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EDTC 630 9040 Spring 2015

Dominic Bridgers
Venissia Buyco
Amanda Manoel
Tracie Reeves
Fatima Sitson
Rachel Turner
Jackie Wells

School Technology Plan 2

School Summary
Fallsmead Elementary School is located in the suburbs of Montgomery County, in
Rockville, Maryland. There are 530 students and 22 classroom teachers spread across grades
Kindergarten through fifth. Fallsmead is also home to the Learning and Academic Disabilities
(LAD) program. The students in the LAD program have various disabilities ranging from
Autism, Specific Learning Disabilities, Speech-Language and Other Health Impairments. They
are included in the classroom for a majority of the school day, but can also be pulled into small
group settings with a special education teacher or paraeducator for their Individualized Education
Plan (IEP) service hours.
Demographic data shows that Fallsmead students consist of 47.7% White, 31.2% Asian,
8.3% African American, 7.7% Hispanic and less than 5% of Mixed race. There are 81
kindergartners, 102 first graders, 84 second graders, 90 third graders, 108 fourth graders and 102
fifth graders. Of these students, Fallsmead has 8.5% students who receive Free and Reduced
Meals (FARMS), an indicator of poverty.
Forty-one students (7.2%) are enrolled in the LAD program. Students who are in this
program require more than 15 hours of specialized instruction in order to meet academic needs
and IEP goals. There are four full-time Special Education teachers and four Special Education
Paraeducators who support these students directly in the classroom and for pull-out groups. For
some of our Special Education students, Fallsmead is not their home school. These students are
able to enroll in Fallsmead because they require more services than their home school can
provide. Additionally, 10.2% of the students are enrolled in ESOL. There are 53 students in
ESOL with only one ESOL teacher who supports these students. Eleven of the ESOL students
are level 1, and are just beginning to learn the English language (Montgomery County Public
Schools, 2014).
Additionally, some students attend Fallsmead through the Wounded Warriors Project and
the school is not their home school or they have recently moved from another school. These
families have come from different areas across the United States. Most of the students have some

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type of experience using technology and have Internet access at home. All parents provide an
email address for their childrens emergency cards.
Available Technology
The school has a wealth of technology available and is equipped with WiFi Internet
access throughout the building. Each classroom has 1 teacher computer and 2 to 4 student
computers. Each of these computers are connected to a black and white and/or color laser jet
printer. There is also a computer lab equipped with 30 student computers. To supplement the lab,
there are 2 mobile laptop carts that each house 10 computers. All computers have access to basic
Microsoft programs such as Word, Excel and PowerPoint. The school has access to many
different types educational software including Mighty Math and KidSpiration. There are
additional subscriptions to online resources for student use including BrainPop, One More Story,
Pebble-Go, Britannica and TumbleBooks. Students can utilize these software applications and
Internet programs during computer centers in their classroom or for research in inquiry projects.
The teacher computer has access to all of the same programming. Due to the high demand,
teachers are required to sign-up and reserve time slots to use the computer lab. Most grade levels
take their classes once a week or once every other week. Members from each grade-level team
have collaborated to create a lab schedule that allows for maximum access to the lab at the most
convenient times for each grade level. In the lab, children use software to practice math concepts,
conduct research, publish writing in a variety of ways, etc.
In addition to the computers, each classroom has one Promethean board, 28 ActivVotes
and one ELMO projector. There are also 15 iPads to support kindergarten through second grade.
Teachers use each of these tools daily to incorporate critical thinking and individualized skill
practice. The Promethean board and ELMO are connected to the teacher computer. The board
and ELMO are used to project images, model and show work samples, play videos and create
interactive lessons. ActivVotes are used to engage students to vote for multiple choice answers
when questions are created through the ActivInspire flipchart software. Teachers can connect
student names to each voter and collect data, based on student answer choices. iPads and
computers are used by classroom teachers to enhance daily instruction through activities targeted
to a specific skill. This can be accomplished through app or website practices.

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This year, grades 3 and 5 received 28 Chromebooks per class to enhance instruction.
These are shared with 4th graders through strategic scheduling. As teachers are becoming more
familiar and comfortable with this new technology, they are using them in more ways each day.
Students in grades 3 and 5 have daily access to their Chromebooks and use the Chromebooks in
various subjects. Students are able to conduct research, use Google Docs to develop
collaborative writing projects and use Google Forms to complete assessments. Teachers are also
able to use interactive websites to support instruction in math, science, and social studies; such as
educational games, supplemental videos and online publishing software (such as Google Slides,
PowToons, Vokis, etc). Many teachers have also begun to use Google Classroom to work on
assignments and participate in online discussions collaboratively .
Academic Need
Current reading data (such as mClass, Map-R, Fountas and Pinnell running records)
shows that a total of 77 (15%) students are not meeting quarterly benchmark in grades K-5. Of
the students who are not meeting benchmark goals, 26 are students in Special Education. Based
on this data, students need more support to improve reading comprehension to meet quarterly
benchmark goals. Teachers also need to learn how to best implement the use of technology
within their daily instruction in order to support student learning.
Teachers continue to expand their professional repertoire to implement a variety of
learning opportunities that utilize technology. They are also working to provide students with a
range of learning opportunities that enhance their education through technology. Therefore,
students are building their 21st century learning skills, so they are prepared for the remainder of
their schooling experiences and beyond. Clearly, Fallsmead and its teachers see the importance
of technology and its uses in the classroom.We envision a school that utilizes technology and its
different applications that would meet the needs of the diverse population of students; technology
that incorporates a combination of graphics, spoken language capabilities, touch screen, and
customization. These types of supports benefit all students, including those in Special Education
and who are English Language Learners. The teachers role is to know how to best implement
the use of technology in the classroom so that students show success and growth.

School Technology Plan 5

Goals and Objectives
The overall goal of this plan is to increase reading achievement through the iPad use and
access to appropriate application software, to support general and special education students in K
through 5. iPads will be used daily in guided reading groups, during the literacy block for
centers, as well as in independent work. This will be accomplished with students meeting their
quarterly grade level reading benchmark. Table 1, below, describes the goals and objectives in
detail, and shows their alignment with the Common Core State Standards Initiative (2015) and
International Society for Technology in Education Standards (ISTE, 2007).
Table 1


Common Core Standards by Grade Level

ISTE Standards - Students

Kindergarten - CCSS.ELA-LITERACY.RF.K.3

ISTE.S-S.2. Communication and

Know and apply grade-level phonics and word analysis skills


in decoding words.


Interact, collaborate, and

1st Grade - CCSS.ELA-LITERACY.RF.1.4

publish with peers, experts, or

Read with sufficient accuracy and fluency to support

others employing a variety of


digital environments and

2nd Grade - CCSS.ELA-LITERACY.RF.2.4.A

Read grade-level text with purpose and understanding.

Communicate information and
ideas effectively to multiple

3rd Grade - CCSS.ELA-LITERACY.RL.3.1

Ask and answer questions to demonstrate understanding of a
text, referring explicitly to the text as the basis for the
4th Grade - CCSS.ELA-LITERACY.RL.4.1

audiences using a variety of

media and formats
Contribute to project teams to
produce original works or
solve problems

Refer to details and examples in a text when explaining what

the text says explicitly and when drawing inferences from the

ISTE.S-S.6. Technology operations


and concepts


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5th Grade - CCSS.ELA-LITERACY.RI.5.2

Understand and use

Determine two or more main ideas of a text and explain how

technology systems
ISTE.S-S.6.b. Select

they are supported by key details; summarize the text.

and use applications

effectively and productively
Students will have daily access to iPads and given apps to build reading fluency and comprehension
skills in their grade level, to communicate and work collaboratively, and begin to demonstrate a basic
understanding of iPad operations.
Given daily access to iPads and educational application software, students will meet their quarterly
benchmark on the MCPS Reading Targets chart (Figure 1) in reading fluency and comprehension.
Given access to technology that targets specific reading skills, students will show reading progress as
evidenced by running records and the mClass Wireless Generation assessment software, meeting
benchmark reading levels each quarter. Data will be compiled using a data collection tool (Table 2).
Given iPad access and teacher-modeled instruction, students will communicate and collaborate with
their peers by working together in guided reading groups, improving reading skills by 10 % each week.

Figure 1

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Retrieved from Montgomery County Public Schools (2009).

Software for Implementation
There are a multitude of apps for iPads currently on the market that can help students
meet the planned goals and objectives. The following apps will be downloaded into the iPads for
teachers to introduce to their students:
One Minute Reader uses game-based technology to support students in grades 1
through 5 in improving fluency, comprehension, and vocabulary.
Fry Words also helps to build vocabulary.
Question Builder is designed to help students learn to answer abstract questions
and create responses based on inference. The use of audio clips promotes improved
auditory processing for children with special needs.
Sentence Builder is designed to help students learn how to build grammatically
correct sentences.
Additional implementation tools can include Google Classroom (mobile) for 4th and 5th
graders, voice recording technology for retelling stories and fluency and a picture dictionary.

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Student achievement, per grade level, will be assessed by using running records (Map-R
and/or Fountas and Pinnell) and the mClass Wireless Generation software to monitor bi-weekly
progress and track growth to quarterly benchmarks. A data collection tool (Table 2) will be used
to compile these reading test results. The sample below shows the types of assessments that
teachers will track. This will then be used to collect school-wide data on reading progress.
Table 2: Data Collection Tool containing sample student assessment data


Student #1

Student #2

WPM (Fall mClass)



Oral Comprehension


- retell

Reading level (Fall


(Fall mClass)
Written Comprehension

- comprehension


35 WPM

96% comprehension


WPM (Winter mClass)



Oral Comprehension



(Fall mClass)
App data for target skill
Reading level (Winter

(Winter mClass)
Written Comprehension

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WPM (Winter mClass)

57 WPM

92% comprehension

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Table 3, below, details the budget for the purchase of additional iPads and peripherals.
Table 3







5 per classroom



More iPads will be purchased in order


20 classrooms

to have enough for each general

4 special

education classroom, special education


classroom, and ESOL room. With more


iPads, more childrens needs will be


met. With over 40 students in the LAD

125 iPads

program with a wide range of high

needs, the iPads will help to meet the
individual needs of these children
throughout the day. This would serve
the same purpose for the 1 ESOL
teacher who serves over 50 students
each week.





Each case would be needed to protect

each device. With children of all ages
using them, the more protection, the

Voucher for



These vouchers would provide money


for apps to be purchased. Many apps

iPad apps

have a free version that is good for

trailing apps. However, to customize
the apps, they must be purchased.

iPad syncing



These carts would ensure the safety and

security of the iPads. The devices
would be stored in these carts. Each

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cart has the ability to be padlocked for
safe keeping. The carts also allow for
easy syncing, charging and storing. 120
iPads would fit into 4 carts. The
remaining 5 would be kept with the cart
and plugged in when others are being
Total =

Timeline for Implementation

Table 4


Course of Action


Complete Professional

Attend Professional development trainings

Summer 2015

Development for
technology courses

Meet with teachers to plan and collaborate ideas

Roll out new iPads

Reassess students using Fountas and Pinnell to get

August - September

current data and evaluate student need


Use iPads in guided

reading groups to practice Continue to use identified iPad apps to supplement

reading instruction
Students will use iPads in small group reading to
introduce apps that focus on word recognition,
fluency, and comprehension

Assess data for specific

Review breakdown of mClass and word wall tests

September 2015 (after

student target skill

to match student need to specific apps

testing window ends)

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Utilize iPads for

Once students have become comfortable with the


rules and routines of using the iPads and the

student work in centers to

various applications, they will have the

reinforce literacy skills

opportunity to work in designated literacy centers.

They will use the iPad with specific applications
to reinforce targeted literacy skills.

October - June 2016

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Professional Development Plan
In order to effectively integrate iPads into the classroom for student growth and
achievement, teacher training will be needed. For this school-wide technology plan, multiple
professional development trainings and workshops would be required to ensure the classroom
teacher is best prepared for meaningful iPad integration that positively impacts student
performance. To best support this technology plan, in-depth professional development trainings
will take place throughout the school year. Teachers will attend trainings that are instructed on a
variety of levels. By providing differentiated workshops, teachers will receive professional
development on a level that is appropriate for their own knowledge, experience and comfort with
technology and iPads. Topics for professional development trainings include:
Basic iPad uses, functions, capabilities and handling
Specific reading Apps to use in the classroom for both reading
comprehension and fluency
Assessments using the iPad - both formal and informal
Using iPads as a means to gather and analyze student data
Classroom observations of technology use (peer observations /
Reflection and evaluation of training
All of these trainings would inform and educate the classroom teachers of various ways to use
the iPad in the classroom to support and enrich student reading comprehension and fluency,
while also using the iPad to monitor and track student data.
The first needed workshop will be on the basic uses and functions of iPads. Since the
school staff has a wide-range of iPad experience, differentiated staff training will be needed.
During this initial training, staff will be provided hands-on experiences with the iPad in order to
learn and practice its basic functions. Specifically this training will go over uses, functions, care,
and handling of the iPad. This training is essential, as the information learned is taught to the
students in order to ensure proper use and handling of iPads throughout the school.
The next vital training is focused on iPad use for reading instruction, specifically its uses
and apps for reading comprehension and fluency. This directly relates to the school-wide goal of
having students meet their quarterly benchmark on the MCPS Reading Targets for reading
fluency and comprehension. During this training, staff will learn about specific iPad apps that

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can be integrated into the classroom to scaffold and enrich student reading comprehension and
fluency rate.
Additional training is also needed in order to instruct teachers on the various uses of an
iPad as an assessment tool. Table 5 is a timeline of what training will occur at which date.
Table 5



Course of Action

Summer 2015

Teacher professional development training on

basic iPad functions and uses.

Pre-service Week

Teacher professional development training on

August 2015

specific reading apps for reading

comprehension and fluency.
Marking Period Survey Monkey to assess staff
PD needs.

End of MP 1

Teacher professional development training on

October 2015

formal and informal assessments on iPads.

Beginning of MP 2

Teacher professional development training on

November 2015

gathering data of student % usage of iPad.

Discuss comparing data to student
Marking Period Survey Monkey to assess staff
PD needs

End of MP 2

Data discussions in grade level teams to

January 2016

discuss student achievement and iPad usage.

Beginning of MP 3

Marking Period Survey Monkey to assess staff

February 2016

PD needs

End of MP 3

Data discussions in grade level teams to

March 2016

discuss student achievement and iPad usage.

Summer 2016

Determine needs for upcoming school year.

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Evaluation of School Technology Plan
Evaluation methods are aimed at determining the impact of professional development on
the school technology plan goals (see Table 1). The plan will be assessed based on the level of
implementation of the devices in the classroom and the impact they have on student learning.
Professional development, meanwhile, will be evaluated through anonymous surveys issued at
the end of each session. Honest feedback is expected in order to help the necessary members
improve instruction through technology. Additionally, at the end of each quarter, teachers will be
sent a survey via email to gather information on how instruction was impacted as a result of
using the technology in the classroom. This survey will also gather data regarding the frequency
of iPad use in the classroom. Data collected from this survey will be compared to the student
achievement data for reading comprehension to track any correlation between iPad usage and
increases in student achievement. Teacher surveys can be found here:
Professional Development Survey
End of the Quarter Teacher Survey
In addition to surveys, teachers will also experience informal classroom observations that
are geared towards evaluating the use of iPads in the classroom. These observations will be
strictly developmental and allow teachers access to quality feedback regarding the most
appropriate use of the equipment for instruction. The focus of the observations will be on using
iPads to maximize student achievement in literacy.
This evaluation process can help Fallsmead Elementary School achieve the goal to
increase the use and access to iPads and appropriate application software to support general and
special education students in K through 5 reading fluency and comprehension.

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Common Core State Standards Initiative (2015). English language arts standards. Retrieved
International Society for Technology in Education (2007). ISTE students: Standards. Retrievd
Montgomery County Public Schools (2009). Target reading levels. Retrieved from
Montgomery County Public Schools (2014). Fallsmead Elementary School. Retrieved from