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School Technology Plan

(Michelle Andersen, Cayla Fickinger, Sarah Kershner, Alison Wilcox)


Roles Group Member Name

Manager Cayla Fickinger

Developer/Editor Michelle Andersen

Logistical Engineer Sarah Kershner

Editor Alison Wilcox

Technology Plan Section Group Member Completing

Description of School Michelle Andersen

Goals Alison Wilcox

Objectives Alison Wilcox

Evaluation Sarah Kershner

Budget Cayla Fickinger

Rational Cayla Fickinger

Professional Development Michelle Andersen

Timeline Sarah Kershner

Link to Directions:
https://www.evernote.com/shard/s224/sh/ded29b3f-425d-4487-b0b7-
9c10c23cf42d/3056ac675cf55ce5

Notes:

Project Completion Timeline:


7/5 @ 7:30(Google Hangouts): Discuss first steps and choose meeting dates
Week 7 (July 5-11):
- School Description (Michelle to post by Sunday)
- Meeting #1 Monday July 10 @7:30pm : School Improvement Goal, Statement of Need,
and Vision Statement
Week 8 (July 12-18):
- Goals & Objectives (Alison)
- Meeting #2 Monday July 17th @7:30pm: Current Technology, New Technology Needed,
Implementation
- Post to Class Discussion for Peer Feedback (Cayla to post on Tuesday)
Week 9 (July 19-25):
- Provide Feedback to Other Group
- Evaluation (Sarah)
- Budget & Rationale (Cayla)
- Professional Development (Michelle)

Week 10 (July 26-August 1):


- Logistical Engineer to Develop Timeline (Sarah)
- Editor Prepare Document for Submission (Alison) & export to group with title page
- Group Review STP
- Two Reflections (Everyone Individually)

By August 2:
- Manager Share STP in Discussion (Cayla)
- Submit Two Reflections as One Document to TK20 (Everyone Individually)
School Technology Plan
(Michelle Andersen, Cayla Fickinger, Sarah Kershner, Alison Wilcox)

School Name: Southampton Middle School

County Name: Harford County, Bel Air Maryland

Existing Technology Devices, Hardware, and Software

Southampton Middle School is located in Harford County Maryland and contains grades

six through eight. The school has been providing public education services to students in

Harford County since it opened in 1970. The availability of and access to technology differs

between classrooms but overall teachers and students have access to a variety of different types

of technology. Each classroom in the building has been equipped with a Promethean

SmartBoard for teacher and student use. Most teachers in the building make use of the

SmartBoard and its interactive features with students; although a handful of teachers still use it

as just a projection screen. Four teachers in the building have a set of thirty ActivVotes that are

housed within their rooms; ActivVotes are student response devices that can be used with a

SmartBoard and the ActivInspire software. These teachers are responsible for the ActivVotes

but all teachers in the building are able to sign-out the ActivVotes to use with their students. The

four sets of ActivVotes were widely used when the school first purchased them four years ago

but this use has seen a steady decline as teachers and students utilize other technology in the

building. Gym teachers, technical education teachers, and a few (less than ten) classroom

teachers also have access to ActivSlates; ActivSlates allow a teacher to control the SmartBoard

remotely from anywhere within the room. ActivSlates are used frequently by teachers and

students who have access to them but they have not been purchased for every teacher within the

building.
Teachers and students at Southampton Middle School also have access to four computer

labs (one located within the media center) and three mobile laptop carts. Each of the computer

labs contains around thirty Dell desktop computers and each mobile cart contains around thirty

Dell laptops. Teachers must sign-up in order to use both the computer labs and laptop carts with

students. The computer labs and laptop carts remain in use each day throughout the school year

and the sign-up sheets for both are usually fully booked within the first few weeks of school.

Classrooms within the building contain one student desktop computer and one teacher desktop

computer; these computers are old and in need of replacement.

All desktops and laptops within the building are equipped with a variety of software

programs including the Microsoft Office 365 suite, PARCC testing applications, Scholastic

Reading/Math Inventory applications, and MovieMaker. The Office 365 suite provides students

and teachers with access to all of the Microsoft Office programs, including OneDrive, both at

home and at school. Office 365 contains desktop and online versions of the Microsoft Office

programs and each student and teacher gets five free downloads on their personal devices.

Teachers and students use Office 365 on a daily basis when completing assignments and

activities both in the classroom and at home. The four computer labs also provide teachers and

students with access to headphones which are primarily used during online PARCC testing

(grade eight is the only grade within the building currently taking PARCC online); these

headphones cannot be taken from the computer labs and do not contain microphones. Finally,

each laptop computer and desktop computer are connected to the school’s WiFi network. The

WiFi network is available anywhere within the building and allows both teachers and students to

access the Internet.

BYOT Implementation
Two years ago, Harford County implemented a bring your own technology (BYOT)

program at all middle and high schools; BYOT for elementary schools is still currently in the

development and pilot stages. The BYOT program allows teachers and students to bring

personal laptops, tablets, and mobile phones to school for use within the classroom. These

personal devices are connected to a separate, secured WiFi network that contains a filter which

blocks inappropriate content along with any social media apps or websites. Teachers and

students agree to a responsible use policy when using the BYOT program and failure to comply

with the responsible use policy and classroom rules/procedures does result in a loss of device and

BYOT privilege; this loss of privilege varies depending on the infraction and ranges from one

day to an entire school year of device loss. The BYOT policy is widely used within the building

by both teachers and students. Teacher attitude about the policy has increased significantly since

it was introduced and many teachers have begun to allow students to use their devices each day

within the classroom. Teachers use the BYOT to policy in conjunction with a variety of Web 2.0

tools to provided students with greater access to technology. Classroom management and

knowledge of Web 2.0 tools is an area that teachers continue to struggle with in regards to

BYOT use in the classroom.

Along with the personal devices that students bring to school to use within the classroom,

each teacher was provided with four Kindle Fire devices at the beginning of last school year for

students who are unable to bring a personal device to school to use when completing classroom

assignments. The Kindle Fire devices are used very frequently by students, and teachers have

often stressed the need for more of these devices. There is a large number of students, especially

in the sixth grade, that do not bring a personal device to school and the Kindle Devices have

provided technology access to these students. Teachers also have the ability to sign-out four
iPad carts that contain fifteen iPad Airs with Logitech Bluetooth keyboards when completing

assignments where each student needs a device. Similar to the laptop carts and computer labs,

these carts are signed out each day of the school year and the signup sheets fill up within the first

few days of school. The iPads contain a variety of apps and most teachers use these devices

when students are completing large projects.

itsLearning: Learning Management System

Finally, Harford County has begun to shift to an online learning and classroom

management program called itsLearning. itsLearning is an online learning and classroom

management program that provides teachers and students with access to digital curriculum. The

county has gradually begun to update and house curriculum within the itsLearning platform.

itsLearning allows teachers to access their specific curriculum online, plan lesson, and provide

students with access to digital content all within the platform. The use of itsLearning by teachers

and students is still optional, although highly encouraged, and only a small number of teachers

make use of it within the classroom. A significant amount of teacher training is still required for

many teachers before they can begin to use itsLearning with students.

County Demographics

Harford County Public Schools (HCPS) is located in Harford County Maryland. The

HCPS school district is comprised of thirty-three elementary schools, nine middle schools, ten

high schools, one alternative education school, and one special education school. The schools

within HCPS service a total of 37,448 students. The demographic breakdown of the 37,448

students within HCPS is:

Table 1: Demographics of Harford County Public Schools (grades K-12)


The student population within HCPS contains 19,267 male students and 18,181 female students.

Twenty-Three percent of teachers within HCPS hold a standard professional certificate, sixty

eight percent of teachers hold an advanced professional certificate, and six percent of teachers

are conditional or under qualified; three percent of teachers were not included in the

demographic survey (MSDE, 2017).

School Demographics

Southampton Middle school contains 1,212 students and 81.66 teachers (including

special education support staff); the student to teacher ratio is 14.84:1. The school contains 636

male students and 576 female students. Forty-four students are eligible for reduced-price

lunches and 132 students are eligible to receive a free lunch (NCES, 2016). The demographic Commented [1]: Would it possible to show these in a
table, with student %? Would make it easier to
compare to other schools.
breakdown of Southampton is:

Table 2: Demographics of Southampton Middle School (grades 6-8) (NCES, 2016)

Demographic Number of Students


American Indian/Alaskan Native 3

Asian/ Pacific Islander 50

Black 73

Hispanic 66

White 964

Two or More Races 56

Southampton Middle is a fully inclusive school which means that students with disabilities are

included within the general education setting and receive their special education services within

the general education setting. Students with disabilities are only pulled from class to receive

speech/language, OT, and psychology services.

Table 3: Percent of Students Receiving Special Education Services (grades 6-8) (MSDE, 2017)

Students with IEP 11.4% of student population

Students with 504 5.2% of student population

Student Achievement and School Improvement Goals

The main focus of Southampton’s School Improvement Plan (SIP) is to increase student

achievement in the areas of mathematics, language arts, science, social studies, and physical

education/unified arts; unified arts include art, technical education, music, band, chorus, health,
and foreign languages. The goal by the end of the school year is for 80% of students to be

proficient or above or to “make expected gains” on the PARCC end of year assessment (HCPS,

2016). An area of focus for the SIP is students with IEPs and 504s as they are one of the lowest

performing subgroups as indicated by the most recent PARCC language arts and math scores;

these scores are from 2016.

Table 4: PARCC Grade 6 Language Arts/Math Scores (MSDE, 2017) Commented [2]: Providing national/county data if
available would make an excellent baseline
comparison
Demographics Exceeded Met Approached Partially Met Did Not
Expectations Expectations Expectations Expectations Meet
Expectations

American No data No data No data No data No data


Indian/ No data No data No data No data No data
Alaskan
Native

Asian 25% 70.8% <5% <5% <5%


29.2% 58.3% 8.3% <5% <5%

African <5% 50% 28.6% 17.9% <5%


American/ 7.1% 21.4% 42.9% 21.4% 7.1%
Black

Hispanic <5% 54.2% 29.2% 8.3% <5%


8.3% 50% 29.2% 12.5% <5%

Hawaii/ No data No data No data No data No data


Pacific No data No data No data No data No data
Islander

White 9.5% 52.5% 27% 8.9% <5%


9.5% 48% 30.5% 10.5% <5%
Two or More 9.1% 54.5% 9.1% 18.2% 9.1%
Races 9.1% 27.3% 36.4% 18.2% 9.1%

504 12.5% 37.5% 37.5% 12.5% <5%


6.3% 50% 31.3% 12.5% <5%

IEP <5% 11.9% 23.8% 47.6% 16.7%


<5% <5% 38.1% 40.5% 16.7%

FARMS <5% 42.7% 31.7% 17.1% <5%


7.3% 35.4% 36.6% 14.6% <5%

Table 5: PARCC Grade 7 Language Arts/Math Scores (MSDE, 2017)

Demographics Exceeded Met Approached Partially Met Did Not


Expectations Expectations Expectations Expectations Meet
Expectations

American No data No data No data No data No data


Indian/ No data No data No data No data No data
Alaskan
Native

Asian 36.8% 42.1% 15.8% 5.3% <5%


No data No data No data No data No data

African 22% 29.6% 22.2% 14.8% 11.1%


American/ <5% 15.8% 57.9% 21.1% 5.3%
Black

Hispanic 12.5% 43.8% 31.3% 6.3% 6.3%


<5% 18.2% 36.4% 36.4% 9.1%
Hawaii/ No data No data No data No data No data
Pacific No data No data No data No data No data
Islander

White 20.1% 41.9% 22.4% 11.2% <5%


<5% 36.2% 40.5% 19.5% <5%

Two or More 18.2% 31.8% 40.9% 9.1% <5%


Races <5% 18.8% 62.5% 18.8% <5%

504 9.5% 33.3% 28.6% 28.6% <5%


<5% 21.4% 57.1% 21.4% <5%

IEP <5% 14.3% 31.4% 28.6% 22.9%


<5% 8.8% 35.3% 44.1% 11.7%

FARMS 12.7% 23.8% 36.5% 20.6% 6.3%


<5% 21.4% 41.1% 26.8% 8.9%

Table 6: PARCC Grade 8 Language Arts/Math Scores (MSDE, 2017)

Demographics Exceeded Met Approached Partially Met Did Not


Expectations Expectations Expectations Expectations Meet
Expectations

American No data No data No data No data No data


Indian/ No data No data No data No data No data
Alaskan
Native

Asian 19% 52.4% 19% <5% <5%


No data No data No data No data No data
African 13.3% 30% 23.3% 23.3% 10%
American/ <5% 6.3% 25% 31.3% 37.5%
Black

Hispanic 12.5% 37.5% 29.2% 8.3% 12.5%


<5% 14.3% 35.7% 28.6% 21.4%

Hawaii/ No data No data No data No data No data


Pacific No data No data No data No data No data
Islander

White 8.5% 43.8% 28% 13.6% 6.2%


<5% 24.1% 43.1% 19% 13.9%

Two or More 14.3% 35.7% 14.3% 28.6% 7.1%


Races No data No data No data No data No data

504 <5% 27.3% 36.4% 18.2% 13.6%


<5% 15.4% 53.8% 7.7% 23.1%

IEP <5% 9.8% 25.5% 31.4% 33.3%


<5% 11.6% 20.9% 32.6% 34.9%

FARMS <5% 34.3% 34.3% 14.9% 14.9%


<5% 17.1% 31.7% 31.7% 19.5%

Summary of Needs
A main concern of teachers at Southampton is a lack of professional development on the

topics of BYOT and use of BYOT with students in the classroom. Teachers need more

professional development in order to successfully use BYOT to meet the diverse learning needs

of all students. With increased professional development, teachers will gain more effective
strategies for assisting students in reading and math thus raising test scores. Although many

students bring personal devices to school under the BYOT policy, negative teacher attitudes have

prevented the policy from being adopted by all teachers within the building. Another concern for

teachers is the system for checking out laptop carts and other pieces of technology. This system

is not organized properly and teachers often sign up for time that they do not need or use.

Addressing the sign out concern for devices will ensure that there is equality between each

subject area, specifically math and language arts.

A final need to be addressed by the school technology plan is the use of the BYOT

program in sixth grade. Sixth grade has the least number of students bringing personal devices

to school and as a result students are often forced to share devices with one another; the lack of

personal devices in sixth grade has also caused many sixth grade teachers to shy away from

using the BYOT policy. Parent, teacher, and student attitudes about BYOT need to be addressed

in sixth grade, as well as in seventh and eighth grade, to encourage more students to take

advantage of the opportunity. In conjunction with this need, the school community needs to

receive more support and education in regards to digital citizenship and cyber safety to ensure

that all students, staff, and parents are meeting the guidelines outlined in the HCPS responsible

use policy.

Vision Statement
We believe existing technology will be used to enhance learning by providing multiple

ways for all students to express understanding in sixth through eighth grade, including those with

IEPs and 504s. Teachers will have access to more focused professional development in order to

assist students in achieving higher reading and math test scores.

Goals
1. Teachers and staff will implement technology using school approved resources for

differentiation to increase academic achievement for students of all academic need.

2. Teachers and staff will complete focused professional development by a technology

specialist to build their technology toolbox for successful implementation in the

classroom.

3. Research based assistive technologies will be implemented by teachers and staff to raise

proficiency levels in reading and math for students with IEP’s and 504 plans.

4. Establish an organized system for checking out devices so that teachers, staff and

students have an equal opportunity to use devices throughout the school year.

5. Sixth graders will have increased opportunities to use school supplied technology.

6. Digital citizenship will be promoted throughout the school community around technology

use.

7. Teachers and staff will have an increased understanding in the benefits of students

bringing their own devices to use in school.

Teacher Objectives

Objective 1: Given appropriate technology and resources, teachers and staff will be able to

implement technology throughout each quarterly marking period to increase student performance

to 70% of students meeting expectations or higher.

Objective 2: Given focused professional development in web 2.0 tools, teachers and staff will

successfully implement technology into their classrooms in a manner consistent with the school’s

vision.
Objective 3: Given researched based assistive technologies such as Kurzweil, teachers and staff

will support special needs students to increase end of year student proficiency levels to 40% of

students with IEPs or 504 plans meeting or exceeding expectations.

Objective 4: Creating an organized check out system by administration, teachers and staff will

be able to check out technology devices in a manner in which all teachers have equal access.

Objective 5: With school owned technology devices, sixth grade teachers will provide sixth

graders access to technology in a manner of which is equal to other grades in the school in order

to give sixth graders equal access to technology in the classroom.

Objective 6: Given a variety of technology tools, teachers will build digital citizenship in a

manner in which supports the school’s Responsible Use Policy.

Objective 7: Given community communication through Seesaw, teachers and staff will promote

digital citizenship to increase parent involvement regarding BYOT devices.

Student Objectives

Objective 1: Given appropriate technology and resources, students will be able to increase

reading and math test scores to 70% of students meeting expectation or higher on the end of year

standardized tests.

Objective 2: Given instruction on a variety of Web 2.0 tools, students will be able to improve

their communication and collaboration skills when responding to document based questions and

supporting problem solving strategies.

Objective 3: Given use of researched based assistive technologies, special needs students will

be able to use Kurzweil to explain their reasoning through writing in reading and math

benchmark assessments.
Objective 4: Given an organized check out system, students will have access to technology

devices to research and collaborate with peers on class projects throughout each marking period

across multiple subject areas.

Objective 5: Given technology devices, sixth grade students will have access to technology in a

manner of which is equal to other grades in the school.

Objective 6: Given a variety of technology tools, students will become digital citizens in a

manner in which reflects the school’s Responsible Use Policy by monitoring student use of

technology.

Objective 7: Given community communication through Seesaw, students will monitor and

reflect on their own progress monthly.

Evaluation
Goals Indicators Benchmarks Measures

1. Teachers and staff Teachers and staff will Teachers will ● Anecdotal notes
will implement be able to implement incorporate every quarter
technology using technology in every school approved ● SRI- 3 times a
school approved marking period to technology 3 year(beginning,
resources to increase increase student times a week in middle and end
academic performance to 70% of math and reading of school year0
achievement for students meeting by the end of ● SMI- 3 times a
students of all expectations or higher. Quarter 2. year
academic need. Students will be able to Teachers will (beginning,
increase reading and incorporate middle and end
math test scores to 70% school approved of school year)
of students meeting technology daily ● PARCC
expectation or higher on in math and assessment
the end of year reading by the scores
standardized tests. end of Quarter 4. ● Language Arts
assessment (4
times a year)

2. Teachers and staff Teachers and staff will Teachers will ● Teacher
will complete focused successfully implement learn about and surveys that
professional technology into their introduce a Web allow them to
development to build classrooms in a manner 2.0 application to reflect on their
their technology consistent with the students at least technology use
toolbox for successful school’s vision. once each ● Student voice
implementation in the Students will be able to quarter. surveys to
classroom. improve their determine
communication and teacher use of
collaboration skills technology
when responding to ● Anecdotal notes
document based
questions and
supporting problem
solving strategies.

3. Research based Teachers and staff will Teachers will ● SRI- 3 times a
assistive technologies support special needs instruct students year(beginning,
will be implemented students to increase end with special middle and end
by teachers and staff of year student needs how to use of school year0
to raise proficiency proficiency levels to Kurzweil with ● SMI- 3 times a
levels for students 40% of students with support of the year
with IEP’s and 504 IEPs or 504 plans teacher in Quarter (beginning,
plans. meeting or exceeding 1. middle and end
expectations. Teachers will of school year)
Special needs students instruct students ● PARCC
will be able to use with special assessment
Kurzweil to explain needs how to use scores
their reasoning through the ● Language Arts
writing in reading and accommodations Assessment (4
math benchmark in Kurzweil times a year)
assessments. independently by ● Anecdotal notes
Quarter 2. determining
how students
are using the
assistive
technology

4. Establish an Teachers and staff will Teachers will ● Discussion at


organized system for be able to check out receive the staff meetings
checking out devices technology devices in a training on new ● Teacher
so that teachers, staff manner of which is all checkout system surveys
and students have an teachers have equal during Pre- ● Core team
equal opportunity to access. service week of check ins on the
use devices Students will have the 2017-2018 checkout
throughout the school access to technology school year. system
year. devices to research and Checkout system
collaborate with peers should be in full
on class projects effect by Quarter
throughout each 1.
marking period across
multiple subject areas.

5. Sixth graders will Sixth grade teachers will Technology will ● Inventory
have increased provide sixth graders be provided to checklist to
opportunities to use access to technology in sixth grade determine how
school supplied a manner of which is teachers to use many devices
technology. equal to other grades in with their are provided
the school. students at the and being used
Sixth grade students will beginning of in each grade
have access to quarter one. level
technology in a manner Sixth grade ● Sixth grade
of which is equal to teachers will be teacher and
other grades in the trained on devices student survey
school. by quarter one. to determine
how technology
is being used.

6. Digital citizenship Teachers will build Teachers and ● Teachers will


will be promoted digital citizenship in a administration be monitoring
throughout the school manner in which will discuss student
community around supports the school’s Responsible Use technology use
technology use. Responsible Use Policy. Policy with ● School data
Students will become students and collection based
digital citizens in a parents at Open on number of
manner in which reflects House, Back to students who
the school’s Responsible School Night, face
Use Policy by Parent-Teacher consequences
monitoring student use Conferences, etc. for incorrectly
of technology. using devices

7. Teachers and staff Teachers and staff will Teachers will be ● Communicate
will have an increased promote digital trained on Seesaw bi-weekly
understanding in the citizenship to increase at the end of through Seesaw
benefits of students parent involvement with quarter one. with parents
bringing their own BYOT using Seesaw. Teachers will be about how the
devices to use in Students will monitor expected to use it devices are
school. and reflect on their own to communicate being used in
progress monthly. with parents by the classroom
middle of quarter
two.

Budget
HARDWARE

TECHNOLOGY COST AMOUNT TOTAL PURPOSE

Amazon Fire 7 $49.99 96 $4,799.04 This will increase the


Tablet with number of devices in
Alexa, 7” each sixth grade
Display, 8 GB, classroom from 4 to 10.
Black Sixth graders are less
likely to bring their
own devices to school.
Having additional
tablets in each sixth
grade classroom will
ensure that there is
always enough
technology to support
instruction.

Apple iPad Mini $298.95 8 $2,391.60 iPads will allow the


2 with WiFi Special Education team
32GB Silver to have their own set of
devices to use with
students receiving
services. The reason
iPads were chosen
rather than Kindle Fires
is because they support
Kurzweil assistive
technology.

JETech Gold $11.99 8 95.92 Cases will ensure that


Serial 2nd Edition the iPads are kept safe
Slim-Fit Folio from falls and screens
Auto Sleep/Wake free from scratches
Case for Apple when being transported
Mini 1/2/3 - and stored.
Black

SOFTWARE

Seesaw FREE All Students $0 Students will utilize the


Seesaw app in order to
share their learning in a
digital portfolio. This
will help to bridge the
gap between home and
school.

SERVICES

Professional $120 2 $240 Two professional


Development development
opportunities will be
offered to teachers in
order to increase their
proficiency with
integrating technology
in their lessons. One
teacher will be in
charge of presenting
each session, receiving
a stipend for their
participation. The first
professional
development will be on
Office 365, which
Harford County has
purchased for each
classroom. The second
professional
development will be on
Web 2.0 Tools, which
will introduce teachers
to a variety of free
software that can be
utilized in their
classrooms.

Rachel’s $4,000 One $4,000 for first Rachel’s Challenge


Challenge presentation presentation Presentations are
Presentation per two school currently scheduled at
years Southampton Middle
School every three
years. Moving the
presentation to every
two years will ensure
that students continue
to have exposure to
digital citizenship skills
to help them
communicate
respectfully in an
online environment.

TOTAL: $11,526.56

Rationale for Expenditures


These technology purchases will allow sixth grade students at Southampton Middle

School to have equal access to educational software already available in the school. With the

purchase of the 6 additional Kindle Fire tablets in each sixth grade classroom, teachers will be

able to ensure that digital resources are available for students who either forget their own device

or are not able to bring one to school. Additionally, iPads will be purchased for the two special

education classrooms that support sixth grade students with IEPs and 504s. Having these devices

will ensure that students will have access to assistive technology, such as Kurzweil on a regular

basis. Kurzweil is not compatible with the Kindle Fire devices, which is why iPads will be

purchased for the special education classrooms instead.

*Items are listed in the above budget as new purchases or tools.

Maryland Technology
Literacy Standards for
Students & ISTE Standards
for Students

STANDARDS TEACHER OBJECTIVES STUDENT OBJECTIVES

Standard 2.0 Digital Objective 4: Creating an Objective 4: Given an


Citizenship: Demonstrate an organized check out system organized check out system,
understanding of the history by administration, teachers students will have access to
of technology and its impact and staff will be able to check technology devices to
on society, and practice out technology devices in a research and collaborate with
ethical, legal, and manner in which all teachers peers on class projects
responsible use of technology have equal access. throughout each marking
to assure safety. Objective 6: Given a variety period across multiple
6.B.1: Practice responsible and of technology tools, teachers subject areas.
appropriate use of technology will build digital citizenship Objective 6: Given a variety
systems, software, and in a manner in which supports of technology tools, students
information. the school’s Responsible Use will become digital citizens
6.B.2: Demonstrate an Policy. in a manner in which reflects
understanding of current legal Objective 7: Given the school’s Responsible Use
standards. community communication Policy by monitoring student
6.B.3: Understand current through Seesaw, teachers and use of technology.
internet safety guidelines. staff will promote digital Objective 7: Given
ISTE 2 Digital Citizen: citizenship to increase parent community communication
Students recognize the rights, involvement regarding BYOT through Seesaw, students
responsibilities and devices. . will monitor and reflect on
opportunities of living, their own progress monthly.
learning and working in an
interconnected digital world,
and they act and model in
ways that are safe, legal and
ethical.
Technology/Professional
Development to be
implemented:
● Responsible Use
Policy Training for
Staff
● Responsible Use
Policy Lesson for
Students
● Rachel’s Challenge
Presentation
● Etiquette guidelines for
checking-out school
based technology
devices

Standard 3.0 Technology for Objective 1: Given Objective 1: Given


Learning and Collaboration: appropriate technology and appropriate technology and
Use a variety of technologies resources, teachers and staff resources, students will be
for learning and will be able to implement able to increase reading and
collaboration. technology throughout each math test scores to 70% of
6.A.1: Select and use quarterly marking period to students meeting expectation
technology tools to enhance increase student performance or higher on the end of year
learning. to 70% of students meeting standardized tests.
6.B.1: Select and use expectations or higher. Objective 2: Given
technology tools to encourage Objective 2: Given focused instruction on a variety of
collaboration. professional development in Web 2.0 tools, students will
6.C.1: Select and use web 2.0 tools, teachers and be able to improve their
technology tools to increase staff will successfully communication and
productivity. implement technology into collaboration skills when
ISTE 3 Knowledge their classrooms in a manner responding to document
Constructor: Students consistent with the school’s based questions and
critically curate a variety of vision. supporting problem solving
resources using digital tools to Objective 3: Given strategies.
construct knowledge, produce researched based assistive Objective 3: Given use of
creative artifacts and make technologies such as researched based assistive
meaningful learning Kurzweil, teachers and staff technologies, special needs
experiences for themselves will support special needs students will be able to use
and others. students to increase end of Kurzweil to explain their
ISTE 7 Global Collaborator: year student proficiency reasoning through writing in
Students use digital tools to levels to 40% of students with reading and math benchmark
broaden their perspectives and IEPs or 504 plans meeting or assessments.
enrich their learning by exceeding expectations. Objective 5: Given
collaborating with others and Objective 5: With school technology devices, sixth
working effectively in teams owned technology devices, grade students will have
locally and globally. sixth grade teachers will access to technology in a
Technology/Professional provide sixth graders access manner of which is equal to
Development to be to technology in a manner of other grades in the school.
implemented: which is equal to other grades
● Professional in the school in order to give
Development on Office sixth graders equal access to
365* technology in the classroom.
● Professional
Development on Web
2.0 Tools*
● Kindle Fire Tablets*
● iPads*
● Kurzweil
● Office 365
● Web 2.0 Tools (Padlet,
Kahoot, Today’s Meet,
Answer Garden,
GoSoapBox, and
Socrative)

Standard 4.0 Technology for Objective 2: Given focused Objective 7: Given


Communication and professional development in community communication
Expression: Use technology web 2.0 tools, teachers and through Seesaw, students
to communicate information staff will successfully will monitor and reflect on
and express ideas using implement technology into their own progress monthly.
various media formats. their classrooms in a manner
6.A.1.a: Use communication consistent with the school’s
tools (such as e-mail, vision.
discussion boards, online Objective 7: Given
conferences, Learning community communication
Management Systems, through Seesaw, teachers and
portfolios) to gather staff will promote digital
information, share ideas, and citizenship to increase parent
respond to questions. involvement regarding BYOT
6.B.1.a: Select and use the devices.
appropriate multimedia and
publishing tools to express
original ideas with print,
drawings, digital images,
video, sounds, and/or personal
recordings.
ISTE 6 Creative
Communicator: Students
communicate clearly and
express themselves creatively
for a variety of purposes using
the platforms, tools, styles,
formats and digital media
appropriate to their goals.
Technology/Professional
Development to be
implemented:
● Seesaw*

Professional Development
In order to support the goals and objectives outlined within the school technology plan

teachers at Southampton will need to be provided with more focused professional development

opportunities. These professional development opportunities will provide teachers with the

strategies and skills necessary to use both BYOT and Web 2.0 tools more effectively within the

classroom. Professional development will also be an important way to encourage a more

positive attitude about BYOT within the school community. The professional development

opportunities that will be offered to teachers will focus on the following topics:

● Using Office 365 programs to enhance instruction in the classroom

● Classroom management strategies for using technology with students


● Using Amazon Kindles and BYOT devices (specific focus with sixth grade

teachers)

● Procedures and etiquette policies for checking out device carts/signing up for

computer labs

● Using Web 2.0 tools to increase student communication and collaboration (Padlet,

Kahoot, Today’s Meet, AnswerGarden, GoSoapBox, Socrative)

● Utilizing SeeSaw to establish student portfolios as a means of increasing

communication between school and home

● Review of the responsible use policy as it pertains to the BYOT policy

Additional professional development topics will be determined by a teacher survey after

the above sessions have concluded. These professional development sessions will be facilitated

by members of the school’s professional development committee as needed.

Timeline

August 2017-

● Purchase Amazon Fire

● Microsoft Office 365 Training for staff

● Training on new check-out system for devices

● Training for 6th grade teachers on Amazon Fire

September 2017-

● BOY SRI and SMI assessments

● Student and Teacher training on Responsible Use Policy

● Back to School Night- Parent/Teacher Communication about BYOT benefits

● Training for authenticating student devices


October 2017-

● Language Arts Benchmark Assessment

● Rachel’s Challenge Training (Every 2 years)

November 2017-

● Digital Citizenship Training

● Seesaw Application Training

December 2017-

● Language Arts Benchmark Assessment

January 2018-

● MOY SRI and SMI assessments

● Parent/Teacher Check-In Meeting about BYOT

February 2018-

● Language Arts Benchmark Assessment

March 2018-

● PARCC Assessment

April 2018-

● EOY SRI and SMI assessments

● Surveys given to parents, students, and teachers about technology use in the school

May 2018-

● Language Arts Benchmark Assessment

● Professional Development Survey- responses will be used for next year

June 2018

● Share results to analyze data and surveys for next steps


References

Harford County Public Schools. (2016). Southampton school improvement plan.

Maryland State Department of Education. (2017). Harford county demographics. Retrieved from

http://reportcard.msde.maryland.gov/Demographics.aspx?K=12AAAA#ENROLLMENT

grade3all.

National Center for Education Statistics. (2016). Southampton middle school. Retrieved from

https://nces.ed.gov/ccd/schoolsearch/school_detail.asp?Search=1&DistrictID=2400390&

SchoolPageNum=4&ID=240039000682.