ESSENTIAL CONDITION ONE: ACCESS TO TECHNOLOGY€¦ · Web viewThe same survey indicates that K-3...

SWOT Analysis for Technology Planning Needs Assessment What is the current reality at Pine Street Elementary?

Name: Theresa Anschutz ITEC 7410, Semester: Summer

ESSENTIAL CONDITION ONE: Effective Instructional Uses of Technology Embedded in Standards-Based,Student-Centered Learning

ISTE Definition: Use of information and communication technology (ICT) to facilitate engaging approaches to learning.Guiding Questions:

How is technology being used in our school? How frequently is it being used? By whom? For what purposes? To what extent is student technology use targeted toward student achievement of the Georgia Learning Standards (GPSs,

QCCs)? To what extent is student technology use aligned to research-based, best practices that are most likely to support student

engagement, deep understanding of content, and transfer of knowledge? Is day-to-day instruction aligned to research-based best practices? (See Creighton Chapters 5, 7)

Strengths Weaknesses Opportunities ThreatsAccording to the Pine Street Needs Assessment survey, Teachers report using technology for instruction on a daily basis.

The same survey indicates that K-3 grade students are starting to regularly use small-group sets of iPads (10 per class) for standards-based instruction.

The lab schedule indicates that the computer lab for student research activities and career module exploration at least 30 % of the time.

The needs assessment survey indicates that teachers use

Technology-based instruction is 70% drill and practice, according to needs assessment survey results and teacher observations. Teachers primarily use computers and iPads for fluency activities such as Accelerated Reader, First in Math, Sight word and math fact practice.

Technology is primarily used for student learning at a Depth of Knowledge level of 1 (basic knowledge), according to Advance Ed observation data.

A Rockdale County District Walkthrough in March, 2015 ranked technology integration

Beginning in the 2015-16 school year all Rockdale County schools will have two full-time technology -support positions: a technology maintenance and support professional and a Digital Learning Specialist.

Our school is located in the heart of Old Town Conyers, near City Hall, local cable Channel 23, and not far from the hospital.

The Rockdale County community sees value of funding technology for learning - evident in passing of SPLOST for technology in 2014.

Our school system introduced many new technology services at the same time. Our new student learning management system, My Big Campus has been purchased and the format will change. K-3 teachers received class sets of iPads for students in 2014-15, and are getting new teacher laptops this fall. We are learning Office 365 and getting used to Infinite Campus. Teachers and staff are often overwhelmed.

There is always the potential for Board of Education members to change their mind about funding positions.


technology daily for direct instruction and students use technology daily for practice activities.

at a 1.3 out of 4. Observation notes state that iPads were either not being used or used primarily for practice.

Our county has a dedicated Professional Learning team that includes a technology integration specialist. The team is committed to working with individual schools.

We have access to a variety of tools and resources for project based learning activities, student collaboration, and meaningful community connections.

Summary/Gap Analysis:

Data assessing the technology needs of Pine Street Elementary were collected primarily online through Survey Monkey. When the school year begins, the survey will be posted on our website for parents and community members, and print copies will be available to families who need them. We will also set up stations with read aloud software, and offer a translated copy of the survey for our Spanish-speaking families. The results may change, and recommendations will need to be revised. The preliminary data indicate that teachers are beginning to become comfortable with integrating devices into instruction, but not yet at a level indicates student-centered learning or strong academic achievement. ISTE Diagnostic data confirm that finding, and show our school at beginning levels of implementation when we discuss student-centered or standards based instruction enriched by technology. We can deduce that technology is integrated to help students achieve Common Core Georgia Performance Standards, this is not explicitly stated. For instance, Accelerated Reader teaches literal reading comprehension, and practice quizzes help third graders meet goals of standard “ELACC3RL10: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently” (from georgiastandards.org).

There is little evidence of current technology use for higher levels of student-led learning in process and product, other than for research. According to needs assessment data, students use technology for multimedia projects, data analysis or inquiry based learning one to three times per year.

We also have many opportunities to change this trend. We have a full time digital learning specialist, and a team of district-level


professional learning consultants. These staff members can help teachers develop new student learning opportunities that use technology form more academically challenging and engaging instruction. We have potential community connections, such as the director of Channel 23. Our students could potentially work with a real-world multi-media expert, and create videos or slide shows related to community needs, while participating in a research-based learning model of digital storytelling.

We also need to be careful to pace ourselves, and scaffold and support both students and teachers as they strive to integrate technology into their classrooms in new ways.Data Sources: Pine Street Needs Assessment Survey; ISTE Lead&Transform Diagnostic Tool; Common Core GPS

ESSENTIAL CONDITION TWO: Shared Vision

ISTE Definition: Proactive leadership in developing a shared vision for educational technology among school personnel, students, parents, and the community.Guiding Questions:

Is there an official vision for technology use in the district/school? Is it aligned to research-best practices? Is it aligned to state and national visions? Are teachers, administrators, parents, students, and other community members aware of the vision?

To what extent do teachers, administrators, parents, students, and other community members have a vision for how technology can be used to enhance student learning? What do they believe about technology and what types of technology uses we should encourage in the future? Are their visions similar or different? To what extent are their beliefs about these ideal, preferred technology uses in the future aligned to research and best practice?

To what extent do educators view technology as critical for improving student achievement of the GPS/QCCs? To preparing tomorrow’s workforce? For motivating digital-age learners?

What strategies have been deployed to date to create a research-based shared vision? What needs to be done to achieve broad-scale adoption of a research-based vision for technology use that is likely to lead to

improved student achievement?Strengths Weaknesses Opportunities Threats

We have developed a preliminary technology shared vision for Pine Street Elementary.

Our current reality is very far from the vision we have crafted.

Our students may not have the

We have a high level of support from our administration and district.

There are abundant research

External support from our local Board of Education may change, and funding may lapse.

Our learning community has a


Our school vision is aligned to the district vision and state/federal visions and goals for students.

Our staff and school leadership is dedicated and supportive of new technology goals. Survey data shows that teachers and staff rank all ISTE essential conditions as “very important” or “extremely important”

Our vision is aligned to research-based practices that emphasize the value of engaged, relevant and meaningful student-centered learning practices, like project based learning, peer collaboration and relating learning to real world issues or careers (Creighton, p.)

resources outside of school to participate in collaborative multimedia projects.Our teachers have not received enough support or professional learning to reach the goals of this mission.

based resources to inform instructional practices integrating technology into student-centered, standards based instruction. These include the Buck Institute for Project-Based Learning, DigiTales for Digital Storytelling, and STEM /STEAM school resources.

high poverty rate: almost 90% of our students are on a free or reduced lunch plan. Many of our families are not involved on their children’s education

Summary/Gap Analysis:We are in the initial phases of developing a Shared Vision and Technology Implementation Plan. Our current vision begins with “At Pine Street Elementary School, motivated learners will engage with technology to explore future careers, impact their community, and achieve personal and academic goals.” The mission was crafted by analyzing needs-assessment survey data, reviewing the Pine Street Mission Statement, researching student-centered learning models, and correlating our vision with our the district’s. We also viewed state and federal plans. Technology vision statements at all level stress the need for technology to be integrated into instruction to make learning meaningful, relevant to real world practices, linked to standards, and academically challenging.


Informing and modeling how to use resources found in websites like The Buck Institute website, the DigiTales Site may guide us on the path to reach our vision. Reaching out to our economically disadvantaged families is a serious need. Students from economically disadvantaged families may not have home access to technology. We need to investigate ways to provide tools and access to students who do not have them at home, so that they have equal opportunities to participate in enriched learning activities.

Data Sources: RCPS Mission and Vision Statement, Pine Street Needs Assessment Survey, ISTE Lead&Transform Diagnostic Tool

ESSENTIAL CONDITION THREE: Planning for Technology

ISTE Definition: A systematic plan aligned with a shared vision for school effectiveness and student learning through the infusion of ICT and digital learning resources.Guiding Questions:

Is there an adequate plan to guide technology use in your school? (Either at the district or school level? Integrated into SIP?) What should be done to strengthen planning?

Strengths Weaknesses Opportunities ThreatsWe have strong collaborative leadership highly interested in using our Shared Vision to guide our technology implementation plan.

Our district technology and professional learning departments will guide and support our plan design and implementation process.

The professional learning department has created

At our school level, we currently do not have a technology implementation plan that is aligned with our Shared Vision.

Technology is currently viewed separately from the school mission and vision.

Not all stakeholders may be invested in creating a technology plan. We need more feedback from parents

Link school specialty choice with technology implementation plan.

Create website of resources and technology infused lesson ideas exploring careers.

Create a partnership with the school counselor, who teaches career modules, and expand from these.

Connect technology plan to

Time to carefully create an implementation plan that will account for diverse learner and community needs.

Stress caused by change and new learning.

Convincing enough parents that their involvement in the planning process is crucial could be a challenge.


“Learning Reimagined” facilitators guides to guide the creation of a technology plan.

Our school has a mission statement and strategic plan that stresses community connections, It will give us direction as we create our technology plan.

and other learning community members.

school improvement goals in our School Improvement Plan (SIP).

Connect our technology implementation plan to specific learning needs.

Summary/Gap Analysis: -

Currently, our school does not have a technology implementation plan. Based on our vision, our current school strategic plan, our career school specialty, and our staff level of commitment and enthusiasm, we are almost ready to begin working on a plan. The career specialty could give us a great focal point as we begin to develop our technology plan.

Our challenge will be to fully involve our parents. Involving our school counselor in the process could be an excellent asset. Not only does she work with career modules, she also knows the diverse needs of many of our students’ families, and may have ideas for accommodating them.

Data Sources: Strategic Plan, District Mission, Pine Street Needs Assessment Survey; ISTE Lead&Transform Diagnostic Tool

ESSENTIAL CONDITION FOUR: Equitable Access (Specifically address low SES and gender groups)

ISTE Definition: Robust and reliable access to current and emerging technologies and digital resources.Guiding Questions:

To what extent do students, teachers, administrators, and parents have access to computers and digital resources necessary to support engaging, standards-based, student-centered learning?

To what extent is technology arrange/distributed to maximize access for engaging, standards-based, student-centered


learning? What tools are needed and why? Do students/parents/community need/have beyond school access to support the vision for learning?

Strengths Weaknesses Opportunities ThreatsOur ISTE analysis shows that we are on the low end of meeting the condition necessary for equitable access.

We have small group sets of 10 iPads in every k-12 classroom.

We have fairly consistent internet access

We have computers in every classroom a lab for class use.

Teachers are all getting new laptops in 2014-15.

CCRPI data and survey data show no gap in achievement or growth by gender.

Technology resources are currently not being used to their full potential. Survey data shows resources and devices are used daily for drill and practice, and a few times a year for multimedia projects.

70% of technology use is for drill and practice

Our Students with disabilities underperform other students significantly on the end of year benchmarks in English/Language Arts and Math.

CCRPI and growth data show overall underperformance when compared to the district by about20%. Since about 90% or our students are considered economically disadvantaged (according to free/reduced lunch status), there is a definite achievement gap when compared to the district.

We have a very socially conscious and caring staff – we even created a room with a washing machine in our school for students who do not have one at home.

Since teachers are getting new laptops, we have about 50 old ones that can be repurposed.

We have a full technology and professional learning staff dedicated to bridging the gap.

We plan to develop a strong RTI (Intervention) program to identify and help students who may “fall through the cracks”

30% of our students are transient - students who move in and out of our school.

We teach the students who live in our local homeless shelter.

Our free/reduced lunch rate is at 90%

Summary/Gap Analysis:Pine Street Elementary school clearly needs to consider equitable access. Even though our ISTE Lead&Transform data show that we


have reached a high level of equitable access, it may be misleading. We certainly have support staff, devices and resources. However, our community needs are high, and students could have little to no access outside of school. There are several solutions to consider, We may be able to make some of our laptops available for families to check out from the media center, We may be able to loan a few laptops to the local homeless shelter, and train caretakers how to help students use them for learning. We will have enough laptops in the new year to create a class set of laptops for classroom use.

We also need to consider the striking achievement gap between our regular education students and students with disabilities. Our CCRPI scores show that our student with disables consistently underperform. We need to further analyze this data and plan ways to address this gap. By addressing the overreliance or drill and practice activities, and providing student-centered, challenging, project based alternatives, we may be able to close the achievement gap for students with disabilities and students who are considered economically disadvantaged. There may be assistive technology or universal design options that we have not considered yet. Fortunately, data do not show a gender-related achievement gap, but we must constantly monitor achievement and growth to make sure this trend continues.

Data Sources: CCRPI, ISTE Lead&Transform Diagnostic Tool, Schoolnet Demographic Data

ESSENTIAL CONDITION FIVE: Skilled Personnel

ISTE Definition: Educators and support staff skilled in the use of ICT appropriate for their job responsibilities.Guiding Questions:

To what extent are educators and support staff skilled in the use of technology appropriate for their job responsibilities? What do they currently know and are able to do? What are knowledge and skills do they need to acquire?

(Note: No need to discuss professional learning here. Discuss knowledge and skills. This is your needs assessment for professional learning. The essential conditions focus on “personnel,” which includes administrators, staff, technology specialists, and teachers. However, in this limited project, you may be wise to focus primarily or even solely on teachers; although you may choose to address the proficiency of other educators/staff IF the need is critical. You must include an assessment of teacher proficiencies.

Strengths Weaknesses Opportunities ThreatsThe Pine Street Needs Assessment survey shows that Teachers and staff are highly skilled with using the active

ISTE Lead&Transform data indicates that Pine Street Elementary is at the beginning level when it comes to skilled

The needs assessment survey shows that teachers are interested in ongoing professional learning

Change happening too quickly. We are changing from My Big Campus to ItsLearning, so teachers and students will have


board and votes /expressions for participatory student learning.

Teachers are able to use iPads for simple learning activities, and do so almost daily, according to survey results

Teachers are comfortable using online resources for reading comprehension and math practice: Accelerated Reader and Math; Starfall, Achieve3000; First in Math

personnel.

Needs Assessment Survey Results indicate that:Teachers are not familiar with ISTE standards for learning.

Technology is still viewed as separate from instruction.

Teachers are not completely comfortable with students on an online, collaborative environment.

Teachers are not comfortable using Office365 products with students for professional collaboration.

Teachers are not comfortable using My Big Campus.

Teachers are not comfortable with Skype.

opportunities linked to technology integration.

Survey results indicate that teachers would like professional learning opportunities to be offered in a variety of formats. They prefer interactive, small group communities, blended learning models and one-on-one coaching.

to be trained to use this new learning system.

Constantly changing technological environment makes maintaining skilled personnel an ongoing task.

Summary/Gap Analysis:We have quite a bit of skill building to do. Fortunately, we have a full time technology team and media specialist. Many of these learning needs are procedural, and could potentially be handled in a blended learning environment – part online, part in person. One of our biggest challenges will be to pace ourselves. We need to differentiate for teacher skill development just as we do for our students.

Again, we are still largely using technology for drill and practice, likely because drill and practice programs are the ones teachers are most familiar with and therefore comfortable using. As a school we need to gradually stretch ourselves toward the more challenging, authentic, student-centered activities that we envision for our learners.


Data Sources: Pine Street Elementary Needs Assessment Survey; ISTE Lead&Transform Diagnostic Tool

ESSENTIAL CONDITION SIX: Ongoing Professional Learning

ISTE Definition: Technology-related professional learning plans and opportunities with dedicated time to practice and share ideas.Guiding Questions:

What professional learning opportunities are available to educators? Are they well-attended? Why or why not? Are the current professional learning opportunities matched to the knowledge and skills educators need to acquire? (see

Skilled Personnel) Do professional learning opportunities reflect the national standards for professional learning (NSDC)? Do educators have both formal and informal opportunities to learn? Is technology-related professional learning integrated into all professional learning opportunities or isolated as a separate

topic? How must professional learning improve/change in order to achieve the shared vision?

Strengths Weaknesses Opportunities ThreatsPrevious professional learning workshops linking iPad training to digital storytelling products

Pine Street’s digital learning specialist trained to coach teachers how to effectively integrate technology into classroom learning.

New digital learning specialist is trained to use technology integration to help teachers meet professional growth goals – TKES evaluation certified

After school professional learning opportunities have low attendance – even on topics requested by teachers.

Professional learning workshops embedded into the day take away teacher planning time.

Technology professional learning currently focuses on “training’ procedures on how to use resources, but not how to meaningfully implement

Create multi format and blended learning professional learning opportunities.

Offer incentives for participating in learning modules – recognition, appreciation of time.

District professional learning personnel may further partner with schools to guide integration of technology into research-based instructional strategies.

Teachers have limited time for professional learning.

Too many new initiatives at once may be overwhelming.

Planning professional learning is time consuming for the support staff.

Survey data suggests that professional learning too often is perceived as being prescribed from the top down rather than being based on teacher needs.


District offered professional learning is grounded in research based strategies.

District personnel collaborates with local digital learning specialists to link technology with instructional strategies.

technology into student learning. Link professional learning

goals to teacher growth goals set in their pre-evaluation conference.

Survey data indicate that teachers prefer small group workshops, blended learning environments and face-to-face coaching.

There is not enough time to practice and share new learning.

Summary/Gap Analysis:Professional learning opportunities that are optional are not well attended. After school attendance sheets show 20% participation rate at the beginning of the year, dwindling to less than 10% by April. Mandatory trainings that accompany faculty meetings are physically well attended, but the quality of the attendance is often questionable. Small informal workshops offered during Professional Learning Community Meetings seems to be a well-received format. To achieve our vision, here are some suggested solutions: Online professional learning communities to practice new learning strategies; modules for basic training with checks for understanding and offers of further coaching; integrate technology instruction into teacher growth goals and student learning needs. For instance, a teacher may have a goal to improve differentiation practice. Professional learning workshops could be developed for teachers with similar goals.

Data Sources: Pine Street Needs Assessment Survey

ESSENTIAL CONDITION SEVEN: Technical Support

ISTE Definition: Consistent and reliable assistance for maintaining, renewing, and using ICT and digital resources.


Guiding Questions: To what extent is available equipment operable and reliable for instruction? Is there tech assistance available for technical issues when they arise? How responsive is tech support? Are current “down

time” averages acceptable? Is tech support knowledgeable? What training might they need? In addition to break/fix issues, are support staff available to help with instructional issues when teachers try to use technology

in the classroom?Strengths Weaknesses Opportunities Threats

During Preplanning of the 2015-16 school year, teachers will receive new laptops.

Students have access to ItsLearning – a learning management system where students can collaborate, build portfolios, create and share learning.

Students and staff members have full access to Office365

Students and staff members have internet and Wi-Fi access throughout the building.

Teachers have a full time Digital learning specialist to support instructional needs.

During the 2014-15 school year, technology equipment was not well maintained. At the end of the year, none of the teacher laptops had Office 2013 installed.

According to survey results, responses to requests for support had a lag time of a week or longer.

For the 2015-16 school year we will have a full time technology support specialist to maintain equipment

Old teacher laptops are available for teaching and learning (inventory)

During the 2016-17 school year, each fourth and fifth grade students will receive a laptop for educational use.

Previous Wi-Fi connectivity issues and slow helpdesk responses have reduced confidence in technology reliability

Lack of confidence in technology reliability prevents its use for student learning


Summary/Gap Analysis:

Our main task for the new year is to get old equipment working again and to restore teacher confidence in the reliability of our technology team. We also need to empower our teachers to troubleshoot small problems.

We are fortunate to have a technology support specialist and a digital learning specialist to meet staff needs.Data Sources: Pine Street Elementary Needs Assessment Survey Data; ISTE Lead&Transform Diagnostic Tool

ESSENTIAL CONDITION EIGHT: Curriculum Framework

ISTE Definition: Content standards and related digital curriculum resources.Guiding Questions:

To what extent are educators, students, and parents aware of student technology standards? (QCCs/NET-S) Are technology standards aligned to content standards to help teachers integrate technology skills into day-to-day instruction

and not teach technology as a separate subject? To what extent are there digital curriculum resources available to teachers so that they can integrate technology into the

GPS/QCCs as appropriate? How is student technology literacy assessed?

Strengths Weaknesses Opportunities ThreatsTeacher’s lesson plans reflect awareness of common core standards, Standards are posted in classrooms and on lesson plan.

Digital learning resources such as Achieve3000 and Renaissance Learning allow students to build reading and math skills linked to Common Core Standards.

Teachers do not link common core standards to digital learning standards in lesson plans.

Survey results show teachers are only somewhat familiar with ISTE standards for students.

Content specific digital learning resources such as Renaissance Learning are often

Resources are available for aligning technology resources to state common core and performance standards

Leaders can create awareness of these resources

Technology interventions may increase student performance in the benchmarks in ELA and Math.

States may modify curricular standards.Teacher may resist having to learn new standards in addition to common core.

Change is difficult - teachers may resist giving up control and comfort offered by traditional instructional methods.


basic tutorials or practice oriented, and do not foster critical thinking or problem solving skills.

Technology literacy is currently not formally assessed beyond digital citizenship and copyright.

Students overall school performance on the End of Year ELA benchmark was 50.07% percent proficient: below the goal of at least 80% Performance was especially low in grades 3-5, likely due to the new constructed response questions. Performance of students with disabilities significantly lower at 29%

Student overall school performance on the Math benchmark was at 54.7%; below the goal of at least $75% third and fifth grades were especially low

Science benchmark scores were comparatively high at 89

Student-centered models such as digital storytelling may increase relevance and student engagement in ELA;

Using technology resources in an inquiry model –with collaborative collection of data could potentially raise math achievement.

Summary/Gap Analysis: Students benchmark scores in ELA and Math were significantly low at the end on the end of the year benchmark. There is a tremendous amount of opportunity to use technology infused instructional practices to advance student achievement in Common Core content areas.


Data Sources: Schoolnet; Pine Street Elementary Needs Assessment Survey; ISTE Lead&Transform Diagnostic Tool, College and Career Ready Performance Index

Appendix:

Preliminary Results of Needs Assessment (Screen Snip) NOTE – these are preliminary results. When the school year begins, we will deliver the entire survey to all teachers and stakeholders. The full survey can be viewed here: https://www.surveymonkey.com/r/BQXNCDZ

Teacher’s Frequency of Technology Integration with the following practices:

https://www.surveymonkey.com/r/BQXNCDZ


College and Career Ready Performance Index (CCRPI) Flags for Pine Street Elementary

Retrieved from http://ccrpi.gadoe.org/2014/ccrpi2014.aspx

http://ccrpi.gadoe.org/2014/ccrpi2014.aspx


ISTE Lead&Transform Diagnostic ToolRetrieved from http://www.iste.org/lead/lead-transform

http://www.iste.org/lead/lead-transform

ESSENTIAL CONDITION ONE: ACCESS TO TECHNOLOGY€¦ · Web viewThe same survey indicates that K-3...

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