Project 4

LaRia Walker

October 15, 2016

Project director and contact information

LaRia Walker Teacher (478)718-0318 laria.walker@bcsdk12.net

Abstract
 According to Levin and Schrum (2012), The leadership in a school largely determines

the outcome of technology integration; however, administrators cannot fully or effectively

support technology if they do not understand it(p. 1). When leaders and educators do not

effectively understand content, technology, or any type of innovation, professional development

must be offered.This professional development must be tailored towards the exact needs of the

audience that it is designed for. The population, needs, goals, activities, and expected outcomes

are valuable components of the professional development sessions that I have planned.

The broadgoals of my new, proposed project are to supply educators with an increased

knowledge of the third grade Mathematics curriculum and technological knowledge of how to

use gaming and simulations to increase student learning. These goals will produce

increasedthird-grade Mathematics score outcomes for Clayton Countys third-grade students.

The session will take place for 5 consecutive days in June, and end with three follow meetings in

October, January, and February. The participants are the third-grade teachers in Clayton County,

the project director- LaRia Walker, Mathematics consultant-George Milliken, technology

consultant-Dr. Yun-Jo An, co-director- KaSaundra Kirkland, facilitator-Emmanuel Frazier, and

the project evaluator- Lonessa Harris.

Introduction

The traditional quality of escapades such as relaxing on the beach, dating, and attending

various events such as concerts have all been interrupted by technology. Everywhere you go

there are individuals on their phones recording the happenings around them, playing games,

taking pictures, or attending to social media. According a Huffington Post writer, Carolyn

Gregoire (2015), Many young adults spend a third of their waking lives on their device (p.

1).This proves that technology is to the forefront of the lives of the 21st generation of young

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adults and children. Students enrolled in K-20 schools have grown up with at times more than 2

or more technological devices in their homes. Technology has become a necessity in life for

many of these students.These new ways of life, case studies that I have viewed and analyzed, and

witnessing students being disengaged in several classrooms created my vision of adding

educating teachers on gaming in the classroom. In order to educate students holistically while

also keeping them engaged, schools must keep up with the ever-changing fads of technology

hardware and software. One way to do this is by implementing technology supported

games/simulations in the classroom. This implementation will not only aid in students awareness

of the teaching around them, but also increase Mathematic test scores.

Demonstrated Need

Clayton County schools is located in Jonesboro, GA near Atlanta. It is one of the largest

schools systems in Georgia. Clayton County has 35 elementary, 14 middle, and 9 high schools

(Clayton County Public Schools, 2016). As a large system, Clayton County has been

experiencing difficulties in student achievement in the area of Mathematics. Clayton Countys

third grade students are performing below the state average Mathematics.

Quantitative data

Clayton County schools are located in Jonesboro, GA near Atlanta. It is one of the largest

schools systems in Georgia with 35 elementary, 14 middle, and 9 high schools (Clayton County

Public Schools, 2016).Clayton county third grade students are performing below the state

average Mathematics (Georgia Department of Education, 2016).

Table 1. Comparison of Clayton County third-grade Mathematics Milestone test scores compared

to the average scores of all third-grade students across Georgia in 2015-2016.

Mathematics

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 % Proficient
% Developing
Distinguished
% Developing
% Beginning

Learner &
% Proficient
Mean Scale

Learner &
Number

Learner

Learner
Learner

Learner
Tested

Score

Above
Above
Georgia N/A N/A 21.0 40.5 30.0 8.0 79.0 38.0
Clayton Co. 4,520 495.0 35.3 41.6 20.2 2.9 64.7 23.1

Table 2. Comparison of Clayton County third-grade Mathematics Milestone test scores compared

to the average scores of all third-grade students across Georgia in 2014-2015.

Mathematics

% Developing

% Proficient
Distinguished
% Developing
% Beginning

Learner &
% Proficient
Mean Scale

Learner &
Number

Learner

Learner

Learner

Learner
Tested

Score

Above
Above
Georgia 132,515 512.8 21.4 40.5 30.3 7.7 78.6 38.1

Clayton Co. 4,318 489.8 38.6 42.8 16.5 2.0 61.4 18.6

The 2014-2015 scores displayed for Clayton County shows a deficit in student achievement

when compared to other schools systems across Georgia. The scores for proficient and above

was 18.6%; while the Georgia state average was 38.1% (Georgia Department of Education,

2016). After reviewing the scores for the 2014-2015 school year I noticed that the follow-up

scores from 2015-2016 had improved. The improvements were small but showed progress.

Clayton Countys percentage of students who met and exceeded the proficiency target went from

18.6% to 23.1%. The goal of this proposal is to increase those scores by double digit

improvements within the next few years.

The average graduation rate for Clayton County schools in 2015 was 66.4%. (Georgia

Department of Education, 2016 a).Out of 182 of Georgia school districts, Clayton County ranks

number 157 (School Digger, 2016). These rankings are created by the analysis of test scores.

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This quantitative data verifies that Clayton county teachers could benefit from content and

technology pedagogical professional development.

This quantitative data displays evidence that actions must take place to increase student

performance. This quantitative data has compelled schools to development actions plans and

strategic plans. These plans were created to aid in the undertaking of improving Mathematic

scores.

Qualitative data

Additionally, data that displays the need for Professional development is the county wide

strategic plan. Clayton Countys 4thinitiative below performance objective A, requires educators

to be trained an implement technology (Clayton County Public Schools, 2016). Student

achievement will increase once this initiative is implemented correctly. Another source that

reiterates the fact that this county needs professional development was found in a news article. A

staff reporter stated While concluding data for the school system identify student strengths, as

evidencewell as areas in which students and schools need support, Clayton County Public

Schools will continue efforts to promote student growth, quality teaching, and professional

development in the school district (Clayton News daily, 2016).

Literature Review

There are many case studies that have been completed explaining the benefits of

integrating technology gaming in the classroom. The benefits include higher self-esteem in the

Mathematics classroom, improved understanding, test scores, and engagement. There was a trend

among five case studies where the research questions led to the comparison of an experimental

group to a control group. When comparing these two groups the researchers were able the fact

that gaming and simulations in the classroom are indeed helpful when aiding in student academic

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development. A few of the case studies also gauged students learning through the use of pre and

post-tests. The goal was to see the percentage of learning that would take place with the use of

games and/or simulations as the main learning tool.The case studies that I have examined are a

strong accumulation of examples of successful technology integration. The integration of

gaming and simulations in the classroom will aid in student learning and focus.

In 21st century classrooms it is imperative that teachers integrate technology with

fidelity. Meaningful technology integration through gaming and simulation takes students to

places they have never been and do things that may not be possible. During a Math shopping

simulation third grade students can learn the importance of learning how to do use percentages

and decimals in their everyday lives. Creating relevant and content-driven engaging classrooms

could become second-nature to educators by obtaining mastery of the goals and objectives

presented in my professional development framework.

Project Goals and Objectives

The goals and objectives of the professional development sessions were created after

analyzing the quantitative and qualitative data of Clayton County public schools Mathematic

Milestones scores. Figure 1 shows the Georgia Standards of Excellence (Georgia Department of

Education, 2016 b). The Mathematics standards that the professional development will cover are

important because students are lacking sufficient knowledge of each of these areas. In order to

improve this dilemma, educators must sustain adequate content and pedagogical knowledge

themselves.

Figure 1. Standard strand focuses of days1-3 of professional development

Numbers and operations in base ten
The relationship between multiplication and division

Patterns in addition and multiplication

Representing and comparing fractions
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Measurement
Goal #1 Participants will increase 3rd grade Mathematical content knowledge

Objective. 1: 100% of 3rd grade teachers participating in the training, will be able to
explain and work through 3rd mathematical problems of numbers and operations in base
ten and situations, at 90% accuracy by the 2nd day of training.
Objective. 2: 100% of 3rd grade teachers participating in the training, will be able to
explain and work through 3rd mathematical problems on the relationship between
multiplication and division, at 90% accuracy by the 2nd day of training.
Objective. 3: 100% of 3rd grade teachers participating in the training, will be able to
explain and work through 3rd mathematical problems on patterns in addition and
multiplication, at 90% accuracy by the 2nd day of training.
Objective. 4: 100% of 3rd grade teachers participating in the training, will be able to
explain and work through 3rd mathematical problems on representing and comparing
fractions, at 90% accuracy by the 2nd day of training.
Objective. 5: 100% of 3rd grade teachers participating in the training, will be able to
explain and work through 3rd mathematical problems on measurement, at 90% accuracy
by the 2nd day of training.
Objective. 6: 100% of 3rd grade teachers participating in the training, will be able to
create relevant and meaningful Mathematics mini lessons covering the content
knowledge learned in objectives 1-5, by the 3rdth day of training.

Goal #2 Participants will be able to implement technology based gaming and/or simulations
to increase student achievement in Mathematics

Obj. 7: 100% of 3rd grade teachers participating in the training, will be able to identify
and research technology based meaningful games/ simulations to match their lessons, by
the 4th day of training.
Obj. 8: 100% of 3rd grade teachers participating in the training, will be able to implement
one technology based meaningful game/simulation in their lessons, by the last day of
follow-up training.

The goals created for my professional development sessions focuses on who are involved, what

needs to be accomplished and how, where the monitoring will take place, when will the

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timeframe take place, and which requirements will be included. Table 2 shows the correlation

between the session objectives and activities.

Figure 2.

Objectives Topics
Objective 1: 100% of 3rd grade teachers Pre and post-tests over the standards
participating in the training, will be Professional development reviewing and
able to explain and work through 3rd teaching strategies of Mathematical content.
mathematical problems and
situations, at 90% accuracy by the
2ndth day of training.
Objective. 2: 100% of 3rd grade
teachers participating in the training,
will be able to explain and work
through 3rd mathematical problems
on the relationship between
multiplication and division, at 90%
accuracy by the 2ndth day of
training.
Objective. 3: 100% of 3rd grade
teachers participating in the training,
will be able to explain and work
through 3rd mathematical problems
on patterns in addition and
multiplication, at 90% accuracy by
the 2ndth day of training.
Objective. 4: 100% of 3rd grade
teachers participating in the training,
will be able to explain and work
through 3rd mathematical problems
on representing and comparing
fractions, at 90% accuracy by the
2ndth day of training.
Objective. 5: 100% of 3rd grade
teachers participating in the training,
will be able to explain and work
through 3rd mathematical problems
on measurement, at 90% accuracy by
the 2nd day of training.
Objective6: 100% of 3rd grade teachers -What is an engaging mini lesson?

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 participating in the training, will be
able to create relevant and
meaningful Mathematics mini
lessons, by the 3rdth day of training.
Objective7: 100% of 3rd grade teachers
participating in the training, will be able to
identify and research technology based
meaningful games/ simulations to match their
lessons, by the 4th day of training.
Objective8: 100% of 3rd grade teachers
participating in the training, will be able to
implement at least one technology based
meaningful game/simulation in their lessons,
by the last day of training.
-Making the classroom fun
-Team collaborations on mini lessons
-Model the created mini lessons for
feedback
-KWL
2 things I already knew
1 thing I want to know
2 things I learned
-Introduce various games and simulations
-How to decipher between engaging games
and simulation games and those that are not.
-Role Play: Participants will spend an2 hours
finding and playing 3 games/simulations and
write an evaluation of the game.
-Introduce Math Blaster Virtual world game
where students create avatars and play fun
Math missions
-Educators will play the free version of the
game and partner talk about the benefits of
game play in the classroom.
-Cooperative group completionof 1week of
lesson plans including relevant including
meaningful mini lessons and
game(s)/simulation(s)

The goals and objectives created will ensure the continued learning of the participants.

The objectives give clear and precise guidelines and structure of the operations of the

professional development sessions.

Plan of Operations

As stated before, educators must be aware, and be knowledgeable of content matter in for

students to succeed. The overall plan of my professional development seminar is to hirer experts

in the fields of Mathematics and instructional technology to facilitate the professional

development sessions.The professional development sessions will take place for 5 consecutive

days in June, and end with three follow sessions in October, January, and February. The initial

five days of professional development session will be held at will be located at the Carl

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Rhodenizer Recreation Center in Clayton County, GA. On day 1, The facilitator, Emmanuel

Frazier will welcome the participants, give the purpose and goals of the professional

development seminar and workshop.

Figure 3. Professional development schedule

Schedule of activities
Monday Tuesday Wednesday Thursday Friday
8:00 Welcome 8:00 Goals for 8:00 Goals for 8:00 Goals for 8:00 Goals for
Propose the day the day the day/ the day
Goals review
9:00 Introductions 9:00 Pre-test 9:00 Mini 9:00 KWL and 9:00 Introduce
Ice-breaker lessons sharing and play
10:00 Pre-test 10:00 Content 4 10:00 Making the 10:00 Introduce 10:00 highly
classroom games and engaging
fun simulation Math game.
11:00 Content 1 11:00 Content 5 11:00 Create 11:00 s 11:00
mini
lessons
12:00 Lunch 12:00 Lunch 12:00 Lunch 12:00 Lunch 12:00 Lunch
1:00 Content 2 1:00 Content 6 1:00 Collaborati 1:00 Find, play, 1:00 Create
2:00 Content 3 2:00 Break and 2:00 vely create 2:00 and 2:00 lesson plans
collaborati mini evaluate
on lessons
3:00 Post-test 3:00 Post-test 3:00 Sharing/ 3:00 3:00 Sharing of
evaluations plans and
of lessons feedback
4:00 Review and 4:00 Review 4:00 Review 4:00 Review 4:00 Review,
dismissal and and and survey, and
dismissal dismissal dismissal dismissal

In order to create a warm and comfortable environment, on day 1 participants will participate in

introductions and an icebreaker activity. Each day afterwards will begin with a recap review of

the previous days topics. Days 1 and 2 will consist of pre-tests covering the 5 3rd grade Math

topics in the mornings. Afterwards the content will be introduced before and after lunch. The

lessons will consist of content teaching in fun and engaging ways as the facilitator models how to

teach using relevant examples and making learning fun. The end of days 1 and 2 will consist of

post-tests and reviews.

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 The 3rd day consists of modeling and creating mini lessons by the facilitator and

participants, and modeling how to make learning fun. Participants will also share ways and

strategies that have helped gain students attention in their classrooms. After lunch participants

will collaboratively create engaging mini lessons of the topics covered in days 1 and 2. The end

of the day will be reserved for the sharing of the created mini lessons.

On day 4, participants will create KWL charts of their knowledge of using games and/or

simulations in the classroom. Afterwards, the facilitator will introduce and clarify the difference

between games/simulations that aid in teaching and games/simulations that aid in learning. After

lunch, the participants will spend approximately 2 hours finding and playing games that aid in

learning. This is important because participants will become emerged in gaming from a students

point of view. This will aid them in deciphering between fluff games and learning tool games.

At the end of day 4 participants will be able to share their findings and give their input on the

games worth. A file of games will be kept and emailed to all of the participants.

On day 5, participants will be able to research and play another Math game to the end.

After lunch, participants will work collaboratively to create one week of lesson plans for a Fall

Math unit. These plans must include engaging gaming/simulations. The game can be a one day

game or a game that takes several class periods to master. Afterwards, participants will share a

summary of their plans and receive feedback. Lastly, the facilitator will conduct a review, and

survey of participant satisfactory and what they still needed information on that could be

included in the follow-up sessions.

The Fall follow-up session will take place November 4th at the Georgia Educational

Technology Conference. The conference takes place at Georgia International Convention Center,

College Park, GA. This conference aids educators in the use of new and emerging technology in

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the classroom. The $90 registration fee for one day will be paid by the professional development

administration team (Grant). There will be a brief meeting before the conference begins. In this

meeting, the professional development participants will discuss progress that they have made

with engagement and implementing games/simulations in their Mathematics classroom.

Participants will present their Math unit including the games/ simulations, artifacts, and student

achievement results at the conference. Participants will answer questions about the need for more

engaging gaming in the classroom.

The second follow-up session will be held in January at the Carl Rhodenizer Recreation

Center. During this session,participantsmust bring student survey samples of the

games/simulations that were incorporated in the classroom.Participants will also share their war

stories of the beginning implementation of gaming and/or simulations in their classrooms, and

how they fixed any possible dilemmas. Additional resources will be given to the participants.

The final wrap-up session be held in Mayat the Carl Rhodenizer Recreation Center.

During this session, participantswill complete surveys that request them to provide information

on their change of attitude, the worship structure and content, student motivation, and students

achievement.

The plans of operations were planned with the needs of the students in mind. Each days

activities focused on relevant topics to 3rd grade Mathematics. The evaluation of the plan of

operations and entire project must be completed in order to ensure a quality professional

development workshop.

Project Evaluation

The evaluation of programs and projects are important when creating grant proposals.

Evaluators can aid in improving program design and implementation and demonstrating program

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impact (Meera, 2016).The external evaluator for this professional development project is

Lonessa Harris. Mrs. Harris is a Math academic coach in a large school district. She has a

background in teaching of over 15 years.She has taught all grade K-5 and has taught 3rd grade

Mathematics for 6 out of her 15 years.

The criteria that will be evaluated are the artifacts and data collected during the

professional development work sessions. For process evaluation will include sign in sheets and

the schedule agenda. The outcome evaluation artifacts will include teacher content pre and post-

test, surveys over the facilitator knowledge and enthusiasm and overall knowledge

gained/satisfaction with the sessions, lesson plans created by the participants, and student survey

samples.For objectives 1-5, Participant pre and post-tests artifacts will be collected and analyzed

to gauge learning. This will identify if the work shop instruction content and process was

successful. For objective 6, the mini lessons that the participants created that include the content

discussed will be collected and analyzed. Objective 7 will be evaluated with facilitator notes on

how well the participants researched and identified engaging games for student learning.

Objective 8 will be evaluated from student satisfactory surveys and participants abilities to

incorporate gaming/simulations in their lessons.

The Project evaluation is also influenced by the partnershipsincluded in the professional

development workshop. The participants all have specific and important roles that are factors in

the success of the project.

Partnerships

The meaningful partnerships included in the workshop all play specific roles. The

participants are the 3rd grade teachers in Clayton County schools.

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Project director- LaRia Walker, Mathematics consultant-George Milliken, technology consultant-

Dr. Yun-Jo An, co-director- KaSaundra Kirkland, facilitator-Emmanuel Frazier, and the project

evaluator- Lonessa Harris. The project director LaRia Walker, and co-director KaSaundra

Kirkland are both elementary school teachers. The facilitator Emanuel Frazier is a high energetic

high school principal. He has taught for over 15 years year, and has served as an elementary

school principal for 4 year before becoming a high school principal. He is dedicated to his craft

and the achievement of students. The project evaluator Mrs. Harris, is a Math academic coach in

a large school district. She has a background in teaching of over 15 years. She has taught all

grade K-5 and has taught 3rd grade Mathematics for 6 out of her 15 years.

In 21st century classrooms it is imperative that teachers integrate technology with

fidelity. Meaningful technology integration through gaming and simulation takes students to

places they have never been and do things that may not be possible. During a Math shopping

simulation third grade students can learn the importance of learning how to do use percentages

and decimals in their everyday lives. Which classroom would you rather sit in, the traditional

classroom where notes are being taken and slideshows of paragraphs of information that you will

forget are being shown, or a classroom where you are fully immersed I learning with fun

educational games and simulations that signify the relevance of the content matter? Fully

technology based classrooms are the future. We must equip our educators with the tools needed

to employ them.

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 Appendix 1 Budget

TEACHER QUALITY HIGHER EDUCATION PROGRAM

Itemized Budget Page 1
Personnel
LaRia Walker, Project Director ($48,000 x 0.111) $5,328
KaSaundraKirland, project assistant ($37,000 x 0.111) $4,107
LaRia Walker, Project Director fall ($48,000 x .09) $4,320
KaSaundraKirland, project assistant fall ($37,000 x 0.09) $3,330
Dr. Kim Huett, project evaluator ($43,392 x 6% of total costs) $2,604
Total $19,689
Fringe
LaRia Walker, Project Director 21% of 5328 $1,119
KaSaundraKirland, project assistant 21% of 4107 $863
Dr. Kim Huett, project evaluator $1302 21%= $274 + $1302 35%= $730

$456
Total $2,712
Support Personnel
Carl Rhodenizer Recreation Center ($25 x 8 hours x 6 days) $1,200
George Milliken, Mathematics consultant ($200 x 7 days) $1,400
Dr. Yun-Jo An, technology consultant ($200 x 7 days) $1,400
Emmanuel Frazier, Facilitator ($300 x 7 days) $2,100
Total $6,100
Participant costs
Clayton County teachers, stipend ($500 x20) $10,000
Total $10,000
Travel
Follow-up conference registration fee ($90x 25) $2,250
Substitute teacher cost for Friday conference attendees ($125x 25) $3,125
Total $5,375
Additional Costs
Boxed lunch ($9 x 20 x 6 days Summer and wrap up sessions) $1,080
Boxed lunch ($9 x 5 x 6 days Summer and wrap up sessions) $270
Total $1350
Supplies
See attached list $1500
Total $1500
Proposed budget summary
Project 3
1. Personnel $17,085
2. Fringe $1,982
3. Support Personnel $6,100
4. Participant Costs $10,000
5. Travel $5,375

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6. Additional Costs $1,350

7. Evaluation Costs $0
8. Supplies and materials $1,500
Total lines 1-8 $43,392
Indirect costs $3,472
Grand Total: $50,198

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 References

Clayton County Public Schools. (2016). Clayton county public schools strategic

improvement plan. Retrieved from

http://www.clayton.k12.ga.us/common/pages/UserFile.aspx?fileId=919279

Clayton News Daily. (2016). Schools report on Georgia Milestone results. Retrieved from

http://www.news-daily.com/news/schools-report-on-georgia-milestones-

results/article_c94ebf7d-9d72-5a42-8c26-0daebb1eb787.html

Georgia Department of Education. (2016 a). Georgia Milestones 2014-2015 Statewide Scores

Retrieved from http://www.gadoe.org/Curriculum-Instruction-and-

Assessment/Assessment/Pages/Georgia-Milestones-Statewide-Scores.aspx

Georgia Department of Education. (2016 b). Georgia standards of excellence. Retrieved from

https://www.georgiastandards.org/Georgia-Standards/Documents/Grade-K-5-

Mathematics-Standards.pdf

Gregoire, C. (2015, November 2). You probably use your smartphone way more than you

think. The Huffington Post. Retrieved from

http://www.huffingtonpost.com/entry/smartphone-usage-

Levin, B., &Schrum, L. (2012). Leading technology-rich schools. New York, NY:

Teachers College Press.

Meera. (2016). Evaluation: What is it and why do it? Retrieved from

http://meera.snre.umich.edu/evaluation-what-it-and-why-do-it

School Digger. (2016). Georgia school district rankings. Retrieved from

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https://www.schooldigger.com/go/GA/districtrank.aspx?finddistrict=01230

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