more cameras so that each pod (team) can have one. Each pod (team) had one last year, but they have been broken or lost since then.
Assistive Technology: We currently have a DynaVox, a communication device, and a magnifying screen for computers. I have talked with special education and resource teachers, and I am unaware of any needs.
NetBooks: The school also has 15 NetBooks available to students. Currently there is not a need for more NetBooks.
SOFTWARE INVENTORY
All computers are equipped with AR-Star (which tells reading level), Reading Coach, Flirt (Reading Software), Plato, and Orchard. We are in need of a research based computer program to replace Orchard. We currently use Orchard as our research based computer program. However, this program is not up to date with the new standards that math and reading have implemented since the beginning of the 2011 school year. Students do not enjoy the program, and I do not feel that it is engaging for students. I would like to get the Carnegie Learning software program called MATHia.
SCHOOL WEBSITE
The school website can be viewed by going to http://stuartpepper.ky.mcm.schoolinsites.com/. The site above has 13 links for student resources to help with all content areas. Some of the sites posted include: www.boolify.org, www.prezi.com, and goanimate.com. Sites are also listed for teacher resources. These include, but are not limited to Discovery Education, www.brainpop.com, and www.cnn.com. Each teacher also has a website that students can access via the website above. For example, mine has 80 different sites for students to assist with their math skills.
MEDIA CENTER
There are 30 computers in the media center for students to access. The Media Specialist, however, does not have a website of resources for students to use. However, there are several teachers who do have active websites that students can access.
Technology Goals INNOVATIVE WAYS TECHNOLOGY IS BEING USED
Technology is used in many ways at SPMS to engage students in exploring real-world issues and solve authentic problems.
Below I have listed 7 different ways that teachers use technology at SPMS.
1. Interactive Websites: Each teacher has a website. Some teachers use them more than others. For example, I have over 80 math sites on mine. The websites provide content appropriate information that helps to engage students and solve real world issues.
2. Computer Lab: Teams use these on a weekly rotational basis, so that at least once every two weeks, students get to be in the lab. Depending on the teacher’s plan for the day, students may work on one of the many software programs such as AR-Star (which tells reading level), Reading Coach, Flirt (Reading Software), Plato, and Orchard. Teachers can use these programs to individualize instruction for each student. These programs provide students with feedback to assist students in determining their conceptual levels of understanding. They may also access the many interactive websites offered on the SPMS webpage or teacher webpages. The time in the lab allows students to reflect and clarify their conceptual understanding and creative processes. [MDL8]
3. SMART Boards and Projectors: Each classroom and Resource Room has one. All math and language arts teachers use these on a daily basis. Teachers create PowerPoint lessons, prezi presentations, and a variety of video based websites such as BrainPOP and YouTube to engage students in learning and increase student participation. They use projectors to display these content related lessons.
4. NetBooks: Teachers check these out from the computer lab. Teachers can sign up for them a week in advance. Language arts teachers use them frequently for writing pieces. Students may work individually or with partners on NetBooks. They are a great resource that allows teachers to meet students' diverse learning styles, working strategies, and abilities.[MDL9]
5. iPads: The science department uses these on a weekly basis, and would like to use them on a daily basis to engage students in learning. Students may work individually, with partners, or small groups on iPads. This is another excellent digital tool that allows teachers to meet students' diverse learning styles, working strategies, and abilities.[MDL10]
6. Clickers: Clickers provide instant feedback to the teacher and the students. Teachers know immediately how well each student has understood the concepts. Clickers provide students with a way to manage their own learning and assess their own progress. [MDL11]
7. Student computers in the classroom: Students can access these on a daily basis to work on technology based projects. [MDL12]
8. Technology classes: Students take a technology class that last for twelve weeks each year they are at the school. Teachers and students spend time discussing digital etiquette and responsible social interactions related to the use of technology and information The focus of the classes is to engage students in exploring real-world issues and solve authentic problems. They provided time for students to reflect and clarify their conceptual understanding, thinking, planning, and creative processes. Teachers use edmodo and schoolology to communicate with students about technology project. One of our technology teachers has all of her projects posted on her webpage. Her page can be accessed at: http://stuartpepper.ky.mcm.schoolinsites.com/?PageName=TeacherPage&Page=2&StaffID=83099&iSection=Teachers&CorrespondingID=83099.
TECHNOLOGY NEEDS ASSESSMENT
I feel that we have a good amount of technology available to students to help engage them in learning. However, I have listed 4 items below that would help increase student engagement.
1. Clickers: We need 2 more sets of clickers, so that each Resource Room can have one.
2. Cameras: We need 5 cameras, so that each pod (team) can have one. Each pod (team) had one last year, but they have been broken or lost since then.
3. Research based computer program: I have a lot of different websites links on my webpage that teach math, however, our curriculum director would like to have programs that are research based. Most of the website links that I have on my webpage are not necessarily research based. However, they are engaging and help students learn. We currently use Orchard as our research based computer program. However, this program is not up to date with the new standards that math and reading have implemented since the beginning of the 2011 school year. Students do not enjoy the program, and I do not feel that it is engaging for students. I have looked into the Carnegie Learning software program called MATHia. I piloted it this year with my math lab students. However, there are no funds currently available for this program.
PROFESSIONAL DEVELOPMENT NEEDS ASSESSMENT
In the 2012-2013 school year, we will be implementing the CIITS website, which stands for the Continuous Instructional Improvement Technology System. The CIITS program is aligned to standards which support highly effective teaching and learning in every classroom in Kentucky. Between now and the beginning of the 2012-2013 school year, another teacher and I will be attending three 3-hour training sessions on the CIITS program. I will be responsible for training our 7th grade staff, while she trains our 8th grade staff. We will complete the CIITS training with our staff during PD days.
TECHNOLOGY BENCHMARKS
· All teachers to use e-mail to communicate with one another on a daily basis.
· All teachers to use e-mail to communicate with at least half of their students’ parents by the end of the school year.
· All teachers to use their websites to post at least 5 educational websites that students can use by the end of the 2012-2013 school year.
· All teachers to use the SMART Boards and projectors at least once per week.
· All teachers to incorporate videos and interactive sites into their lessons at least bi-monthly.
· Language Arts and Math Departments to use the CIITS program at least twice per month as they are one-year into learning the new KPREP standards.
· Science and Social Studies Departments to use the CIITS program at least once bi-monthy as they going to just begin implementing the new KPREP standards in 2012-2013.
· Language Arts and Math Departments to use the CPS clickers once per week on learning checks and once per six weeks for mid-unit and interim assessments.
· Science and Social Studies Departments to use the CPS clickers at least once bi-monthly.
· All departments to use the computer lab at least once every two weeks.
· Language Arts teacher to continue using the NetBooks on a regular basis, while other departments try to implement them at least bi-monthly.
· Science teachers to continue using the I-pads on a regular basis, while other departments try to implement them at least bi-monthly.
· Our school will incorporate technology-based professional development at least once per semester. We will be using the CIITS program on a regular basis, so the PD on technology will be more frequent at the beginning of the school year.
· The climate and culture committee with have meetings focused on creating ways to for school staff and students to collaborate more with others in virtual environments.
· The climate and culture committee with also have meetings focused on developing ways to collaborate more with parent and community members using digital tools and resources with the goal of supporting student success and innovation
· The climate and culture committee will develop strategies for engaging with colleagues and students of the cultures using digital-age communication and collaboration tools with the goal of promoting cultural understanding and global awareness. We need to participate more with global learning communities to explore creative applications of technology to improve student learning.
STAFF
We live in a society that is driven by technology and requires citizens to be interpreters of information and problem solvers. Teachers’ lessons include information rich in content that enhances student learning by integrating technological resources into their repertoire. Teachers use websites, software for research and presentation, and hardware such as NetBooks and iPads. Projects that students create demonstrate effective use of technology.
COMMUNICATION
· Staff communicates via e-mail on a daily basis. We also have monthly staff meetings where information is shared.
· We also have monthly committee meetings. One committee is called the teaching and learning committee focuses on what to improve on and assists with teacher training about new programs within the school. We send out notes via e-mail that are very descriptive. I am chair of the committee and I offer one-on-one training on new programs if teachers request it. If several teachers request special training with something, we can focus on training them during PD days and bi-weekly team-level teaching and learning meetings.
TRAINING
· Our school will incorporate technology-based professional development at least once per semester. We will be using the CIITS program on a regular basis, so the PD on technology will be more frequent at the beginning of the school year.
· PD days focus on special training on innovative ideas to engage students in learning. Teacher leaders are asked to share their ideas about how to increase student engagement in all classrooms at staff meetings.
SHARING INNOVATIVE IDEAS
· Department heads and other teacher leaders are asked to attend special conferences and trainings in Bowling Green as well as other areas. After attending these meetings, they share what they have learned in weekly department meetings and if needed at staff meetings.
· As a department head I share what I learn from my technology classes to help other teachers engage students in learn. I also post projects from class, so that teachers can view them and see examples of how to create technology based projects.
· Each department meets on a weekly basis to discuss new and innovative ideas, discuss grade level standards, and interpret data.
WHAT I DO TO PROVIDE STUDENTS WITH RICH RESOURCES
Digital tools help me to promote, support, and model creative and innovative thinking and inventiveness. I spend time to design and adapt my lessons to promote student learning and creativity.
· I provide several opportunities for students to use technology. I have listed them below.
· We use clickers on a weekly basis for learning check/quizzes. We also use them for Jeopardy and other reviews.
· At least twice per week, we go to the computer lab. Students can use the research based computer program, Orchard, or one of my many websites on my webpage to increase their mathematical skills. I also let students create storybooks using Tikatok. When I learn a new program such as popplet or animoto, I show students the projects that I created and encourage them to make their own for either extra credit or homework.
· I teach using a SmartBoard and airliner on a daily basis. I do most of my lesson plan using Smart Notebook.
· I also use YouTube videos, VoiceThreads, animoto videos, and BrainPops to introduce new concepts to students.
TECHNOLOGY POLICIES
With the rise in cyberbullying, the electronic resource user agreement was recently updated. The updated includes the following wordage: “Harassment as defined in board policy shall not be allowed.” It also states that “students may not write or send abusive messages to others”. The agreement encourages the user to inform an administrator or teacher of any violations and that they may do that anonymously.
The electronic resource user agreement can be found at: http://stuartpepper.ky.mcm.schoolinsites.com/?PageName=%27Forms%27&iSection=%27Administrative%27&CorrespondingID=%270%27
OR
http://images.pcmac.org/SiSFiles/Schools/KY/MeadeCounty/StuartPepperMiddle/Uploads/Forms/Meade_County_Student%20email%20internet_09_10x.pdf
The Meade County Board of Education Policy and Procedures Manual can be accessed via http://www.meade.kyschools.us/?DivisionID=3468&ToggleSideNav. Under policy 03.01321, the following is stated, “Employees shall not use a code, access a file, or retrieve any stored communication unless they have been given authorization to do so. Employees cannot expect confidentiality or privacy as to information entered or stored in their E‑mail accounts. Authorized District personnel may monitor the use of electronic equipment from time to time.” There are times throughout the school year that certain sites get blocked from my webpage. There are a few sites that students are no longer able to access that they were able to at the beginning the year because the district updates with new filters and the filters block the sites.
[MDL29] [MDL30] iste standards 1-5 1. Facilitate and Inspire Student Learning and Creativity: Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
a.) Teachers use interactive websites, interactive lessons projected on the SMART Boards, NetBooks, and iPADS to enhance student engagement. These digital tools help teachers promote, support, and model creative and innovative thinking and inventiveness.
b.) Students have access to over 200 computers, several different websites, and two technology classes where students can engage in exploring real-world issues and solve authentic problems.
c.) The two technology classes as well as bi-weekly visits to the computer lab by all content area teachers allow all students time to reflect and clarify their conceptual understanding and thinking, planning, and creative processes.
d.) PD days focus on special training on innovative ideas to engage students in learning. Teacher leaders are asked to share their ideas about how to increase student engagement in all classrooms at staff meetings. Department heads and other teacher leaders are asked to attend special conferences and trainings in Bowling Green as well as other areas. After attending these meetings, they share what they have learned in weekly department meetings and if needed at staff meetings. As a department head I share what I learn from my technology classes to help other teachers engage students. I also post projects from class, so that teachers and students can view them and see examples of how to create technology based projects. Each department also meets on a weekly basis to discuss new and innovative ideas, discuss grade level standards, and interpret data. While in the computer lab, teachers also work with students on a one-to-one basis to learn about new programs and websites from their students. The school, however, does not collaborate much with others in virtual environments.
2. Design and Develop Digital-Age Learning Experiences and Assessments: Teacher design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S.
a.) Teachers spend time designing and adapting their lessons using digital tools and resources such as interactive websites, interactive lessons projected on the SMART Boards, NetBooks, and iPads to promote student learning and creativity. These digital tools help to maximize content learning. The teachers of the two technology classes spend time together to determine the most innovative ways to allow students to explore real-world issues and solve authentic problems.
b.) Teams use computer labs on a weekly rotational basis, so that at least once every two weeks students get to be in the lab. Programs such as AR-Star (which tells reading level), Reading Coach, Flirt (Reading Software), Plato, and Orchard are individualized and enable students to pursue curiosities and become active participants in setting their own education goals. Clickers provide instant feedback that allows students to manage their own learning and assess their own progress.
c.) Teachers are able to use programs such as Orchard to customize and personalize learning activities to meet the needs of all students. Teachers also use diversity instruction by selecting which interactive websites best fit each student’s conceptual level of understanding when students use the computer lab, iPADS, and NetBooks. Based on students’ needs and levels of conceptual understanding, teachers can require students to work on technology based projects in the classroom on the student computers available in each room.
d.) Clickers and the available software on all computers at SPMS provide students with multiple and varied formative and summative assessments aligned with content and technology standards. Teachers use the information from these assessments to improve learning and teaching. For example, math teachers use the feedback they receive from clickers on weekly learning checks (quizzes) to determine how well students have mastered the concepts. They use this information to determine what concepts need to be reviewed or re-taught in a different way.
3. Model Digital-Age Work and Learning: Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society.
a.) As stated in the benchmarks section, SPMS will be working toward demonstrating fluency in technology systems. Each department has a particular digital tool they use to engage their students. For example, science is more apt to using iPads, while language arts classes use NetBooks, and mathematics classes use clickers. SPMS teachers meet on a monthly basis at staff meeting and committee meetings, as well as weekly at department meetings to discuss current knowledge of new technologies and situations.
b. and c.) On a regular basis I share new technology projects that I have created with my students and my peers. SPMS teachers also share innovative ideas and relevant information to support student success and innovation at monthly staff meeting and committee meetings, as well as weekly at department meetings. As stated in the benchmarks section, we need to work on collaborating more with parent and community members using digital tools and resources.
d.) Our school incorporates technology-based professional development at least once per semester. PD days focus on special training on innovative ideas to engage students in learning. Teacher leaders are asked to share their ideas about how to increase student engagement in all classrooms at staff meetings. Teachers also attend special training sessions to learn about current and emerging digital tools and then disseminate this information to their peers.
4. Promote and Model Digital Citizenship and Responsibility: Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices.
a.) All SPMS students and parents are required to read and sign an electronic resource user agreement. All SPMS staff is required to read and abide by the Meade County Board of Education Policy and Procedures Manual, which has special provisions dealing with technology. Both of the user agreement and board policies outline the technology etiquette for students, families, and staff.
b.) All students have access to student computers via the Media Center, classroom, or computer lab. All students are also allowed to use NetBooks, iPads, and clickers. In addition, all students take a technology class that last for twelve weeks each year they are at the school. Students with special needs have access to a DynaVox, a communication device, and a magnifying screen for computers.
c.) As stated above, SPMS requires students to sign an electronic resource user agreement. The agreement was recently updated with wordage to discourage cyber bullying and promote responsible social interactions related to the use of technology and information. Technology classes also spend time discussing digital etiquette.
d.) As stated in the benchmarks section, SPMS needs to develop and model cultural understanding and global awareness by collaborating with colleagues and students of other cultures using digital-age communication tools. This year, students were offered a Mandarin Chinese class taught by a Chinese student teacher. Other than this experience, students do not have many opportunities to communicate with others from other cultures.
5. Engage in Professional Growth and Leadership: Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources.
a.) On a regular basis I share new technology projects that I have created with my students and my peers. SPMS teachers also share innovative ideas and relevant information to support student success and innovation at monthly staff meeting and committee meetings, as well as weekly at department meetings. As stated in the benchmarks section, we need to work on collaborating more with parents and community members using digital tools and resources. We also need to participate more with global learning communities to explore creative applications of technology to improve student learning.
b, c, and d.) On a regular basis I share new technology projects that I have created with my students and my peers. SPMS teachers also share innovative ideas and relevant information to support student success and innovation at monthly staff meeting and committee meetings, as well as weekly at department meetings. Our school incorporates technology-based professional development at least once per semester. PD days focus on special training on innovative ideas to engage students in learning. Teacher leaders are asked to share their ideas about how to increase student engagement in all classrooms at staff meetings. Teachers also attend special training sessions to learn about current and emerging digital tools and then disseminate this information to their peers. As stated in the benchmarks section, we need to work on collaborating more with parent and community members using digital tools and resources.
SCHOOL POPULATION/DISTRICT SETTING
Stuart Pepper Middle School
Stuart Pepper Middle School is located in Brandenburg Kentucky. The school was built in 1978 and renovated in 1996 and in 2003. The mission of the school is to provide quality education for ALL students. We have been ranked in the top ten percent of schools in Kentucky for the past several years.
The school’s faculty consists of 1 Principal, 2 Assistant Principals, 2 secretaries, 1 nurse, 2 counselors, 40 regular education teachers, 4 special education teachers, 1 Speech & Language Therapist Assistant, 1 Gifted &Talented Assistant, 1 Media Specialist, and 7 assistants. The current enrollment is approximately 800 7th and 8th graders from the Meade County area. About 30% of the students are free and reduced lunch. The population is mainly White/Caucasian students, with only about 2% African American.
The school serves the primarily rural community that supports the students and the school district. The curriculum includes academic preparation, music and the arts, practical living and vocational studies, as well as health/physical education. Also offered are both academic and non-academic extra-curricular activities. Students have access to a variety of cutting-edge technologies through two computer labs, a mobile iPad cart, and a mobile NetBook cart. Internet access, voice amplification, and ceiling mounted projectors are a few examples of classroom technology.
CURRENT TECHNOLOGY
RESOURCES THAT PROMOTE STUDENT INQUIRY
Technology continues to play an important role in today’s society. Integrating technology into the schools/classrooms/labs will help prepare students to succeed in a rapidly changing world. Students and teachers at SPMS use technology effectively to enhance learning on a daily basis. The technology that is offered at SPMS allows students to produce meaningful products, which demonstrate their learning and ability to gather, evaluate and interpret information/ideas. Teachers use technology to create engaging instruction and demonstrate best practices to students.
The following provides a detailed inventory of what Stuart Pepper Middle School has available for students and staff.
HARDWARE INVENTORY
Faculty Computers: We currently have 52 faculty computers. Each administrator, school secretary, counselor, nurse, regular education teacher, special education teacher, and assistant has access to a computer on a daily basis. There is no need currently for any faculty computers.
Student Computers: There are 241 student computers. Math teachers each have 5 computers, while language arts, science, and social studies teachers each have 2. There are two resource rooms that have a total of 7 computers. The media center offers access to 30 computers. There are two computer labs which have 66 student computers. Finally there are 2 technology classrooms that have a total of 66 computers. There is no need currently for any student computers. [MDL1]
Printers: There are 15 printers available at SPMS. The computer lab has 2 computers, each pod/team area has 1 computer, the office has 5 printers, the resource rooms share 1, the media center has 1, and the aides room also has 1. Currently there is no need for printers.
SMART boards and projectors: By the end of the 2008-2009 school year 100% of the classrooms at SPMS were installed with the “Intelligent Classroom” package. There are currently 42 SMART boards and projectors, so each regular education room and each resource room has one. Currently there is no need for SMART boards or projectors.
iPads: In 2011-2012, the school purchased 16 iPads. The 2012-2013 school budget includes money for 14 more iPads. Currently there is not a need for more iPads.
Clickers: During the 2011-2012 school year, 3 more sets of clickers were purchased for the school. We currently 8 sets of clickers. We need 2 more sets of clickers, so that each Resource Room can have one.
Cameras: SPMS currently has 2 cameras. One is a flip camera that shoots video. We need 5 more cameras so that each pod (team) can have one. Each pod (team) had one last year, but they have been broken or lost since then.
Assistive Technology: We currently have a DynaVox, a communication device, and a magnifying screen for computers. I have talked with special education and resource teachers, and I am unaware of any needs.
NetBooks: The school also has 15 NetBooks available to students. Currently there is not a need for more NetBooks.
SOFTWARE INVENTORY
All computers are equipped with AR-Star (which tells reading level), Reading Coach, Flirt (Reading Software), Plato, and Orchard. We are in need of a research based computer program to replace Orchard. We currently use Orchard as our research based computer program. However, this program is not up to date with the new standards that math and reading have implemented since the beginning of the 2011 school year. Students do not enjoy the program, and I do not feel that it is engaging for students. I would like to get the Carnegie Learning software program called MATHia.
SCHOOL WEBSITE
The school website can be viewed by going to http://stuartpepper.ky.mcm.schoolinsites.com/. The site above has 13 links for student resources to help with all content areas. Some of the sites posted include: www.boolify.org, www.prezi.com, and goanimate.com. Sites are also listed for teacher resources. These include, but are not limited to Discovery Education, www.brainpop.com, and www.cnn.com. Each teacher also has a website that students can access via the website above. For example, mine has 80 different sites for students to assist with their math skills.
MEDIA CENTER
There are 30 computers in the media center for students to access. The Media Specialist, however, does not have a website of resources for students to use. However, there are several teachers who do have active websites that students can access.
Technology Goals INNOVATIVE WAYS TECHNOLOGY IS BEING USED
Technology is used in many ways at SPMS to engage students in exploring real-world issues and solve authentic problems.
Below I have listed 7 different ways that teachers use technology at SPMS.
1. Interactive Websites: Each teacher has a website. Some teachers use them more than others. For example, I have over 80 math sites on mine. The websites provide content appropriate information that helps to engage students and solve real world issues.
2. Computer Lab: Teams use these on a weekly rotational basis, so that at least once every two weeks, students get to be in the lab. Depending on the teacher’s plan for the day, students may work on one of the many software programs such as AR-Star (which tells reading level), Reading Coach, Flirt (Reading Software), Plato, and Orchard. Teachers can use these programs to individualize instruction for each student. These programs provide students with feedback to assist students in determining their conceptual levels of understanding. They may also access the many interactive websites offered on the SPMS webpage or teacher webpages. The time in the lab allows students to reflect and clarify their conceptual understanding and creative processes. [MDL8]
3. SMART Boards and Projectors: Each classroom and Resource Room has one. All math and language arts teachers use these on a daily basis. Teachers create PowerPoint lessons, prezi presentations, and a variety of video based websites such as BrainPOP and YouTube to engage students in learning and increase student participation. They use projectors to display these content related lessons.
4. NetBooks: Teachers check these out from the computer lab. Teachers can sign up for them a week in advance. Language arts teachers use them frequently for writing pieces. Students may work individually or with partners on NetBooks. They are a great resource that allows teachers to meet students' diverse learning styles, working strategies, and abilities.[MDL9]
5. iPads: The science department uses these on a weekly basis, and would like to use them on a daily basis to engage students in learning. Students may work individually, with partners, or small groups on iPads. This is another excellent digital tool that allows teachers to meet students' diverse learning styles, working strategies, and abilities.[MDL10]
6. Clickers: Clickers provide instant feedback to the teacher and the students. Teachers know immediately how well each student has understood the concepts. Clickers provide students with a way to manage their own learning and assess their own progress. [MDL11]
7. Student computers in the classroom: Students can access these on a daily basis to work on technology based projects. [MDL12]
8. Technology classes: Students take a technology class that last for twelve weeks each year they are at the school. Teachers and students spend time discussing digital etiquette and responsible social interactions related to the use of technology and information The focus of the classes is to engage students in exploring real-world issues and solve authentic problems. They provided time for students to reflect and clarify their conceptual understanding, thinking, planning, and creative processes. Teachers use edmodo and schoolology to communicate with students about technology project. One of our technology teachers has all of her projects posted on her webpage. Her page can be accessed at: http://stuartpepper.ky.mcm.schoolinsites.com/?PageName=TeacherPage&Page=2&StaffID=83099&iSection=Teachers&CorrespondingID=83099.
TECHNOLOGY NEEDS ASSESSMENT
I feel that we have a good amount of technology available to students to help engage them in learning. However, I have listed 4 items below that would help increase student engagement.
1. Clickers: We need 2 more sets of clickers, so that each Resource Room can have one.
2. Cameras: We need 5 cameras, so that each pod (team) can have one. Each pod (team) had one last year, but they have been broken or lost since then.
3. Research based computer program: I have a lot of different websites links on my webpage that teach math, however, our curriculum director would like to have programs that are research based. Most of the website links that I have on my webpage are not necessarily research based. However, they are engaging and help students learn. We currently use Orchard as our research based computer program. However, this program is not up to date with the new standards that math and reading have implemented since the beginning of the 2011 school year. Students do not enjoy the program, and I do not feel that it is engaging for students. I have looked into the Carnegie Learning software program called MATHia. I piloted it this year with my math lab students. However, there are no funds currently available for this program.
PROFESSIONAL DEVELOPMENT NEEDS ASSESSMENT
In the 2012-2013 school year, we will be implementing the CIITS website, which stands for the Continuous Instructional Improvement Technology System. The CIITS program is aligned to standards which support highly effective teaching and learning in every classroom in Kentucky. Between now and the beginning of the 2012-2013 school year, another teacher and I will be attending three 3-hour training sessions on the CIITS program. I will be responsible for training our 7th grade staff, while she trains our 8th grade staff. We will complete the CIITS training with our staff during PD days.
TECHNOLOGY BENCHMARKS
· All teachers to use e-mail to communicate with one another on a daily basis.
· All teachers to use e-mail to communicate with at least half of their students’ parents by the end of the school year.
· All teachers to use their websites to post at least 5 educational websites that students can use by the end of the 2012-2013 school year.
· All teachers to use the SMART Boards and projectors at least once per week.
· All teachers to incorporate videos and interactive sites into their lessons at least bi-monthly.
· Language Arts and Math Departments to use the CIITS program at least twice per month as they are one-year into learning the new KPREP standards.
· Science and Social Studies Departments to use the CIITS program at least once bi-monthy as they going to just begin implementing the new KPREP standards in 2012-2013.
· Language Arts and Math Departments to use the CPS clickers once per week on learning checks and once per six weeks for mid-unit and interim assessments.
· Science and Social Studies Departments to use the CPS clickers at least once bi-monthly.
· All departments to use the computer lab at least once every two weeks.
· Language Arts teacher to continue using the NetBooks on a regular basis, while other departments try to implement them at least bi-monthly.
· Science teachers to continue using the I-pads on a regular basis, while other departments try to implement them at least bi-monthly.
· Our school will incorporate technology-based professional development at least once per semester. We will be using the CIITS program on a regular basis, so the PD on technology will be more frequent at the beginning of the school year.
· The climate and culture committee with have meetings focused on creating ways to for school staff and students to collaborate more with others in virtual environments.
· The climate and culture committee with also have meetings focused on developing ways to collaborate more with parent and community members using digital tools and resources with the goal of supporting student success and innovation
· The climate and culture committee will develop strategies for engaging with colleagues and students of the cultures using digital-age communication and collaboration tools with the goal of promoting cultural understanding and global awareness. We need to participate more with global learning communities to explore creative applications of technology to improve student learning.
STAFF
We live in a society that is driven by technology and requires citizens to be interpreters of information and problem solvers. Teachers’ lessons include information rich in content that enhances student learning by integrating technological resources into their repertoire. Teachers use websites, software for research and presentation, and hardware such as NetBooks and iPads. Projects that students create demonstrate effective use of technology.
COMMUNICATION
· Staff communicates via e-mail on a daily basis. We also have monthly staff meetings where information is shared.
· We also have monthly committee meetings. One committee is called the teaching and learning committee focuses on what to improve on and assists with teacher training about new programs within the school. We send out notes via e-mail that are very descriptive. I am chair of the committee and I offer one-on-one training on new programs if teachers request it. If several teachers request special training with something, we can focus on training them during PD days and bi-weekly team-level teaching and learning meetings.
TRAINING
· Our school will incorporate technology-based professional development at least once per semester. We will be using the CIITS program on a regular basis, so the PD on technology will be more frequent at the beginning of the school year.
· PD days focus on special training on innovative ideas to engage students in learning. Teacher leaders are asked to share their ideas about how to increase student engagement in all classrooms at staff meetings.
SHARING INNOVATIVE IDEAS
· Department heads and other teacher leaders are asked to attend special conferences and trainings in Bowling Green as well as other areas. After attending these meetings, they share what they have learned in weekly department meetings and if needed at staff meetings.
· As a department head I share what I learn from my technology classes to help other teachers engage students in learn. I also post projects from class, so that teachers can view them and see examples of how to create technology based projects.
· Each department meets on a weekly basis to discuss new and innovative ideas, discuss grade level standards, and interpret data.
WHAT I DO TO PROVIDE STUDENTS WITH RICH RESOURCES
Digital tools help me to promote, support, and model creative and innovative thinking and inventiveness. I spend time to design and adapt my lessons to promote student learning and creativity.
· I provide several opportunities for students to use technology. I have listed them below.
· We use clickers on a weekly basis for learning check/quizzes. We also use them for Jeopardy and other reviews.
· At least twice per week, we go to the computer lab. Students can use the research based computer program, Orchard, or one of my many websites on my webpage to increase their mathematical skills. I also let students create storybooks using Tikatok. When I learn a new program such as popplet or animoto, I show students the projects that I created and encourage them to make their own for either extra credit or homework.
· I teach using a SmartBoard and airliner on a daily basis. I do most of my lesson plan using Smart Notebook.
· I also use YouTube videos, VoiceThreads, animoto videos, and BrainPops to introduce new concepts to students.
TECHNOLOGY POLICIES
With the rise in cyberbullying, the electronic resource user agreement was recently updated. The updated includes the following wordage: “Harassment as defined in board policy shall not be allowed.” It also states that “students may not write or send abusive messages to others”. The agreement encourages the user to inform an administrator or teacher of any violations and that they may do that anonymously.
The electronic resource user agreement can be found at: http://stuartpepper.ky.mcm.schoolinsites.com/?PageName=%27Forms%27&iSection=%27Administrative%27&CorrespondingID=%270%27
OR
http://images.pcmac.org/SiSFiles/Schools/KY/MeadeCounty/StuartPepperMiddle/Uploads/Forms/Meade_County_Student%20email%20internet_09_10x.pdf
The Meade County Board of Education Policy and Procedures Manual can be accessed via http://www.meade.kyschools.us/?DivisionID=3468&ToggleSideNav. Under policy 03.01321, the following is stated, “Employees shall not use a code, access a file, or retrieve any stored communication unless they have been given authorization to do so. Employees cannot expect confidentiality or privacy as to information entered or stored in their E‑mail accounts. Authorized District personnel may monitor the use of electronic equipment from time to time.” There are times throughout the school year that certain sites get blocked from my webpage. There are a few sites that students are no longer able to access that they were able to at the beginning the year because the district updates with new filters and the filters block the sites.
[MDL29] [MDL30] iste standards 1-5 1. Facilitate and Inspire Student Learning and Creativity: Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
a.) Teachers use interactive websites, interactive lessons projected on the SMART Boards, NetBooks, and iPADS to enhance student engagement. These digital tools help teachers promote, support, and model creative and innovative thinking and inventiveness.
b.) Students have access to over 200 computers, several different websites, and two technology classes where students can engage in exploring real-world issues and solve authentic problems.
c.) The two technology classes as well as bi-weekly visits to the computer lab by all content area teachers allow all students time to reflect and clarify their conceptual understanding and thinking, planning, and creative processes.
d.) PD days focus on special training on innovative ideas to engage students in learning. Teacher leaders are asked to share their ideas about how to increase student engagement in all classrooms at staff meetings. Department heads and other teacher leaders are asked to attend special conferences and trainings in Bowling Green as well as other areas. After attending these meetings, they share what they have learned in weekly department meetings and if needed at staff meetings. As a department head I share what I learn from my technology classes to help other teachers engage students. I also post projects from class, so that teachers and students can view them and see examples of how to create technology based projects. Each department also meets on a weekly basis to discuss new and innovative ideas, discuss grade level standards, and interpret data. While in the computer lab, teachers also work with students on a one-to-one basis to learn about new programs and websites from their students. The school, however, does not collaborate much with others in virtual environments.
2. Design and Develop Digital-Age Learning Experiences and Assessments: Teacher design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S.
a.) Teachers spend time designing and adapting their lessons using digital tools and resources such as interactive websites, interactive lessons projected on the SMART Boards, NetBooks, and iPads to promote student learning and creativity. These digital tools help to maximize content learning. The teachers of the two technology classes spend time together to determine the most innovative ways to allow students to explore real-world issues and solve authentic problems.
b.) Teams use computer labs on a weekly rotational basis, so that at least once every two weeks students get to be in the lab. Programs such as AR-Star (which tells reading level), Reading Coach, Flirt (Reading Software), Plato, and Orchard are individualized and enable students to pursue curiosities and become active participants in setting their own education goals. Clickers provide instant feedback that allows students to manage their own learning and assess their own progress.
c.) Teachers are able to use programs such as Orchard to customize and personalize learning activities to meet the needs of all students. Teachers also use diversity instruction by selecting which interactive websites best fit each student’s conceptual level of understanding when students use the computer lab, iPADS, and NetBooks. Based on students’ needs and levels of conceptual understanding, teachers can require students to work on technology based projects in the classroom on the student computers available in each room.
d.) Clickers and the available software on all computers at SPMS provide students with multiple and varied formative and summative assessments aligned with content and technology standards. Teachers use the information from these assessments to improve learning and teaching. For example, math teachers use the feedback they receive from clickers on weekly learning checks (quizzes) to determine how well students have mastered the concepts. They use this information to determine what concepts need to be reviewed or re-taught in a different way.
3. Model Digital-Age Work and Learning: Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society.
a.) As stated in the benchmarks section, SPMS will be working toward demonstrating fluency in technology systems. Each department has a particular digital tool they use to engage their students. For example, science is more apt to using iPads, while language arts classes use NetBooks, and mathematics classes use clickers. SPMS teachers meet on a monthly basis at staff meeting and committee meetings, as well as weekly at department meetings to discuss current knowledge of new technologies and situations.
b. and c.) On a regular basis I share new technology projects that I have created with my students and my peers. SPMS teachers also share innovative ideas and relevant information to support student success and innovation at monthly staff meeting and committee meetings, as well as weekly at department meetings. As stated in the benchmarks section, we need to work on collaborating more with parent and community members using digital tools and resources.
d.) Our school incorporates technology-based professional development at least once per semester. PD days focus on special training on innovative ideas to engage students in learning. Teacher leaders are asked to share their ideas about how to increase student engagement in all classrooms at staff meetings. Teachers also attend special training sessions to learn about current and emerging digital tools and then disseminate this information to their peers.
4. Promote and Model Digital Citizenship and Responsibility: Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices.
a.) All SPMS students and parents are required to read and sign an electronic resource user agreement. All SPMS staff is required to read and abide by the Meade County Board of Education Policy and Procedures Manual, which has special provisions dealing with technology. Both of the user agreement and board policies outline the technology etiquette for students, families, and staff.
b.) All students have access to student computers via the Media Center, classroom, or computer lab. All students are also allowed to use NetBooks, iPads, and clickers. In addition, all students take a technology class that last for twelve weeks each year they are at the school. Students with special needs have access to a DynaVox, a communication device, and a magnifying screen for computers.
c.) As stated above, SPMS requires students to sign an electronic resource user agreement. The agreement was recently updated with wordage to discourage cyber bullying and promote responsible social interactions related to the use of technology and information. Technology classes also spend time discussing digital etiquette.
d.) As stated in the benchmarks section, SPMS needs to develop and model cultural understanding and global awareness by collaborating with colleagues and students of other cultures using digital-age communication tools. This year, students were offered a Mandarin Chinese class taught by a Chinese student teacher. Other than this experience, students do not have many opportunities to communicate with others from other cultures.
5. Engage in Professional Growth and Leadership: Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources.
a.) On a regular basis I share new technology projects that I have created with my students and my peers. SPMS teachers also share innovative ideas and relevant information to support student success and innovation at monthly staff meeting and committee meetings, as well as weekly at department meetings. As stated in the benchmarks section, we need to work on collaborating more with parents and community members using digital tools and resources. We also need to participate more with global learning communities to explore creative applications of technology to improve student learning.
b, c, and d.) On a regular basis I share new technology projects that I have created with my students and my peers. SPMS teachers also share innovative ideas and relevant information to support student success and innovation at monthly staff meeting and committee meetings, as well as weekly at department meetings. Our school incorporates technology-based professional development at least once per semester. PD days focus on special training on innovative ideas to engage students in learning. Teacher leaders are asked to share their ideas about how to increase student engagement in all classrooms at staff meetings. Teachers also attend special training sessions to learn about current and emerging digital tools and then disseminate this information to their peers. As stated in the benchmarks section, we need to work on collaborating more with parent and community members using digital tools and resources.