Group1 STP Final1

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EDTC 630 Summer 2011Group 1 School Tech Plan

Kiernan CantergianiKristen HollidayStephanie Miller

Shawn Thomas-RoysterRyan Walker

School Technology Plan

Eastern Middle School

300 University Blvd., NE

Silver Spring, MD 20901

(301) 650-6650

Needs Analysis

School Population

The population at Eastern Middle School, over 800 students, is diverse according to the Eastern

At A Glance data published by MCPS (2010). Educationally, 10% of the total student population

is receiving special education services, 7% is ESOL, and roughly 35% is enrolled in the

Humanities and Communications Magnet Program (for gifted and talented). Economically, over

43% of the population receives FARMS. Additionally, the population is also ethnically diverse:

31% is Hispanic, 28% is African American, 26% is White, and 15% is Asian.

Current Technology Resources

The recent technology modifications upgrade (2008) means that Eastern has access to a great

number of technology resources. The school is wired for high-speed Internet with several drops

in each room, but most access is supported on a wireless network. There are multiple printers

that are shared among the different classrooms and kept in common areas like team rooms,

media center or teacher workrooms. Forty of the classrooms and the Media Center are equipped

with Promethean board setups including projector, speakers, and selected response units. Each

classroom has at least one (usually two or three) computer(s) available for teacher and student

use. Additionally, the school has two computer labs, each with 32 desktop computers connected

to a (B&W) laser printer, plus four mobile laptop carts (eight units on each cart), each with their

own (color) laser printer. Finally the media center houses several digital still and digital video

cameras for the classroom use. One school-based IT person is dedicated to the maintenance of

the schools hardware and software.
http://www.montgomeryschoolsmd.org/schools/easternms/http://www.montgomeryschoolsmd.org/schools/easternms/http://www.montgomeryschoolsmd.org/schools/easternms/http://www.montgomeryschoolsmd.org/schools/easternms/http://www.montgomeryschoolsmd.org/schools/easternms/http://www.montgomeryschoolsmd.org/schools/easternms/


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Group 1 School Technology Plan 2

Current Technology Use

According to the Tell Maryland 2009 survey, only 45% of Easterns teachers report that they use

assistive technology to meet the needs of all their diverse learners. A recent school staff survey

reveals that most (73%) teachers have no working knowledge of UDL (Universal Design for

Learning) and its underlying principles or guidelines. Naturally, most do not know that UDL is

designed to meet the needs of all learners, and that its implementation can be propelled by

technology tools they use often. The districts HIAT (High Incidence Accessible Technology)

department can help build teachers capacity to use assistive technology and UDL to meet those

needs.

School Test Data

The school did not make AYP because of two main subgroups in reading and math: ESOL and

Special Education. Only 31% of Special Eduction students scored proficient in math, and 58% in

reading. Of ESOL students, 44% scored proficient in math, and 58% scored proficient in reading.

2011 Reading and Math MSA Data for Eastern Middle School

ALL White Hispanic African-Am Asian/PI SPED FARMS LEP

Math

Target:

78.6%

73.6% 95% 56% 61% 91% 44% 50% 32%

Reading

Target:85.6%

87.9% 95% 76% 86% 95% 58% 76% 58%

* Red cells indicate subgroups that did not meet the target.

Implications of Data


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It is our belief that we failed to meet adequate yearly progress in so many subcategories because

instruction does not recognize or meet the greatly diversified needs of learners in the building.

Universal Design for Learning is a process of methodically designing goals, instructional

methods, materials, and means of assessment to address this diversity. The idea is that this

design takes place on the front end, and is not an afterthought, intervention, or remediation plan.

There is extensive research that identifies and encourages many effective practices that serve

these students. However, most of these practices seem to be reserved for students who show a

long pattern of under-performance. Even then the implementation of these practices is not

consistent or widespread. As a result, students who seem to be average, slightly above or

slightly below average, and even far above average are forced to accept a one-size-fits-all

approach to instruction. Furthermore, even the students who have more obvious struggles do not

receive the full benefit of these practices, because they are often delivered in a way that is

disconnected from the mainstream curricula and learning environment.

UDL depends upon identifying practices that have proven effective not just for the

"average" student, if such a student exists, but for those students who are distinctly "not

average": students with disabilities, English language learners, students who have

endured sub-optimal instruction in the past, students who are "gifted and talented,"

students who are otherwise "in the margins"(CAST, 2011).

In short, UDL is designed to bring effective instructional practices to the classroom in a way that

is flexible, diverse, and consistent enough to meet the needs of every learner. The recent

emergence of powerful and cost-effective digital technology has made this vision more

attainable. It makes it easier for educators to customize and individualize the learning cycle from

start to finish, with much less time and effort.

Many teachers have a working knowledge of these effective practices from years of education,

professional development, and experience. However, most do not realize that these practices

benefit all students, not just a few students at either end of the spectrum of perceived ability.

Most also do not know how to implement these practices consistently, while providing the


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essential flexibility for each student. Finally, most do not realize that the power to differentiate

instruction seamlessly lies undiscovered in everyday technological tools or programs.

Teachers need to have an understanding of UDL, its principles, and its benefits. They then need

to be able to plan and consistently implement instructional practices based on UDL. In order to

do this, both teachers and students must have reliable access to the most common tools used to

implement Universal Designs for learning, such as the Internet, ActivInspire, Power Point, and

Inspiration/Kidspiration.

Our Vision

Through professional development and collaboration, teachers have a thorough and functional

understanding of the underlying principles and guidelines of UDL. Most importantly, they

understand that it is a process of designing lessons that meet the diverse needs of all learners.

Teachers use various levels of technology skills, hardware, and software to support UDL

seamlessly, thoughtfully, and consistently. Lessons and daily classroom practices are front-

loaded with flexible means of presenting content, engaging students, and assessing learning.

Students engage in learning through flexible means of representation and action, while gatheringand sharing information in ways that meet specific learning styles, as a rule not the exception.

School-wide implementation of UDL practices produces a community of learners who are

resourceful, knowledgeable, strategic, purposeful, and motivated (CAST, 2011).

Goals and Learning Objectives

Goal 1

Teachers will develop a functional understanding of the principles of Universal Design for

Learning (UDL).


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UDL strategy for each UDL principle: flexibility in representation, flexibility in

action/expression, and flexibility in engagement. The strategies should be applicable to any

content area.

Standards

Universal Designs for Learning Principles

1. Provide Multiple Means of Representation

2. Provide Multiple Means of Action and Expression

3. Provide Multiple Means of Engagement

ISTE NETS-T

1. Facilitate and Inspire Student Learning and Creativity

2. Design and Develop Digital-Age Learning Experiences and Assessments

Goal 3

Teachers will be able to recognize and implement UDL strategies that work well with all

targeted students - especially those with identifiable learning difficulties or disabilities - and/or

work in specific content areas.

Objectives

1. For each of the 3 UDL principles, teachers will use any level of technology skills to

implement at least one UDL strategy targeted for students with IEPs, 504s, or ESOL plans. The

strategies will provide flexibility in representation, action/expression, and engagement.

2. Using any level technology skills, teachers will implement UDL principles and strategies that

are targeted for their specific content area. The strategy will provide flexibility in representation,

action/expression, and/or engagement.

Standards
http://www.udlcenter.org/sites/udlcenter.org/files/Guidelines_JAN2011.pdfhttp://www.iste.org/standards/nets-for-teachers/nets-for-teachers-2008.aspxhttp://www.iste.org/standards/nets-for-teachers/nets-for-teachers-2008.aspxhttp://www.iste.org/standards/nets-for-teachers/nets-for-teachers-2008.aspxhttp://www.iste.org/standards/nets-for-teachers/nets-for-teachers-2008.aspxhttp://www.iste.org/standards/nets-for-teachers/nets-for-teachers-2008.aspxhttp://www.iste.org/standards/nets-for-teachers/nets-for-teachers-2008.aspxhttp://www.iste.org/standards/nets-for-teachers/nets-for-teachers-2008.aspxhttp://www.udlcenter.org/sites/udlcenter.org/files/Guidelines_JAN2011.pdfhttp://www.udlcenter.org/sites/udlcenter.org/files/Guidelines_JAN2011.pdfhttp://www.udlcenter.org/sites/udlcenter.org/files/Guidelines_JAN2011.pdfhttp://www.udlcenter.org/sites/udlcenter.org/files/Guidelines_JAN2011.pdfhttp://www.udlcenter.org/sites/udlcenter.org/files/Guidelines_JAN2011.pdfhttp://www.udlcenter.org/sites/udlcenter.org/files/Guidelines_JAN2011.pdfhttp://www.udlcenter.org/sites/udlcenter.org/files/Guidelines_JAN2011.pdfhttp://www.udlcenter.org/sites/udlcenter.org/files/Guidelines_JAN2011.pdfhttp://www.udlcenter.org/sites/udlcenter.org/files/Guidelines_JAN2011.pdf


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Universal Designs for Learning Principles(See appendix A)

1. Provide Multiple Means of Representation

2. Provide Multiple Means of Action and Expression

3. Provide Multiple Means of Engagement

ISTE NETS-T

2. Design and Develop Digital-Age Learning Experiences and Assessments

Budget

Item Description Price

Netbooks and Accessories

Justification: Netbooks will be purchased to support the frequent use of Web 2.0 and other

online tools in classes to support UDL.

Dell Latitude 2120 Netbook

http://www.dell.com/us/enterprise/p/lati

tude-2120/pd.aspx

Intel Atom Processor Windows 7 Home Premium

operating system

250 GB hard drive

10 inch high def, anti glaretouch screen

Integrated 2.0 megapixelcamera

Jacks for headphone andmicrophone

6 cell battery Wireless and Bluetooth

ready

$701.00 30 Netbooks

would be

purchased to be

used as needed

by teachers and

students.

Free Shipping

Total

Price: $21,030.00

Featherweight Stereo 4 foot cord $2.50 per
http://www.udlcenter.org/sites/udlcenter.org/files/Guidelines_JAN2011.pdfhttp://www.udlcenter.org/sites/udlcenter.org/files/Guidelines_JAN2011.pdfhttp://www.iste.org/standards/nets-for-teachers/nets-for-teachers-2008.aspxhttp://www.dell.com/us/enterprise/p/latitude-2120/pd.aspxhttp://www.dell.com/us/enterprise/p/latitude-2120/pd.aspxhttp://www.dell.com/us/enterprise/p/latitude-2120/pd.aspxhttp://www.dell.com/us/enterprise/p/latitude-2120/pd.aspxhttp://www.dell.com/us/enterprise/p/latitude-2120/pd.aspxhttp://www.iste.org/standards/nets-for-teachers/nets-for-teachers-2008.aspxhttp://www.udlcenter.org/sites/udlcenter.org/files/Guidelines_JAN2011.pdf


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Headphones

http://www.koss.com/koss/kossweb.nsf/

p?openform&pc^pt^Featherweight

headphone

200 purchased(1 per Netbook,

1 for each

computer in

both computer

labs, and 1 for

each computer

in each

classroom)

Total Price: $500.00

Microphone: Logitech

Desktop Microphone

http://www.montgomeryschoolsmd.org/

departments/techproducts/audio/

Frequency response of100Hz to 16 KHz

$10 permicrophone

70 purchased One purchased

for each

classroom,

with ten

purchased for

each computer

lab and to use

with the

Netbooks.


McAffee Anti-Virus software

http://home.mcafee.com/

3 year protection withoption to renew subscription

$35 percomputer

(price based on
http://www.koss.com/koss/kossweb.nsf/p?openform&pc%5ept%5eFeatherweighthttp://www.koss.com/koss/kossweb.nsf/p?openform&pc%5ept%5eFeatherweighthttp://www.koss.com/koss/kossweb.nsf/p?openform&pc%5ept%5eFeatherweighthttp://www.montgomeryschoolsmd.org/departments/techproducts/audio/http://www.montgomeryschoolsmd.org/departments/techproducts/audio/http://www.montgomeryschoolsmd.org/departments/techproducts/audio/http://home.mcafee.com/root/landingpage.aspx?LPName=/performics/3products_v3&culture=en-us&affid=736&aco=0&adid=Virus%20Protection%20-%20Brand%20-%20Tier%202&PPCid=GGSearch&ctst=1http://home.mcafee.com/root/landingpage.aspx?LPName=/performics/3products_v3&culture=en-us&affid=736&aco=0&adid=Virus%20Protection%20-%20Brand%20-%20Tier%202&PPCid=GGSearch&ctst=1http://home.mcafee.com/root/landingpage.aspx?LPName=/performics/3products_v3&culture=en-us&affid=736&aco=0&adid=Virus%20Protection%20-%20Brand%20-%20Tier%202&PPCid=GGSearch&ctst=1http://www.montgomeryschoolsmd.org/departments/techproducts/audio/http://www.montgomeryschoolsmd.org/departments/techproducts/audio/http://www.koss.com/koss/kossweb.nsf/p?openform&pc%5ept%5eFeatherweighthttp://www.koss.com/koss/kossweb.nsf/p?openform&pc%5ept%5eFeatherweight


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upgrade deal

made with Dell

at time of

purchase)

protection for30 Netbooks

Total Price: $1,050.00

Microsoft Office Standard

http://www.montgomeryschoolsmd.org/

departments/techproducts/pdf/meec.pdf

License for MicrosoftWord, Excel, and

PowerPoint

$45.90 perlicense

30 licensesneeded


Wireless Mouse

http://accessories.dell.com/sna/PopupPr

oductDetail.aspx?c=us&l=en&cs=RC1

084719&sku=330-

6856&price=29.99&client=config

USB receiver Automatic power on/off

with indicator light

1000 dpi optical tracking

$29.99 permouse

30 purchased


Laptop Storage Carts

http://accessories.us.dell.com/sna/produ

ctdetail.aspx?c=us&l=en&s=biz&cs=55

5&sku=A0157981&baynote_bnrank=0

&baynote_irrank=112&~ck=dellSearch

Stores and charges up to 24Netbooks

Provides 28 electrical unitsfor charging of computers

and equipment

1,359.99 percart

2 purchased


Brainingcamp Software Subscription

Justification: In order to increase the consistency in UDL implementation, there should be at
http://www.montgomeryschoolsmd.org/departments/techproducts/pdf/meec.pdfhttp://www.montgomeryschoolsmd.org/departments/techproducts/pdf/meec.pdfhttp://www.montgomeryschoolsmd.org/departments/techproducts/pdf/meec.pdfhttp://accessories.dell.com/sna/PopupProductDetail.aspx?c=us&l=en&cs=RC1084719&sku=330-6856&price=29.99&client=confighttp://accessories.dell.com/sna/PopupProductDetail.aspx?c=us&l=en&cs=RC1084719&sku=330-6856&price=29.99&client=confighttp://accessories.dell.com/sna/PopupProductDetail.aspx?c=us&l=en&cs=RC1084719&sku=330-6856&price=29.99&client=confighttp://accessories.dell.com/sna/PopupProductDetail.aspx?c=us&l=en&cs=RC1084719&sku=330-6856&price=29.99&client=confighttp://accessories.dell.com/sna/PopupProductDetail.aspx?c=us&l=en&cs=RC1084719&sku=330-6856&price=29.99&client=confighttp://accessories.us.dell.com/sna/productdetail.aspx?c=us&l=en&s=biz&cs=555&sku=A0157981&baynote_bnrank=0&baynote_irrank=112&%7Eck=dellSearchhttp://accessories.us.dell.com/sna/productdetail.aspx?c=us&l=en&s=biz&cs=555&sku=A0157981&baynote_bnrank=0&baynote_irrank=112&%7Eck=dellSearchhttp://accessories.us.dell.com/sna/productdetail.aspx?c=us&l=en&s=biz&cs=555&sku=A0157981&baynote_bnrank=0&baynote_irrank=112&%7Eck=dellSearchhttp://accessories.us.dell.com/sna/productdetail.aspx?c=us&l=en&s=biz&cs=555&sku=A0157981&baynote_bnrank=0&baynote_irrank=112&%7Eck=dellSearchhttp://accessories.us.dell.com/sna/productdetail.aspx?c=us&l=en&s=biz&cs=555&sku=A0157981&baynote_bnrank=0&baynote_irrank=112&%7Eck=dellSearchhttp://accessories.us.dell.com/sna/productdetail.aspx?c=us&l=en&s=biz&cs=555&sku=A0157981&baynote_bnrank=0&baynote_irrank=112&%7Eck=dellSearchhttp://accessories.us.dell.com/sna/productdetail.aspx?c=us&l=en&s=biz&cs=555&sku=A0157981&baynote_bnrank=0&baynote_irrank=112&%7Eck=dellSearchhttp://accessories.us.dell.com/sna/productdetail.aspx?c=us&l=en&s=biz&cs=555&sku=A0157981&baynote_bnrank=0&baynote_irrank=112&%7Eck=dellSearchhttp://accessories.us.dell.com/sna/productdetail.aspx?c=us&l=en&s=biz&cs=555&sku=A0157981&baynote_bnrank=0&baynote_irrank=112&%7Eck=dellSearchhttp://accessories.dell.com/sna/PopupProductDetail.aspx?c=us&l=en&cs=RC1084719&sku=330-6856&price=29.99&client=confighttp://accessories.dell.com/sna/PopupProductDetail.aspx?c=us&l=en&cs=RC1084719&sku=330-6856&price=29.99&client=confighttp://accessories.dell.com/sna/PopupProductDetail.aspx?c=us&l=en&cs=RC1084719&sku=330-6856&price=29.99&client=confighttp://accessories.dell.com/sna/PopupProductDetail.aspx?c=us&l=en&cs=RC1084719&sku=330-6856&price=29.99&client=confighttp://www.montgomeryschoolsmd.org/departments/techproducts/pdf/meec.pdfhttp://www.montgomeryschoolsmd.org/departments/techproducts/pdf/meec.pdf


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least one online tool that is comprehensive enough to serve as a resource for every unit of the

middle school math courses. Brainingcamp can be one of those resources.

Brainingcamp Software

Subscription

http://www.brainingcamp.com/index.ht

ml

Math software that engages

students in solving real world math

problems through the use of

interactive lessons.

$695.00 Subscription

for 500

students

1 yearsubscription


Staff Training ExpensesJustification: The majority of the staff has little or no knowledge of UDL. Therefore training

will need to be extensive, and closely monitored. Peer observations and collaborations increase

the efficacy and richness of such a staff development plan.

Sub Coverage for Staff

Training

Subs will cover classeswhile teachers are trained

on various UDL strategies

and tools.

Subs will cover classeswhile teachers observe

implementation of UDL

strategies and tools in

context of content and grade

level.

Subs can cover up to 5teachers each day for one

training session.

$125.00 persub, per day

20 teacherstrained each

day (4 subs)

60 teachersneeding

training

(including

ESOL, SPED,

and Media

specialist)

Each teacherattends three

trainings

Each teacher
http://www.brainingcamp.com/index.htmlhttp://www.brainingcamp.com/index.htmlhttp://www.brainingcamp.com/index.htmlhttp://www.brainingcamp.com/index.htmlhttp://www.brainingcamp.com/index.html


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completes two

observations of

implementation

of UDL

strategies and

tools


Total Price $36,471.68

Justification

The school technology plan has two main parts. First, we want the teachers to learn what UDL

is, what strategies work best, and what resources are available to help students through the use of

UDL strategies. The second part of our plan is for teachers to effectively implement these

strategies and resources into their classrooms to help all of their students learn and perform to the

best of their abilities. Our budget reflects these goals by focusing on hardware, software, and

training that will allow for teachers to engage students in their learning through the use of UDL

principles. The two most expensive parts of our budget focus on purchasing netbooks for

students to use, and expenses related to training for the staff.

The netbooks are vital to the success of our plan because of the flexibility they provide, as well

as the amazing learning opportunities that students can benefit from as a result of the netbooks.

Part of the reason that we decided to focus on using UDL strategies for our technology plan was

because of the potential benefits they have in the education of ESOL students as well as SPED

students. During the most recent Maryland State Assessment (MSA), Eastern failed to meet

AYP in large part because we did not meet the requirements in both Special Education and

ESOL reading and math. The netbooks we purchased have touch screen capabilities, which can

greatly help students who have trouble using a mouse or keyboard, but who would benefit from

the use of online resources. When this feature is combined with other UDL resources, such as


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VoiceThread, voice to text software, and digital books, students with learning disabilities are

given opportunities that they would not have had otherwise.

The portability of netbooks is also a huge advantage as students who need the support the

netbooks provide, can receive the support provided by the netbooks in any room. Without

netbooks, students may need to be pulled out of class to use online resources, which not only

removes them from the general classroom they are in, but also isolates them from their peers.

With netbooks, students can utilize the many Web 2.0 and UDL tools from where they are. To

help with the portability, we purchased two laptop carts to store, charge, and transport the

netbooks. With these carts, the netbooks can easily charge while they are stored, eliminating the

potential disadvantage of having dead batteries. The netbooks we purchased have a 6-cell

battery, nearly doubling the battery life of standard batteries, allowing for a fully charged battery

to last for an entire school day. This then allows for the batteries to charge overnight from one

location, ensuring that the netbooks will be ready for student use the next day.

To increase the efficiency of the netbooks, we also purchased headphones, not only for each

netbook, but also for every computer in the school. This purchase allows for students to use the

computer without distracting students around them. Because many UDL resources and strategies

rely on the use of multimedia, headphones are a necessary purchase. To go with the headphones,

we also purchased microphones. We made sure to purchase 10 microphones for each computer

lab, as well as one for each classroom. The netbooks come with a built in microphone but we

still purchased 10 extra microphones in case any are damaged, lost, or to meet a higher demand

than anticipated. The microphones meet an essential part of our plan as they allow for students

to take full advantage of different UDL strategies, including adding sound to presentations,

conducting video functions, and using audio features for different purposes. This is in addition

to allowing for teachers to create lessons that utilize audio.

We also made sure to purchase a wireless mouse for each netbook as we anticipate some students

having a tough time using the finger pad that come on a netbooks. Many students will feel more

comfortable using a mouse and we wanted to make sure we minimized student frustration. To

maximize the effect of the netbooks, we also purchased three software programs. We purchased


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anti-virus and Microsoft Office for each of the netbooks as the schools computers already have

them. For the entire school, we purchased a subscription to an amazing UDL math resource

called Brainingcamp. This software is designed to help middle school students with their math

skills by providing interactive lessons and activities that promote problem solving and real world

application. This software will not only help the two groups we have a major focus on, ESOL

and Special Education, but will also benefit the entire student population with their math

instruction. In addition to the software that we will be purchasing, we will also focus a lot of

time and effort into properly using the software programs and Web 2.0 tools that Eastern already

has access to, but that isnt being used as effectively as it could be. This will be a cost effective

way of improving our students education through the use of free and readily available resources

that some teachers dont even know exist. Through the use of the hardware and software we

have purchased, as well as the software that is already available, we are confident that our

teachers will be able to effectively use UDL strategies with their students and that students will

have their education enhanced through the use of UDL resources.

While we spent a good portion of our budget on hardware and software, it is nearly worthless

without teachers knowing how to best use these new tools with their students. Because of that,

we have devoted some of our budget, and a substantial amount of time during the first year, to

training teachers on how to effectively use UDL strategies and tools with their students. To

minimize cost, as well as to maximize the teachers valuable time, we have decided to provide our

technology specialist, along with a couple of other staff members, with free training through the

countys professional development system. The specialist and staff members will then train the

teachers back at school, during the school day, on the different tools and resources that are

available. To do this, it is necessary to provide teachers will sub coverage for one period, three

times over a two-year period. Because each teacher has two planning periods, one substitute

teacher can provide five teachers with training coverage during the day. The price in our budget

gives the 60 teachers needing training, sub coverage for three trainings each. Without training

our teachers about the advantages of UDL and how to best implement it into the classroom, the

rest of the purchases become a waste of money.


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We feel that the items we have purchased, as well as the training time we are giving teachers,

will help bring the performance of Eastern's students to the level we know they are capable of.

Currently, the 800 students in the school are missing out on the amazing opportunities that UDL

provides. By providing the teachers with the knowledge, training, tools, and resources that are

presented in our budget, we are setting our students up to be successful, and providing them with

the best education possible.

Professional Development Plan and Timeline

What How/Where Who Follow-up

Fall 2011- Summer 2012

Fundraising Money will be raised through

Scholastic book clubs.

Various technology grants will

be applied for including

CVS/Caremark Community

grants (worth up to $5,000),

NEA Student AchievementGrant (Worth $5,000), and the

ING Unsung Heroes Award

(Worth $2,000, $5,000, $10,000

or $25,000).

Other fundraisers will also be

done to raise money to cover

the expenses of our schooltechnology plan.

All Staff Funds collection

will be maintained

through the

accounting office.

UDL Foundations

Training:

CTI/HIAT professionals come

in to train the Eastern staff on

Participants:

All staff

Teachers will

participate in peer


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Teachers will

understand the

principles and

purpose of UDL.They will be able to

identify strategies and

elements of their

current practices that

might be deemed

UDL.

the UDL principles. This will

be done at various staff

meetings throughout the fall

and spring semesters.

members

Facilitators:

HIAT Staff

visits to identify

current UDL

practices that can

be optimized.

TechnologySpecialists Chosen

Staff nominates and votes onthe three staff members who

will become the technology

specialists

All Staff Selected TechSpecialists will

accept positions &

begin planning

Spring 2012

Professional

Development forTech. Specialists

begins

Trainings are free via

Internet or MCPS PDO.

Technology

Specialists

Tech Specialists

will determine whowill be responsible

for which training

Technology Specialist Training Rotation

Please note that there are three technology professionals in the school building. These

individuals, nominated and agreed upon by the staff, will attend district and/or software

training to gain expertise in UDL principles, software, and activities necessary to reteach

sessions as necessary to become the technology professionals for the school. It is suggested

that one be the building media specialist, and the others can be from any department.

Software Type of Training Location/Link

ActivStudio Free web training http://www.atomiclearning.com/k12/activstudio3/
http://www.atomiclearning.com/k12/activstudio3/http://www.atomiclearning.com/k12/activstudio3/http://www.atomiclearning.com/k12/activstudio3/http://www.atomiclearning.com/k12/activstudio3/http://www.atomiclearning.com/k12/activstudio3/http://www.atomiclearning.com/k12/activstudio3/http://www.atomiclearning.com/k12/activstudio3/http://www.atomiclearning.com/k12/activstudio3/http://www.atomiclearning.com/k12/activstudio3/http://www.atomiclearning.com/k12/activstudio3/http://www.atomiclearning.com/k12/activstudio3/http://www.atomiclearning.com/k12/activstudio3/http://www.atomiclearning.com/k12/activstudio3/http://www.atomiclearning.com/k12/activstudio3/


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- Kidspiration

- Flickr

- Movie Maker

- ELMOS- Technology Tools for

Math

- Pixie

- OneComputer

Classroom

- Photo Story

What Where/How Who Follow-up

Technology Specialists

Develop Plan of Action for

Teaching remainder of Eastern

Staff about the hardware and

software.

Via email and in-

person meetings during

planning or before or

after school.

Technology

Specialists

Tech Specialists

will meet with

Content

Specialists, Team

Leaders &

Administration to

develop a

schedule

Purchase hardware/software on

the budget list

Using funds raised

from the fall, through

the methods typically

used in MCPS.

School

secretary,

principal,

technology

specialist(s)

IT person will

process the newly

acquired

equipment &

notify Tech

Specialists when

ready for use

Summer 2012


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Professionals who attended

off-site trainings will

present/instruct to the

remainder of the staff on theirrespective software.

Staff meetings held

during teacher

workdays.

All Staff Strategies using

newly learned

software will be

implemented

Educators will get time to plan

classroom lessons with

technology integration, both

individually and with their

team members.

Time given during

teacher workdays to

meet with team

members and lesson

plan independently.

All Staff Dedicated

planning time

will be

established

through Teams

and Contentareas.

Fall 2012

Introduce Inspiration 9,

Kidspiration, Kurzweil 3000

v.9, WordQ, Natural Reader,

Microsoft Office, ActivStudio,and Edline to the students

using appropriate curriculum-

based classroom activities.

Lesson plans that were

written and developed

prior to the beginning

of the school year,taught during class

time.

All

staff/students

See Evaluation

Section

Students will explore programs

and have time to work

independently and with

partners.

During class time,

assignments will be

given to allow students

time to utilize theprograms in order to

enhance their learning.

Students with

all staff

monitoring.

See Evaluation

section

Spring 2013


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Students will be expected to

use the programs

independently. Teachers will

be monitoring student progressby charting and recording data.

During class time,

using lessons that

incorporate curriculum

objectives, NETS-S,and UDL.

Students and

Staff

Teachers will reflect and

evaluate the use of technology

in their classrooms, and as a

school.

A quick online survey

sent out in the middle

of the spring semester

via email or Private

folder

All Staff Data will be

collected and

evaluated by the

Tech Specialists

Teachers will assess student

performance and adjust the

implementation of programs

based on student progress.

Using planning time,

teachers reflect on what

is working and what

could be improved

upon, based on

technology use and the

assessments collected.

All Staff

Student surveys will be given

to monitor their thoughts about

the software being used.

Either online or

handwritten surveys

taken by the students

halfway through spring

semester.

All students

Summer 2013

Teachers modify lessons and

uses for the software.

During teacher

workdays, teachers

reflect on what has

been working and what

All Staff


21/25


could be improved

upon. This can be done

independently or as a

time. Time may begiven during staff

meetings for breakout

sessions with teams to

discuss methods.

A survey will be given for

teachers to list things that

work, things that they wouldlike to change, and things that

would be useful to supplement

the software purchased the

previous year, etc. It will give

them a chance to re-evaluate

the use of the software

purchased for this technology

plan and offer insight into

future technology purchases

that can enhance student

learning.

At the final staff

meeting of the year,

after teachers have hadan opportunity to

utilize the hardware

and software, reflect on

the use and alter things

that arent working,

they will give their

opinions in an

anonymous survey.

Future purchase ideas

are included.

All Staff

Fall 2013

Continue to monitor and adjust

implementation based on

student need and data.

During class time,

using formal and

informal assessment

data.

All Staff

Begin process over again


22/25


utilizing the new software

needs determined by the

survey given to teachers.

Evaluation

This plan will be evaluated in several areas including:

Benchmarks Evidence

Consistent Use of UDL Practices

Each staff member will demonstrate consistent

implementation of at least one UDL practice in

each category of the UDL Principle.

Each staff member will use at least 3 UDL

strategies in 70% of all informally observed

lessons and 90% of formally observed lessons.

Informal and formal observations andwalk-throughs

UDL implementation and satisfactionsurvey administered in the winter and

spring of each year

Impact of UDL Practices

Ninety percent of students will report an

improved attitude toward learning, as a result

of consistent experience with UDL Practices in

all content areas.

School climate survey, focused on theinstructional experience, given at the

beginning and end of each year.

Each subgroup will demonstrate improvement

in math and reading proficiency.

Under-performing subgroups will

decrease the number of basic studentsby 10% each year.

Subgroups already meeting the targets

in Reading and Math will decrease the

MSA scores MAP-M and MAP-R District-wide formative and summative

assessments


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number of basic students by 1% each

year.


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References

Atomic Learning. (2011). Activestudio 3 professional training [Video file]. Retrieved from

http://www.atomiclearning.com/k12/activstudio3/

Atomic Learning. (2011). Kidspiration training [Video file]. Retrieved from

http://www.atomiclearning.com/freekidspc2x.shtml

Brainingcamp. (2010).Brainingcamp educational math software. Retrieved from

http://www.brainingcamp.com/index.html

CAST (2011) Universal Design for learning guidelines version 2.0. Wakefield, MA: Author.

Retrieved from Universal Design for learning website:

http://www.udlcenter.org/sites/udlcenter.org/files/Guidelines_JAN2011.pdf

Dell. (2011).Laptop storage cart. Retrieved from http://accessories.us.dell.com/sna/

productdetail.aspx?c=us&l=en&s=biz&cs=555&sku=A0157981&baynote_bnrank=0&baynote_ir

rank=112&~ck=dellSearch

Dell. (2011).Latitude 2120 netbook. Retrieved from http://www.dell.com/us/enterprise/p/latitude-2120/

pd.aspx

Dell. (2011). Wireless mouse. Retrieved from http://accessories.dell.com/sna/

productdetail.aspx?~lt=popup%2cpopup%2cpopup%2cpopup%2cpopup%2cpopup&c=us&client

=config&cs=RC1084719&l=en&pmha=6&price=29.99&sku=330-

6856&validate=false&~lt=popup&s=k12

HIAT Services. (2011, May). Universal design for learing (UDL). Retrieved from Montgomery County

Public Schools website: http://www.montgomeryschoolsmd.org/departments/hiat/udl/

HIAT Services. (2011, July).HIAT support. Retrieved from Montgomery County Public Schools website:

http://www.montgomeryschoolsmd.org/departments/hiat/training/index.shtm

HIAT Services. (2011, August).High incidence accessible technology (HIAT). Retrieved from

Montgomery County Public Schools website: http://www.montgomeryschoolsmd.org/

departments/hiat/

Inspriation Software, Inc. (2011). Inspiration training [Video file]. Retrieved from

http://www.inspiration.com/inspiration9training

ISTE. (2008).NETS for Teachers 2008[Technology standards for Teachers]. Retrieved from

International Society for Technology in Education website: http://www.iste.org/standards/nets-

for-teachers/nets-for-teachers-2008.aspx

Koss Corporation. (2011). Koss everywear featherweight portable stereophone. Retrieved from

http://www.koss.com/koss/kossweb.nsf/p?openform&pc^pt^Featherweight


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Group 1 School Technology Plan 25Kurzweil Educational Systems. (2011). Kurzweil how to videos [Video file]. Retrieved from

http://www.kurzweiledu.com/how-to-videos.html

Marlyand State Department of Education. (n.d.). Teaching empowring leading & learning Maryland

educators survey (2009 Report). Retrieved from http://www.tellmaryland.org/reports09/

Maryland State Department of Education. (n.d.). Technology skills: Companion document to the

Maryland technology literacy standards for students [Brochure]. Retrieved from

http://www.montgomeryschoolsmd.org/departments/techlit/docs/Levels%20of%20Use.pdf

Maryland State Department of Education. (n.d.). 2009 results. In Teaching empowering leading &

learning Maryland educators survey. Retrieved from http://www.tellmaryland.org/reports09/

?orgID=M15

Maryland State Department of Education. (n.d.). Where do we stand in 2007(Montgomery County).

Retrieved from http://ontargetreports.msde.state.md.us:2007/

DistSum.asp?otid=15&accDesc=Montgomery+County

Maryland State Department of Education Office of Instruction and Academic Acceleration Division of

Instruction Instructional Technology and School Library Media Program. (2007). The Maryland

educational technology plan for the new millenium...2007-2012 [Brochure]. Retrieved from

http://www.msde.maryland.gov/NR/rdonlyres/C3BAD835-6100-484C-8397-85279EB95A34/

13485/TechPlanFinalfromPrinter73007.pdf

Microsoft. (2011). Microsoft office training [Video file]. Retrieved from http://office.microsoft.com/en-

us/support/training-FX101782702.aspx

Montgomery County Public Schools. (2011, July 25).Memorandum: Strategic plan - our call to action.

Retrieved from Office of the superintendent of schools website:

http://quicknotes.montgomeryschoolsmd.org/ct/

6393189:9413729113:m:1:154912592:DB9D0D31EC00B69874C65799EA1DC90B

Office of Communication and Family Outreach. (2010, November).MCPS at-a-glance school year 2010-

2011 [Brochure]. Retrieved from http://www.montgomeryschoolsmd.org/uploadedFiles/about/

MCPS-At-A-Glance.pdf

Office of the Chief Technology Officer. (2011, October).Department of instructional technology.

Retrieved from Montgomery County Public Schools website:http://www.montgomeryschoolsmd.org/departments/techtraining/

TeechVeech. (2009, October 16). WordQ word prediction software training for struggling writers [Video

file]. Retrieved from http://www.youtube.com/watch?v=YEgUw7HDRs4

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