Grant Proposal for Professional Development:

Integration of Technology Enhanced Instruction in 9th and 10th Grade Language Arts

Classrooms Using Visual Literacy Strategies

Project Director:

Stephanie Stone

Peachtree Ridge High School / University of West Georgia

Phone: 678-425-4567

Email: stephanie_stone@gwinnett.k12.ga.us

ABSTRACT
 This grant proposal was designed to address the need for professional development for

9th and 10th grade language arts teachers to help reinforce the importance of visual literacy

instruction using technology. The project director, Stephanie Stone, saw a the need to increase

the Gateway Writing Scores for students at Peachtree Ridge High School and a strong emphasis

on visual literacy skills along with a focused effort to improve student technology usage will help

increase the exam scores and help students master real-world writing. The anticipated target

group will be 12 language arts teachers from Peachtree Ridge High School (PRHS) who teach

9th and 10th grade language arts. These teachers teach both CP students who are on and below

grade level as well as those who teach gifted and honors level students. The summer workshop

will consist of 35 hours of training on technology enhanced instruction with the use of visual and

media literacy strategies in the classroom. The participants will have two follow-up sessions in

October and November and lastly, they will have a final wrap up session in March. The goal of

the workshops is for teachers to gain deeper knowledge of visual literacy strategies and practices

in order to incorporate these strategies into the classroom instruction. Facilitators will partner

with the PRHS Professional Learning Committee along with the PRHS PTSA and the Gwinnett

Online Campus (GOC) to create valuable learning tools to help improve student literacy and

writing proficiencies. The overall focus of the program will be to increase teachers

understanding of visual literacy strategies and technological innovations that can be used to

integrate visual literacy instruction at high levels. An external evaluation will take place and be

conducted throughout the program in order to fully assess the effectiveness of the program.

Professional Development: Integration of Visual Literacy Using Technology

INTRODUCTION
The dominant mode of assessment in formal schooling has and continues to be primarily writing

based. Students are asked to show knowledge and understanding of different contents through

writing. This assessment method reveals student insights of a particular subject, but it also

pinpoints difficulties students may have with a content area. A students literacy abilities, that is

their proficiency at reading and writing, is a key predictor in their future success. The problem

lies in the fact that most of the literacy 21st century students will face is largely visual in nature,

In their book Teaching Visual Literacy: Using Comic Books, Graphic Novels, Anime, Cartoons,

and More to Develop Comprehension and Thinking Skills (2008), Nancy Fisher and Douglas

Frey assert that the average person is exposed to thousands of images on a daily basis, and the

lack of visual interpretation instruction, leaves many not knowing how to read the visuals society

pushes upon them. In their elementary years, students are exposed to a myriad of visual image

analysis and often asked to create their own visual interpretations to show content mastery.

However, as they progress into academic maturity, the emphasis on visual analysis is often

deemed elementary and is not regularly incorporated into routine instructional practice. In order

to fully function and be productive members of society, students sitting in classrooms today will

have to interpret and analyze the visual images they are constantly bombarded with. Visual

literacy, as defined by Merriam Webster is the ability to recognize and understand ideas

conveyed through visible actions or images or pictures (Merriam Webster, n.d). This 21st

century skill places demands on a students ability to interpret, recognize, appreciate and

understand information presented through visible actions, objects and symbols, and has real-

world applications and relevance no matter what avenue a student opts to pursue after formal

academic school. Visual rhetoric is making its way into many of the standardized tests that

students are required to take, but teacher instructional practices have not been fully updated to
include this vital real-world skill. Richard Mayer (2005) asserts through his dual-coding theory

that learning through pictures and words is infinitely better than learning through words alone.

Language teachers in todays high school classrooms have a vast array of pedagogical skills to

help them foster reading, and writing, but not enough time is spent training ELA teachers on how

to use visuals to enhance their students literacy. Literacy is no longer simply a matter of

knowing how to read and write. High school language arts teachers must be shown the

importance of incorporating visual literacy instruction through technology usage. Secondary

teachers need to understand how this pedagogical approach can help bolster student test scores,

increase academic achievement, and perhaps bring relevance and a love of learning back to the

language arts classroom.

This grant proposal will address all aspects involved: Demonstrated Need, Project Goals

and Objectives, Plan of Operations, Project Evaluation, Partnerships and Participants.

DEMONSTRATED NEED

Context

The context of this professional development program is Peachtree Ridge High School in

Suwanee, Georgia, and Gwinnett County Public Schools. Peachtree Ridge (PRHS) is one of 139

schools located in Gwinnett County, Georgia. As the largest school system in the state of

Georgia, Gwinnett County Public Schools will provide academic instruction to an estimated

178,000 students during the 2016-17 school year. Of the 21 high schools in the county, Peachtree

Ridge is the third largest with just over 3,200 students enrolled, making it the third largest high

school in the state of Georgia. The school has been open for 14 years and in the 2014-15 school

year, the student demographic data was as follows: 30% White, 27% Black, 24% Asian, 16%
Hispanic, 3% Multiracial. Approximately 9% of the overall student population receive Special

Education services, and 31% receive free or reduced lunch. (Accountability Report, n.d.).

Peachtree Ridge serves as a model for other high schools across the county, state, and

nation. They have implemented innovative teaching practices and have earned several accolades

for AP and SAT scores. Much of what teachers integrate each day at Peachtree Ridge follows in

line with the schools mission which is to build a community of learners through engaging,

relevant, challenging instruction that fosters collaboration and a respect for diversity (Peachtree

Ridge, 2017, p. 1) and teachers, administration, support staff and students strive to maintain the

standard of excellence as a learning community and prepare students for success in a dynamic

global environment.

Data Review - Quantitative

In order to earn a diploma from any Gwinnett County Public High School, students must earn a

meets score on the Gateway Science and Gateway Social Studies exams. Students take these

two writing exams during the spring of their 10th grade year. Gateway is a document-based

writing assessment that measures a student's knowledge and skills related to the Areas of Focus

within World History, Biology, Chemistry, and Language Arts. The two exams assess students

understanding of social studies and science content, but also on their ability to write an

informational piece that relays their understanding. The performance level descriptors are as

follows:

Exceeds The writer demonstrates a complete understanding of social studies / science

the AKS concepts, relationships, facts, and events implicit in the essay task. All parts of
Standard the assigned task are developed with correct prior knowledge and relevant
examples. Provided documents are used effectively. Social studies / Science
ideas are grouped and linked appropriately within paragraphs and across parts of
the response. The writer demonstrates consistent control of sentence formation,
usage, diction, and mechanics. Overall the writer demonstrates a depth of
understanding and application of the appropriate AKS.
Meets the The writer demonstrates a sufficient understanding of social studies / science
AKS concepts, relationships, facts, and events implicit in the essay task. Most parts of
Standard the assigned task are developed with correct prior knowledge and relevant
(passing examples, but some parts may be only partially developed. Provided documents
minimum) are generally used effectively. Social studies / Science ideas are generally
grouped together within paragraphs. The writer demonstrates sufficient control
of sentence formation, usage, diction, and mechanics. Overall the writer
demonstrates an adequate understanding and application of the appropriate AKS.

Does Not The writer does not demonstrate a sufficient understanding of social studies /
Meet the science concepts, relationships, facts, and events implicit in the essay task. The
AKS assigned task is not addressed or attempts to address it are unclear or incorrect.
Standard Sufficient correct prior knowledge is not demonstrated. Provided documents are
(failing) not used or are used inappropriately. Attempts at organization are lacking or
ineffective. There are frequent and severe errors in sentence formation, usage,
diction, and/or mechanics that interfere with meaning. Overall the writer does
not demonstrate a sufficient understanding and/or application of the appropriate
AKS.

The EXCEEDS and MEETS scores on both writing exams for students throughout the county

illustrate the high level of writing instruction that is taking place in ELA courses, but the

percentage of students that are not meeting writing proficiency proves that further instruction is

needed (See Table 1). Both of the writing exams are document-based; students are provided with

information pertaining to the subjects on which they must write. For both the science and social

studies exam, at least one of the documents students are provided with is a visual image (See

Figures 1 & 2). The purpose of these documents are to help students recall information they

were previously exposed to in their science or social studies courses. Students must interpret,

analyze, and understand how these visual images relate to the overall topic being addressed. The

fact that 22% of students in 2014-15 and 27% of students in 2015-16 arent meeting expectations

may largely have to do with the inability to accurately understand and utilize these visual images

to convey understanding. This serves as evidence that a more in-depth level of visual literacy

instruction needs to be occurring in 9th and 10th grade language arts courses. An enhanced
approach to visual literacy using technology will better prepare students to use the documents on

both Gateway Writing exams to their full advantage.

Table 1: Gateway Exam Success Rates for Gwinnett County Public Schools

Year # of Students % Does Not % Meets % Exceeds

Tested Meet
2012-13 10,136 15 70 15
2013-14 10,960 21 63 16
2014-15 11,782 27 61 12
2015-16 11,190 22 61 17

Figure 1: Example of documents provided to students for the Social Studies Gateway Writing
Exam

Figure 2: Example of a document provided to students for the Science Gateway Writing Exam.
 Purposeful integration of more focused instruction on visual literacy practices will not

only help increase students test scores, but will also help ensure academic success in core

courses. In 2009, core standards were launched to help create a more cohesive educational

system nation-wide. These shared educational goals and expectations help ensure that students

at every academic institution across the United States is prepared for success in college, career,

and beyond. At the high school level, several of the Common Core Standards for both

Mathematics and English Language Arts / Reading relate to the students ability to proficiently

interpret visual images (see Table 2). A higher level of visual literacy instruction in 9th and 10th

grade language arts courses will help establish a foundation for a students future success in all

subsequent ELA courses, and will help foster a clearer understanding of visual images presented

in their high school math courses. Further, using technology to help enhance visual literacy

understanding will provide students with an extra layer of support in all core academic courses.
If 9th and 10th grade ELA teachers can use visual means to enhance, encourage, and advance a

students reading ability, they become better readers. Better readers have more extensive

vocabularies, more prior knowledge to draw upon, enhanced inferencing skills, and are able to

articulate themselves more clearly through speaking and writing no matter the content area.

Table 2: Common Core Standards Related to Visual Literacy

CCSS.Math.Content.HSG-CO.D.12 Make formal geometric constructions with a variety of tools and

methods (compass and straightedge, string, reflective devices, paper folding, dynamic geometric software,
etc.). Copying a segment; copying an angle; bisecting a segment; bisecting an angle; constructing
perpendicular lines, including the perpendicular bisector of a line segment; and constructing a line parallel
to a given line through a point not on the line.

CCSS.Math.Content.HSG-MG.A.1 Use geometric shapes, their measures, and their properties to describe
objects (e.g., modeling a tree trunk or a human torso as a cylinder).

CCSS.Math.Content.HSG-MG.A.3 Apply geometric methods to solve design problems (e.g., designing an

object or structure to satisfy physical constraints or minimize cost; working with typographic grid systems
based on ratios).

CCSS.Math.Content.HSS-ID.A.1 Represent data with plots on the real number line (dot plots, histograms,
and box plots).

CCSS.ELA-Literacy.RL.9-10.7 Analyze the representation of a subject or a key scene in two different artistic
mediums, including what is emphasized or absent in each treatment (e.g., Audens Muse des Beaux Arts
and Breughels Landscape with the Fall of Icarus).

CCSS.ELA-Literacy.RI.9-10.7 Analyze various accounts of a subject told in different mediums (e.g., a

persons life story in both print and multimedia), determining which details are emphasized in each
account.

CCSS.ELA-Literacy.W.9-10.2a Introduce a topic; organize complex ideas, concepts, and information to

make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures,
tables), and multimedia when useful to aiding comprehension.
CCSS.ELA-Literacy.SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on grades 910 topics, texts, and issues,
building on others ideas and expressing their own clearly and persuasively.

CCSS.ELA-Literacy.SL.9-10.2 Integrate multiple sources of information presented in diverse media or

formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

CCSS.ELA-Literacy.SL.9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual,
and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence
and to add interest.
CCSS.ELA-Literacy.RH.9-10.7 Integrate quantitative or technical analysis (e.g., charts, research data) with
qualitative analysis in print or digital text.

CCSS.ELA-Literacy.RST.9-10.7 Translate quantitative or technical information expressed in words in a text

into visual form (e.g., a table or chart) and translate information expressed visually or mathematically
(e.g., in an equation) into words.

Data Review- Qualitative

In support of this proposal, a sample of 26 language arts teachers at Peachtree Ridge High

School were asked to take part in a survey, and 100% participation was attained. There were two

primary goals of the survey: a) to determine how frequently teachers integrate visual literacy

strategies into their reading and writing instruction and b) their level of use and comfortability

with using technology to help enrich overall literacy instruction. The survey concluded that less

than of the 26 teachers felt they were integrating visual analysis, interpretation or critique into

their instruction with a high level of fidelity. Additionally, only half of the ELA teachers

acknowledged using technology on a weekly basis to enhance instruction and bring relevance to

learning. It is clear that the majority of language arts teachers at PRHS feel ill-equipped to teach

visual literacy or arent making that a clear instructional focus, and despite the available

technology in the building, many ELA teachers dont feel confident using it or arent familiar

enough with instructional practices to use technology on a regular basis. Many of the

respondents cited the lack of time and lack of focus in previous professional development

sessions as the main reasoning for both their lack of understanding of visual literacy practices as

well as technology resources.

It is clear that the language arts teachers at Peachtree Ridge High School lack the

appropriate tools to effectively and routinely emphasis visual literacy practices and technology
applications in their classrooms. They need a clear, and cohesive professional development plan

in order to garner these skills and help ensure high levels of success for their students. A

program that provides specific visual literacy strategies using technology will help the teachers

fine tune their instructional practices to meet the 21st century needs of their students.

Literature Review

In the article Literacy instruction through communicative and visual arts Chia Hui Lin,

identifies ways in which visual media can enhance a students ability to read and write

effectively (Lin, 2003). The article focuses on the benefits of using television, drama, and comic

books in middle and secondary language arts classrooms. Students are constantly surrounded by

visual images and because of this, language arts teachers are not maximizing learning if they

dont use these same images to promote effective communication. The author discusses several

studies conducted and literature written which supports the idea of visual and communicative

literacy being intricately tied together. Students who can comprehend a television programs

purpose and structure are more likely to be able to transfer those skills to reading a piece of text

and extracting meaning, purpose, and structure. Viewing dramatic interpretations of a text in

addition to reading it can help enhance understanding of symbolism and word order. The author

goes on to support her claim that viewing, studying, and reading drama have a direct benefit to

students own writing abilities. When they read the text, and watch an interpretation, the use of

punctuation, and word choice becomes more clear; the idea is that students carry this

understanding with them when they write a piece of their own by carefully using the appropriate

punctuation to indicate inflections, stops, pauses. They should be just as cognizant of the words

they are using in a writing piece. The final section of the article focused on comic books and

how they can be used to enhance engagement and are great for reluctant readers.
According to Ausburn & Ausburn (1978), the true value of visual literacy instruction lies in the

benefit of emphasizing higher-order thinking, and they suggest that most images we come into

contact with tend to emphasize lower-order thinking skills. However, a pragmatic approach to

visual literacy education can help students read the images they see with a more critical eye.

This speaks to the fact that many secondary teachers view visual literacy instruction as a more

elementary method of instruction, but teachers can use these skills to help students with more

rigorous tasks such as interpretation of a complex text, or mathematical concept. Deandra Little

goes on to suggest that exposure to varied, increasingly complex images coupled with thought-

provoking discussions of them helps students learn how to make meaning of and meaning with

visuals (Little & Felton, 2010).

In 2005 Richard Mayer asserted that "instructional messages that are designed in light of

how the human mind works are more likely to lead to meaningful learning than those that are

not" (Mayer, 2005). This creates a scenario where learning is maximized thereby creating an

enhanced benefit to students. The human brain processes visual information separate from

auditory information and if integrated properly and regularly, teachers can maximize the amount

of learning that students retain when they tap into both of those channels. If material is presented

only auditorily, the learning potential is not fully maximized, and student achievement suffers.

Based on research conducted on using visual literacy techniques in the classroom and the

obvious need for Professional Development in the area of visual literacy, the following goals and

objectives have been defined. It is believed that an increase in visual literacy instruction can

support the development of 21st century learners.

 The data provided from Gwinnett County Public Schools regarding Gateway success

scores indicates that further teacher professional development is needed for a cadre of teachers in

an effort to develop a train-the-trainers model to be implemented county-wide. The goals and

objectives outlined support the need for this professional program.

GOALS AND OBJECTIVES

Gateway scores and overall course success rates in 9th and 10th grade language arts present a

great opportunity for language arts teachers at Peachtree Ridge High School to improve visual

literacy through use of technology. Providing professional development for the twelve teachers

who comprise the 9th and 10th grade language arts course teams will help make the integration

of visual literacy more intentional and purposeful. Levin & Schrum mention two particular case

studies, The Case of Chesapeake High School (Baltimore County Public Schools) and The Case

of Mooresville High Schools, and in both cases the teachers and administration made a

concerted effort to make STEM and literacy technology a priority and an academic focus for

student enrichment. At Mooresville High School this intense technology focus resulted in 88%

of students in grades 3-8 scoring proficient on end-of grade exams in math and reading (Levin

& Schrum, 2012). The teachers were provided with clear and coherent professional development

and the end result was a more student-centered learning environment county-wide. Students and

teachers experienced a similar level of success at Chesapeake High School; the professional

development that teachers were provided with focused on creating a culture for 21st century

learners, and while many of the strategies and activities honed in on students proficiency in

STEM-related areas, the school utilized partnerships with local businesses, industries, and

universities to, first, and foremost, increase each students access to technology and knowledge
of how to use it. The outcome of this purposeful implementation of new pedagogical practices

by teachers resulted in Chesapeake High School attaining AYP which prior to the start of this

initiative was not accomplished. Teachers were educated on the benefits, taught how to use the

technology, and students benefitted with higher levels of learning.

Similar to the two case studies mentioned above, the professional development plan addressed

here is comprised of goals and S.M.A.R.T. objectives; these help focus the planning,

implementation, and overall evaluation of the program. S.M.A.R.T objectives are ones in which

there is a specific target, one that is measurable, achievable, results-focused, and bound by a

certain time. The goals and objectives will support professional development needs for

implementing technology-enhanced instruction via visual literacy strategies in 9th and 10th

grade language arts classrooms at Peachtree Ridge High School. The goals are:

Goal 1
Teachers will demonstrate mastery of the concept of visual literacy, understand how it can

positively impact student achievement, and create specific plans that incorporate visual literacy

instruction.

Objective 1

Upon completion of a week-long summer professional development program, all 12 language

arts teachers will be able to demonstrate that they have a solid understanding what visual literacy

is and why it is important in the language arts curriculum.

Objective 2

Upon completion of a week-long summer professional development program, all 12 language

arts teachers will be able to explain the positive impact that visual literacy instruction can have

on student achievement and academic success.

Objective 3
Upon completion of a week-long summer professional development program, all 12 language

arts teachers will have participated in discussions related to visual literacy instruction and the

importance it plays in student achievement.

Objective 4

Upon completion of a week-long summer professional development program, all 12 language

arts teachers will have compared previous visual literacy instruction to future instruction that can

be implemented in their classrooms.

This goal helps ensure that teachers are more cognizant of the challenges students in the 21st

century will face after leaving high school. Teachers will have a more in-depth understanding of

specific language arts standards that address visual literacy and this will ensure a more attentive

and pragmatic approach to addressing these standards.

Goal 2
Teachers will learn new technology applications that can be used to assess student learning.
Objective 1
Upon completion of a week-long summer professional development program, all 12 language

arts teachers know how to create an infographic and how to instruct students on the creation of a

similar assessment.

Objective 2

Upon completion of a week-long summer professional development program, all 12 language

arts teachers will have an understanding of how to create a graphic novel using a storyboard

program and will be able to instruct students in the creation of a similar assessment.

Objective 3

Upon completion of a week-long summer professional development program, all 12 language

arts teachers will have an understanding of how to use an online annotation application and will

be able to instruct students in the creation of a similar assessment.

Objective 4

Upon completion of a week-long summer professional development program, all 12 language

arts teachers will have an understanding of how to create an online presentation using a program

and will be able to instruct students in the creation of a similar assessment.

This goal focuses on ensuring teachers know how to use the technology prior to

implementing it in their classrooms. If teachers have time to play with the programs and

applications and can familiarize themselves with the programs before assigning it to students,

they will be more likely to use the technology in their everyday teaching.

Goal 3

Teachers will apply their understanding of visual literacy and use technology to support

innovative instruction.

Objective 1

Teachers will design learning experiences that integrate visual literacy and technology.

Objective 2

Teachers will create specific learning artifacts that support visual literacy strategies using

technology.

The goals and objectives listed align closely with the data and research identified in the

demonstrated need section. Using technology to focus on visual literacy instruction will make

the learning more relevant for students and will increase engagement and motivation.

According to the Pew Research Center, 78 percent of online teens between the ages of 12 17

own a cell phone and 37 percent are smartphones (Gerber 2015). This professional

development program is designed to help teacher understand how to use new technologies to
promote active student learning, timely and frequent feedback, and effective questioning

strategies through a visual literacy lens (Gerber 2015).

Based on the goals and objectives that have been outlined above, the following plan of

operations is required for implementation

PLAN OF OPERATIONS

This professional development plan requires attendance and collaboration between the program

director, facilitators, 6 ninth grade language arts teachers, 6 tenth grade language arts teachers

and the language arts department chair and administrator. Teachers will be provided with

strategies and lessons that will engage students at high levels and promote higher levels of

critical thinking (See Table 5).

The program consists of 5 consecutive one-day workshops from 8 a.m. to 3 p.m. to take

place in July prior to teachers returning for pre-planning. Additionally, teachers will be required

to attend three after school sessions throughout the school year. Upon completion of the

program, teachers will be provided with a monetary stipend, and certification for completion of

41 hours of professional learning. The Institute of Educational Sciences conducted a research

study on the effectiveness of more than 1,300 professional development programs and narrowed

the list down to the nine that had the highest impact on student achievement. All nine studies

employed workshops or summer institutes and the studies that had more than 14 hours of

professional development showed a positive and significant effect on student achievement from

professional development (Yoon 2007). This in-depth evolution of helping teachers

understanding visual literacy and how technology can be used to enhance students
understanding will help build upon the best practices and pedagogical approaches teachers are

already using in the classroom.

Session Descriptions

Day 1

On the first day of the program, teachers will be provided with the agenda for the week and will

be given the dates and times for the follow-up meetings to be held during the school year. This

will allow teachers time to plan to attend the follow-up meetings which are crucial to ensuring

the program is being carried out properly. Teachers will begin the session by taking an online

quiz that asks them their level of familiarity with and instructional focus on visual literacy in

their language arts classrooms. They will also take a brief survey denoting their comfort level

with specific technology programs and applications. The first half of the day teachers will be

looking at various visual documents that have been included on Gateway Writing tasks and

investigating the necessary visual rhetoric proficiency to understand the documents, and make

inferences about the information they convey. Teachers will also be looking at school data that

pertains to student success on the Gateway and will engage in discussion to make connections

between the scores and the lack of emphasis on visual literacy. After assessing the current level

of need, teachers will look at examples of effective visual literacy integration using technology.

This will help support the overall purpose of the program and will provide teachers with some

ideas for activities and lesson planning done later in the week. In their course teams, teachers

will create a visual representation of their learning for the day. These posters will be shared and

discussed and will be visible throughout the week to reinforce the purpose of the professional

development program. Prior to finishing up day 1, teachers will be provided with a brief

overview of the visual literacy strategies and technology tools that will be shared throughout the
week. Teachers will then end the day with a brief survey of their understanding and use of these

strategies and tools. This will help facilitators differentiate instruction for the remainder of the

week. The final activity for the day will be a SWOT (strengths, weaknesses, opportunities,

threats) reflection composed individually by all teachers. This will be revisited each day

throughout the workshop to formatively self-assess progress and mastery of the professional

development. A similar format and schedule will be used throughout the week.

Day 2

Participants will begin the day by reviewing the goals and objectives of the overall program. A

clear emphasis on this at the beginning of each session will help participants and facilitators

narrow the scope of their focus and ensure that all work and discussions are related to achieving

the goals. The workshop facilitators will present information regarding the effective use of

comics and graphic novels in language arts classrooms. This information will be presented

through a PowerPoint presentation as well as various handouts and articles. Afterwards teachers

will break into their course teams and work on planning out how they could integrate the use of

graphic novels or comics into a unit that they plan to teach during the upcoming school year. As

teachers create this lesson plan, they will continuously be reminded of the first goal of the

program so that they ensure their focus is increasing students ability to think critically and

analyze visual images. After their course team planning time, teachers will be provided with

lunch and will be given an hour to break for lunch on their own. Upon returning from lunch,

teachers will be presented with a short lesson on the technology tool StoryboardThat.com. They

will be provided with a short tutorial on how to use the program to create a graphic novel or

comic. After the tutorial, teachers will be asked to gather again in their course teams and

evaluate the lesson plan they created earlier in the day. They will be asked to integrate the
technology tool in order to achieve the second goal of the workshop which is the purposeful

integration of technology to enhance student understanding and learning. Groups will be

provided with an hour and a half to create a formal lesson plan using both the visual literacy

strategy and the technology tool. Groups will use a lesson plan template provided to them. These

lessons will then be shared out to the whole group using a document camera and LCD projector

and discussed to provide more feedback and help gain more clarity. The day will end with

teachers completing a survey/questionnaire on their learning for the day and editing/revising the

SWOT analysis they began on day 1 of the workshop.

Day 3

Participants will begin the day by reviewing the goals and objectives of the overall program.

The workshop facilitators will present information regarding the effective use of cartoons and

political cartoons in language arts classrooms. This information will be presented through a

PowerPoint presentation as well as various handouts and articles. Afterwards teachers will break

into their course teams and work on planning out how they could integrate the use of cartoons

and/or political cartoons into a unit that they plan to teach during the upcoming school year. As

stated previously, teachers will be reminded of the first goal of the overall workshop. After their

course team planning time, teachers will be provided with lunch and will be given an hour to

break for lunch on their own. Upon returning from lunch, teachers will be presented with a short

lesson on the technology tool Skitch. They will be provided with a short tutorial on how to use

the program. After the tutorial, teachers will be asked to gather again in their course teams and

evaluate the lesson plan they created earlier in the day. They will again be asked to utilize the

technology to bring clarity and focus to the visual literacy strategy. Groups will be provided with

an hour and a half to create a formal lesson plan using both the visual literacy strategy and the
technology tool. They will again us the formal lesson plan template provided. These lessons will

then be shared out to the whole group using a document camera and LCD projector and

discussed to provide more feedback and help gain more clarity. The day will end with teachers

completing a survey/questionnaire on their learning for the day and editing/revising the SWOT

analysis they began on day 1 of the workshop.

Day 4

Participants will begin the day by reviewing the goals and objectives of the overall program. The

workshop facilitators will present information regarding the use of picture books in the high

school language arts classroom. This information will be presented through a PowerPoint

presentation as well as various handouts and articles. After direct instruction, teachers will break

into their course teams and work on planning out how they could integrate the use of picture

books into a unit that they plan to teach during the upcoming school year. A clear focus will be

placed on the first goal of the workshop. Teachers will break for lunch after an hour of planning

time. After lunch, facilitators will provide a short instructional lesson on using and creating

online infographics. After the lesson, will be asked to integrate the creation of an infographic into

the lesson plan they designed earlier in the day. The infographic should serve as an assessment

of mastery of the visual literacy technique. Groups will use a lesson plan template provided to

them. These lessons will then be shared out to the whole group using a document camera and

LCD projector and discussed to provide more feedback and help gain more clarity. The day will

end with teachers completing a survey/questionnaire on their learning for the day and

editing/revising the SWOT analysis they began on day 1 of the workshop.

Day 5
Participants will begin the day by reviewing the goals and objectives of the overall program.

Facilitators will present information regarding the use of film and television in language arts

classrooms. This information will be presented through a PowerPoint presentation as well as

various handouts and articles. Upon completion of instruction, teachers will break into their

course teams and work on planning out how they could integrate the use of television or films

into a unit that they plan to teach during the upcoming school year. After one hour of planning

time, teachers will be provided with time for lunch. Upon returning from lunch, teachers will be

presented with a short lesson on the technology tool Emaze. They will be provided with a short

tutorial on how to use the program to show mastery of a specific visual literacy strategy. After

the tutorial, teachers will be asked to gather again in their course teams and evaluate the lesson

plan they created earlier in the day. They will be asked to integrate the technology tool in order

to achieve the second goal of the workshop which is the purposeful integration of technology to

enhance student understanding and learning. Groups will be provided with an hour and a half to

create a formal lesson plan using both the visual literacy strategy and the technology tool.

Groups will use a lesson plan template provided to them. These lessons will then be shared out

to the whole group using a document camera and LCD projector and discussed to provide more

feedback and help gain more clarity. The day will end with teachers completing a

survey/questionnaire on their learning for the day and editing/revising the SWOT analysis they

began on day 1 of the workshop.

Table 5 indicates the schedule of the plan of operations for the professional development

program.

Table 5: Summer Workshop Schedule

 Summer Program Plan Of Operations

Day 1 Day 2 Day 3 Day 4 Day 5

Visual Defining Visual Comics and Cartoons & Picture books Film &
Literacy / Literacy and Graphic Political Television
Technology Understanding The Novels Cartoons
Significance
Focus

8:00-8:30 Introduction of Review of Review of Review of Review of goals

goals and goals & goals & goals & & objectives
objectives. objectives objectives objectives

8:30 -10:00 Visual literacy Present data, Present data, Present data, Present data,
definition, real- literature, and literature, and literature, and literature, and
world strategies strategies that strategies strategies that
applications, & that support support using that support support using
data and using comics cartoons & using picture film & television
literature review and graphic political books in the in the
of areas of novels in the cartoons in classroom. classroom.
growth for classroom. the classroom
Peachtree Ridge
students

10:00-11:00 Examples of Course team Course team Course team Course team
visual literacy planning planning planning planning
integration in
highly effective
classrooms.

11:00-12:00 Lunch Lunch Lunch Lunch Lunch

12:00-1:00 Tech tools: Tech tool: Tech tool: Tech tool: Tech tool:
Introduction to Storyboard Skitch Infographics Emaze
how technology That
can assist with
visual literacy
implementation

1:00- 2:30 Visual Course team Course team Course team Course team
representation planning re- planning re- planning re- planning re-eval
activity discuss / eval eval eval
share out.

2:30-3:30 Introduction to Vertical pair Vertical pair Vertical pair Vertical pair
visual literacy sharing / sharing / sharing / sharing / whole
strategies & tech whole group whole group whole group group
tools discussion / discussion / discussion / discussion /
share out share out share out share out

3:30 - 4:00 End of day End of day End of day End of day End of day
 reflection / reflection / reflection / reflection / reflection /
Survey Survey Survey Survey Survey

Follow-up Meeting 1

During the first follow-up meeting, teachers will meet at the High Museum of Art in Atlanta,

Georgia. While there, teachers will spend thirty minutes discussing their purposeful use of visual

literacy using technology. They will also submit their formal lesson plans and student artifacts to

the facilitators and evaluator. The remainder of the meeting will involve facilitators explaining

how to integrate visual arts into the language arts curriculum to further support visual literacy.

Teachers will be provided with a tutorial of how to create a podcast using a technology device

and they will be provided with instructions to help students create a podcast to show their

learning.

Follow-up Meeting 2

During the second follow-up meeting, teachers will meet at the Aurora Theatre in Duluth,

Georgia. Again, teachers will spend thirty minutes discussing their purposeful use of visual

literacy using technology. They will also submit their second formal lesson plan and student

artifacts to the facilitators and evaluator. Teachers will view a one-act play that is fifteen minutes

long and after the production, will discuss how to use a play as a means of enhancing visual

literacy. Teachers will then be provided with a short tutorial on how to create a short animated

video using a free online program.

Follow-up Meeting 3

For the final follow-up meeting, teachers will be meeting at Peachtree Ridge High School in the

Innovative Learning Lab. The majority of the meeting will be spent reflecting on new practices

that have been implemented successfully throughout the school year. Teachers will share their
strengths and weaknesses in regards to the integration of visual literacy and technology.

Additionally, they will brainstorm on further opportunities to enhance these areas in the

classroom.

Table 6 outlines the schedule of the plan of operations for the three follow-up meetings

integrated into the professional development program.

Meeting Date Location Agenda

10/2017 High Museum of Art, Atlanta, Georgia Fine art in the classroom.
Creating Podcasts
2/2018 Aurora Theatre, Duluth, Georgia Theatre in the classroom
Creating animation videos
5/2018 Peachtree Ridge High School, Suwanee, Georgia Visual literacy & technology
usage reflection

To establish that this professional development program achieves the desired results, the

program will be externally evaluated.

PROGRAM EVALUATION PLAN

Value of Evaluation

In a research brief, Dr. Allison Metz addresses the importance of the evaluation of any program

that encourages student learning and enrichment. Metz (2007) asserts that program evaluation

answers basic questions about a programs effectiveness, and evaluation data can be used to

improve program services" (p. 1). She cites five specific reasons to justify the evaluation of an

educational program: to determine the effectiveness of each activity or practice, to showcase

teacher growth to the community, to allow teachers to assess current practices in place, to

collaborate with others in field, and, last, but certainly not least, to positively impact student

learning. It is important to keep in mind that the evaluation process is designed to improve the

overall function of the program.

External Evaluator

The external evaluator of the program is Ms. Wanda Mangum; Ms. Mangum currently serves as

one of three language arts instruction & curriculum coaches for Gwinnett County Public Schools.

She has designed and facilitated literacy improvement programs that have been implemented

throughout Gwinnett County. Additionally, she attends workshops and professional development

sessions pertaining to literacy several times per year. The team she works with does regular data

analysis of student End-of-Course Test scores as well as County-created assessments such as

Interims and Benchmark exams administered every 9 weeks. She will be responsible for data

collection and analysis of the SWOT reflections and participant and partnerships surveys during

the summer workshop and she will perform and analyze interviews with teachers before and after

the workshops. Ms. Mangum will relay the results of the evaluation to Stephanie Stone, the

program developer who will then discuss that information with Dr. Jeffrey Mathews, principal of

Peachtree Ridge High School, and Ms. Kimberly Lipe, Language Arts Instructional Coordinator

for Gwinnett County Public Schools. A formal report will be submitted to Mr. J. Alvin Wilbanks,

Superintendent & CEO of Gwinnett County Public Schools at the conclusion of the program.

The professional development will be evaluated on the attainment of the goals and objectives

outlined for the program. Data will be collected routinely throughout the workshops in the form

of surveys or exit tickets to help ascertain the effectiveness of each specific activity provided

throughout the program. These surveys will also help relay the participants opinions as to the

value each activity, but, ultimately, this feedback will be used to help improve future

implementations of this professional learning program. John Hattie (2007, p.5) asserts that

Feedback is one of the most powerful influences on learning and achievement and that it is this
feedback that allows the instructor or facilitator to match further instruction with the present

level of mastery. The feedback from this program will allow the project director and facilitators

to adapt and modify activities and strategies to further educate the target group beyond the

confines of this program. Additionally, this program is designed with the train-the-trainers

model in mind. The feedback that this initial group of participants provide will help ensure that

these participants see enough value in the program to implement it on a county-wide scale. In

their book Leading Technology-Rich Schools: Award-Winning Models for Success, Levin and

Schrum (2012, p.34) reference a case study conducted at Rose Hill Junior High in Lake

Washington School District in which technology integration was planned through a systematic

train-the-trainers model. The program, titled the IT2 initiative, encouraged teachers to become

experts in technology implementation and then share their expertise with their peers and

colleagues. This collaboration resulted in financial gain for the trainers, but, more importantly, it

increased collaboration among the staff at the school. Utilizing a similar method for this

professional development program will allow for more peer-to-peer interaction in individual

schools, but also throughout the county. An increase in knowledge, and collaboration among

educational professionals will help pave the way towards higher levels of student achievement.

Schedule for Data Collection

During the five-day summer workshop program, participants will begin each day with a SWOT

analysis. This will help them identify their strengths, weaknesses, opportunities, and threats with

regards to implementing specific activities that will be presented throughout the days session.

At the end of each day, teachers will take a brief survey or exit polling that will ask them to

reflect on the SWOT analysis they completed earlier in the day. This will help teachers,

facilitators, and the external evaluator ascertain the teachers change in perception and ability
with regards to the information that they spent the day working on. This method of data

collection allows each days activities to be analyzed separately to authenticate the merit of

inclusion in future implementations of the program.

Teachers will also be evaluated on their use of strategies, programs, and activities shared

during the summer workshop sessions. This evaluation will come in the form of specific lesson

plans, and student artifacts presented at each of the follow-up meetings held during the school

year. The evaluator will be able to assess the teachers understanding of concepts presented at

the summer sessions through the lesson plans, and will be able to form an opinion as to how the

teachers implemented the literacy and technology concepts through the student artifacts

provided.

Table 6: Program Goals and Objectives aligned with Data Collection Instruments

Goal 1:
Teachers will demonstrate mastery of the concept of visual literacy, understand how it
can positively impact student achievement, and create specific plans that incorporate
visual literacy instruction.

Objective Data Collected For Timeframe

Evaluation

All 12 language arts teachers will be able to SWOT Analysis & Days 1-5 during
demonstrate that they have a solid Daily Exit Surveys summer
understanding what visual literacy is and why program
it is important in the language arts
curriculum.

All 12 language arts teachers will be able to SWOT Analysis & Days 1-5 during
explain the positive impact that visual literacy Daily Exit Surveys summer
instruction can have on student achievement program
and academic success.

All 12 language arts teachers will have Daily Observations Days 1-5 of
participated in discussions related to visual by evaluator summer session.
literacy instruction and the importance it
plays in student achievement.

All 12 language arts teachers will have Lesson Plans, Beginning of

compared previous visual literacy instruction Artifacts, and 1st, 2nd and 3rd
to future instruction that can be implemented Rubrics Used for follow-up
in their classrooms. Assessment sessions

Goal 2: Teachers will learn new technology applications that can be used to assess
student learning.

Objective Data Collected For Timeframe

Evaluation

All 12 language arts teachers know how to Exit Surveys Days 2-5 during
summer program
create an infographic and how to instruct Lesson Plans
students on the creation of a similar Student Artifacts Follow-up meetings 1,
assessment. 2, & 3

All 12 language arts teachers will have an Exit Surveys Days 2-5 during
summer program
understanding of how to create a graphic Lesson Plans
novel using a storyboard program and will be Student Artifacts Follow-up meetings 1,
able to instruct students in the creation of a 2, & 3
similar assessment.

All 12 language arts teachers will have an Exit Surveys Days 2-5 during
summer program
understanding of how to use an online Lesson Plans
annotation application and will be able to Student Artifacts Follow-up meetings 1,
instruct students in the creation of a similar 2, & 3
assessment.

All 12 language arts teachers will have an Exit Surveys Days 2-5 during
summer program
understanding of how to create an online Lesson Plans
presentation using a program and will be able Student Artifacts Follow-up meetings 1,
to instruct students in the creation of a similar 2, & 3
assessment.

Goal 3: Teachers will apply their understanding of visual literacy and use technology to
support innovative instruction.

Objective 1: Teachers will design learning Lesson Plans

Follow-up meetings 1,
experiences that integrate visual literacy and Student Artifacts 2, & 3
technology.
 Objective 2: Teachers will create specific Lesson Plans
Follow-up meetings 1,
learning artifacts that support visual literacy Student Artifacts 2, & 3
strategies using technology.

Process Evaluation

All of the data will be gathered daily by the external evaluator and this data will be culled into

two formal evaluation reports. One report will be submitted at the conclusion of the summer

workshop session and the second report will be submitted at the conclusion of the third follow-

up meeting.

Outcomes Evaluation

The evaluation outcome will help facilitators ensure that the program has reached the three

established goals, and will allow facilitators to make any modifications to goals, objectives, or

activities prior to the implementation of the program at a county-wide level.

Visual Representation

Learning context: This educational program fosters an understanding of visual literacy and the
importance in plays in content area instruction and it promotes the innovative use of technology
to enhance visual literacy instruction.

Situation Inputs Outputs Outputs

Outcomes
Need for What we What we do: Who we
Teacher learning,
focused visual invest: reach:
knowledge,
literacy Conduct
awareness
instruction Participants workshops Participants
utilizing Time Train Students
Student achievement
technology Equipment Assess
and college, and
Materials Evaluate
career readiness
Partners
 PARTNERSHIPS

Partnerships provide opportunities to collaborate with other organizations within the school, the

district, and/or the community. When all of these connections fostered, and nurtured, teachers

and administrators strengthen their instructional strategies and resources, thereby resulting in

improved student achievement. All of the case studies referenced by Levin and Schrum (2012)

have one commonality: collaboration. An increase in collaboration among all educational

professionals and educational stakeholders increases the chances of student success.

Partners

The Peachtree Ridge High School Professional Learning Committee is a partnership that could

enhance the effectiveness of this professional development program. This group is comprised of

administrators, teachers, and counselors and they are responsible for approving the use of county

funds for teacher professional learning. Since the program does actively involve more than half

of the language arts department and the focus is literacy which is a school-wide initiative, this

partnership seems only natural. The members of this committee will be used as sounding boards

for the layout of the daily sessions and the funds from this partnership would be used for

purchasing supplies for the sessions such as pens, chart paper, snacks, and/or lunches for

participants.

Additionally, pairing with the Peachtree Ridge PTSA will go a long way in promoting the

importance of literacy. The PTSA at the school is actively involved in purchasing technology for

teacher and student use and if teachers are going to be provided with technology training, they

need to have the resources to utilize their new skills in the classroom with students.

An external partnership with the Gwinnett Online Campus may be very beneficial in

terms of the programs and strategies taught in the sessions. Language arts teachers who teach
full time at GOC are already integrating technology at high levels into their everyday teaching

and learning and bringing in a few of these technology experts to teach the programs and

applications may help Peachtree Ridge teachers see the myriad of benefits technology can

provide.

Two additional external partnerships will be established with the High Museum of Art

and the Aurora Theatre. They will provide space for two of the follow-up meetings and will help

facilitate further development on visual literacy strategies that can be used in the language arts

classroom.

Teachers participating in the professional development program will be specifically

targeted, and will be selected based on the criteria outlined below.

Participant Recruitment

The teachers who will be asked to participate in the professional development program are the 12

teachers who will be responsible for teaching all sections of 9th and 10th grade language arts

throughout the 2017-18 school year. The sections taught are a combination of college prep, or

on-level courses, as well as gifted and honors-level sections. Of the 12 teachers selected to

participate, 7 have more than 10 years of teaching experience. The remaining 5 teachers have

between 1-5 years of teaching experience. Ten of the teachers have a Masters degree in

Teaching Secondary English Education, and 2 of the teachers have a Bachelors degree in

English / Literature The 12 teachers will be asked to attend all program sessions in return for the

stipend offered. If teachers cannot participate in the required sessions, their teaching schedules

will be altered and they will not be a part of the 9th or 10th grade course teams. The professional

development program will benefit all teachers and students at Peachtree Ridge High School as

these 12 teachers will be asked to share their learning and facilitate professional learning for the
entire faculty during the 2018-19 school year. As language arts teachers, the participants

selected for the program have a vested interest in literacy improvement. In her article The

Power of Teacher Agency, Laurie Calvert (2016) asserts that much of professional development

teachers endure has very little relevance on their actual curriculum, and thus, is seen as irrelevant

and a waste of time. By focusing visual literacy strategies and technology implementation on

specific language arts standards, teachers will be able to see the relevance the program will have

to their teaching and their students learning.

The participant recruitment and all other aspects listed in the grant proposal are integral

to the effective facilitation of the program and the high level of impact the activities and

strategies presented will have on teacher effectiveness.

CONCLUSION

Implementing this professional development plan will prove a benefit to teachers and students of

Peachtree Ridge High School. Through the program, teachers will learn how to better effectively

serve 21st century students sitting in their classrooms and will better prepare students for college

and career readiness. This program will help teachers see the value in visual literacy and the

impactful role it plays in everyday life. In his book Leading Change in your School: How to

Conquer Myths, Build Commitment, and Get Results, Douglas Reeves (2009) asserts that

"effective professional collaboration requires time, practice, and accountability". Teachers aren't

given enough time to collaborate with professionals about implementing changes. Typically,

there are a myriad of responsibilities that surpass professional collaboration; it is certainly

encouraged by the administration, but there isn't enough time built into the school day to really

make true change occur. This is why outside professional development is so important, and why
this professional program will be so invaluable to the teachers at Peachtree Ridge High School as

well as those throughout the county. It allows time for teachers to learn and apply their learning

to impact student achievement.

Additionally, this program will help teachers foster a more pragmatic approach to

integrating visual literacy in the classroom, and this, in turn, will make students more literate in

the global, technology-driven society. Fisher and Frey (2008, p.1) support this notion in the

introduction of their book and argue that the fundamental goal of education is to teach effective

communication. This professional development program hones in on communication in a clear,

coherent manner and fosters in teachers the idea that communication can be more than just

reading, writing, speaking and listening. It is also about viewing with a critical eye. At the end of

the program, the participants will have specific strategies and tools they can use in their specific

content area to help students succeed on standardized tests, in other academic areas, and in life.

The grant proposal will help ensure that teachers are equipped to prepare students to think

critically, and analyze the information they encounter on a daily basis and will allow them to

have a more competitive edge in the global workforce.

The sections that follow outline the budget, capacity, and data collection instruments

related to the professional development program.

 Appendix A: Budget Summary

TEACHER QUALITY HIGHER EDUCATION PROGRAM

Itemized Budget Page 1

CATEGORIES TQ Funds

Personnel-list people individually (please indicate if the person is 100% soft money in narrative)

Project Director Stephanie Stone (Summer $5000 for the duration of the project) $5,000.00
Facilitator Kay Reynolds ($300 x 5 full day facilitation + 1 planning)
$1,800.00

Facilitator Debbie McAfee ($300 x 5 full day facilitation + 1 planning)

$1,800.00
Facilitator Joni Gilman ($300 x 5 full day facilitation + 1 planning) $1,800..00

Totals carry over to Budget Summary Page automatically Total Personnel $10,400.00
Costs
 FRINGE-list figure amount and % for each person separately

Project Director Stephanie Stone ($5000 x 25%) $1,250.00

Totals Carry Over to Budget Summary Page automatically Total Fringe $1,250.00
Costs

Participant Costs

12 participants ( $500 x 12 +45 PLUs) $6,000.00

Totals carry over to Budget Summary Page automatically Total Participant $6,000.00
Costs

Itemized Budget Page 2

Travel-list lodging costs, meals, mileage reimbursements, etc. (per person costs)

Georgia Educational Technology Consortium (GAETC) conference registration ($200 x 5) $1,000.00

GAETC Food Stipend ($50 x 3 days x 5 attendees) $750.00
GAETC Mileage Reimbursement ($0.53 x 6 trips x 50 miles x 5 attendees) $795.00

Totals carry over to Budget Summary Page automatically Total Travel $2,545.00
Expenses

Additional Costs list each piece of equipment, food, registration fees, etc. (per
person or per school costs)
Summer Workshop Boxed Lunches ($9 x 17 participants x 5 days)
$765.00
Teaching Visual Literacy: Using Comic Books, Graphic Novels, Anime, Cartoons, and More $505.92
to Develop Comprehension and Thinking Skills 1st Edition by Nancy Frey and Douglas

Fisher ($29.76 x 17 participants)

Minds Online: Teaching Effectively with Technology by Michelle D. Miller ($17.93 x 17 $304.81
participants)

Totals carry over to Budget Summary Page automatically Total Additional $1,575.73
Costs
 Evaluation CostsList external evaluator and associated costs

External Evaluator Wanda Mangum (standard rate for the duration of the project to be paid $4,000.00
at completion)

Totals carry over to Budget Summary Page automatically Total Evaluation $4,000.00
Costs

Suppliesplease attach a detailed list at the end of this budget

Pocket Folders ($1.00 x 17 participants)
$17.00
Copy Paper ( $20 per case x 1 case) $20.00

Totals carry over to Budget Summary Page automatically Total Supplies $37.00

IMPROVING TEACHER QUALITY PROGRAM

PROPOSED BUDGET SUMMARY

Totals from Itemized Budget will automatically come here

Institution:
Peachtree Ridge High School

Address of Department or School:

1555 Old Peachtree Road, Suwanee, GA 30024

Budget Office Address:
1555 Old Peachtree Road, Suwanee, GA 30024

Contact Person in Budget Office (Name and telephone #):

Jeffrey Mathews (678) 957-3100

Project Title:
Integration of Technology Enhanced Instruction in 9th and 10th Grade Language Arts
Classrooms Using Visual Literacy Strategies

TEACHER QUALITY CATEGORIES TO BE USED ON ALL Requested TQ

INVOICES
Funds
 1. Personnel
$10,400.00

2. Fringe
$1,250.00

3. Support Personnel
$0.00

4. Participant Costs $6,000.00

5. Travel
$2,545.00

6. Additional Costs $1,575.73

7. Evaluation Costs (at least 3%)
$4,000.00

8. Materials and Supplies

$37.00

9. Total Lines 1-8

$25,807.73

10. Indirect Costs All subgrants should use one of the two following

indirect cost calculations, whichever is lower: 1) 8%, excluding $2,111.82

tuition or 2) the institutions federally negotiated indirect cost rate.

Grand Total (9 & 10)

$27,919.55
Appendix B: Budget Narrative

The budget consists of a salary for the Project Director, Stephanie Stone of $5,000 in addition to

a fringe cost of $1,250 for Mrs. Stone to cover the cost of supplemental health insurance for non-

contracted summer hours. The budget also consists of stipends for the facilitators of the

program, Kay Reynolds, Debbie McAfee and Joni Gilman. The facilitators will be paid a flat

rate of $300 for the 5 full-day summer sessions, one planning day prior to the summer session,

and three follow-up meetings to be held during the 2017-18 school year. The external evaluator,

Wanda Mangum, will also be compensated based on flat rate of $4000. The external evaluator

will be responsible for data collection, analysis and presentation of findings. Each participants,

consisting of 12 Peachtree Ridge High School language arts teachers will receive a stipend at the

end of all 8 sessions of $500. This stipend will be added into their June paycheck. The facility

being used is the Peachtree Ridge High School Innovation Presentation Center and is free of

charge for Professional Development programs involving Peachtree Ridge teachers.

In November of 2017, the Project Director, the three program facilitators, and the

external evaluators will attend the Georgia Educational Technology Conference in Atlanta,

Georgia. This grant will pay for conference registration of $200 per attendee and will pay each

attendee a $50 stipend for food in addition to $0.53 for mileage reimbursement. Facilitators will

utilize the content gleaned from the conference to enhance the summer session and the

technology tools presented to participants.

During the summer sessions, lunch will be provided to participants and all program

personnel. The cost for the lunches is $9 per person per day. Participants will need to be

provided with resources beyond those provided in each of the sessions. The two reference books

listed will give participants further professional development ideas and strategies to ensure that
what teachers learn in the program is being carried over to the teaching and learning in

classrooms with students. Because much of the work will be done online, participants will not

need an abundance of other resources, but the folders will be utilized to keep paper resources

organized and the copy paper will be used to make copies of data or literature provided to

participants as well as hard copies of strategies and resources.

Appendix C: Capacity (Project Team and Facilities)

The team of professionals that make up the program will work together to ensure the highest

level of positive impact on teacher change. This group will work together to plan each summer

session as well as the follow-up sessions. They will attend the GAETC conference and

collaborate on ideas presented at the conference that they can integrate into the program. All of

the individuals on the team know each other and have worked together on previous professional

development opportunities.

Stephanie Stone will serve as project director for the program. Mrs. Stone is the language arts

department chair at Peachtree Ridge High School. She has 13 years of teaching experience and

holds certifications in gifted teaching, AP Language, and AP literature. Mrs. Stone holds a Ed.S.

in Instructional Technology and through her graduate level course work she has gleaned an array

of strategies and techniques that pertain to both technology usage and vertical literacy.

The program facilitators will be Kay Reynolds, Debbie McAfee, and Joni Gilman.

Ms. Kay Reynolds is one of the language arts curriculum and instruction coaches for Gwinnett

County. Previously, she taught language arts at the middle, and high school levels for 20 years.

She is well-versed in AKS pertaining to language arts curriculum and has a vast understanding of

Common Core Standards pertaining to literacy.

Ms. Debbie McAfee is a language arts teacher at Peachtree Ridge High School. She has more

than 30 years of teaching experience and is certified in both AP language and AP literature. Ms.

McAfee is an instructional trainer in Gateway grading practices; she teaches graduate students
how to grade the Gateway Writing Exam and is well-versed in writing practices that help

students show mastery on the Gateway and in real-world writing situations.

Ms. Joni Gilman is the media specialist at Peachtree Ridge High School. Prior to assuming this

role, Ms. Gilman taught language arts at the school. She is knowledgeable about literacy

practices as well as new technology implementations and programs that can help impact student

achievement.

The summer workshop and three follow-up sessions will be hosted in the Peachtree

Ridge High School Innovative Presentation Center The facility is being used free of charge, and

can easily accommodate the facilitation of the program. The presentation center has a seating

capacity of 100 and is equipped with LCD projectors, screens, whiteboards, and has 7 laptop

computer workstations with five devices per station.

The first follow-up session will be held at the High Museum of Art in Atlanta, Georgia.

The museum has a contract with Gwinnett County Public Schools and allows for training space

and admission to the museum at no cost for GCPS professional development. The second

follow-up meeting will be held at the Aurora Theatre in Duluth and GCPS has a similar

agreement with the theatre. Teacher training space will be provided at no cost in addition to

admittance to the one-act production.

Appendix D: Data Collection Tools

Visual Literacy / Technology Integration Questionnaire

The goal of this questionnaire is to determine how frequently teachers integrate visual literacy
strategies into their reading and writing instruction and b) their level of use and comfortability
with using technology to help enrich overall literacy instruction.

Please answer all questions on your own and to the best of your ability.

Name: ____________________________________
Date: _______________
Years of Teaching Experience: _______________
Grade Levels Taught: ______________________________________________________
Highest level of education attained: ____________________________________________

In your own words, what is visual literacy? _________________________________________

In your own words, describe how visual literacy instruction could help increase student
achievement in language arts as well as other academic areas.

Which of the following describes how frequently you have integrated visual literacy strategies
into instruction or assessment in your classroom? (circle the most appropriate response)
Never

Monthly
Weekly

Daily

In your own words, what is technology? _________________________________________

In your own words, describe how technology integration could help increase student
achievement in language arts as well as other academic areas.

Which of the following describes how frequently you have integrated technology into instruction
or assessment in your classroom? (circle the most appropriate response)
Never

Monthly

Weekly

Daily

Visual Literacy / Technology Integration Questionnaire Narrative

All language arts teachers will take this questionnaire prior to the implementation of the summer
session, and all language arts teachers will take the same survey after the third follow-up meeting
which will conclude the professional program. The purpose of the narrative is to discern the
level of visual literacy instruction currently occurring in classrooms at Peachtree Ridge High
School. Knowing this, the facilitators can effectively design activities that help meet
participants at their current level of mastery. This quantitative data will also help evaluate the
effectiveness of the program at the conclusion of all sessions. The data collected at the end of
the program will hopefully show that a higher level of purposeful instruction is being devoted to
visual literacy.
 Summer Session Daily Exit Survey
Participant Name: ____________________________________
Date: _______________

Please circle your response to the items. Rate aspects of the information presented in todays
workshop on a 1 to 5 scale:

DAILY CONTENT (Circle your response to each item.)

1=Strongly disagree
2=Disagree
3=Neither agree nor disagree
4=Agree
5=Strongly agree
N/A=Not Applicable

1. The goals / objectives of the session were presented clearly. 1 2 3 4 5 N/A

2. The content provided is relevant to the curriculum I teach. 1 2 3 4 5 N/A

3. The activities allowed for practice and feedback. 1 2 3 4 5 N/A

4. The pace of this workshop was appropriate. 1 2 3 4 5 N/A

5. The facilitators were well prepared. 1 2 3 4 5 N/A

6. The facilitators were helpful 1 2 3 4 5 N/A

7. I accomplished the objectives of this workshop. 1 2 3 4 5 N/A

8.. How would you improve this workshop? (Check all that apply.)
___Provide better information before the workshop.
___Clarify the workshop objectives.
___Reduce the content covered in the workshop.
___Increase the content covered in the workshop.
___Update the content covered in the workshop.
___Improve the instructional methods.
___Make workshop activities more stimulating.
___Improve workshop organization.
___Make the workshop less difficult.
___Make the workshop more difficult.
___Slow down the pace of the workshop.
___Speed up the pace of the workshop.
___Allot more time for the workshop.
___Shorten the time for the workshop.
___Improve the tests used in the workshop.
___Add more video to the workshop.

9. What other improvements would you recommend in this workshop?

10. What is least valuable about this workshop?

11. What is most valuable about this workshop?

Summer Session Daily Exit Survey Narrative

This survey will be required from all summer participants for each day of the summer program.
This data will be both quantitative and qualitative and will help to ensure that the goals and
objectives of each session are being maximized and honed in upon. The information provided
will allow to do a mid-course correction and re-teach or re-inform if needed. All of these
instructional practices will serve to foster the effective implementation of visual literacy
instruction and technology integration in language arts classrooms. Additionally, this data will
help at the conclusion of the overall program to determine effectiveness and will provide
direction for future professional development training in the areas of visual literacy and
technology integration.

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