Running head: SCHOOL TECHNOLOGY PLAN

EDTC630 School Technology Plan

Washington Global Public Charter School

Stacy Bishop, D’Vore Brittingham, and Muneebah Qureshi

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Description of School
School Background
Washington Global Public Charter School (WGPCS) is a community school open to all middle
school students in the urban district of Washington, DC. The school houses 22 full-time teachers
and approximately 216 students in grades 6-8. The make-up of the teaching staff consists of
75.3% female teachers and 24.7% male teachers. In terms of specific student ethnic categories,
the school is made of the following ethnicities: 95% Black Non-Hispanic, 2% Hispanic/Latino,
1% Multiracial, 1% Asian, and 1% White Non-Hispanic. The school’s special education
population in 2018-2019 was approximately 28% and its at-risk population was 59.3% with no
population classified as English Language Learners (ELL).

Figure 1: Percentage of Female vs. Male Staff Members

Ethnicity of Students Percentages

Black (Non-Hispanic) 95%
Hispanic/Latino 2%
Multiracial 1%
Asian 1%
White (Non-Hispanic) 1%

Washington Global utilizes an internationally based academic and cultural curriculum, which
integrates project-based learning, service-learning, technology, and language acquisition to
develop creative and competitive global citizens. The school offers a unique international
curriculum, based on the International Middle Years Curriculum (IMYC) and foreign languages.
The school also implements a rigorous academic curriculum aligned with the Common Core
State Standards (CCSS) to prepare students for the PARCC examination. To ensure that students
are engaged in the community around them, the school offers mandatory service-learning
opportunities for students and has students participate in various community partnerships.
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Since many of the school’s students enter below grade level in reading and math, Washington
Global also provides math and ELA labs. The school has dedicated each Wednesday to research-
based intervention programs. This is particularly important considering the school’s special
education and at-risk populations in the 2018-2019 school year.

Washington Global’s curriculum programs are designed with the goal of developing competitive
global citizens who are ready for high school, college, and careers. Therefore, the curriculum
integrates competitive international, national, and state standards. Washington Global developed
its curriculum using the IMYC’s guiding international themes, the common core state standards
(CCSS) for math and language arts, the DC Public standards for Physical Education (PE) and
social studies, and the Next Generation Science Standards. The school also offers service-
learning and technology programs.

Current State of Technology

Currently Washington Global has around 17 classrooms, each is equipped with SMART boards
and document cameras for student learning. SMART boards are accompanied by SMART pens
which allow teachers to use interactive features of the equipment. Most SMART boards are
typically used only for projection functions in everyday instruction. Not all teachers are currently
comfortable with utilizing the interactive features for students. Most recently, Swivl technology
has been added for all classrooms. This robotic software has been added inside of classrooms to
make hybrid and distance learning interactive. Swivl technology allows teachers to project or
record live instructional lessons for students who are not inside of the school building. All
teaching staff have been given new iPads and Dell Laptops for instruction. This is for the
teacher's daily responsibilities of teaching and planning.

Washington Global is currently operating at a 2:1 ratio for student Chromebooks. This ensures
that students have a Chromebook for at-home usage and at school so that each device is
stationary. This eliminates the potential for damage during transit since most student commute to
school by the Metro. Students have been given hotspots to accompany their at-home
Chromebook to ensure reliable Internet connection for online learning. Students in Special
Education have the availability of using a personal iPad for an accommodation or assistive
technology. The school has about 20 iPads, specifically for the Special Education department.
However, iPads can be checked out by teachers if they deem a student has a particular need for
the tablet.

Teachers are required to set up personal Google Classroom accounts for each class. Teachers are
required to upload documents and resources for student learning in Google Classroom. Nearpod
is the platform most teachers use for lesson plans and engaging students. WGPCS has purchased
licenses for all instructional staff. Teachers also have licensed i-Ready, Actively Learn, and IXL
math accounts. These accounts serve as classroom intervention programs for students and are
required to be used at least once a week by teachers. Progress on these platforms should be
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monitored by teachers weekly and used to inform data-driven instruction. However, teachers are
not using the data from these online platforms to drive instruction with fidelity.

Statement of Need
Based on student achievement data from the PARCC scores, students in this school have
academic needs in the areas of reading and math. Only 22% of students achieved a four or higher
on the English Language Arts section of PARCC. For Mathematics, only 12% achieved a level
of four or higher. In addition, WGPCS is behind the average for schools in DC on both the
reading and math sections. For students in special education, the results are lower with 6%
achieving a four or higher for English Language Arts and 0% for Mathematics. While WGPCS
has access to a myriad of software, the school must work on integrating software to target
intervention efforts for students at the level they are currently at and for specific skills that are
lacking. For all students to reach mastery, students need regular intervention and enrichment
opportunities to gain proficiency in reading and math areas.

Vision Statement
In addition to supporting and supplementing learning, technology in a school can be used for
targeted interventions. Intervention using technology should be targeted in two aspects: (1) at
individual student levels and (2) for specific skills. Students will use technology to engage in
learning activities that focus on application of skills in reading and math. Technology,
specifically software and applications, will be carefully chosen and regularly utilized to provide
individualized instruction and increase student learning outcomes. Since students have
Chromebooks at school and home, teachers will design learning and intervention activities for
students by choosing software that capitalizes on this consistent access to reliable technology.
Therefore, they must be implemented consistently and with fidelity. Teachers will analyze and
utilize individual student data from software to make informed instructional decisions regarding
content, levels, and instruction methods. In addition, students with special needs or those with
IEP/504s will be supported in their learning with the use of technology. Access to appropriate
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assistive technology, software and learning programs will be selected and utilized based on the
accommodations and needs identified in the IEP/504 to help students meet learning targets.

Goals & Objectives

Technology Goal 1: Students will use technology weekly in math to increase fluency and
mastery of foundational and pre-grade-level skills.
 Objective 1: Using online interactive math software, students will be able to apply grade
level math procedural skills with at least 80% accuracy.
 Objective 2: Using targeted online interactive math intervention software, students in
special education will be able to apply foundational math skills with at least 80%
accuracy, or a percentage specifically named in their IEP.
 Evaluation of Objectives: Teachers will track student performance of foundational math
skills and grade-level procedural skills using the software’s data spreadsheets, a checklist
and/or teacher-created assessments to determine the objectives were met.

Technology Goal 2: Students will engage in technology-infused learning activities on a unit-by-

unit basis in math.
 Objective 1: Given access to interactive, technology-infused project-based activities,
students will be able to apply conceptual understanding of math concepts with at least
80% accuracy.
 Objective 2: Given access to assistive technology supports during technology-infused
learning activities, students in special education will be able to apply conceptual
understanding of grade-level math concepts at a percentage that aligns with their IEP, or
80% accuracy.
 Evaluation of Objectives: Teachers will track in-class student performance on teacher-
created projects, assessments, and anecdotal notes on student discourse to determine if
the objectives were met.

Technology Goal 3: Students will improve their reading skills (fluency & comprehension) using
targeted reading intervention software on a weekly basis.
 Objective 1: Using online interactive reading software students will increase their overall
reading ability by at least one grade level by the end of the annual school year.
 Objective 2: Using targeted online interactive software and reading intervention
platforms, students in special education will increase their overall reading comprehension
by at least 1.5 grade-levels by the end of the annual school year, or a measurable goal
specifically stated in their IEP.
 Evaluation of Objectives: Teachers will regularly review and analyze the progress
monitoring data built into the intervention software. This will be compared to in-class
progress monitoring to ensure fidelity and alignment.
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Implementation Plan
School will increase fidelity of usage of software and assessment programs that meet students at
their individual academic levels, as well as use AI, or algorithmic determinations for the
advancement of student’s instruction. In order to meet the needs of all learners the school will
shift to using a blended learning model.

Teachers will be trained on combining online educational materials with opportunities for
interaction online and traditional classroom-based methods. The Technology Specialist will
coach teachers on using software to create interactive technology-infused lesson plans for daily
instruction. Professional development will also be hosted by the Special Education Coordinator
in order to help all staff begin to interpret and understand the language of student's IEPs.
Teachers will practice implementing IEP goals inside the classroom with technology software in
order to meet the needs of the learners.

Teachers will be empowered to utilize chosen intervention software suites. Teachers will be
proficient in the gathering, analysis, and implementation of data gleaned from the chosen
intervention software suites. AI or algorithmic driven instructional software will be an integral
part of a teacher’s data portfolio. Teachers will become proficient in using this data to better
guide instructional choices. The software will be a robust addition to quality teaching and will
not be standalone activities, or “busy work,” for students.

Teachers will successfully use a blended learning classroom model to utilize both technology
hardware and software successfully for the growth of students. Student classroom schedules
should be established prior to the class’s session in order to facilitate smooth transitions for
learning. The teaching model should incorporate the basic three-station rotations of: live
instruction, collaborative work, and independent work. The teacher will always meet students in
the threshold as they enter the classroom to ensure they understand their class schedule for the
day. Since students will have predetermined rotation schedules, they will transition quickly in
order to maximize instructional time. We would suggest grouping students in sets of five by their
abilities based on diagnostic testing and classroom observations.

This established culture and routine of the classroom will create a learning environment most
beneficial for children. Students will meet with the teacher for a live instruction lesson along
with their Chromebooks for the lesson. Using interactive online technology, such as Nearpod, to
engage students in live lessons, students will be able to collaborate with not just the teacher but
also each other using the software. The interactive software serves as an engagement tool for
classroom lessons. It will also provide immediate feedback to the teacher so that they can
perform informal and formal assessments. As teachers become cognizant of real-time data,
decisions can be made quicker and with greater accuracy. The teacher can adjust for students
immediately to meet their needs. This differs from the traditional method which relies on waiting
for the end of class or a unit to assess if students are understanding material.
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Students in peer-to-peer collaborations have a think partner, where they are able to ask and
answer questions of each other to extend learning. Having timed-lesson activities will allow the
teacher to circle to peer groups to address misconceptions or quickly re-teach any concepts.
Students can use their devices to challenge each other in Epic readings, IXL, or iReady lesson
quizzes. This creates a learning culture where students are pushing each other to continuously
work harder to perfect their skills. Students can be grouped in homogeneous, heterogeneous, or
peer-selected groups. The groups should be designed to maximize support and participation.

While students work independently, they will have their choice of what software they would like
to use for the day. Giving students a choice in their learning promotes student engagement and
motivation. Using remediation or intervention AI powered software, students will work on areas
that need improvement at their pace. Student choice allows for self-regulation and greater
ownership of learning. Students will also be aware of their levels and what they are trying to
obtain in growth. Giving students ownership of their learning with these platforms will allow for
the classroom to operate efficiently.

At least once during each math unit, students will also engage in technology-infused project-
based learning (PBL) activities as part of their independent or collaborative work. This depends
on the nature of the project activity. However, each technology-infused PBL activity must
include some sort of collaboration or peer feedback, even if the project is completed individually.
PBL will lead to increased engagement as students navigate the application of concepts learned
in meaningful ways and/or real-world contexts. The inclusion of technology-infused PBL will
allow for the integration of other subjects to create interdisciplinary learning opportunities,
which will ultimately support learning in the areas of math, ELA, and other related subjects.

The conversion to a blended learning model will require effort. The grouping of students will
require intentional effort to maximize student results. However, if they are implemented at the
start of the school year, students will adjust quickly. Intentional planning will lead to maximized
instruction time. This efficient structure should minimize behavior disruptions. Depending on the
length of the class, rotations should ensure that students are up and moving every 20-25 minutes.
Traditional lecture-style teaching can lead to disinterested and unengaged students. Blended
learning is the combination of teacher instruction and online technology that enables student-
centered learning. This provides the opportunity for more individualized instruction, meeting
each student at their current level and challenging them at their appropriate pace.

Professional Development
Delivery
Training Course
Description Format & Standards
Title
Length
IEP Interpretation The training will cover Face-to-Face ISTE Standards for
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how to read and interpret

IEPs to understand
Educators: Learner 1c &
student needs, learning 2hours
Leader 2b
goals, and
accommodations.
The training will cover
strategies to implement
student accommodations, ISTE Standards for
Strategies for IEP Face-to-Face
focusing on UDL in Educators: Learner 1c &
Accommodations 4 hours
designing technology- Leader 2b
infused activities that will
support all students.
The training will cover
how to read data reports
from reading software for
Data Analysis for Hybrid ISTE Standards for
ELA teachers to inform
Reading Software 3 hours Educators: Analyst 7c
instruction and develop
personalized learning
plans for students.
The training will cover
how to read data reports
from math software for
Data Analysis for Hybrid ISTE Standards for
math teachers to inform
Math Software 3 hours Educators: Analyst 7c
instruction and develop
personalized learning
plans for students.
The training covers how
to implement and design
Technology-Infused ISTE Standards for
project-based learning Face-to-Face
Project-Based Educators: Designer 5a
into classroom activities 4 hours
Learning & 5b
using technology, such as
with G-Suite applications.
The training will cover
how to create formative
assessments using
Formative ISTE Standards for
technology to track and Hybrid
Assessments using Educators: Analyst 7a &
evaluate student 3 hours
Technology 7b
performance and mastery
on learning goals and
objectives.

Evaluation
Evaluation of Technology Goals & Objectives
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In order to evaluate the technology goals and objectives, specific evaluation methods must occur.
Teacher must implement the following evaluation methods to track progress on meeting goals
and objectives, as well as for evaluating and adjusting the overall plan during the summer.

For the first goal and set of objectives, teachers will track student performance of foundational
math skills and grade-level procedural skills using the software’s data spreadsheets, a checklist
and/or teacher-created assessments to determine the objectives were met. Teacher-created
assessments would come in the form of daily entrance or exit ticket quizzes using online
platforms to show mastery of skills. Most of the scripted AI software programs are able to run
multi-level diagnostics as well as provide comprehensive data pictures that should be utilized by
teachers to create a complete picture of a student’s abilities.

For the second goal and set of objectives, teachers will track in-class student performance on
teacher-created projects, assessments, and anecdotal notes on student discourse to determine if
the objectives were met. Each project-based activity (one per math unit) must include a
multimedia product that students make using technology, such as through G Suites applications
or other platforms. Teachers will collect artifacts, especially on the final products for each
project-based learning activity to assess students formatively to inform instruction. They will
also collect them for further analysis in the summer to analyze growth and application of math
concepts in a summative manner to determine future instructional practices.

For the third goal and set of objectives, teachers will regularly review and analyze the progress
monitoring data built into the intervention software. This will be compared to in-class progress
monitoring to ensure fidelity and alignment. Periodically, teachers should have assessments
where students read a passage aloud, according to their reading level on reading software, and
orally answer comprehension questions. Teachers should then modify students’ learning plans in
the software if needed.

Evaluation of Professional Development

Evaluation of the professional development (PD) includes assessment activities at the end of
each course related to the expected goals. End-of-course surveys will follow Kirkpatrick’s
“Model of Evaluation,” which encourages the evaluation of learning on four levels: reaction,
learning, behavior, and results (Downes, 2016). After each workshop, teachers will take a survey
reflecting on the four levels in relation to the goal of the workshop course and to the goal &
objectives of the classroom plan. The survey will ask how teachers will implement the topics
covered into their classrooms, which will be used to assess teacher understanding and learning
from PD sessions.

Evaluation of Implementation Plan

At the end of the school year, Kirkpatrick’s “Model of Learning Evaluation” will be used again
to evaluate the classroom technology plan. The teachers and administration will reflect on the
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four levels of the overall plan, goal, and objectives, indicating any future need or modification.
Each objective will be formally evaluated using the methods noted previously. Students will take
a survey to reflect on their learning after implementation. Student surveys will be used to
determine if they felt the plan met their needs. This will be combined with the data captured in-
class and through software to create a full account of learning that can be compared to the goals
and objectives. In the summer, teachers will collect student artifacts of formal assessments and
products from project-based activities, along with student surveys, and discuss next steps for the
new school year.

In conjunction with the Technology Specialist, Special Education Coordinator, and Instructional
Coach, the plan may be revised depending on if goals were met, if new goals need to be
addressed, if the implementation method(s) must be adjusted, and/or if further professional
development is needed.

Budget & Rationale

Selected software suites, in addition to hardware have already been purchased by the school. The
promotion of usage fidelity and increased data analysis should be facilitated by professional
development. Professional development can occur during grade level meetings, already
scheduled professional development days, after-school, or weekend/holiday time. If teachers are
asked to report to any training outside of regular working hours, their standard hourly rate will
apply.

Item Cost Quantity Requested Total

Training: Rate for
100 hours (4 hours
training outside of $45 per hour $4,500
for 25 teachers)
scheduled PD hours
Optional: Additional
presenters if needed from $2000* 1 $2,000*
software companies
Venue: School Building $0 1 $0
Technology: Teachers
will bring school-issued
$0 1 $0
laptops. School equipped
with projection equipment
Miscellaneous: office
supplies (chart paper,
$250 1 $250
post-it notes, markers,
copies of handouts, etc.)
Total $6,750*
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*With district level licenses, in-person professional development is often included. Therefore,
this cost may be included or vary from the amount stated.

While regularly scheduled PD time is valuable and can be mandatory, it is also limited. A budget
should be maintained to compensate teachers for work outside of school hours. As a result,
professional development can exist for longer stretches of time without interruptions, or other
demands on a teacher’s time and attention.

Additional presenters may be necessary for specific software. These trainers are best able to
demonstrate and guide teachers through the many, and often complex, features of individual
software/applications.

Timeline
Quarter Description
 Teachers will be adequately trained on all school platforms,
hardware, and software included.
 Teachers will implement new policies into their classrooms and for
student usage.
Fall 2021  Teacher will assign and utilize pre-assessment and diagnostic
assessments built into specific software suites.
 Teachers will issue pre-test, diagnostic, of skills to all students.
 Teachers will continue to progress monitor using software suites, as
often as the software design dictates and based on student levels.
 School will administer middle-of-year (MOY) testing for students to
monitor progress.
 Teachers will review MOY data results for students.
Winter 2021
 Teachers will adjust strategies and technologies if necessary.
 Teachers will continue to progress monitor using software suites, as
often as the software design dictates and based on student levels.
 School will administer state-wide testing to students to show
mastery of skills.
 Teachers will continue to progress monitor using software suites, as
Spring 2022
often as the software design dictates and based on student levels.
 End-of-year (EOY) testing within the software suites, as well as
school and teacher created grade-level assessments.
 School will effectively gather, analyze and plan implementation of
data gleaned from the chosen intervention software suites used
Summer 2022 during school year
 Teachers will analyze student artifacts from project-based activities
 School will adjust and training or software needs for the Fall
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References
Downes, A. (2016, January 20). 4 learning evaluation models you can use. eLearning Industry.

Retrieved from https://elearningindustry.com/4-learning-evaluation-models-can-use

DC Public Charter School Board. (2019, 04 10). DC Public Charter School Board. Retrieved

from Washington Global PCS: https://dcpcsb.org/sites/default/files/media/file/2019-04-

10%20Washington%20Global%20Equity%20Report%20SY17-18.pdf

DC Public Chater School Board. (2019). DC Public Charter School Board. Retrieved from

Washington Global PCS Report Card:

https://dcpcsb.org/sites/default/files/media/file/PMF%20Score%20Card%20SY18-

19%20-%20Washington%20Global%20PCS.pdf

ISTE. (2020). ISTE standards for educators. Retrieved from https://www.iste.org/standards/for-

educators

Washington Global Public Charter School. (2018-2019). DC Public Charter School Board.

Retrieved from Washington Global Public Charter School Annual Report:

https://dcpcsb.org/sites/default/files/media/file/2018-2019%20Annual%20Report

%28M8ZR%29%28WashinGlobalPCS%29%20%281%29.pdf