Capstone Project Proposal

Lauren Catania

Kennesaw State University

August 2023

Dr. Julie Moore

June 2023
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Capstone Project Proposal

Setting and Context

The setting for the proposed project is Woodstock Elementary School (WES) in

Cherokee County School District in Georgia. Woodstock Elementary is a suburban public school

serving grades K through 5 and located in Woodstock, Georgia. The student population of

Woodstock Elementary School is 1,183 (Explore Woodstock Elementary School in Woodstock,

GA, 2023). There are 77 teachers serving WES, for a student to teacher ratio of 17:1 (Explore

Woodstock Elementary School in Woodstock, GA, 2023). For the 2020-21 school year, WES

placed in the top 20% of all schools in Georgia for overall test scores. The percentage of

proficiency in math is 55%, and the percentage of proficiency in reading is 45%, which are both

higher than the Georgia state average of 36% for math and 39% for reading. The student

population is 48% female and 52% male. Minority enrollment is 48% of the student body which

is compromised of 4% Asian, 22% Hispanic, 14% Black, and 8% two or more races. 40% of

students at WES are eligible for free lunch, while 7% are eligible for reduced lunch (Woodstock

Elementary School Review, n.d.). The school is working toward becoming one to one with

electronic devices to enhance instruction. There is a full iPad lab for a specials class, which

students rotate through. Currently, grade levels are sharing Chromebooks for daily use.

Woodstock Elementary was established in the 1880’s. When the school population began

to grow, WES moved to a larger facility in the 2004-2005 school year with 750 students (About

– Woodstock Elementary School, n.d.). Currently, there is one principal and two assistant

principals. The school is staffed with an Instructional Lead Strategist and a Special Education

Coordinator. All grades (K-5) are self-contained. The 2022-23 School Improvement Plan (SIP)

includes a greater focus on Science, Technology, Engineering, Art, and Math (STEAM) in a
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culturally responsive setting (School Improvement Plans – Woodstock Elementary School, n.d.).

The SIP also includes two goals: to improve reading/ELA achievement in grades 3-5, and

improve math achievement in grades 3-5. In both categories, the goal is to decrease students who

are scoring below grade level by 3% annually. In accordance with the SIP goals, the ELA action

plan includes continuing writer’s workshop, utilizing strategy based small groups, guided

reading, student goal setting, personalized learning. The Math action plan includes the workshop

model, small group instruction, goal setting, and rigorous and relative learning stations.

For this project proposal, the goal is to successfully implement the new Georgia math

standards and curriculum on a deeper level and ensure that students are able to reach attainable

goals that they set for themselves. Currently, students are used to the math curriculum (Ready

Math) that has been set. The new Georgia math standards and new curriculum provided by the

state is expected to be implemented by teachers and successfully received by students. There

needs to be training on the new curriculum and standards, and successful implementation of the

new learning activities. The goal of this proposal is to ensure students can demonstrate the

standards and move along the curriculum. This works in accordance with the SIP for the 22-23

school year.

Statement of Problem, Need and Rationale

Problem Statement

The problem or need that prompted this project proposal is the integration and

implementation of new Georgia Math Standards with technology. After using Ready as the

primary mathematics curriculum for years, teachers were given a new mathematics curriculum to

use from the state of Georgia. The challenge is learning how to incorporate technology to the

learning activities in the new curriculum in an engaging and meaningful way for students. As we
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need to learn how to implement the new curriculum with technology, teachers also need training

in this new program, different technology solutions, and math standards. We will learn how to

incorporate different programs, technology, and complete professional development to

implement these new strategies.

Connection to Research

Several studies connect to the problem being faced in this context. Plang & Fuchs (2022)

investigated the potential of using programmable robots in mathematics education with a focus

on gender differences to investigate approaches to include girls in the STEM field. The

participants included a class of 24 students, 6 female and 6 male groups, each consisting of two

students. The female students in the study performed better than the male students and showed

higher engagement. However, they tended to receive less intensive help from the teachers than

male students. Make sure to mention in professional development sessions that there is a gender

difference in the STEM field and to ensure we are supporting girls and women to reach their

potential. When implementing instruction, it is important to be mindful of instructional

approaches and provide the same approaches for all students.

Another study by Ragusa, Huang, and Levonisova (2022) was completed to evaluate the

effectiveness of a three-year professional development program. The goal of this study was to

investigate the impact of teacher professional development on teachers' science instructional

performance and science teaching efficacy, as well as their students' science achievement. There

were 64 teachers in the study sample and 5,505 students. The participating students were from

various socioeconomic and ethnic backgrounds. After the study concluded, teachers reported

feeling excited to teach, and felt well supported by the coaches. Teachers showed increased

collaboration and were more likely to seek help during lesson implementation. This professional
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development positively impacted teacher instructional performance and efficacy. Therefore,

when implementing my work, it is important to ensure that the professional development is

effective for both teachers and students, so make sure I am conducting an engaging professional

development session with buy-in from teachers. It is also crucial to ensure teachers are

implementing the new strategies being taught. As a coach, I will offer to observe and provide

feedback. Additionally, it is imperative that everyone has a voice and teachers can develop

learning communities to promote buy-in.

Lastly, a study by Sanal & Elmali (2023) investigated the impact of the Realistic

Mathematics Education Strategies Mobile App (REMSAM) on the mathematical problem

solving performance of students with learning disabilities. The study consisted of five sixth grade

students diagnosed with several different learning disabilities. The study found that REMSAM

was effective in teaching mathematical skills and supporting students' digital skills through open-

ended questions. The study found that REMSAM significantly improved students' mathematical

skills. When developing math lessons, ensure technology is being used. However, the technology

should be meaningful and relate to real life mathematics. Additionally, students with learning

disabilities respond well to real math technology, so it is important to implement technology and

real math situations for all students.

Proposed Intervention/Solution

The proposed interventions are as follows: engaging and meaningful professional

development for teachers on the incorporating technology along with the new math standards

and curriculum that includes emphasis on supporting students with learning disabilities and girls

in mathematics, development of engaging and meaningful mathematics tasks that align with the

new Georgia math standards and curriculum for students that incorporate real world math
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situations, and implementation of various technologies to support implementation of the new

Georgia math standards and curriculum.

Connection to Research

The first study that supports the proposed interventions is by Alkan & Ada (2023). The

purpose of this study was to reflect on the digital game design process for the mathematical

concept of area. The study consisted of fifteen students, math instructors, and video game

designers. The study found that when students and teachers had a part in developing a video

game related to area, engagement increased. I could use gamification and game design in my

professional development to support student engagement. Another study that supports my goal is

Lewanowski-Breen, Ni Shuilleabhain, and Meehan (2020). This study reviewed the long term

effects of participating in school based lesson study on the professional community of

mathematics teachers. The study consisted of six math teachers and found that teachers in both

schools found lesson study enriching, beneficial, and enhanced their relationship with colleagues.

The community was sustained since the study ended. This supports my goal of lesson study in

the professional development I will implement. Lastly, Zhang & Chen (2022) studied how

artificial intelligence could be used for math education. They found AI could be leveraged in

beneficial ways for mathematics education. I will incorporate AI into my professional

development as a tool for teachers to use to strengthen math scores and engage students.

Project Objectives

The overall goal of this project is to have all 5th grade math teachers incorporating various

technologies to support the new Georgia math standards.

1. 90% of math teachers in 5th grade will use virtual manipulatives for student

engagement by May 1, 2024.

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2. By April 1, 2024, 90% of math teachers in 5th grade will have participated in

training on AI, the new math standards, and technology integration.

3. By May 1, 2024, 90% of math teachers in 5th grade will be proficient in using

iReady data to drive instruction.

PSC Standards

 PSC 1.2 Local and Global Learning Networks: Candidates pursue professional interests

by creating and actively participating in local and global learning networks.

 PSC 2.3 Curating, Evaluating, & Adopting Digital Resources: Candidates model for

colleagues the identification, exploration, evaluation, curation, and adoption of new

digital resources and tools for learning.

 PSC 3.2 Critical Examination of Online Resources: Candidates establish a learning

culture that promotes curiosity and critical examination of online resources and fosters

digital literacy and media fluency.

 PSC 4.1 Collaborate with Colleagues: Candidates dedicate planning time to collaborate

with colleagues to create authentic learning experiences that leverage technology.

 PSC 5.2 Authentic & Active Learning: Candidates design authentic learning activities

that align with content area standards and use digital tools and resources to maximize

active, deep learning.

 PSC 8.1 Relationships: Candidates establish coaching relationships to support educators

as they explore new instructional strategies and integrate technology to improve student

learning.
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 PSC 8.4 Professional Learning Networks: Candidates foster educator participation in

professional learning networks to help them connect with other educators and stay abreast

of current and emerging technologies and innovations.

Project Description

This capstone project will address the need to integrate technology into the 5th grade math

curriculum to support the new Georgia math standards. This will be accomplished by conducting

a series of professional development sessions with 5th grade math teachers, individual coaching

sessions, and group coaching sessions. The following table provides an outline of the project

activity, objectives, and deliverables.

Table 1

Project Activities Tables

Project item/activity Project objective(s) Deliverable(s)

Conduct group coaching sessions 90% of math teachers Complete demo lesson using
with all 5th grade math teachers in 5th grade will use virtual manipulatives in a
virtual manipulatives variety of contexts.
for student
engagement by May
1, 2024.

Conduct individual coaching By May 1, 2024, 90% Show teachers how to access
sessions with all 5th grade math of math teachers will iReady data, answer
teachers be proficient in using individual questions, provide
iReady data to drive resources for differentiation
instruction.
Conduct PD for 5th grade math By April 1, 2024, Conduct PD in several
teachers – deep dive standards, 90% of math teachers sessions to address different
technology integration, and AI in 5th grade will have parts of the goal.
strategies participated in
training on AI, the
new math standards,
and technology
integration.
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Evaluation Plan

The success of my project will be evaluated by gathering data and observations. The first

batch of data to gather would be the number of teachers using virtual manipulatives by May 1,

2024. This data would be gathered by teacher surveys, interviews, and observations. This set of

data would let me know if the first goal was achieved. For the second goal, I would need to

gather data on how many of the 5th grade teachers are using iReady to drive instruction. This can

be measured by surveys, observations, and interviews with the teachers. The last batch of data

would need to measure how many 5th grade teachers were able to participate in teacher

development and training. This can be tracked by having teachers complete surveys about the

professional development they attended. This data could help improve my professional practice

by providing data that can help me to alter my goals to ensure that the teachers participating are

getting the most out of the project. It would also provide insight into effectiveness of the

program, and what elements would need to be changed moving forward.

Project Timeline

The project timeline will begin in January 2024 for goal 1 with planning and developing

materials for the group coaching sessions on virtual manipulatives. These group coaching

sessions will be conducted in February, 2024. At the conclusion of the group coaching sessions,

surveys will be sent out and the feedback will be analyzed to drive future sessions. The first part

of the capstone will take approximately 15 hours. The next phase of the project timeline will

begin in February 2024 and will be focusing on goal 3. The activities for the professional

development sessions will include creating and developing materials for each coaching session,
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implementing the PD sessions in March of 2024, and finally, analyzing and administering the

feedback surveys for the PD series. The second phase of the capstone implementation will take

about 20 hours. The last phase of the project implementation will focus on goal 2 and will begin

in April 2024. The first activity for phase 3 will be planning and developing materials for

individual coaching sessions. The individual coaching sessions will occur in April of 2024, and

feedback surveys will be administered and evaluated in May 2024. The third phase of the project

will take approximately 20 hours. Altogether, the project will take approximately 55 hours to

complete.

Table 2

Project Timeline

Month Project item/activity, or evaluation item Hours

Jan 2024 Planning for group coaching sessions, developing 5 hours
materials for the coaching sessions, developing
demo lesson
Feb 2024 Implementation of group coaching sessions 5 hours
Feb 2024 Analyzing and administering feedback surveys of 5 hours
group coaching sessions (teacher surveys)
Feb 2024 Planning for and developing materials for 3-5 10 hours
sessions of PD for 5th grade teachers
March Implementing sessions of PD for 5th grade teachers 5 hours
2024
April Analyzing and administering feedback surveys of 5 hours
2024 PD sessions (teacher surveys)
April Planning for and developing materials for 10 hours
2024 individual coaching sessions
April Implementing individual coaching sessions 5 hours
2024
May 2024 Analyzing and administering feedback surveys of 5 hours
individual coaching sessions (teacher surveys)
Total Hours: 55 Hours
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Resources Needed

Resource Needed How will these resources be secured?

Space to conduct PD Contact main office and secure dates in advance for PD sessions
PD Materials Will be made by me using productivity tools
Surveys and Feedback Made using Microsoft Office Forms
Schedules to meet Schedule meetings in advance to ensure time is protected
with teachers
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References

Woodstock Elementary School Review. (n.d.). Public School Review. Retrieved August

26, 2023, from https://www.publicschoolreview.com/woodstock-elementary-school-profile/

30188

Woodstock Elementary School. (n.d.). Woodstock Elementary School in Georgia - U.S.

News Education. https://www.usnews.com/education/k12/georgia/woodstock-elementary-

school-226013

Explore Woodstock Elementary School in Woodstock, GA. (2023, July 28).

GreatSchools.org. https://www.greatschools.org/georgia/woodstock/391-Woodstock-

Elementary-School/

About - Woodstock Elementary School. (n.d.). About - Woodstock Elementary School.

https://wes.cherokeek12.net/about

Alkan, S., & Ada, T. (2023, June 1). Digital game design process for the concept of area.

International Journal for Technology in Mathematics Education, 30(2), 55–73.

https://doi.org/10.1564/tme_v30.2.1

Lewanowski-Breen, E., Ni Shuilleabhain, A., & Meehan, M. (2020, December 22).

Lesson study and the long-term impact on teacher professional community development.

International Journal for Lesson & Learning Studies, 10(1), 89–101.

https://doi.org/10.1108/ijlls-09-2020-0059
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Plangg, & Fuchs. (2022). A gender-related analysis of a robots’ math class. International

Journal for Technology in Mathematics Education, 29(3), 143–163.

https://doi.org/10.1564/tmev29.3.03

Ragusa, Huang, & Levonisova. (2022, October). Improving middle school science

achievement, literacy and motivation: a longitudinal study of a teacher professional development

program. Journal of STEM Education, 23(4), 49–62.

Şanal, S. Z., & Elmali, F. (2023, March 15). Effectiveness of realistic math education on

mathematical problem-solving skills of students with learning disability. European Journal of

Special Needs Education, 1–18. https://doi.org/10.1080/08856257.2023.2191110

School Improvement Plans - Woodstock Elementary School. (n.d.). School Improvement

Plans - Woodstock Elementary School. https://wes.cherokeek12.net/school-improvement-plans

Zhang, S., & Chen, X. (2022, December). Applying artificial intelligence into early

childhood math education: lesson design and course effect. 2022 IEEE International Conference

on Teaching, Assessment and Learning for Engineering (TALE).

https://doi.org/10.1109/tale54877.2022.0010