SCHOOL TECHNOLOGY PLAN 1

School Technology Plan: Intermediate Group

Samantha Biskach, Janet Candy, Brandi Carrington, Jessica Mullen, Charlie Schultz, & Matt
Yerger

University of Maryland, University College

EDTC 630

April 20, 2016

SCHOOL TECHNOLOGY PLAN 2

Introduction

When it comes to schools in the 21st century, we want to create a learning environment

that affords students every opportunity available to be successful in life. To achieve this goal, a

team of educators has been formed with the task of focusing on identified school improvement

goals and devising an attainable school technology plan to be implemented over the next three

years. The team of educators will need to consider the current technology available, identify

school-wide areas of concern that need improvement based upon school data, and devise an

attainable plan for how we can integrate more effective use of technology to improve student

learning for all types of learners, including those with special needs accommodations that can

be successful through the accessibility features programmed into available technology. The

school technology plan will include a detailed budget that analyzes any new proposed

technology and professional development that will be needed to support the teachers and

students.

Description of School

a. Existing Technology: J.L. Simpson Middle School is equipped with a Promethean Board

and two Dell desktop computers in each classroom that are used by both the teacher

and student(s). In addition to the two Dell desktops, a limited supply of document

cameras and promethean slates are available from the library to sign out, but there are

not enough devices available to supply every classroom. Simpson has an open Wi-Fi

network for all devices to use. For the rest of the year the county is monitoring how

much bandwidth is being used so they can expand accordingly next year. Our school has
SCHOOL TECHNOLOGY PLAN 3

three computer labs with 30 Dell desktop computers that are available on a first

reserve, first serve basis. Additionally, our school has four laptop carts that hold 30 Dell

laptops each with the same reservation system being implemented. Due to improper

maintenance and care concerns, teachers have shared that approximately 25 of the 30

laptops are operating correctly on any given day when they reserve a cart for classroom

educational purposes.

b. Use of Existing Technology: Student use of the desktops in the classroom are limited

due to one of the Dell Desktops being connected to the Promethean Board for a

majority of the school day and the second desktop often being used for teacher

required duties, such as submitting attendance, checking e-mail, lesson planning, test

management, etc. Computer labs and laptop carts are often reserved to accommodate

a data collection program called Interactive Achievement that is required to be

implemented any time an assessment is provided to students. When students take

these tests, they only need access to the Internet and Google Chrome browser. Due to

this county requirement, it is often difficult to reserve computer devices for non-

assessment purposes and any reservations need to be planned out far in advance to

accommodate all the teachers and 1000+ students. When a teacher is able to reserve

computers for classroom use, they may elect to use Web 2.0 tools to enhance their

curriculum. Common Web 2.0 tools integrated into the curriculum at our school include

IXL, Kahoot, Prezi, Google Drive/GAFE, Weebly, and Quizlet. These Web 2.0 tools are

used to gain attention, focus, and get feedback on individual students.

 SCHOOL TECHNOLOGY PLAN 4

c. Student Demographics: J.L. Simpson Middle School is located in Leesburg, Virginia.

Leesburg is located in Northern Virginia and boasts a current school population of 1,009

students in grades 6th-8th. Demographic breakdowns of the student population include

63% White, 20% Hispanic, 5% African American, and 12% identified as Other race. 20%

of our school is economically disadvantaged. Fifteen percent of our students have

Individualized Education Plans (IEPs). We are a fully inclusive school and any student

who is capable of being placed in the general education classroom will be added to this

learning environment, even if it requires a one-to-one classroom aide being assigned to

the student.

d. Student Achievement Data:

Table 1
Percentages of Passing Scores on Standards of Learning (SOL) Assessments 2014 2015
Population Grade 6 Grade 7 Grade 8
Passing (%) Passing (%) Passing (%)

All Students

School 83 81 84
Division 84 89 85
State 73 81 75
Students with Disabilities

School 56 45 55
Division 54 56 48
State 39 44 37
Economically Disadvantaged

School 57 52 48
Division 66 70 62
State 61 69 60
Limited English Proficient
SCHOOL TECHNOLOGY PLAN 5

School 46 26 14
Division 53 55 43
State 49 55 41
Adapted from Virginia Department of Education. (2015). School Report Card. Retrieved from
http://www.doe.virginia.gov/statistics_reports/school_report_card/index.shtml

Figure 1. Percentage of Passing Scores on SOL Reading Assessments for All Students (2014 2015)
SCHOOL TECHNOLOGY PLAN 6

Figure 2. Percentage of Passing Scores on SOL Reading Assessments for Students with Disabilities (2014
2015)

Figure 3. Percentage of Passing Scores on SOL Reading Assessments for Economically Disadvantaged
Students (2014 2015)
SCHOOL TECHNOLOGY PLAN 7

Figure 4. Percentage of Passing Scores on SOL Reading Assessments for Limited English Proficient
Students (2014 2015)

Figure 1. Note- Ec = Economically; LEP = Limited English Proficient. Percentage of Passing Scores
on 2015 Virginia Standards of Learning Reading Assessments for students attending J. L.
Simpson middle school. Adapted from Virginia Department of Education. (2015). School
Report Card. Retrieved from
http://www.doe.virginia.gov/statistics_reports/school_report_card/
SCHOOL TECHNOLOGY PLAN 8

Virginia Department of Education (VDOE) English Standards of Learning goals, focus on

developing reading fluency and comprehension, increasing reading engagement, increasing

vocabulary, development of composition, mechanics and organization in written and oral

communication, test-taking skills.

For J.L. Simpson Middle School, the percentage of passing scores is comparable to

division and state levels. The percentage of passing for all students is consistently at or

above state levels, and slightly below division levels, as seen in Figure 1. However, Table

1 reveals that when broken down into specific populations, achievement gaps are

apparent. Figure 2 illustrates that although passing percentage of students with

disabilities, tends to be above division percentage and well above state percentage,

averages are low in comparison to total student data as well. Figure 3 shows that the

passing percentages for economically disadvantaged students are significantly below

district and state levels. Limited English proficient passing percentage is significantly

below district and state levels, as seen in Figure 4. Particular areas of struggle in

comparison to division and state data, exist with the limited English proficient students

and students with disabilities.

It is clear that Limited English Proficient, Economically Disadvantaged, and Students with

Disabilities are populations greatly affected by the achievement gap. Figure 5 illustrates

that the most interventions is needed with Limited English Proficient students.

For significant improvement, students must have increased access to various forms of texts.
SCHOOL TECHNOLOGY PLAN 9

The text must be level - appropriate and engaging for each individual. Using the UDL

functionality of digital devices and digital literacy programs is an efficient and effective means

to decreasing the reading proficiency gap in J.L. Simpson Middle School.

e. Academic Need: School-wide data shows a need for improvement focusing on

vocabulary and reading comprehension. In order to provide greater access to

educational reading apps and web-based vocabulary resources that support our

students growth, our school will need to acquire Chromebooks to achieve a desired 2:1

ratio in the school. Achieving a 2:1 ratio will provide quality access and availability to

technology that can be implemented during the school day on a daily and consistent

basis. Our teachers and students will need training on multiple Reading/Literacy Apps

and Vocabulary Resources, along with basic operating functionality of a Chromebook

device.

Vision Statement

We believe that technology can provide opportunities for students to work individually

and collaboratively to engage in purposeful reading and writing opportunities. At J.L. Simpson

Middle School, technology will be used by students and teachers to improve on current reading

levels and writing skills. Technology will allow for students to receive immediate feedback on

their current level of performance and provide strategies for improvement based upon

recommendations from the software program and their teacher in real time. Technology will be

utilized to address accommodations and provide multiple means of engagement, responses,

and expression for all learners with various needs.

 SCHOOL TECHNOLOGY PLAN 10

Goal and Objectives

School Technology Goals

Goal 1
The general school population will increase proficiency with new technology devices through daily
use in instruction in English and Reading content areas.

Objectives Description and Alignment Evaluation

Student Objective Using one to one devices students will improve Success and interventions
ability to utilize technology for assessment by will be determined
increasing scores on statewide assessments in through analysis of School
Reading and Writing by 10%. English SOL performance
scores
International Society for Technology in Education
(ISTE) Alignment (Student):
- ISTE 3a, 3d
VDOE English SOL Alignment:
- SOL 6-8.3
Note - Virginia has not adopted Common Core
State Standards (CCSS)

Teacher Objective Teachers will increase student Reading and Writing Data from Instructor
1 assessment scores to the next level using one to created formative
one devices to facilitate digital assessments or assessments and digital
assignments twice a week. literacy programs will be
used to track student
ISTE Alignment (Teacher): performance and apply
- ISTE 2b, 3a appropriate interventions.

Teacher Objective Teachers will use digital tools to provide Real time data from
2 immediate feedback for students, and use data MyOn, and diagnostic
from digital programs to provide strategies for testing and progress
improvement on Reading and Writing assessments monitoring from
twice a week. MobyMax will be used to
track progress and plan
ISTE Alignment (Teacher):
appropriate interventions.
- ISTE 2c, 2d
 SCHOOL TECHNOLOGY PLAN 11

Goal 2
Digital literacy tools with embedded UDL supports will be used to address and enhance English and
Reading Standards of Learning for all learners

Objectives Description/Alignment Evaluation

Student Objective 1 Using adaptive lessons from Myon, MobyMax, and Observational notes and
other various software, students will read three data collection
times a week for at least 15 minutes and increase (frequency, duration,
Lexile level by one grade level. and level of
engagement, in digital
ISTE Alignment (Student): literacy tools) will be
- ISTE 3c, 3d recorded.
VDOE English SOL Alignment:
- SOL 6-8.5; 6-8.6; 6-8.4
UDL Guidelines
- 1.1, 2.4, 7.1, 9.1, 9.2

Student Objective 2 Using assistive technology and accessibility features MobyMax continuous
of MobyMax and MyOn, students with IEP goals will data updating and IEP
reach reading fluency and comprehension goals reporting, along with
85% of the time on assessments. supplemental data
collection will be used to
ISTE Alignment (Student): track progress.
- ISTE 3c
VDOE English SOL Alignment: Note: Data tables will
- SOL 6-8.5; 6-8.6 include type of assistive
UDL Guidelines technology used, date,
- 5.1, 5.2, 5.3, 8.1,8.2,8,4 activity, prompt number
and type; including but
not limited to IEP goals
and accuracy scores.

Teacher Objective Using digital literacy tools and software, teachers Teacher portfolios will
will incorporate multiple means of expression, be used to track and
representation, and engagement into Reading and improve instructional
Writing instruction in order to improve student uses of digital literacy
Lexile levels by one grade level. tools.
SCHOOL TECHNOLOGY PLAN 12

ISTE Alignment:
- ISTE 2d, 4b

Budget & Implementation:

We are looking for ways to increase reading and vocabulary comprehension that will

promote an increase in student achievement scores with students of all learning abilities. In

order for this to be successful, we have developed a budget that takes into consideration the

learning needs of our students, the access of available technology, and developed a plan for the

next three years to help our students and teachers to be able to fully implement. Our goal is to

increase student achievement in reading and vocabulary comprehension, but we also want to

provide learning opportunities for teachers and students to work collaboratively inside a

blended learning environment.

To assist in achieving our goal, a detailed budget has been created in Table A below

outlining estimated expenditures. Through team discussion and comparison of available

devices, we chose to purchase the Toshiba Chromebook 2 which provides a 13.3 inch display,

16 GB of storage, and up to 11 hours of battery life. These features would be perfect for

allowing students to work together and engage in collaborative experiences. The Chromebooks

will be housed in mobile units so that they can be easily shared across classrooms. The headsets

are an added way to differentiate learning and the larger screen will help accommodate

students with special needs more efficiently compared to similar Chromebook choices that only

offer a smaller 11.6 inch viewing display. The proposed budget in Table A will give the school
 SCHOOL TECHNOLOGY PLAN 13

the added technology it needs in order to successfully promote the goals outlined in the school

technology plan.

Budget:

Table 2

Item Justification for Qty. Price Cost

Item Purchase
Toshiba Achieve 2:1 400 $279.00 $111,600
Chromebook 2 Device Ratio in
w/ 13.3 inch Grades 6-8
Display
Bretford Basics Secure storage 12 $1,919.68 $23,036.16
Intelligent of devices
Chromebook within
Charging Cart classroom
(36 Unit setting.
Capacity)
Caliphone 3068- Compatible with 36 case sets $300.60 $10,821.60
12 Headset (12 Chromebook required (3 sets
pack) with and other per
Protective Case devices via Chromebook
3.5mm plug. Cart).
Required in
formal online
testing
environments.
Google Apps for Promotes All Students & Paid for by $0
Education collaboration Teachers School District
and provides Funding
cost-effective
educational
resources to
students and
teachers.
Vocabulary.com Vocabulary All Students & Paid for by $0
comprehension Teachers School District
website where Funding
teachers can
create lists
 SCHOOL TECHNOLOGY PLAN 14

and assign to
students based
upon current or
upcoming
readings.
Creates
opportunities
for students to
learn key terms
prior to reading
and promote
student success.
MyOn E-Book program All Students & Paid for by $0
that provides Teachers School District
leveled material Funding
with
comprehension
assessments at
end of reading.
Able to be used
with or without
Internet
connection.
Moby Max Software All Students & Paid for by $0
program that is Teachers School District
used for Lexile Funding
reading levels
and provides
appropriate
interventions.
Total Estimated Budget for Hardware and Materials: $145,457.56

Analysis of the budget:

The proposed budget in Table 2 was created based upon the recommendations of the

school technology planning team. As noted in the introduction, access to available technology

was very limited within the school building. In order to effectively implement the school

technology plan and meet the outlined goals/objectives, there needs to be better access to
SCHOOL TECHNOLOGY PLAN 15

reliable devices that are dedicated to classroom use for educational purposes on a daily basis

for the plan to be achieved successfully.

The Toshiba Chromebook 2 device is capable of being used throughout an entire

learning day before requiring the battery to be charged. Its larger than average monitor

display will help schools follow UDL guidelines while allowing students to use the device more

effectively with built-in accessibility options for students who require additional assistance.

Security charging carts were added to ensure devices remain safe and remain secured while

charging in designated locations. Assistive devices such as quality headphones with storage

cases were added since many of the software programs and tools that students will be required

to use involve an audio/listening component. There are an equal number of headphones to

match every Toshiba Chromebook in the secured cart and all equipment is designed to travel

among classrooms as a total set. To assist with the final proposed budget, teachers and

administrators may consider grant funding agencies to help finance the budgetary costs or

speak with the Parent Teacher Student Association (PTSA) regarding fundraising opportunities

to support this implementation.

School Implementation:

When the computers are purchased they will be housed in each grade in the Language

Arts classrooms. There are three Language Arts classrooms in each grade that are general

education classrooms. These classes range from 20-30 students per class. Each room will get a

cart with 36 laptops totaling 324 computers accounted for. Each grade also has a self-contained

Language Arts classroom. The self-contained classroom has less than 15 students per class. Two
SCHOOL TECHNOLOGY PLAN 16

of the self-contained classes will have carts with 25 computers, while the third will have 26

totaling the remaining 76 computers. The extra laptops will account for issues with laptops,

network problems, and charging mishaps in each cart.

The English teachers will use the laptops on a daily basis to meet their goals, and

improve literacy and scores on the end of the year Reading and Writing SOL tests. Students will

be working individually on different apps and programs as well as working in pairs and in groups

to collaborate using GAFE. Teachers of other contents who want to utilize the cart for a lesson

can sign up on a school wide sign up list in Google Drive for availability.

Professional Development:
In order for all teachers, educators, and staff to use the technology effectively, Professional

Development (PD) will be necessary for the School Technology Plan (STP) to be successful.

Most PD will be held at the school where the technology is based with various leaders

presenting on topics related to the digital tools. Since those involved with technology in the

county are salary based, no additional costs will be necessary to the STP budget. Topics and

workshops needed are as follows:

Chromebooks (functionality and guidance for usage): various school officials within the

technology department will conduct these tutorials throughout the school year.

Additionally, any updates needed will be performed on each Chromebook during the

end of the spring semesters. If technical issues or needs should arise sporadically during

the school year, the schools Media Specialist/ Instructional Technologist will be able to

assist in any PD needed for specific teachers.

SCHOOL TECHNOLOGY PLAN 17

Data Collection and Analysis for Instruction: since the purpose of the STP is for

educators to track data and analyze the data for instruction, PD will be provided by

content supervisors within the county, as well as through the countys technology

department. When it comes to content supervisors, they will aid teachers in reading the

data found using the digital tools implemented. The technology department

representatives will also attend PD opportunities to help guide educators through the

tools used for data collection to assist in instructional implementations.

Google Apps for Education (GAFE): GAFE is a digital program for schools that allow all

users to interact and complete assignments online. Due to its complexity and numerous

features, educators will need PD on each program within GAFE. According to Google for

Education (2016), users may use GAFE with a consistent experience from any

computer, tablet, or phone, making the technology useful for using with the

Chromebooks (Google for Education, 2016). Educators will be given access to GAFE

during the spring semester of 2017 and various opportunities for PD will be presented at

the school. The Technology Resource Teacher will provide professional development

during specific days, as well as one-on-one help as needed.

Using Digital tools to implement Universal Design for Learning (UDL) in the classroom:

Professional development will be provided to teachers on UDL standards as well as

miscellaneous tools and information needed for the School Technology Plan to be

successful. Teachers will meet with the schools Technology Resource Teacher as a

whole to discuss the new tools becoming the norm at the institution for learning.
SCHOOL TECHNOLOGY PLAN 18

Professional Development will also include interaction sessions with the tools so that

teachers may use these supplements with direct guidance from the technology

facilitator. From these interact and play sessions, teachers will become more aware

and comfortable with using the technology in the classroom.

Literacy Apps and Web Resources:

MyOn- eBook program that allows student to download books for free and take

assessments based at their Lexile level. Unlimited and concurrent access to all

books are a feature of this site that will be a positive addition to the classroom

setting (Myon, 2016).

Vocabulary.com- Allows students to master vocabulary and offers the teacher

the capability of creating word lists that tie into curriculum or current/upcoming

classroom readings. By using this digital tool, lessons will combine the world's

smartest dictionary with an adaptive learning game that will have you mastering

new words in no time (Vocabulary.com, 2016).

Moby Max- Assessment software tool that provides data on student reading

Lexile levels and vocabulary comprehension. According to research, Moby's

adaptive curriculum creates a unique, individualized education plan for each

student, allowing gifted students to progress as quickly as they like while

simultaneously ensuring that remedial students get the extra instruction they

need (Moby Max, 2016).

 SCHOOL TECHNOLOGY PLAN 19

Evaluation of Professional Development Trainings:

In order for teachers to use the technology allotted to them for classroom usage,

informative Professional Development must be provided. In order for the presenter to know

just how effective the Professional Development session was for educators, evaluations will be

sent to attendees of the sessions. Through the school-based email system, each presenter will

send a Google Form that allows teachers to provide their own anecdotal accounts of using the

technology in their classrooms and identify what additional support they may need in order to

implement the technology more effectively for themselves and with their students.

PD Timeline:

June 2016 At the end of the 2015-2016 school year, teachers will receive one
Chromebook to interact with over the summer. Each user will take
part in an informational session for basic knowledge. This will give
each user a chance to navigate through the technology before
implementation occurs in the classroom during the upcoming school
year.

Summer 2016 Two voluntary Professional Development sessions will be provided

at the Board of Education regarding the Chromebook technology. If
teachers are interested, they may attend one or both of the sessions
provided. One day of Professional Development will occur on July
7th and the second day will be on August 4th. Evaluations of the PD
will be sent through email. These are due back to the presenter by
August 29th (the first day of school for students).

Fall 2016 Teachers all meet at the beginning of the school year to be informed
of the changes and additions when it comes to school-wide
technology. Teachers will be told of the digital tools that will be
available for implementation in their classrooms. Any questions will
be asked and answered during this back-to-school technology
meeting. This will take place during the first week of September.

Chromebook information session for all teachers that were unable

to attend the summer sessions. Evaluations of the PD will be sent
through email. These are due back to the presenter by September
 SCHOOL TECHNOLOGY PLAN 20

9th.

MobyMax Professional Development. Teachers will be given a

tutorial on how to use MobyMax software within the classroom.
Also, PD will be provided regarding the baseline data assessment for
reading levels and comprehension. Teachers will use this data to
plan for their curriculum throughout the year.

Spring 2017 Google Apps for Education (GAFE) Professional Development will
begin this semester. Teachers will be given a tutorial on how to use
all components of GAFE. Each content area will meet in order to
plan for a GAFE based lesson in their classroom.

Educators will meet in order to discuss their experiences using

GAFE. This open-discussion forum will allow all users of GAFE to
share their successes and setbacks using the technology. Teachers
will also be able to ask questions regarding future use of the GAFE
technology.

At the end of the school year, educators will meet and evaluate the
technology used throughout the year. Teachers will be able to
discuss the successes and challenges, as well as analyze data
collected for each tool used in the School Technology Plan. Then,
the decision will be made to either change instruction or
implementation for the future. They will be able to use the
breakdown from the SOL test to decide what parts of the
implementation was effective, and what needs to be added or
adjusted.

Summer 2017 Administration leaders will look at the evaluations that teachers
have discussed and create professional development opportunities,
differentiated on teachers specific needs and concerns.

Fall 2017 Chromebook Professional Development for any new teachers to the
school. Teachers would like additional PD on the Chromebook
technology may attend.

Vocabulary.com Professional Development offered to all teachers

and staff.

Spring 2018 During a spring Professional Development Day teachers across the
county will be given the opportunity to meet and collaborate by
content and/or grade level. This session will be ran by the
 SCHOOL TECHNOLOGY PLAN 21

instructional coordinators as a time for teachers to share and

collaborate on digital materials, discuss lessons they created and
share other successes utilizing Chromebook and technology.

At the end of the school year, educators will meet and evaluate the
technology used throughout the year. Teachers will be able to
discuss the successes and challenges, as well as analyze data
collected for each tool used in the School Technology Plan. Then,
the decision will be made to either change instruction or
implementation for the future.
Fall 2018 Chromebook Professional Development for all teachers at the
school. The sessions will be differentiated for the various interest
and skills of teachers. Sessions will be taught by members of the
staff with high levels of experience.

Spring 2019 As an entire school instructional staff will meet to review over
assessments from 2016-2019 to analyze what goals and objectives
were met. Staff will discuss gains and shortfalls in all goals and
objectives. Staff will be asked to give input for what the vision
moving forward should encompass.

Implementation Timeline:

Spring 2016 Chromebooks and various technologies will be purchased for use
according to the School Technology Plan. Though programs such as
Vocabulary.com and Google Apps will be available immediately
online after purchase, the Chromebooks will be ordered this month
and will be delivered to the school by June 2016.

June 2016 At the end of the 2015-2016 school year, teachers will receive one
Chromebook to interact with over the summer. This will give each
user a chance to navigate through the technology before
implementation occurs in the classroom during the upcoming school
year.

Summer 2016
The Technology Resource Teacher will take the end of the year and
the beginning of next year to make sure the Chromebooks are
updated and connected to the network and Wi-Fi at school.

Fall 2016 Teachers will use MobyMax, Myon, and teacher created formative
 SCHOOL TECHNOLOGY PLAN 22

assessments to see where the students are and guide instruction.

Based on data from each program, along with any other online
program teachers use, the teacher will continue to guide
instruction for each individual child.

Use MobyMax, programs, and apps on the Chromebooks to practice

weaknesses in literacy. Students will take a portion of the pre-
assessment again to make sure practice is adjusted accordingly.

Spring 2017 Along with MobyMax, Myon, and online programs, teachers will
start using Google Apps for Education to increase literacy levels, and
have more data.

Teachers will be meeting on a biweekly basis with their departments

to share success stories, data analysis, issues with any programs,
software, or hardware.

Teachers will adjust accordingly for the rest of the school year until
the SOL.

The students will take their SOL tests.

At the end of the school year, educators will meet and evaluate the
technology used throughout the year. Teachers will be able to
discuss the successes and challenges, as well as analyze data
collected for each tool used in the School Technology Plan. Then,
the decision will be made to either change instruction or
implementation for the future. They will be able to use the
breakdown from the SOL test to decide what parts of the
implementation were effective, and what needs to be added or
adjusted.

Summer 2017 Teachers will adjust curriculum and tweak the use of MobyMax,
Myon, and GAFE, to implement more effectively during the next
school year.
Administration will use the post assessment data to show student
improvement on all of the goals and objectives identified.

Fall 2017 On top of their adjusted curriculum from the previous year, teachers
will add Vocabulary.com to their list of tools to increase literacy in
the school.
 SCHOOL TECHNOLOGY PLAN 23

Ongoing monthly meetings with content areas discussing successes

and setbacks using the technology.

Spring 2018 Teachers will continue to use all apps and programs, and data from
those apps and programs to guide instruction for the rest of the
school year until the SOL test.

At the end of the school year, educators will meet and evaluate the
technology used throughout the year. Teachers will be able to
discuss the successes and challenges, as well as analyze data
collected for each tool used in the School Technology Plan. Then,
the decision will be made to either change instruction or
implementation for the future.

Fall 2018 School instructional staff will meet to discuss and analyze scores,
assessments and data from 2017. Professional Development will be
provided regarding the baseline data assessment for reading levels
and comprehension. Teachers will use this data to plan for their
curriculum for 2018-2019.

Spring 2019
Input and evaluation will be in the form of anecdotal conversations,
as well as a Google Forms survey that will be sent to all staff
personnel associated with the technology plan. Teachers will have
until the end of the school year to submit the Google Survey of
information.
SCHOOL TECHNOLOGY PLAN 24

References
Cast. (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA: Author.
Google for Education. (2016). Chromebooks. Retrieved from
https://www.google.com/edu/products/productivity-tools/
Moby Max. (2016). For every k-8 subject. Retrieved from
http://www.mobymax.com/curriculum/overview
Myon. (2016). Home: magic inside, metrics included. Retrieved from https://www.myon.com/
Virginia Department of Education. (2010, January). English standards of learning for Virginia
public schools. Retrieved from
http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/stds_all_english.
pdf
Virginia Department of Education. (2015). School Report Card. Retrieved from
http://www.doe.virginia.gov/statistics_reports/school_report_card/
Vocabulary.com. (2016). Welcome to vocabulary. Retrieved from https://www.vocabulary.com/