EDUC 629

Imaginary County
Public High School
Educational Technology Plan 20152019
Katherine Figueroa
EDUC 629

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Table of Contents
TIP 1: Vision, Mission, Goals and
Strategies 3
TIP 2: Needs Assessment..
.
. 5
TIP 3: The Planning Process..
.
7
State Goals and Objectives with Local Strategies and Measures.
7
Environment
10
Engagement.

. 10
Application
Tools
. 11
Results

11
TIP 4: Implementation: Timetable and Budget for Goals, Objectives and
Strategies.. 12
TIP 5: Executive Summary..
.
16
TIP 6: References...

20

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TIP 1: Vision, Mission, Goals and Strategies of Imaginary

County Public Schools
Mission
The Imaginary County Public High School will provide a rigorous curriculum
that is student centered using technological advances to equip the 21st
Century learner with the necessary skills to be academically proficient,
technically literate, life-long learners who are productive, critical thinkers
contributing to a more global community. The use of technology as an
emerging platform will meet the specific needs of students and engage them
in real life applications. We will also meet the needs of diverse student
populations through differentiation of instruction in a student centered
learning environment.

Vision

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As technology continues to develop and access to the world around us

changes, so does the modality in which we learn. In order to benefit from
new resources in education, one must also adapt to new ways of distributing
and processing information. Technology continues to progress rapidly and so
has its integration into the classroom. This emerging platform evolved as a
means to meet the needs of the 21st Century student to improve their lives
and develop life-long learners who will impact the world. Technology has
become an integral part of formal education and makes learning more
accessible. It is important to teach all students the necessary skills to
continue learning through self-education and be successful in an evolving
society.

Goals and Strategies

Goal 1: Increase the use of technology in the classroom in a purposeful way

Strategy: Teachers will be held accountable for integrating at

least one form of technology into their units in and/or out of the
classroom on an ongoing basis.

Goal 2: Develop critical thinking and problem solving skills

Strategy: Students will be responsible for identifying, analyzing,

evaluating, and synthesizing information relevant to an issue
that affects society. They will create a public service
announcement to present to the class incorporating technology.

Goal 3: Develop Information Literacy

Strategy: Students will differentiate between relevant and

irrelevant information and how it pertains to the validity of
sources encountered on the Internet.
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Goal 4: Foster Social Responsibility

Strategy: Students will identify social issues and possible

solutions. They will commit to increasing awareness and
deliberately use features of technology to achieve their goal.

TIP 2: Needs Assessment

Strengths include:

Current strengths of The Imaginary County Public Schools

Three onsite technology lab which has 75 desktop computers to

accommodate three classes at a different times
Twenty-five Independent technology workstations in the library next to
the lab available before and after school
Onsite technology staff with overlapping schedules to assist staff and
students with IT issues
Small class sizes consisting of 25 students per class
Inclusion classes have 2 teachers to meet the needs of IEP students
300 laptops on carts
3 permanent computers per classroom (1 for instructor use and 2 for
student use) for a total of 375 permanent classroom computers
125 SMARTBOARDS
150 iPads
System software includes Microsoft Office 2010, Google Chrome and
SMARTBOARD technology
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Workshop Model of instruction allows for student centered learning,

homogenous/heterogeneous grouping, differentiated small group and
individualized instruction.

Weaknesses include

Current weaknesses of The Imaginary County Public Schools

Teachers are not taking full advantage of resources afforded to them

and their students
Students are not taking full advantage of resources afforded to them
Only 75% of teachers are incorporating technology in their lessons and
assignments on a regular basis
Lack of professional development
Students are lacking in critical thinking and problem solving skills as
determined by a needs assessment given at the end of each year.
They are currently in the 45th percentile of students within the same
grade.
Students scored in the 33rd percentile of the needs assessment for
Information Literacy specifically in determination of relevant and
irrelevant information
The Imaginary County School Development Plan (2013) identified a
need to foster social responsibility as an area that needs improvement
citing information obtained from student surveys indicating a 47% lack
of social awareness.

OpportunitiesFuture opportunities include professional development specifically catered to

technological implementation for teachers. This process would begin by gathering
data from teachers to determine content and interest in effort to create needs
based differentiated groups. These small learning environments will help to develop
and share learning practices related to purposeful use of technology on an ongoing
basis. Teachers will attend professional development workshops related to the
group focus on a rotational basis and turnkey information to the rest of their group
to improve practice. They will develop their critical thinking and problem solving
skills by developing a public service announcement in their area of interest
incorporating technology in various ways. They will do this in a metacognitive
manner to help improve instruction and differentiate assessment criteria. It is
generally believed that reflection affects the continuous process of knowledge
construction.(Vinz,1996,p.84)
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Information Literacy will be addressed in all content areas and teachers will
have to demonstrate to students how they discern between relevant and irrelevant
information when using the internet by revealing their thinking process to students.
They will also have to show students how to discern between legitimate websites as
resources within their subject area. Social issues related to the subject area will be
discussed in all subject areas across the curriculum to help students become more
aware of social issues that affect our society and broaden their choices. This will
help students develop their writing skills within all subject areas and help foster a
sense of autonomy within the student centered learning environment.

Threats There are some threats to these opportunities. One threat is lack of teacher
buy-in including resistance to new and challenging methods. Finding time for
teachers to meet in small groups that support their needs, but do not have
scheduling conflicts will be difficult as some members of the groups may teach a
different subject area and have different planning schedules. Funding will be
needed to create a forum in which teachers can use technology to participate in the
groups at times most convenient for them and would cut into whole staff
professional development time set aside for other issues. Another threat is that all
students may not have access to technology at home and may not be open to using
the resources that have been provided for them due to time management issues. If
teachers do not openly accept the time needed to help develop their technological
skills, and incorporate some of it on their own time, it will be difficult to transfer the
need to develop these skills onto their students. (Schunk et al, 1998) Lastly, school
closures may result in increased class sizes limiting the amount of resources
currently available and the ability to address individual student needs in an effective
manner.

TIP 3: The Planning Process

State Goals and Objectives with Local Strategies and Measures
Goal 1: Increase the use of technology in the classroom in a purposeful way

Strategy: Teachers will be held accountable for integrating at

least one form of technology into their units in and/or out of the
classroom on an ongoing basis.

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Measure: Assessments will be made in the beginning of the

school year through informal observations to determine current
use of technology in the classroom and will be used to help guide
teachers with the implementation of technology in their courses.
Informal observations will be conducted throughout the year, and
how technology is being integrated will be included in the formal
observation report.
Measure: Teachers will be required to attend a minimum of two
professional development classes focused on technology. One
informal observation of a peer incorporating technology in the
classroom can be substituted for a class.

NETS:
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. Demonstrate fluency in technology systems and the transfer of
current knowledge to new technologies and situations.
b. Collaborate with students, peers, parents, and community members
using digital tools and resources to support student success and
innovation

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. Participate in local and global learning communities to explore
creative applications of technology to improve student learning.
b. Exhibit leadership by demonstrating a vision of technology infusion,
participating in shared decision making and community building,
and developing the leadership and technology skills of others.

Goal 2: Develop critical thinking and problem solving skills

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Strategy: Students will be responsible for identifying, analyzing,

evaluating, and synthesizing information relevant to an issue
that affects society. They will create a public service
announcement to present to the class incorporating technology.
Measure: Teachers will assess students in the beginning of the
unit to guide instruction and determine students needs.
Students will create public service announcements incorporating
technology to present to the class for final assessment. The
assessment will also include how technology was incorporated to
help determine future learning objectives.

NETS:
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. Advocate, model, and teach safe, legal, and ethical use of digital
information and technology, including respect for copyright,
intellectual property, and the appropriate documentation of sources.
b. Address the diverse needs of all learners by using learner-centered
strategies providing equitable access to appropriate digital tools
and resources

4. Critical thinking, problem solving, and decision-making

Students use critical thinking skills to plan and conduct research,
manage projects, solve problems, and make informed decisions using
appropriate digital tools and resources.
a. Identify and define authentic problems and significant questions for
investigation
b. Plan and manage activities to develop a solution or complete a
project
c. Collect and analyze data to identify solutions and/or make informed
decisions
d. Use multiple processes and diverse perspectives to explore
alternative solutions
Goal 3: Develop Information Literacy
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Strategy: Students will differentiate between relevant and

irrelevant information and how it pertains to the validity of
sources encountered on the Internet.
Measure: Teachers will assess students in the beginning of the
unit to determine a baseline measure and develop teaching
strategies. Students will be required to provide sources used for
their presentation and assessed for relevancy.

NETS:
3. Research and information fluency
Students apply digital tools to gather, evaluate, and use information.
a. Plan strategies to guide inquiry
b. Locate, organize, analyze, evaluate, synthesize, and ethically use
information from a variety of sources and media
c. Evaluate and select information sources and digital tools based on
the appropriateness to specific tasks
d. Process data and report result

Goal 4: Foster Social Responsibility

Strategy: Students will identify social issues and possible

solutions. They will commit to increasing awareness and
deliberately use features of technology to achieve their goal.
Measure: Students will be required to identify ways technology
can be used to increase awareness in conjunction with their
public service announcement.

NETS:
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. Promote, support, and model creative and innovative thinking and
inventiveness
b. Engage students in exploring real-world issues and solving
authentic problems using digital tools and resources

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2. Communication and collaboration

Students use digital media and environments to communicate and
work collaboratively,
including at a distance, to support individual learning
and contribute to the learning of
others.
a. Interact, collaborate, and publish with peers, experts, or others
employing a variety of digital environments and media.
b. Communicate information and ideas effectively to multiple
audiences using a variety of media and formats.

Environment
The learning environment would consist of a traditional classroom setting
with face-to-face interaction and technological tools to enhance learning.
Instruction will be delivered using a workshop model including a teaching
objective modeled by the teacher, active engagement, and independent
work time. The students will develop a plan to complete develop and
complete their public service announcements and identify areas of needed
support. The teacher will actively facilitate the working environment and
differentiate instruction based on student assessments. The students will be
provided laptop computers in class to complete their assignments and given
additional online resources for support. Access to technology and relevant
content allows individuals to further their goals and to learn what they need
to know when they need to know it. (Solomon, Allen, & Resta, 2003, p41)

Engagement
Students will be allowed to brainstorm and explore topics of interest to them.
They will have ownership of their learning process and engage in meaningful
objectives. Students will work individually, in pairs, or small groups
depending on students needs and the teachers assessment.

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Application Tools
Application tools needed to complete the task include:

SMARTBOARDS to deliver and model the lesson

Laptops with internet access
Learning management system
Flash drives
Microsoft Office
Computer Lab for added support
Digital Cameras

Results
Teachers will develop and implement the use of technology in the classroom
in a purposeful way. They will model 21st Century skills and enhance student
learning. Students will create public service announcements using
technology and shared in a public forum meeting the standards of learning
on multiple levels.

TIP 4: Implementation

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Budget
Current Assets:

250 Desktop Computers for student use

300 Laptops on Carts
360 Computers onsite for teacher/student use in classrooms
125 SMARTBOARDs
150 iPads
System Software
Wireless Internet Access
MAC OS 9

Technology Needs:
MAC OS 10
Assistive Technology (see references)
Digital Cameras
LMS for Teachers
Edubrite
LMS for Students
Edmodo

Free Upgrade
Free to Low Cost
100 units @ $150
48 mos. @ $99/mos.
Free

$0
$2500
$1500
$4800
$0

Apps
Face Time
iMovie
Easy QR

150 units @ $0.99

$ 150
150 units @ $4.99
$ 750
150 units @ $0
$0

Professional Development Costs:

SMARTBOARD
Microsoft Office
IPad Integration
Blended Learning
AT Training

Company Trainer
IT Department
IT Department
Administrators
Administrators

12 sessions @ $0
12 sessions @ $100
12 sessions @ $100
12 sessions @ $0
12 Sessions @ $0

Total Cost:

$0
$ 1200
$ 1200
$0
$0
$12,100

Timetable for Goals, Objectives, Strategies, and Measures

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Assessments to be conducted in the beginning of the year to determine

baseline for teacher professional development plans.
Assessments to be conducted in the beginning of the unit to determine
baseline and gather data to inform whole class and individualized student
instruction
Mid-year benchmark for Teachers - Formative Assessment
Informal Observation
Minimum of two professional development classes
completed
Evidence of consistent, purposeful use of technology in
classroom
Meeting with department administrator to discuss progress
with professional development regarding technology, how it
has been incorporated into the learning environment, areas
of success, areas needing development, and future goals to
meet requirements.
Mid-Unit benchmark for Students - Formative Assessment
Conference with teacher to assess areas of strength and
areas needing development
Create SMART goal(s) with student, based on formal and
informal data to help move student forward in the unit.
Differentiate instruction based on student needs and discuss
modifications with student.
End-of-Year Assessment for Teachers Summative Assessment
Meet with Principal to review formal observation(s) and
discuss progress with the use of technology.
Identify areas of success and areas for growth.
Develop professional development plan for following school
year.
End-of-Unit Assessment for Students- Summative Assessment
Meet with students to review areas of strength and areas
needing improvement using the rubric.
Review SMART goal(s) with student to revise goal(s) and/or
create new one(s) based on identified needs.
Professional Development Plan
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Professional development will be offered prior to the beginning of the school year and
throughout the school year on an ongoing basis for a total of twelve one hour sessions
per specified training. Teachers will be required to attend a minimum of two technology
based professional development presentations in conjunction with any other
professional development requirements. A list of training dates, times and locations will
be emailed to all teachers so they can plan accordingly.
They will also be posted on the school website and attached to the learning
management system. Trainings will also be offered during staff development days in
the school throughout the school year. An informal observation of another teacher using
technology in a lesson can be substituted for a training class. The learning management
system will be used to maintain digital records of teacher professional development
requirements and fulfillment.
Technology Trainings Offered
Microsoft Office Training
Basic:
Introduction to Programs
Ways to use programs
How it can be used in multiple settings
Advanced:

Specific Program: Microsoft Word, Excel, Powerpoint, Communicator, or

Outlook
Customizing features
How it can be used to facilitate teaching

SMARTBOARD Training
Basic:
Introduction
Features
Examples of how it can be used
How it will be used
Advanced:

Developing Lessons using Customized Features

Blended Learning Training

Basic:
Introduction
Resources
How it can be integrated into units and curriculum
Advanced:

The Flipped Classroom

iPad Integration Training

Basic:
Introduction to iPad apps specifically QR Generator/QR Decoder Apps
How it can be integrated into lesson plans
Advanced:
Google Drive for iPad: Creating Student Portfolios
Accessibility Tools Training
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Basic:

What are Accessibility Training Tools?

Examples of AT and how they are used
Complying with IEPs
Resources
How to integrate AT in the classroom

Advanced:

Identifying Special Needs

Matching Needs with Accessibility Tools
Learning specific features of ATs
Modifying and differentiating instruction using AT
How it can be integrated and assessed without sacrificing rigor

Lesson Plan for PSA

Objective:
Students will work in cooperative groups of 2, 3, or 4 based on data collection and student
needs.
Students will go on a gallery walk with their groups to view various clips of advertisements and
PSAs using the QReader app on their iPads.
Students will identify and discuss persuasive techniques in their groups.
Students will brainstorm ideas for their PSA and develop a plan.
Students will use word processing software to develop a draft for the PSA
Differentiation: Story Board or Story Mountain
Assistive Technology: Varies on student needs
Students will review rubric for PSA assignment and become familiar with how they will be
assessed.
Modeling:
Teacher will model how to use Q Reader App on iPad
Teacher will model and think out loud what is being noticed.
Teacher will use SMARTBOARD to create a class list of persuasive and non-persuasive
techniques.
Teacher will use SMARTBOARD to create a class list of possible topics.
Teacher will actively conference with groups and differentiate as needed.
Teacher will model what was noticed during conferencing and next steps for planning.
Teacher will model various ways of developing plans for PSA including storyboards and drafts
Independent Group Work:
Students will conduct gallery walk scanning QR codes and watching links.
Students will work together and discuss what they noticed.
Students will work together to brainstorm possible ideas and strategies for their PSA
Students will create a storyboard and/or draft for the PSA using technology.
Share: Students will share their ideas with the class.
Assessment: Teacher will informally assess to determine group conferences for the next
lesson and identify needs.
Students will complete exit slips.

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TIP 5: Executive Summary

The Imaginary County Public High School Technology Plan for the 2015-2019
school years is aligned with National Educational Technology Standards (NETS),
International Society for Technology in Education Standards (ISTE), and the
Educational Technology Plan for Virginia 2010-2015. Included in the plan are the
Imaginary County Public High School vision, mission, belief, and goals for
technological improvements and advancements necessary to better serve the 21 st
century learner.
Student centered learning and project based instruction are at the core of this
plan to develop life long learners, including teacher as student. K-20 learners in

classrooms today are continually evolving as the technology around them

evolves. They are much different than students entering the classroom ten
years ago, or even five years ago. According to Moores Law, the processing
power in computers doubles every two years. The law was developed in
1970 and has generally been consistent. (Moore, 1965) With technology
evolving at an exponential rate, it has become more accessible and
integrated into society. Students today, do not know life without computers
or technology. The environment they are developing in is inundated with
technology and they are exposed to it in one form or other. They are so
immersed in technology from video games, iPhones, to the Internet that it is
difficult to maintain student interest for prolonged periods of time because
their world is moving so fast sometimes it is hard to keep up. It is important
to help students self-direct their own learning and exposing teachers to this
process will help them facilitate the transfer of information. We are teaching
them to deal with massive amounts of information at a time and how to
solve problems that dont even exist yet. This can be detrimental if
technology is not effectively incorporated into the learning process.
Not all students learn the same way and differentiation becomes
essential to teaching. In the case of education, the concern is on who is or
is not learning, what is or is not being taught, where the learning is taking
place, why learning does or does not occur, and how the learning is being
delivered. (Solomon, 2003, p 75-76) Not only does the learning have to be
differentiated to meet the students needs, whether it is by process, product,
or content, but because there is such a variety of technology that exists, that
may or may not be available to individual students, that it must also be
differentiated to ensure equity and accessibility for the student, including
and not limited to the use of assistive technology.

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Teachers can use technology in various ways in the delivery of

instruction to meet the needs of all learners. They can use interactive
boards to deliver instruction, create forums for students to share their
projects, provide students with opportunities to use resources available in
school, and incorporate technology throughout their learning objectives as
an assessment. They can also provide students with links to helpful
websites, and online tutorials.
Professional development should be designed using the model that is
being taught and mimic the dynamic expected within the classroom
environment. Pre-assessments should be conducted to determine grouping
and differentiation should be included to address the different needs of the
adult professional whether it is based on technological experience,
pedagogical experience or content area. Post assessments should be
conducted to determine a continued need in this area, and include
suggestions for other professional development opportunities that instructors
feel may be necessary.

Crosswalk of Goals
A goal comparison of the National Educational Technology Plan, the
Educational Technology Plan for your state, and the Imaginary County Public
Schools Strategic Plan.
National Educational
Technology Plan / ISTE NETS

Learning:
1.1 States should
continue to revise,
create, and implement
standards and learning
objectives using
technology for all
content areas that
reflect 21st century
expertise and the power
of technology to
improve learning.
(NETP, 2010)
3. Research and

Educational Technology
Plan for Virginia 20102015

Goal 3: Afford students

with opportunities to
apply technology
effectively to gain
knowledge, develop
skills, and create and
distribute artifacts that
reflect their
understandings. (ETPV,
2010)

Imaginary County Public

Schools Strategic Plan

Goal 3: Develop critical

thinking and problem
solving skills.
Students will be
responsible for
identifying, analyzing,
evaluating and
synthesizing information
relevant to an issue that
affects society.

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information fluency.
Students apply digital
tools to gather,
evaluate, and use
information.
(NETS, 2015)

Assessment:
2.2 Build the capacity
of educators, education
institutions, and
developers to use
technology to improve
assessment materials
and processes for both
formative and
summative uses. (NETP,
2010)

Goal 5: Use technology

to support a culture of
data-driven decision
making that relies upon
data to evaluate and
improve teaching and
learning. (ETPV, 2010)

Teachers will assess

students in the
beginning of the unit to
guide instruction and
determine students
needs. Teachers will
incorporate technology
in their instruction.
Teachers will also
differentiate instruction
based on assessments,
students needs, and
assistive technology
requirements. Students
will create public service
announcements
incorporating
technology to present to
the class for final
assessment based on a
rubric. The assessment
will also include how
technology was
incorporated to help
determine future
learning objectives.

Goal 2: Engage
students in meaningful
curricular content
through the purposeful
and effective use of
technology.

Goal 1: Increase the use

of technology in the
classroom in a
purposeful way.
Teachers will be held
accountable for

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. (ISTE, 2015)

Teaching:
3.4 Provide pre-service
and in-service educators
with professional
learning experiences
powered by technology
to increase their digital

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literacy and enable

them to create
compelling assignments
for students that
improve learning,
assessment, and
instructional practices.
(NETP, 2015)
3. Model digital age
work and learning.
(ISTE, 2015)

Infrastructure:
4.3 Support the
development and use of
open educational
resources to promote
innovative and creative
opportunities for all
learners and accelerate
the development and
adoption of new open
technology-based
learning tools and
courses. (NETP, 2015)
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

integrating at least one

form of technology into
their units in and/or out
of the classroom on an
ongoing basis.
Professional
development pertaining
to technology will be
available to teachers on
an ongoing basis
throughout the year.
Technology integration
and development of use
within units will be
incorporated in formal
and informal
observations.
Goal 1: Provide a safe,
flexible and effective
learning environment
for all students.

Teachers will be
required to attend a
minimum of two
technology related
professional
development trainings
in conjunction with any
other professional
development
requirements for the
year.
Trainings will be made
available throughout the
year and in various
formats to
accommodate any
needs.

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by promoting and
demonstrating the
effective use of digital
tools and resources.
(NETS, 2015)
Productivity:
5.2 Rethink basic
assumptions in our
education system that
inhibit leveraging
technology to improve
learning, starting with
our current practice of
organizing student and
educator learning
around seat time
instead of the
demonstration of
competencies. (NETP,
2015)
1. Facilitate and inspire
student learning and
creativity.
Teachers will use their
knowledge of subject
matter, teaching and
learning to facilitate
experiences that
advance student
learning, creativity, and
innovation in both faceto-face and virtual
environments. (NETS,
2015)
2. Communication and
collaboration.
Students use digital
media and
environments to

Goal 4: Provide
students with access to
authentic and
appropriate knowledge,
develop skills, extend
capabilities, and create
and disseminate
artifacts that
demonstrate their
understandings. (ETPV,
2010)

Professional
development will be
offered prior to the
beginning of the school
year and throughout the
school year. A list of
training dates, times
and locations will be
distributed and
accessible to all
teachers using a variety
of mediums. They will
be monitored using a
learning management
system to maintain
digital records of
teacher professional
development progress.
Differentiated and
alternative trainings
including informal peer
observations will be
made available as well.
Project based learning
will be implemented.
Instruction and
assessments will be
differentiated based on
product (determined by
interest, learning style,
and/or readiness),
process, and content.
Students will be
required to present
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communicate and work

collaboratively,
including at a distance,
to support individual
learning and contribute
to the learning of
others.

PSAs to the class using

digital and/or controlled
social media,

TIP 6: References:
InternationalSocietyforTechnologyinEducation.(2015).ISTEStandardsforstudents.Retrievedfrom

http://www.iste.org/standards/ISTE-standards/standards-for-students

InternationalSocietyforTechnologyinEducation.(2015).ISTEStandardsforteachers.Retrievedfrom
http://www.iste.org/standards/ISTEstandards/standardsforteachers
Moore's Law. (n.d.). Retrieved July 21, 2015.
NationalEducationTechnologyPlan.(2010).TransformingAmericaneducation.Learningpoweredbytechnology.
USDepartmentofEducation.OfficeofEducationalTechnology.RetrievedAugust14,2015from
http://tech.ed.gov/wpcontent/uploads/2013/10/netp2010.pdf
Nickerson, R. , Perkins, D.N. , Smith E. (1985). The teaching of thinking. New Jersey:
Lawrence Erlbaum
Associates.
NYSUT. (2011). New York state teaching standards and elements placemat. Retrieved July
11, 2015 from
http://www.vcta.net/FormPDF/appr/Placemat_NYS_Standards_Elements.pdf
Schunk, D.H., & Zimmerman, B.J. (1998) Self-regulated learning: From teaching to selfreflective practice. New
York: Guilford Press.
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VBCPS Continuum for 21st Century Skills

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Resources:
Free or Low Cost Assistive Technology:
http://www20.csueastbay.edu/af/departments/as/atso/files/docs/free-low-cost-assistivetechnology-for-everyone.pdf

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