Brandywine Elementary School Equity Access Project

Grant Proposal Project 3

Jennifer Blankenship
University of West Georgia
Introduction and Statement of Need

Brandywine Elementary opened in 2016. This fall the school will be entering its 3rd year of

operations. The facility is brand new with the latest in

Table 1
instructional and security technology, and classroom furniture.
Racial Demographics
Asian/Pacific Islander 29%
We are equipped with a cafeteria, a large gym, a multi-purpose
Hispanic 30%
White 29%
room, media center, specials classrooms, and instructional
African American 9%
Multi-racial 2%
classrooms. Our school serves 1,042 students from Pre-

Kindergarten through 5th Grade. The average class size for Brandywine is approximately 22-27

students.

At Brandywine, 13% of our student population have Free/Reduced lunch and 31% of the

school are English Language Learners (ELL) Approximately 31% of our population is

considered low-income and there is a significant ELL population. Many students do not have

their own devices to use for classroom activities, school communication or homework. There is

a significant amount of families that may not have internet access at home. (See Appendix 2-

BWE Equity Agreement Form)

Goals and Objectives

As a result of the Technology needs assessment, the following are recommendations on

different ways to utilize committee members along with other suggestions to provide a variety of

professional development opportunities for the Brandywine Community.

 21st Century Committee members could be trained to provide peer support for their grade
levels.
 Incorporate tech ideas as a regular part of grade level meetings via 21st century committee
members.
  Increase the number of “Appy Hours” to once a quarter versus the beginning of the year
only.
 Offer “Appy-tizers” sessions with snacks provided.
 Increase funding for Equity program, as teachers increase their usage for instruction,
students should have equal access at and practice to become proficient using technology.
 Create a Parent Tech Night working collaboratively with parents to explain rationale,
purpose and the “How To” of technology. This forum could be used to inform about 21st
Century skills and how kids learn differently using technology
 Negotiate time on professional learning days for individual schools to create a “Tech
Camp” menu of resources for teachers to choose from based on their needs thereby
making the session more relevant. Session could be provided by 21st Century Committee
members, Volunteers, Quality Work Facilitator, ITS, or the Media Specialist.
 Schedule follow up times after staff meetings to briefly “check in” with attendees

It was determined by the needs assessment survey completed by the teachers, there is a

need for small group or individual technology support to increase teacher efficacy using

technology in instruction. As more teachers become familiar with available technology

resources, students will receive more activities that involve technology both in the classroom and

for homework purposes. This also indicates the need to increase the availability of technology

for families who lack resources.

The goal for student access to technology would be to increase from approximately 20%

to 40% (these are estimated goals which would be more concrete once the initial needs

assessment in completed at the beginning of the school year). Based off the 13% free/reduced

lunch status of our families, it is estimated that approximately 135 students could benefit from

the expanded Technology Equity program. Twenty-five chrome books have already been

purchased to help meet these needs. This plan proposes to purchase an additional twenty-five

chrome books to help address this need. This would give Brandywine 50 chrome books and

hotspots to disburse to these families providing 40% of the families with technology support.

Since the devices are checked out to families, siblings would share the technology. Both Third
and Fifth grades are considered “gateway” years where performance on the Georgia Milestones

(GAMS) end of year assessment is a factor on student promotion. Emphasis would be placed on

providing chrome books with students in the upper grades due to these gateway years.

Increasing equity on access would enable most, if not all students to gain access to digital

learning environments from home in addition to daily instruction in the classroom. Students

would be encouraged through both instruction and homework practices to engage in personalized

activities. This practice would assist in developing student areas of growth as determined by

classroom performance and assessment data.

Teachers would continue to learn and develop their technology integration skills by

working individually or in small training groups to increase their knowledge of the available

applications provided by the district. Through training, teachers would potentially increase the

use of technology in the classroom setting and thereby, encourage students to access digital

platforms to further their learning at home.

Currently, all faculty have access to the Classlink platform which in turn provides access

to all information systems, assessment applications and instructional applications. As

determined by the needs assessment interview with both Mr. Smith, Principal and Dr. David

Krosner, ITS, 90% of the teachers utilize itslearning to post plans and resources for classroom

learning. However, it was estimated that about 70% of the teacher incorporate technology into

their instructional plans.

Methods: Monitoring and Evaluation
The proposed methods of collecting data to measure the effectiveness of this technology plan
are:
 Needs assessment survey
 Utilization reports
 Pre-Interim and Post-interim scores
 Professional Development
 “Appy Hour” attendance
 Utilization of 21st Century Committee members
Needs assessment survey- Gather information from classroom teachers regarding families who
may need technology support such as an internet hot spot and device assess for home use. (See
Appendix 2)
Utilization reports- These reports are available to administration, the quality work facilitator, and
the Instructional Technology Specialist. These school leaders can monitor usage and student
achievement on applications such as Itslearning (LMS), Pearson Math instructional software,
School City online assessment application, My On! a differentiated reading application,
Dreambox math a personalized math skills application.
Pre-Interim and Post-interim scores – These assessments are taken both at the beginning of the
year and in the winter to guide instruction and to assess student growth. The data would be
analyzed to determine the growth of high needs students who score in the intervention range and
their progression throughout the year towards “close to proficient” or “proficient” levels. A
comparison can be made with both classrooms that integrate technology regularly and those that
do not utilize technology as often to see if there is a correlation between increased technology
use versus “traditional” teaching methods.
Professional Development- Forsyth County Schools will develop and use a wide variety of
digital tools in instructional techniques to provide professional development that fosters the
effective integration of technology into the classroom while expanding the boundaries of the
classroom to more closely align with 21st century norms and expectations of instruction.
Professional development will be delivered in a way that produces immediate results and use in
the classroom. Professional Development or District Collaboration Days (DCD), are available
on half days scheduled through the year. Teachers are required to choose from a menu of
sessions that meets their needs in the classroom. Sessions are leveled and teachers may select
the sessions of their choice based on their needs. Shorter “TECH Camp” days could also be
made available on a local level at the schools where teachers have similar choice on attending the
sessions they feel are relevant to their needs.
“Appy Hour” attendance- The after school “Appy Hour” technology help sessions could be
monitored both for the attendance and the topics requested from participants to assess faculty
needs. The 21st Century committee members could then provide sessions based on this
information at grade level meetings to help with technology support needs throughout the
building.
Utilization of 21st Century Committee members- This would mean a grade level or support staff
team representative who is made accessible to assist with issues identified by the committee and
“Appy Hour” data. as they are interacting with other staff members and their tech needs

The data gathered from these suggested sources will enable the stakeholders to determine

how effectively faculty and families are supported with technology access and resources.

Adjustments may be made based on the findings of these data sources.

During implementation of this plan, it would be necessary to monitor not only itslearning

usage for plans and resources postings, but also to track the variety of ways teachers are utilizing

digital resources.

For example:
 What it the utilization rate for applications such as Dreambox math and
itslearning?
 What are the student achievements within this program? How many level have
been mastered?
 How does usage and achievement translate to Pre- and Post-Interim assessments
data?
 Where does teacher activity fall within the PICRAT technology integration
matrix? (Appendix 4)

Data would be collected throughout the school year using the six-pronged approach

outlined in the “Monitoring and Evaluation” section of this plan. The six measures are, needs

assessment, utilization reports, interim scores, professional development, “Appy Hour” sessions,

and the utilization of the 21st Century committee members.

Budget

Item Quantity Cost Total Cost

Staff Salary I Instructional $56,475 $56,475
Technology
Specialist
Chrome Books for 25 additional $179.00 $4,475
the Equity program 7% sales tax
(25 already
purchased)
Hot Spot Internet 25 $111.99 $1,679.85
Connections
Google Ac1200 Dual
Mesh Wi-fi Router
“Appy Hour” 1 snack and beverage $30 per session for 12 $360
refreshments per session for 20 sessions
people
2-minute elevator pitch

https://youtu.be/QHIwUKPVovk

Script Notes
Need:
 Affluence is a key factor determining internet access at home
 Focus should be on not only racial minorities but to SES
 Computer use at school was found to be similar among students of all races
 Access has become an issue of social equity
Benefits:
 Increased school/parent communication
 Cultivation of self esteem
 Stimulation of intellectual curiosity
 Increased technology exposure in combination with teacher technology training will help
to close the “learning gap”
 Teacher technology training balanced with a complete grasp of the role and use of
computers, and an understanding of the student’s home environment and how their
deficiencies must be met in order to help students realize their full potential

This can be accomplished by exposure to adaptive content area software both at home and
school.
Budget:
 ITS Salary $56,475 (Tier 6 salary with 5 years experience)
 25 Chromebooks ($179 each) for a total of $4,475
 25 WiFi Hotspots ($111 each) for a total of $1,675
 $360 for refreshments during teacher training sessions
 Total grant request $62,625

Conclusion: These factors and benefits concerning student achievement and teacher technology
training are the heart of this project. The Brandywine Equity Access Project has a well-rounded
approach to help ease the educational and technological divide. With your help, we can make
that happen.
References
Du, J., Havard, B., Sansing, W., & Yu, C. (2004). The Impact of Technology Use on Low-Income
and Minority Students’ Academic Achievements: Educational Longitudinal Study of
2002[Ebook] (1st ed., pp. 274-282). Annual Proceedings. Retrieved from
https://pdfs.semanticscholar.org/c628/7502607153d29d306001f784d6339f461f97.pdf
Christensen, C., Horn, M., & Johnson, C. (2008). Disrupting class (pp.148-159). New York:
McGraw-Hill.
 Georgia Office of Student Achievement (GOSA)
Community Partners Grant Proposal Application

General Information

School District
Brandywine Elementary Forsyth County Schools
175 Martin Road 1120 Dahlonega Highway
Alpharetta, GA 30004 Cumming, GA 30040

School Contact Superintendent: Dr. Jeff Bearden

Jennifer Blankenship
4th Grade Teacher
770-667-2585
jblankenship@forsyth.k12.ga.us

Alternate Contact
Dr. David Kroser
Instructional Technology Specialist
770-667-2585
dkrosner@forsyth.k12.ga.us
Project Information
Project Name:
Brandywine Elementary School Equity Technology Project
Project Overview:
This project was created to provide equitable access to technology via chromebook and hotspot
internet connections for families in need.
Priority Area Addressed: Elementary Mathematics Teaching and Learning Innovation and
Positive Learning Climate
Target Population
Our school serves 1,042 students from Pre-Kindergarten through 5th Grade. Our faculty consists of
68 Teachers and Support Teachers who provide academic support. At Brandywine, 13% of our
student population have Free/Reduced lunch and 31% of the school are English Language Learners
(ELL) Approximately 31% of our population is considered low-income and there is a significant
ELL population. Many students do not have their own devices. There is a significant amount of
families that may not have internet access at home.

Racial Demographics
Asian/Pacific Islander 29%
Hispanic 30%
White 29%
African American 9%
Multi-racial 2%
Grant Amount Requested:
$62,625
Project Implementation Period: 1 year
Section I: Our Program

Brandywine Elementary opened in 2016. This fall the school will be entering its 3rd year of

operations. The facility is brand new with the latest in instructional and security technology, and

classroom furniture. We are equipped with a cafeteria, a large gym,

Table 1
a multi-purpose room, media center, specials classrooms, and Racial Demographics
Asian/Pacific Islander 29%
instructional classrooms. Our school serves 1,042 students from Hispanic 30%
White 29%
Pre-Kindergarten through 5th Grade. The average class size for African American 9%
Multi-racial 2%
Brandywine is approximately 22-27 students.

At Brandywine, 13% of our student population have Free/Reduced lunch and 31% of the

school are English Language Learners (ELL) Approximately 31% of our population is

considered low-income and there is a significant ELL population. Many students do not have

their own devices. There is a significant amount of families that may not have internet access at

home to assist with homework and for school communications.

Our partner organization would be Northwest Georgia RESA (Regional Education Service

Agency). This organization provides continuing learning courses for educators. Courses

through RESA would focus on different topics such as Number Talks, Rigor Redefined in

Mathematics, and Math/Science endorsements. These course or cohorts would provide support

courses for teachers on technology integration. Tuition for the courses would be at not cost up to

$350 for non-RESA members. Education cohorts would be co-sponsored by the district and

RESA. Professional learning will take place at the school during teacher planning time or staff

meetings.

Continuous learning for teachers enriches instruction which benefits students and increases

student achievement. By strengthening the depth of teacher knowledge, daily learning becomes
more rigorous which would then translate in technology integration. Professional learning on the

technology piece along with supported continuous learning externally, teacher efficacy of

instruction and integrating technology will become stronger. As instructional strategies

incorporate more technology, there is a need to ensure that all students have access to technology

in order to support student learning, encourage skills practice and foster using 21st Century skills

such as communication, collaboration, creative thinking and critical thinking.

Technology Goals

The district’s vision (Appendix 3) is to encourage the integration of technology in the

classroom setting to create excellence in learning for all students. The learner goals are outlined

in the FCSS Learner Profile (Appendix 1); pursue continuous learning, exhibit strong personal

qualities, utilize critical and creative thinking, engage and contribute, and interact effectively.

Teachers are expected to maintain courses within itslearning, an online learning

management system that provides opportunities for synchronous and asynchronous learning.

Through itslearning, teachers publish student assignments; post classroom events in a planner;

post links for safe and effective research activities; develop discussion forums; post lessons; and

communicate with students via email. Teachers also collaborate in common grade level, subject,

and course groups with itslearning.

In addition, the Department of Instructional Technology and the school Technology team

lead professional learning initiatives in the areas of:

 ISTE Standards for Technology for Teachers

 Online, Blended, and Personalized Learning
 Technology Integration Matrix (TIM) – See appendix 4

As part of the Forsyth County School System, Brandywine participates in the following

county initiatives.
Extended Learning. FCSS has used the learning management system (LMS) itslearning, as the
Infrastructure for digital learning since 2002. FCSS will use itslearning (ITSL) for all grade
levels in its brick and mortar school buildings. Students will access digital content within the
LMS via the single log-in Classlink platform from home or school to support learning within the
face-to-face classroom. This practice extends learning opportunities beyond the school
environment.

Blended Learning. Teachers and students use a suite of tools to develop collaborative learning
communities with itslearning (LMS) being the hub of the blended learning environment. The
teachers will continue to take advantage of this platform in which to organize units of inquiry
mapped to Georgia Standards of Excellence; teachers also present content, communicate with
students, and develop assessments within this infrastructure. Students utilize their own devices to
access this system to communicate with each other, complete assignments collaboratively and
individually, and post their original work.
Section II: Student Need

Families that utilize the Equity program will sign the Equity agreement (Appendix 2).

The students will receive internet safety, digital citizenship and copyright instruction with the

ITS as part of their school year curriculum. During daily instruction, teachers will emphasize

responsible use of technology. Families may bring back the devices if there are technical issues

and check the devices back into the school at the end of the school year. Some students who did

not pass the Georgia Milestones (GAMS) math or reading assessments may check out the

chrome books for the summer to access Dreambox Math or My ON! reading applications to

continue with individualized learning practice skills over the summer months.

As technology becomes more integrated into daily instruction, teachers are utilizing more of

the applications provided through Classlink which requires more chrome books at one time to

complete such activities. Unless a teacher plans ahead, there is a possibility that additional

computers are not available, so borrowing from a neighboring classroom becomes necessary.

Teachers are also requiring homework and additional practice at home for skills practice, review,

or flipped classroom activities which requires a device and a reliable internet connection. At the

beginning of the year, each teacher gathers information on possible families that may need

assistance with technology. The BWE Equity Agreement enables families to check out

additional resources such as a chrome book or hot spot connection for the school year.

The goal for student equity access to technology would be to increase from

approximately 20% to 40% of the identified families in need. Based off the 13% free/reduced

lunch status of our families, it is estimated that approximately 135 students could benefit from

the expanded Technology Equity program. Twenty-five chrome books have already been

purchased to help meet these needs. This plan proposes to purchase an additional twenty-five
chrome books to help address this need providing 40% of the families with technology support.

This would give Brandywine 50 chrome books and hotspots to disburse to these families. Since

the devices are checked out to families, siblings would share the technology. Both Third and

Fifth grades are considered “gateway” years where performance on the Georgia Milestones

(GAMS) end of year assessment is a factor on student promotion. Emphasis would be placed on

providing chrome books with students in the upper grades due to these gateway years.

Increasing equity on access would enable most, if not all students to gain access to digital

learning environments from home in addition to daily instruction in the classroom. Students

would be encouraged through both instruction and homework practices to engage in personalized

activities. This practice would assist in developing student areas of growth as determined by

classroom performance and assessment data.

Teachers would continue to learn and develop their technology integration skills by

working individually or in small training groups to increase their knowledge of the available

applications provided by the district and RESA. Through training, teachers would potentially

increase the use of technology in the classroom setting and thereby, encourage students to access

digital platforms to further their learning at home. Data on student achievement will be collected

from interim assessment scores and comparative data from the Georgia Milestones scores in

math and reading.

Section III: Project Plan

The course at RESA will partner with teachers to create the curriculum and activities

taught in the courses. School, District and RESA instructional technology specialists will

provide support for the technology integration instruction. Through the Brandywine Equity

Technology Project, the Instructional Technology Specialist will develop professional learning

experiences during “Appy Hour” and coordinate district professional development initiatives in

staff meetings or teacher planning time meetings.

As a result of the Technology needs assessment, the following are recommendations on

different ways to utilize committee members along with other suggestions to provide a variety of

professional development opportunities for the Brandywine Community.

 Increase funding for Equity program, as teachers increase their usage for instruction,
students should have equal access at and practice to become proficient using technology.
 Incorporate tech ideas as a regular part of grade level meetings via 21st century committee
members of the school.
 Increase the number of “Appy Hours” to once a quarter versus the beginning of the year
only to continue professional development opportunities for teachers.
 Create a Parent Tech Night working collaboratively with parents to explain rationale,
purpose and the “How To” of technology. This forum could be used to inform about 21st
Century skills and how kids learn differently using technology
 Negotiate time on professional learning days for individual schools to create a “Tech
Camp” menu of resources for teachers to choose from based on their needs thereby
making the session more relevant. Session could be provided by 21st Century Committee
members, Volunteers, Quality Work Facilitator, ITS, or the Media Specialist.
 Schedule follow up times after staff meetings to briefly “check in” with attendees

It was determined by the needs assessment survey completed by the teachers, there is a

need for small group or individual technology support to increase teacher efficacy using

technology in instruction. As more teachers become familiar with available technology

resources, students will receive more activities that involve technology both in the classroom and
for homework purposes. This also indicates the need to increase the availability of technology

for families who lack resources.

Grant Scope of Work Chart

Grant Budget

The funding the grant proposal would towards the salary of the Instructional Technology

Specialist and the technology equipment for home use. The Instructional Technology Specialist

would design and coordinate the professional development activities and manage the technology

used for this project. The majority of the professional development sessions will occur during

the day and will not require travel or incur travel costs. Families determined to be eligible for

the project will check out the equipment to use throughout the school year by signing the Equity

Use Agreement. At the end of the school year, families will check in the equipment.
Chromebook use during the summer break will be prioritized for students who did not pass the

Georgia Milestone assessment for additional skills practice.

The main focus of this goal is to provide equal opportunities to develop and practice 21st

Century skills and to grow academically through not only the use of the technology, but to have

access to applications that differentiate to their individual academic levels.

Appendix 1
Forsyth County Schools Learner Profile
Appendix 2- BWE Equity Agreement

Brandywine Technology Agreement

Congratulations! You have been selected to receive devices for you to use for learning!
Being responsible with your device is very important. Here are how students can be responsible
with their technology:
1. Pictures and videos should always be appropriate.
2. Songs should have kid-friendly lyrics.
3. Technology use should support learning.
4. Websites should be used for research, itslearning, and learning games.
5. Consider who you let use your device. Could this person harm it or put inappropriate
content on it? Remember, YOU are responsible for the device.

Responsible Use Policy

● Use digital devices, networks and software for educational purposes and activities.
● Keep my personal information (including home/mobile phone number, mailing address,
and user password) and that of others private.
● Show respect for myself and others when using technology.
● Give acknowledgement to others for their ideas and work.
● Report inappropriate use of technology immediately.

Replacement Costs:
● Dell Chromebook 11 - $199 replacement/repair
Check-Ins and Check-Out
● The Chromebook will be checked out to you to use through the summer. The device
should be well taken care of – including the charger and case. Please use extreme care
when transporting the devices. It is expected that the chromebook will be used for
Dreambox Math.

I understand the terms of borrowing the devices from the school.

Student Signature________________________ Guardian
Signature_____________________________
Date Received___________________________
Chromebook Serial #:__________________________________________
Appendix 3- Forsyth County Schools Technology Plan

The following is an excerpt from the Forsyth County School District Technology Plan.

Vision for Technology Use

Forsyth County Schools (FCS) mission, vision, strategic plan, and learner profile guide the work
of all employees. Forsyth County Schools Technology Department uses these items as a
foundation for leveraging technology to increase learning. The mission for the Technology
Department is to leverage technology for all to increase student learning.

FCS Vision

Quality Learning and Superior Performance for All

FCS Mission Statement

The mission of the Forsyth County Schools is to prepare and inspire all students to contribute
and excel.

District Strategic Plan

 Instruction: Fulfill the expectations of the Learner Profile.

 Human Resources: Ensure a highly effective workforce
 Facility and Strategic Services: Provide safe and secure facilities that support the needs
of student, staff and programs
 Technology Services: Leverage technology for all to increase student learning
 Operational Services: Deliver high quality services that maximize available resources.

FCS Learner Profile

(see Appendix 1)

 Pursue Continuous Learning

 Exhibit Strong Personal Qualities
 Utilize Creative and Critical Thinking
 Engage and Contribute
 Interact Effectively

Fostering the “Six C’s”

Forsyth County Schools will provide digital resources and professional development which
promote character through honesty, self-regulation, and empathy; citizenship through
sensitivity and respect for other cultures and active engagement in all cultures through service;
critical thinking and problem solving in authentic contexts; effective communication using a
diverse set of media in a variety of contexts including small, large, and diverse groups; effective
collaboration in order to reach a common goal with a diverse group of people; and creativity
and innovation to meet the challenges of a modern society.
Appendix 4- PICRAT Technology Integration Matrix