Virginia+Crisanti

=Gini Crisanti's Page= **Performance Improvement Intervention ** **Digital Age Teaching: Teacher’s Toolbox ** **Virginia Crisanti ** **A00161847 ** **virginia.crisanti@waldenu.edu ** **Leading and Managing Educational Technology ** **(EDUC - 7103 - 1) ** **Dr. Rita Conrad ** **Walden University ** **November 20, 2010 **

Imagine if you will, students using social networks for educational purposes: learning anytime-anywhere. Visualize students collaborating with students and others from all over the world sharing their knowledge with each other. Picture students involved with their own learning choosing to research above and beyond the requirements of the lesson. Envision students sharing that information with their friends to create new reference sources. Conjure images of students working on real-life solutions to today’s problems with real professionals, in their fields. Imagine students creating multimedia presentations to demonstrate their learning. Anytime, anywhere learning is happening all around us.  21st century skills are the skills students need to succeed in work, school and life. (P21. 2011). The Digital Age Teaching: Teacher’s Toolbox intervention has been created to meet the needs of the Bridgeport Public School System’s teachers and students. Teachers in this district are not prepared to embrace, mobile technologies that will assist them to developing ongoing, differentiated interventions. It is suggested an insignificant 35% of its educators are able to utilize technology in their classrooms to intervene or supplement the differing needs of their students, on a daily basis. This intervention will utilize PLC’s and will provide teachers with 21st Century Skills they will pass on to their students. This cycle will allow teachers to use available technology to differentiate their lessons in a manner their students have embraced and will give students the skills they need to pass the Technology Literacy Assessments. (Appendix A). Through the convention of peer mentoring and collaborative learning, teachers will gain experience in how to best apply technology to assist their struggling students to succeed. By using technology in their lessons and modeling best practice in using them, students will learn skills necessary to succeed in not only technology assessments they will also become empowered to look for new ways to use technology in their own lives, future education and as life-long learners. The one-time use of $5,000 from professional development funding to create this intervention will form a website for compiling tutorials that administrators, teachers, tutors, students and parents may refer to anytime, anywhere. (Appendix B). Establishing a LiveBinder as an online resource for collaborative lesson plans, assessment options and ways to incorporate technology into daily practice formulated during PLC’s will become an invaluable resource for the district. PLC’s will become a hive of professional development they are meant to be. In a study of Title I schools with over 14,000 students PLC’s became a significant part of school improvement. It was shown that achievement rose by 41% and Hispanic student scores increased by 54%. (Gallimore & Ermeling. 2010).
 * Executive Summary **

**<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Digital Age Teaching: Teacher’s Toolbox **

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Teachers in this district are not utilizing, or motivated to embrace, mobile technologies to assist them in developing ongoing, differentiated interventions. While teachers, in one building are using Study Island, it is not structured as a systematic, sequential, instructional supplement to daily lessons. District buildings are not equipped with current technologies, for example: the district is still using Office 2003 and refuses to implement industry standard software into K- 8. Many classrooms are still devoid of computers. Teachers need to utilize the current technologies students are using, in their everyday lives, for students to develop the skills necessary to meet proficiency on the eighth grade Technology Literacy Assessment. This will allow educators to reach more students, at one time, differentiate lessons and will give students the ability to become self-directed, independent learners. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Bridgeport Public Schools combine to create the second largest district, in the State of Connecticut. The Board of Education employs more than 1,700 professionals. The district provides 95% of approximately 21,000 students in its “31 elementary schools, three comprehensive high schools, three alternative/opportunity programs and an inter-district vocational aquaculture school” either a subsidized or free lunch. The states average for subsidized lunches is 27 percent. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Bridgeport is vastly multicultural, with over 70 languages spoken. Students learning the English language as a second language are in the range of ten percent of the total student population. Due to aggressive mainstreaming policies, approximately ten percent of the population receives special educational services. (Bridgeport. 2011). For further information access: <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">[] <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Problem Summary **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Background of Organization **

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Key educators including the Superintendent, Board of Education and the IT department are the leaders who will approve this proposal. Key personnel to contact regarding the statistics on staff who are able to use technologies in the classroom and in the palm of student’s hands are: John Ramos, Superintendent, Elena Mayorga, Math Instructional Leader, and <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Deborah Santacapita, Director of Evaluation & Research. (Appendix C & D). <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Teachers are unaware of free technology options available for use, for their daily lessons that allow for differentiation that would construct support systems for struggling students. (Appendix E). <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The BPS 2009-12 Tech Plan indicates certified educators were offered 397.5 hours of technology professional development. In a district of 1599 certified staff K-12 that equals twenty five minutes per teacher. (Appendix F). Students are failing 16 out of 17 skills assessed annually in the Technology Literacy Assessment. (Appendix A). <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> It is estimated 35 percent, of the District’s staff, are utilizing technology, properly to differentiate their lessons. This is due to factors such as lack of technology and technology training. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">A short term (one year) District goal is 70 - 85 percent of staff will reach proficiency, in differentiating with classroom technology. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">This leaves a minimum performance gap of 35 percent. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Cause Analysis** <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">It is expected 21st Century educators will effectively differentiate and motivate learners in significant need of remediation, as well as those who are in need of enrichment, at the same time, within the same classroom. This can be done through the use of current technology. Teachers, surveyed, reported frustration with the unreliability of aging classroom technology, to the point that they are not able to count on using it, to help in differentiation. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">While this paper was being written, the Educational IT Department was disbanded, the District was taken over by the State of Connecticut, and the Superintendent was dismissed. Additionally, the District reports a shortage of over ten million dollars, to balance the current budget. (Appendix G). <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Educators throughout the District report little or no student-centered, classroom technology available. (Appendix C & D). The difference between the current level of technology adoption within the classroom and the 21st Century differentiated classroom is the gap of educational technology available and utilized. The current technology plan goals will not be met, due to lack of funding. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The origin of the Bridgeport Public Schools was 1836. <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">The earliest school built to house students in Bridgeport was built in 1841. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">“In relation to other districts in the same DRG, Bridgeport ranks second from the last in per pupil expenditure. The budget has remained flat for the last three years. Administrators have been reduced 21% since 2001. (Bridgeport. 2011). <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> In January of 2007, a state of the art building was opened, and “ <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">another five buildings are currently a work in progress. However, linked to lack of funds available, a number of existing school buildings are lacking what is required for education service in the 21st Century. There is a plan to address this deficiency, but it is dependent on funds being available.” (Bridgeport. 2010). This summer, due to a continued lack of confidence in the Board of Education, the Superintendent and the Mayor requested the State of CT take over the District. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> “The mission of the Bridgeport School District is that all students will graduate college ready and prepared to succeed in life.” It is the vision of the superintendent that students will continue for a minimum of one year in some type of higher education, whether that be technical or community based. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">There are many means of reaching district goals. Each intervention plan outlined below will assist in meeting the mission, vision and goals for the district. The first intervention will utilize the open source and free options that are available on the internet. It will engage those educators who are internet literate immediately. The mid-range intervention will include Professional Development at the Intra-District Level and will be able to introduce to those who are not computer savvy template interventions developed by the district to meet the needs of its students. The high end intervention will be an outsourced solution that will allow complete training for all district staff that will include daily use of technologies across the curriculum, grades and across the district. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> The best way for teachers to jump into differentiation, at the lowest end, is to utilize the technologies students know and already, carry in their pockets. Students can use their smart phones to access online programs such as Voice thread to allow students to express themselves in an oral format, to demonstrate learning. When a student is not familiar with a topic or comes into contact with an unfamiliar phrase or word, Googling it on their cell will give them quick access to that information. Options such as Wiki’s allow students time to build their knowledge over time and collaborate in small groups to increase the knowledge pool of the group. Blogging gives students the opportunity to think “aloud” through their fingers by typing their questions and learning from their peers. Students can take field trips through global interaction with epals. These options create an avenue of 21st Century learning. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Programs can be taught in-house, by those teachers who already use these applications, in their own lives and careers. In Connecticut, these teachers can be “paid” with CEU’s for their expertise. Principals can also set up those teachers who are experts in utilizing learning centers to demonstrate their success in Professional Development workshops to not only illustrate their success, but to be recognized as internal resources, for those in need of further development. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">When Principals uncover those who have found success in their lessons, they need to get those teachers to share their success with their peers. They can also create mentor programs that could use blogs to support continued growth among the staff. Time for this mentoring could be found during the time set aside for Professional Learning Groups. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Microsoft’s “Partners in Learning” program provides teachers with many options to allow children to work within their comfort zone. They have collected many free options that teachers can administer within the classroom to demonstrate learning and to explore topics. (Microsoft. 2011). <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Options, such as Partners in learning, offer solutions that will take a deep commitment and persistence from staff, in this District. Under the current financial crisis, it may well be the only means of moving ahead that is in the immediate future. It will allow forward momentum until such time as the financial crisis is resolved. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The task that is incumbent upon the District is that of enlightening staff about technology available for differentiated learning. Teachers must become comfortable with technologies that are specific to the needs of their students and their subjects. They must evolve as technology evolves. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">A part-time Director could be hired to create and facilitate a 21st Century Technology for Differentiation Mentor program in each building, in the District. Staff mentors could be trained to meet the growing needs of each building. During collaborative planning time, simple lessons modeling how to use technology to differentiate would be taught to staff members. For example, lessons on how to set up a group blog, for an assignment, would allow teachers to implement the technology as a group. By including all members of the grade level team, teachers would have their own support group. The building mentor could be available for the first time the lesson is activated. Teachers would have the week to practice the technology, to prepare for implementation, in the classroom. They would meet to discuss any issues the day before the lesson. This way the teacher would go into the classroom with the confidence needed to use the technology to meet the growing needs of their class. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> The ability of having someone in-house that is a familiar face opens doors and alleviates some of the fear, of the unknown. Having the week to practice and work out the kinks before presenting the lesson gives the teacher the confidence to try new things. Knowing that someone is nearby, should something go wrong, is also an important factor. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Within one school year, teachers will have many new skills to support the needs of their students. With the support of in-house specialists, and the collaboration of peers, students and staff will be better prepared to meet the needs of the diverse 21st Century learner. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Due to the size of this District, it would be wise to split the District into two halves and hire two part-time facilitators to implement the 21st Century Technology for Differentiation Mentor program. One facilitator would be in charge of the Middle School and High School Staff. The other would develop the Elementary Staff. The goal would be to increase the amount of technology lessons used in the district for differentiation via the learning center model by 50 percent. With the addition of one facilitator, this intervention could be expected to increase the level of technology adoption and should significantly decrease, if not totally decimate the category of laggard, in this District. The expectation of the increase in funding would be to reach an 85 - 90 percent adoption throughout the district. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Due to the economy and the state of education, it is determined, by the group, the low end intervention will be implemented, as a first step towards implementing more differentiation through technology. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> The power of the high-end intervention is the doubling of the facilitator option that would allow each facilitator to focus on their own grade groups. The weakness of this is the size of the district and the potential conflicts that can arise from a part-time position. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The middle-end intervention weakness lies in the expectation for the entire district to be serviced by one facilitator, within the time limitations. The strength of this option is the in house mentoring team. Whenever you have a local contact there is a security for the staff that allows them a level of comfort that is not there with off-site support. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The strength of the low end intervention is for the district to benefit from the mobile technologies of the students. There is no investment in technology on the part of the District for this implementation to begin. If used as an initial step towards technological proficiency, it could become the intervention that would be the most successful. On its own, it is only a beginning that moves this district forward in a time of a financial and leadership crisis. At this time, it is the only solution that could be accepted by the Board of Education, and the future leadership, as together they focus on the financial and educational needs of this District, under crisis. Free resources such as a PD Website and LiveBinder will allow administrators, staff, parents and students access to data and technologies presented in PLC’s. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">This intervention meets the intent of the District’s **Strategy 1,** above by providing the differentiation through the technologies students are already using. (Appendix H). As demonstrated in the Standard, Strand and Skill summary Report, teachers are not using the technologies necessary to teach their students the skills required to be successful in the Technology Literacy Assessment given to eighth grade students in the U.S. (Appendix A). <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">By using the PLC to develop the plan and create working teams and partnerships to implement the plan, the District will begin to achieve their goals for all children. Strategy 1.2 is met through the professional development included both in the website and through the onsite PD sessions taught by Master teachers receiving CEU’s for their time and expertise. The web site will supplement the workshops and continue to be a resource. The Website will meet the Strategy 1.5 through the ongoing PD and use of the techniques and free technology available on the internet. The BYOT (bring your own technology) program will provide the illusive technology teachers need as students use their own mobile tech throughout the day in all their classrooms. (Appendix H). <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Project management techniques** <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The Project manager would create a plan for implementing this strategy to meet the needs of each individual building in the District and to follow through on the implementation and successful conclusion of that plan. A PD website, that would unite the District, but still maintain the autonomy of each building, would keep communication open between the facilitator and the teachers. A blog that is a part of this site would allow teachers to collaborate between buildings. An attached wiki would become the source of successful implementation and offer itself as a source of information between schools. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">There are many free programs available on the internet for teachers to use in differentiating in the classroom. The resource manager sources out and publishes the top programs to meet the needs for the District. This would be posted on the facilitator’s website for District access. (Appendix E).
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Stakeholders and Decision-Makers **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Performance Gap: Cause Analysis **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Actual Current Performance **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Desired Performance **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Performance Gap **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Organizational History and Background **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Goals **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Strategy 1 **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">“We will design and implement assessment and differentiated instructional strategies that enable all students to achieve mastery in literacy, math, science, social studies and higher order thinking competencies.” 1.2 “Provide ongoing professional development on instructional strategies.” 1.5 “Utilize technologies and other tools across the curriculum.” (UCLA. 2010).
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">History **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Mission and Vision **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Three Intervention Strategies **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Low end intervention (> $5000) **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Middle end intervention (> $25,000) **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">High end intervention ($50,000) **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Justification for Intervention Strategy **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The Manager’s Many Roles **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Resource management techniques **

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The District facilitator’s website will contain sources available for differentiation by subject and grade. The website will have links to tutorials that identify how to use the programs to differentiate for each strand. Webinars created by District staff will illustrate the potential of including technology into the differentiation process. Links to videos, depicting teachers who are successfully implementing technology, to differentiate, in their classroom will also be posted on this website. Professional Learning Communities will include time to review webinars and discuss options for infusing technology into their differentiation plans. Initial understanding will be demonstrated through on-line quizzes. Proficiency in the techniques will be demonstrated through final on-line testing. Proficient mentors will be paired with a struggling peer for support and feedback on developing skill for classroom intervention. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">There are several levels of objectives necessary for this intervention to work. The manager in the role of Change Agent will need to oversee the ten phases of this low-end intervention. Stage one is the implementation of a new policy from the BOE regarding use of student’s mobile technology. Stage two includes the creation of the plan and the development of the website. In stage three, professional development workshops introduce the free programs available for classroom use and the ways they could be used for differentiation. During stage four, school leadership must be selected and trained, by early adopters how to use specific targeted programs. Stage five occurs within the PLC. Early adopters become PLC leaders and assist staff in creating differentiation plans using targeted programs. By stage six, teachers must complete on-line assessments to determine level of proficiency and remediation necessary to achieve proficiency. In stage seven laggards must be identified and paired with a mentor to support their adoption of technology. During stage eight, continued PD at varying levels must occur quarterly to maintain the flow of new technologies into the classroom. Teacher learning is tested quarterly through various on-line testing resources in stage nine. Data is gathered and analyzed and interventions are implemented. For stage ten to be successful the District must aggressively seek out major grants to upgrade technology and ensure every student has access to technology at every age, every day. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Tentative budget for this low-end intervention strategy will be approximately $5000. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The bulk of this will be for the facilitator’s time to create the plan, locate tutorials, create assessments and expertise to implement the plan and then collaborate on the website design, with the webmaster. (See Appendix B). This BYOT (bring your own technology) intervention keeps technology costs on the students, not the district. Not all students will have the necessary tech, but through class assessment, groups can be formed to include one tech manager per group. This would make the best use of the student’s available technologies. Workshop presenters would be compensated with CEU’s for their time and expertise, which makes their contribution free of monetary compensation. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">These workshops would be held in buildings with Smartboards to allow for smaller groups, for intensive educational value and they would be recorded and uploaded to the website as reference material, by the media department of the school, at no cost. Principals can request leaders to step up within each PLC who can explain and model the technology suggested for the differentiation of their communities practice. Laggards would be paired with early adopters in a mentor relationship to pair and share their success and failure, also free of cost. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The district educators need a pre-test or formative assessment to determine the level of their skills. Classes will be assigned based upon their needs. Tutorials in safe and responsible use, blogging, wiki’s, podcasting, Voicethread, RSS & aggregators, Twitter, Flickr, Live Streaming, creating a class website, diigo, epals, and as new technologies evolve, they will be added to keep teachers current. (Appendix E). Summative assessments will be done online, following the completion of the tutorial, on the website. Task based assessments will be created based upon district goals for each tutorial. (Appendix I & J). As each teacher successfully completes the tutorial, they will meet in their PLC to collaborate and create a lesson for the school’s LiveBinder of lessons that include technology. Teachers will return to LiveBinder to write a reflection based upon the success/failures of the lessons. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The LiveBinder documents and the tutorial assessments will provide the data to create summative documentation for progress made in the education of teachers in new technologies and for implementation of the lessons in the classroom. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">A group of mentoring teachers will access the proficiency of staff during classroom sessions. They will compile the data to determine where remediation is required. This process will continue until the staff has reached proficiency.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Delivery system management techniques **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The Manager as Change Agent **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Financial and Budget Information **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">:
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Project Assessment. **

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">References <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">P21, (2010), Partnership for 21st Century Skills, retrieved from <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">[|http://p21.org/tools-and-resources/educators#implementing]

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Gallimore, R., & Ermeling, B. A., (2010). //Five keys to effective teacher learning programs.// Education Week. USA. Retrieved from <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">[] <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Webmaster. (2010). //Bridgeport public schools//. Retrieved from <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">[|http://www.bridgeportedu.com]

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Orman, S., & Hustler, S. (2011). //Bridgeport public schools look to the future,// Business Review USA. Retrieved from <span style="color: blue; font-family: 'Times New Roman',serif; font-size: 12pt;">[]

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">UCLA. UCLA, School Management Program. (2010). //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Bridgeport public schools strategic plan, summary of progress with recommendations //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">. Trumbull, CT: UCLA. Retrieved from <span style="color: blue; font-family: 'Times New Roman',serif; font-size: 12pt;">[].

Lexington County (2004). //Lexington county school district one//. Retrieved from [][] Microsoft. (2011). //Product how tos//. Retrieved from []

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Appendices <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Appendix A: Technology Literacy Assessment: Standard, Strand and Skill Summary Report <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Appendix B: Budget <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Appendix C: Interview Questions <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Appendix D: Interview Transcripts or Summary <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Appendix E: Free tools for the Teacher’s Toolbox <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Appendix F: BPS 2009-12 Tech Plan <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Appendix G: News Articles <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Appendix H: Strategic Plan <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Appendix I: Summative Teacher Evaluation Instrument <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Appendix J: Formative Teacher Evaluation Instrument <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Appendix K: Summative Staff Evaluation Instrument <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Appendix L: Formative Staff Evaluation Instrument

**<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Budget for Low End Intervention **
 * <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">APPENDIX B **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Stages || <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Description of fees   || || || <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Budget ||
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Stage one __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">:

__<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Stage two __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">:

__<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Stage three __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">:

__<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Stage four __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">:

__<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Stage five __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">:

__<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Stage six __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">:

__<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Stage seven __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">:

__<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Stage eight __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">:

__<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Stage nine __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">:

__<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Stage ten __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">:

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">subtotals || <span style="font-family: 'Times New Roman',serif;">Implementation of a new policy from the BOE regarding use of student’s mobile technology.

<span style="font-family: 'Times New Roman',serif;">Create plan and collaborate on the website design.

<span style="font-family: 'Times New Roman',serif;">Professional Development workshops that introduce the free programs available for classroom use and the ways they could be used for differentiation. Held during PLC. <span style="font-family: 'Times New Roman',serif;">School Leadership must be selected and trained by Early Adopters how to use specific targeted programs. <span style="font-family: 'Times New Roman',serif;">Occurs within the PLC. Early Adopters will become the PLC leader and will assist staff in creating differentiation plans using targeted programs.

<span style="font-family: 'Times New Roman',serif;">Teachers must complete on-line assessment to determine level of proficiency and remediation necessary to achieve proficiency. Create Tutorials & Assessments.

<span style="font-family: 'Times New Roman',serif;">Laggards must be identified and paired with a mentor to support their adoption of technology.

<span style="font-family: 'Times New Roman',serif;">Continued PD at varying levels must occur quarterly to maintain the flow of new technology into the classroom.

<span style="font-family: 'Times New Roman',serif;">Teacher learning is tested quarterly through various on-line testing resources. Data is gathered and analyzed and interventions are implemented.

<span style="font-family: 'Times New Roman',serif;">This District must aggressively seek out major grants to upgrade technology and ensure every student has access to technology at every age, every day. (Grant Dept)

<span style="font-family: 'Times New Roman',serif;">Web Designer || || || <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> 00.00 <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">1000.00 <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> CEU’s <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> CEU’s

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> PLC’s

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> 4000.00 <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> PLC’S

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> CEU’S

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> PLC’S <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Salaried <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Position

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Salaried <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Position ||
 * || <span style="font-family: 'Times New Roman',serif;">Facilitator || || || <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> 5,000.00   ||
 * || <span style="font-family: 'Times New Roman',serif;">CEU’s || || || <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> 0.00 ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Total ||  || || ||  <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> 5000.00   ||

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Interview Questions
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">APPENDIX C **
 * 1) **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">1. **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Do you include technology in your lessons?
 * 2) **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">2. **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Do you include student-centered technology in your lesson plans?
 * 3) **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">3. **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Are you using technology to differentiate in the classroom?
 * 4) **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">4. **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Are you able to integrate the skills you gain in PD workshops into your lessons?
 * 5) **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">5. **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">If you could have one thing changed about technology in your classroom, what would that be?
 * 6) **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">6. **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">What would you like to get from PD?
 * 7) **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">7. **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">If you could get new technology for your classroom, what would you choose?
 * 8) **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">8. **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Do you include technology in your centers?
 * 9) **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">9. **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">What is your favorite technology for your lessons?
 * 10) **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">10. **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Do you know what blogs, wiki’s, Voicethread or podcasting are?

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">APPENDIX D <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">SUMMARY <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> When asked about technology use in the classroom, most teachers talked about the Smartboard or Study Island. While many teachers wanted to use computers more often, the common complaint was the lack of working units. Each classroom has four computers and too frequently two or more or not working. Most teachers are not using technology other than Study Island to differentiate. The common response from teachers about the one thing they would like changed, about the technology in their classroom, was working technology. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> The number one response about what teachers would like to get from their technology PD was continuing support. Teachers felt they did not have anyone to go to for help in solving issues that invariably arise in trying new things. They want someone in the building who is available to answer questions and they want follow-up sessions after they have time to try out their new skills. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Computer centers are always an option for center use, occasionally they are used for remediation. Once again teachers expressed frustration with the condition and age of classroom technology. When teachers use the media labs, there are no working printers. The Smartboard is the number one choice for presenting lessons. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> The interviewed staff does not know what Web 2.0 tools are and do not understand how to implement them in the classroom.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Dr. Ramos: <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> The discussion with Dr. Ramos revolved around the BYOT portion of the intervention. As the Superintendent of the District, Dr. Ramos has demonstrated his prowess and commitment to technology usage from his office. When asked about the BYOT policy in the district, he stated the BOE had made the choice not to allow student tech into the classroom. Dr. Ramos is for the use of technologies in education. As both the Superintendent and the BOE is in the process of transitioning, time will tell what will happen with this outdated policy in the coming months. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Deborah Santacapita was the contact I was sent to through the Head of IT. The only information I received was the Tech plan with 2007-08 data. The other information I requested was denied as not for public consumption. Santacapita, Deborah <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Actions <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">To: Crisanti, Virginia O <span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> Friday, October 21, 2011 1:39 PM <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">You replied on 10/21/2011 2:31 PM. **http://evaluation.bridgeportedu.com/** <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The discussion with Ms. Mayorga was the most informative. She also provided me with the results of the 8th grade technology literacy assessment. (Appendix A). During the discussion we both came to the conclusion that even though teachers are required to maintain CEU’s in technology, there is insufficient follow up or support to ensure the new knowledge is translated to classroom practice. She believes the low scores on the TLA is due to the lack of teacher knowledge. If the teachers are unable to use technology, how will they be able to teach their students? <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">APPENDIX E  <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">FREE TOOLS FOR THE TEACHER’S TOOLBOX =<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">[|Teacher Challenge] <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Free Tools Challenge: Tutorials [|RSS Feed] [] = <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Websites **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">education.weebly.com ** <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Weblogs **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">edublogs.org ** <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Wikis www.**wikispaces.com**/content/**for**/**teachers** <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Real Simple Syndication <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">[] <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Social Bookmarking <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">[] <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Online photo galleries <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">[] <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Audio/video casting **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">kids.learnoutloud.com ** <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">/Kids-**Free**-Stuff/ <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">LiveBinder **// livebinder //** s.com <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Voicethread http://voicethread.com/ <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">E-portfolio www.**electricteacher.com**/onlineportfolio <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Flickr <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">[] <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Jing http://www.techsmith.com/jing.html <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Skype **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">education.skype.com ** <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Storyboards **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">filmit.wordpress.com ** <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">/2011/07/18/download-a-**free**-**storyboard** <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Moodle http://moodle.com/ <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Twitter <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">[] <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Misc **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">oedb.org ** <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">/library/features/101-web-20-teaching-tools
 * <span style="color: #0000cc; font-family: 'Times New Roman',serif; font-size: 10pt;">Gini, **
 * <span style="color: #0000cc; font-family: 'Times New Roman',serif; font-size: 10pt;"> I have check several sources and this information doesn’t appear to be accessible to the public. If I find out otherwise, I will let you know. **
 * <span style="color: blue; font-family: 'Times New Roman',serif; font-size: 10pt;">Deborah **
 * <span style="color: blue; font-family: 'Times New Roman',serif; font-size: 10pt;">Deborah Santacapita **
 * <span style="color: blue; font-family: 'Times New Roman',serif; font-size: 10pt;">Director of Evaluation & Research **
 * <span style="color: blue; font-family: 'Times New Roman',serif; font-size: 10pt;">Phone: 203-275-1278/79 **
 * <span style="color: blue; font-family: 'Times New Roman',serif; font-size: 10pt;">Fax: 203-337-0161 **
 * <span style="color: blue; font-family: 'Times New Roman',serif; font-size: 10pt;">dsantacapita@bridgeportedu.net **

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">APPENDIX F <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> 1184 || <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> 415 ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">LEA NAME: **Bridgeport Pubic Schools** INFORMATION FROM 2009-12 TECH PLAN ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">How many hours of technology related professional development were offered to certified educators in 2007-08? //(Include workshop hours that are offered to all of your educators-both teachers and administrators. These sessions may be online and may include full-day or partial-day sessions provided by RESC personnel. Although both mentoring and coaching are considered very effective methods of offering pd, do not include any of those hours.)// || <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">397.5   ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">What fraction of your certified staff in Grades K-8 does your district consider technologically literate? //(Do not reduce the fraction to lowest terms; the fraction’s denominator should reflect the actual number of professional K-8 staff. For example, if out of 120 certified staff, 110 are considered technologically literate-the answer would be 110/120. )// || __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">829 __
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">How many hours of technology related professional development were offered to certified educators in 2007-08? //(Include workshop hours that are offered to all of your educators-both teachers and administrators. These sessions may be online and may include full-day or partial-day sessions provided by RESC personnel. Although both mentoring and coaching are considered very effective methods of offering pd, do not include any of those hours.)// || <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">397.5   ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">What fraction of your certified staff in Grades K-8 does your district consider technologically literate? //(Do not reduce the fraction to lowest terms; the fraction’s denominator should reflect the actual number of professional K-8 staff. For example, if out of 120 certified staff, 110 are considered technologically literate-the answer would be 110/120. )// || __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">829 __
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">What fraction of your certified staff in Grades K-8 does your district consider technologically literate? //(Do not reduce the fraction to lowest terms; the fraction’s denominator should reflect the actual number of professional K-8 staff. For example, if out of 120 certified staff, 110 are considered technologically literate-the answer would be 110/120. )// || __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">829 __
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">What fraction of your certified staff in Grades 9-12 does your district consider technologically literate? //(Do not reduce the fraction to lowest term. The fraction’s denominator should reflect the actual number of professional 9-12 staff.)// || __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">270 __

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Goal 2:** Ensure that all educators are proficient in the use and integration of technology and ongoing professional development activities are provided. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Goal 3:** Ensure that all K-12 educational institutions have the capacity, infrastructure, staffing, and equipment to meet academic and business needs for effective and efficient operations. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Goal 4:** Ensure that K-12 resources are available for all students, regardless of race, ethnicity, income, geographical location, or disability, so they can become technologically literate by the end of eighth grade and achieve their academic potential. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Goal 6:** Develop a schema of current and future financing requirements to support the LEA’s Technology Plan.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">APPENDIX F cont. **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Goal 1: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Improve student academic achievement through the use of technology in elementary and secondary schools.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Goal 5: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Develop a continuous process of evaluation and accountability for the use of educational technology as: a teaching and learning tool, a measurement and analysis tool for student achievement, and a fiscal management tool.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Goal 7: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Develop a telecommunications services plan that will support both instructional needs and administrative requirements.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">APPENDIX G

Published on //<span style="font-family: Calibri,sans-serif;">The Connecticut Mirror // ( [|http://www.ctmirror.org] ) > State authorizes takeover of Bridgeport schools

State authorizes takeover of Bridgeport schools [|Jacqueline Rabe Thomas] July 6, 2011

But about a dozen Bridgeport parents and voters traveled to Hartford with a clear message for the state board: Stay out. They said the residents elected the current nine-member board and throwing them out of office is troubling. "It is outrageous to me that my rights as a registered voter are being taken away. It is not fair," Shavonne Davis, a mother of five children in Bridgeport schools. The takeover is a reflection of a board that some say is dysfunctional beyond its inability to agree on a budget. The problem facing the current school board, the delegation from Bridgeport in Hartford said, is there are three board members that are very disruptive to the process. Barbara Bellinger, president of the Bridgeport board, said while she has the majority votes she needs to pass important issues facing the schools, three members are able to delay business because a two-thirds vote is needed to go into executive session or to pass anything if one member is absent. Hearing those comments, one mother from Bridgeport in the audience yelled out, "That's called transparency." And with an election just three months away for four of the current board members, the Bridgeport delegation said they are not confident any election will solve this problem. "I do not think the election will change the situation," Mulligan said. The uncertainty of their budget is nothing new to Bridgeport schools, as it has faced major deficits to cope with flat-funding from both the state and the city in recent years and is the plaintiff on a pending class-action lawsuit against the state for its funding levels. Patricia Luke, a member of the state board voting against the intervention, said the problem isn't the current board, it is that the chaos facing them now is a direct result of being underfunded. "How is reconstituting your board going to change those problems? You don't have enough money," she asked. "It's not going to solve anything, except you will probably pass a budget for this school year." But Taylor, who witnessed firsthand the state takeover of Hartford schools years ago, said that's exactly was this intervention is aimed at getting a budget passed, as well as other issues long-term. Taylor said this move does not make the state any more responsible for the deficit facing Bridgeport schools than it was before state intervention. The new board will be in place for three years and Acting Education Commissioner George Coleman said he believes it will be made up of five members. "I am not sure the solutions will be immediately evident," he said, adding he will name new members shortly. "Certainly we want people who have the time and commitment." Bridgeport is not new to state oversight. Its financial problems led to a state panel taking control of the city's budgeting in 1988. In 1991, the city made national news with an attempt to file for bankruptcy protection.


 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">Source URL: ** []

APPENDIX H Strategic Plan <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">[] Go to Strategic Plan

APPENDIX I NAME_________________________ ** Formative Assessment of 21st Century Skills ** ** KEY: UNUSED 0; AWARE 1; EXPERIMENTED 2; EMERGING 3; PRACTICED 4; ADEPT 5. **   APPENDIX J NAME_________________________ ** Summative Assessment of 21st Century Skills ** ** KEY: UNUSED 0; AWARE 1; EXPERIMENTED 2; EMERGING 3; PRACTICED 4; ADEPT 5. **
 * 1) Rate your competence in each of the tools listed below.
 * 2) Name the program(s) you have used if appropriate.
 * **<span style="color: #c00000; font-family: 'Times New Roman',serif; font-size: 10pt;">TEACHER’S TOOLBOX ** || **<span style="color: #c00000; font-family: 'Times New Roman',serif; font-size: 10pt;">NAME OF PROGRAM USED ** || **<span style="color: #c00000; font-family: 'Times New Roman',serif; font-size: 10pt;">0 ** || **<span style="color: #c00000; font-family: 'Times New Roman',serif; font-size: 10pt;">1 ** || **<span style="color: #c00000; font-family: 'Times New Roman',serif; font-size: 10pt;">2 ** || **<span style="color: #c00000; font-family: 'Times New Roman',serif; font-size: 10pt;">3 ** || **<span style="color: #c00000; font-family: 'Times New Roman',serif; font-size: 10pt;">4 ** || **<span style="color: #c00000; font-family: 'Times New Roman',serif; font-size: 10pt;">5 ** ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">WEBSITE ||  ||   ||   ||   ||   ||   ||   ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">WIKI ||  ||   ||   ||   ||   ||   ||   ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">BLOG ||  ||   ||   ||   ||   ||   ||   ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">FLICKER ||  ||   ||   ||   ||   ||   ||   ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">TWITTER ||  ||   ||   ||   ||   ||   ||   ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">VOICETHREAD ||  ||   ||   ||   ||   ||   ||   ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">JING ||  ||   ||   ||   ||   ||   ||   ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">SKYPE ||  ||   ||   ||   ||   ||   ||   ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">STORYBOARD ||  ||   ||   ||   ||   ||   ||   ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">MOODLE ||  ||   ||   ||   ||   ||   ||   ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">P21.ORG ||  ||   ||   ||   ||   ||   ||   ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">LiveBinder ||  ||   ||   ||   ||   ||   ||   ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">E-portfolio ||  ||   ||   ||   ||   ||   ||   ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Online photo galleries ||  ||   ||   ||   ||   ||   ||   ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Social Bookmarking ||  ||   ||   ||   ||   ||   ||   ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">LiveBinder ||  ||   ||   ||   ||   ||   ||   ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Audio/video casting ||  ||   ||   ||   ||   ||   ||   ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">WEB 2.0 ||  ||   ||   ||   ||   ||   ||   ||
 * **<span style="color: #c00000; font-family: 'Times New Roman',serif; font-size: 10pt;">TEACHER’S TOOLBOX ** || **<span style="color: #c00000; font-family: 'Times New Roman',serif; font-size: 10pt;">NAME OF PROGRAM USED ** || **<span style="color: #c00000; font-family: 'Times New Roman',serif; font-size: 10pt;">0 ** || **<span style="color: #c00000; font-family: 'Times New Roman',serif; font-size: 10pt;">1 ** || **<span style="color: #c00000; font-family: 'Times New Roman',serif; font-size: 10pt;">2 ** || **<span style="color: #c00000; font-family: 'Times New Roman',serif; font-size: 10pt;">3 ** || **<span style="color: #c00000; font-family: 'Times New Roman',serif; font-size: 10pt;">4 ** || **<span style="color: #c00000; font-family: 'Times New Roman',serif; font-size: 10pt;">5 ** ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">WEBSITE ||  ||   ||   ||   ||   ||   ||   ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">WIKI ||  ||   ||   ||   ||   ||   ||   ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">BLOG ||  ||   ||   ||   ||   ||   ||   ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">FLICKER ||  ||   ||   ||   ||   ||   ||   ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">TWITTER ||  ||   ||   ||   ||   ||   ||   ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">VOICETHREAD ||  ||   ||   ||   ||   ||   ||   ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">JING ||  ||   ||   ||   ||   ||   ||   ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">SKYPE ||  ||   ||   ||   ||   ||   ||   ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">STORYBOARD ||  ||   ||   ||   ||   ||   ||   ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">MOODLE ||  ||   ||   ||   ||   ||   ||   ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">P21.ORG ||  ||   ||   ||   ||   ||   ||   ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">E-PORTFOLIO ||  ||   ||   ||   ||   ||   ||   ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">ONLINE PHOTO GALLERIES ||  ||   ||   ||   ||   ||   ||   ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">SOCIAL BOOKMARKING ||  ||   ||   ||   ||   ||   ||   ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">LIVEBINDER ||  ||   ||   ||   ||   ||   ||   ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">AUDIO/VIDEO CASTING ||  ||   ||   ||   ||   ||   ||   ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">WEB 2.0 ||  ||   ||   ||   ||   ||   ||   ||

APPENDIX K   ** Formative Assessment of Staff’s 21st Century Skills ** ** KEY: UNUSED 0; AWARE 1; EXPERIMENTED 2; EMERGING 3; PRACTICED 4; ADEPT 5. **   APPENDIX L    ** Summative Assessment of Staff’s 21st Century Skills ** ** KEY: UNUSED 0; AWARE 1; EXPERIMENTED 2; EMERGING 3; PRACTICED 4; ADEPT 5. **
 * 1) Compile totals of staff’s formative assessments to evaluate where improvement is indicated
 * 2) List the program(s) used if appropriate.
 * **<span style="color: #c00000; font-family: 'Times New Roman',serif; font-size: 10pt;">TEACHER’S TOOLBOX ** || **<span style="color: #c00000; font-family: 'Times New Roman',serif; font-size: 10pt;">NAME OF PROGRAM USED ** || **<span style="color: #c00000; font-family: 'Times New Roman',serif; font-size: 10pt;">0 ** || **<span style="color: #c00000; font-family: 'Times New Roman',serif; font-size: 10pt;">1 ** || **<span style="color: #c00000; font-family: 'Times New Roman',serif; font-size: 10pt;">2 ** || **<span style="color: #c00000; font-family: 'Times New Roman',serif; font-size: 10pt;">3 ** || **<span style="color: #c00000; font-family: 'Times New Roman',serif; font-size: 10pt;">4 ** || **<span style="color: #c00000; font-family: 'Times New Roman',serif; font-size: 10pt;">5 ** ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">WEBSITE ||  ||   ||   ||   ||   ||   ||   ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">WIKI ||  ||   ||   ||   ||   ||   ||   ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">BLOG ||  ||   ||   ||   ||   ||   ||   ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">FLICKER ||  ||   ||   ||   ||   ||   ||   ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">TWITTER ||  ||   ||   ||   ||   ||   ||   ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">VOICETHREAD ||  ||   ||   ||   ||   ||   ||   ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">JING ||  ||   ||   ||   ||   ||   ||   ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">SKYPE ||  ||   ||   ||   ||   ||   ||   ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">STORYBOARD ||  ||   ||   ||   ||   ||   ||   ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">MOODLE ||  ||   ||   ||   ||   ||   ||   ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">P21.ORG ||  ||   ||   ||   ||   ||   ||   ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">LiveBinder ||  ||   ||   ||   ||   ||   ||   ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">E-portfolio ||  ||   ||   ||   ||   ||   ||   ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Online photo galleries ||  ||   ||   ||   ||   ||   ||   ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Social Bookmarking ||  ||   ||   ||   ||   ||   ||   ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">LiveBinder ||  ||   ||   ||   ||   ||   ||   ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Audio/video casting ||  ||   ||   ||   ||   ||   ||   ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">WEB 2.0 ||  ||   ||   ||   ||   ||   ||   ||
 * 1) Compile totals of staff’s summative assessments to evaluate where advances have been made.
 * 2) Compile totals of staff’s summative assessments to evaluate where improvement is still indicated.
 * 3) List the program(s) used if appropriate.
 * **<span style="color: #c00000; font-family: 'Times New Roman',serif; font-size: 10pt;">TEACHER’S TOOLBOX ** || **<span style="color: #c00000; font-family: 'Times New Roman',serif; font-size: 10pt;">NAME OF PROGRAM USED ** || **<span style="color: #c00000; font-family: 'Times New Roman',serif; font-size: 10pt;">0 ** || **<span style="color: #c00000; font-family: 'Times New Roman',serif; font-size: 10pt;">1 ** || **<span style="color: #c00000; font-family: 'Times New Roman',serif; font-size: 10pt;">2 ** || **<span style="color: #c00000; font-family: 'Times New Roman',serif; font-size: 10pt;">3 ** || **<span style="color: #c00000; font-family: 'Times New Roman',serif; font-size: 10pt;">4 ** || **<span style="color: #c00000; font-family: 'Times New Roman',serif; font-size: 10pt;">5 ** ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">WEBSITE ||  ||   ||   ||   ||   ||   ||   ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">WIKI ||  ||   ||   ||   ||   ||   ||   ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">BLOG ||  ||   ||   ||   ||   ||   ||   ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">FLICKER ||  ||   ||   ||   ||   ||   ||   ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">TWITTER ||  ||   ||   ||   ||   ||   ||   ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">VOICETHREAD ||  ||   ||   ||   ||   ||   ||   ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">JING ||  ||   ||   ||   ||   ||   ||   ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">SKYPE ||  ||   ||   ||   ||   ||   ||   ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">STORYBOARD ||  ||   ||   ||   ||   ||   ||   ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">MOODLE ||  ||   ||   ||   ||   ||   ||   ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">P21.ORG ||  ||   ||   ||   ||   ||   ||   ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">E-PORTFOLIO ||  ||   ||   ||   ||   ||   ||   ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">ONLINE PHOTO GALLERIES ||  ||   ||   ||   ||   ||   ||   ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">SOCIAL BOOKMARKING ||  ||   ||   ||   ||   ||   ||   ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">LIVEBINDER ||  ||   ||   ||   ||   ||   ||   ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">AUDIO/VIDEO CASTING ||  ||   ||   ||   ||   ||   ||   ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">WEB 2.0 ||  ||   ||   ||   ||   ||   ||   ||

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