Andy Roundy

Final Assignment

Needs Assessment
The classroom seeking funding is a 6th grade classroom at Sunset Middle
School, part of Coos Bay School District in Coos Bay, Oregon. Sunset Middle School
has an approximate student body of 450 students covering grades four through
seven. Funding will serve a classroom of approximately 27 sixth grade students.
Funding is sought to address two areas of concern: 1) low achievement in Common
Core mathematics standards; and 2) limited technology skills of economically
disadvantaged students.
In the 2011-12 school year, only 50.12% of students at Sunset met state
standards in mathematics on the Oregon Assessment of Knowledge and Skills
(OAKS). The average for the state was 63%. Only 46% of students at Sunset
classified as economically disadvantaged met state standards in mathematics.
(Oregon Department of Education, 2012) Only 47% of 5th graders in 2011-12 met
state standards in mathematics district-wide. The state average for 5th graders in
mathematics during 2011-12 was 61%. (Oregon Department of Education, 2012)
These students are entering the 6th grade already displaying low achievement in
mathematics.
Mathematics achievement is more deficient within the classroom seeking
funding. According to OAKS data from 2011-12, only 29% of students in the class
met state standards in mathematics as 5th graders. District formative assessments
are given three times a year to measure students academic progress. Over the

course of the year, student scores on these assessments are expected to increase as
standards are covered in the curriculum. Student averages on district assessments
in 2012-13 actually declined from the winter assessment to the spring assessment.
The target percentile ranking for these assessments is the 50th percentile. The class
average on each of the three assessments was between the 30th and 40th percentile.
According to the Oregon Department of Education, of the 450 students who
attend Sunset Middle School 356 are economically disadvantaged, which equates to
nearly 80% of Sunsets student body. Technology skills are becoming more
necessary for students as they advance on to higher education institutions. The
National Survey of Computing and Information Technology in American Higher
Education states that 64% of college courses use electronic mail, 47% use Web
resources as a component of the syllabus, and 35% have a course Web page.
(OHanlon, 2002, p.56) In order to prepare students for higher education,
technology skills need to be developed during students k-12 education. This is
especially true for economically disadvantaged students, who have fewer
opportunities to develop these skills outside of school. Of the 27 students in the
classroom seeking funding, two dont have any Internet access outside of school and
three dont have a computer at home. Others only have Internet access through a
mobile device, typically their cell phone.

OHanlon, N. (2002). Net knowledge: Performance of new college students on an Internet skills proficiency test.
The Internet and Higher Education, 5(1), 5566. doi:10.1016/S1096-7516(02)00066-0

Goals and Objectives

Goal: The use of technology improves students knowledge and skills of math
concepts.
Objectives:
Objective 1
Increase the use of technology in math instruction to daily by October 2013.
Methods and activities:
To achieve objective 1, grant monies will be used to purchase ten iPads, protective
cases, and storage/charging container. Students will use the iPads on a daily basis
as part of math instruction. All iPads will remain in the classroom to ensure that
they are accessible to students throughout the school day. Students will use the
iPads to view pre-recorded instructional lectures for each math lesson. Additional
activities students will accomplish using iPads are the creation of math related
podcasts, concept practice using web-based games, and problem-solving
collaboration using the voicethread.com app.

Objective 2
Increase the number of students meeting or exceeding state standards in math on
the state standardized test to 70% by May 2014.
Methods and activities:
Math instruction will be moved from direct instruction delivered to the whole class
to pre-recorded math instruction, viewable by students during class on iPads. Grant
monies will be used to purchase the iPads needed for viewing the recorded math
instruction. The teacher will use time typically spent on direct instruction to work

in small groups and individually with struggling students. Students will use iPads
to share thought processes and learning with the voicethread.com app. Advanced
math students will create video podcasts on math concepts using the GarageBand
app that may be used as resources by classmates. Students will practice math
concepts using free web-based games on the iPads from websites such as
mathplayground.com or coolmath-games.com.

Objective 3
Increase individual student achievement on district formative assessments a
minimum of five percentile points on both winter 2013 and spring 2014
assessments.
Methods and activities:
Math instruction will take the form of pre-recorded math instructional videos
available online. The classroom teacher will create the instructional videos and
ensure that they match district curriculum and common core state standards in
mathematics for sixth grade. Students will participate in three online EasyCBM
formative assessments required by the district over the course of the 2013-14
school year. Periodically, students will complete progress-monitoring assessments
using the iPads to assess knowledge of specific math concepts. Progressmonitoring assessments will be given at the classroom teachers discretion. The
classroom teacher will analyze assessment data and remediate for students who are
struggling. Students will practice math concepts in groups with the classroom
teacher and on the iPads. They will also explain and demonstrate understanding of

math concepts using the voicethread.com app.

Objective 4
Reduce the number of days required to cover math curriculum by ten instructional
days by the end of May 2014.
Methods and activities:
The classroom teacher will provide instructional lessons in the form of pre-recorded
instructional videos. Students will watch the instructional videos and participate in
teacher-led concept practice activities. Activities will vary depending on the unit of
study. The classroom teacher will develop a pacing guide that outlines dates for
lesson completion. The classroom teacher will schedule time into the pacing guide
to accommodate remediation. Students will be allowed to work at their own pace
while still adhering to the dates for lesson completion. Math curriculum for the
district is broken into three different textbooks. Instructional videos that are to
accompany lessons for the first textbook will be created by September 2013.
Instructional videos for the second and third textbooks will be created by November
2013 and February 2014. These activities will provide instructional days that may
be devoted to math projects and enrichment activities that are not part of the math
curriculum, but support common core state standards.

Budget
Proposed Expenses
Item
iPad mini
Storage Cart

Quantity

Cost per Unit

Total Cost

10

$329.00

$3,290.00

$2,599.95

$2,599.95

Protective Case

10

$39.00

$390.00

Garage Band App

1*

$4.99

$4.99

iMove App

1*

$4.99

$4.99

Total:

$6,289.93

In Kind Contributions
Activity

Hours

Total Cost

Instructional video production

200**

$5000.00

Equipment installation and setup

5
Total:

$125.00
$5,125.00

* Purchases on a single apple account can be applied on up to ten devices.

**Number of hours is based on an estimated two-hour average production time for
each lesson. There are approximately 100 lessons to produce. Actual production
times may vary.
Evaluation
Objective 1
Increase the use of technology in math instruction to daily by October 2013.
Evaluation method:
The purchase of the ten iPads and their implementation in the classroom will
increase use of technology in math instruction. Students will use the devices on a
daily basis to view instructional videos for each math lesson. Daily math lesson
plans will include the use of iPads. Lesson plans will be kept to provide
documentation on technology use in lessons. Students will create podcasts on math
topics and share thinking using voicethread.com. The number of podcasts being
created and the number of students creating them will be recorded at the end of
each month. The classroom teacher will review and record participation on
voicethread.com on a weekly basis to ensure all students are contributing.

Objective 2
Increase the number of students meeting or exceeding state standards in math on
the state standardized test to 70% by May 2014.
Evaluation method:
In May 2014, all students will take the OAKS state standardized test. The classroom
teacher will review results data from this test to determine whether 70% of
students have met or exceeded state standards in math.

Objective 3
Increase individual student achievement on district formative assessments a
minimum of five percentile points on both winter 2013 and spring 2014
assessments.
Evaluation Method:
Student will take an Easy CBM formative assessment in fall 2013 to determine a
baseline score for each student. In winter 2013, students will again take an Easy
CBM formative assessment. Student data will be reviewed and compared to scores
received in fall 2013 to determine if the minimum of five percentile points of growth
has occurred for each student. In spring 2014, students will take a third and final
Easy CBM formative assessment. The results of this assessment will be compared
with the results of the winter 2013 assessment to determine if the five percentile
points of growth have occurred for each student.

Objective 4

Reduce the number of days required to cover math curriculum by ten instructional
days by the end of May 2014.
Evaluation method:
The classroom teacher will create a lesson-pacing guide for math instruction that
meets the aim of Objective 4. Students will be allowed to work through lessons at
their own pace as long as they adhere to lesson completion dates set in the pacing
guide. The classroom teacher will monitor lesson completion for each student in
class. The number of students completing lessons in accordance with the pacing
guide will be recorded on a weekly basis. At the beginning of May, the classroom
teacher will review student completion records and determine if any lessons have
not yet been taught. Once all lessons have been completed, the classroom teacher
will tally and record the number of instructional days that remain in the calendar.