School Technology Plan

Greenwood Elementary School Montgomery, Maryland

Group-Elementary
Megan Clementson, Ruchel Green, Malkie Horovitz, Ryan Hurd, Thelma Jenks, and
Wellington Jones
UMUC EDTC 630
Professor Donovan

Description of School and Students

Greenwood Elementary School is located in Brookeville, MD and endeavors to
meet the educational needs of 504 students. The students range from full-day
kindergarten to fifth grade. Greenwood services students from a variety of ethnicities
including White, Hispanic, African American, and Asian. The school also has a small
population of students who receive free and reduced lunch, as well as ESOL and
special education services.
The following table shows the breakdown by race and ethnicity for the student
population at Greenwood. White students make up the largest population, while
Hispanic, African American, and Asian students make up a smaller portion of the
school.
Table 1: Student Demographics for Grades K- 5 (504 students total)

The staff consists of twenty one classroom teachers, five specialists, six support
teachers, four administrators and four para-educators. The special education teachers
focus on the older grades, 3-5, pulling students out of class for support services.
Younger grades, K-2, receive assistance inside their classrooms. This is a major reason
for the additional iPad devices, to enable teachers to differentiate instruction inside their
classrooms so that every child learns at his/her own level.
The table below shows the spread of enrollment across grade levels at
Greenwood Elementary. The pattern shows that each year the incoming enrollment is
decreasing showing a larger number of students in the older grades. We believe that
through increased technology integration, evidence of student literacy achievement in
K-2 will motivate more families to consider sending their children to Greenwood
Elementary School over other schools in the area.
Table 1: School Enrollment
Grade

Enrollment

Percentage of
student population
by grade

Kindergarten
(Full-Day)

62

12.3

1st Grade

72

14.3

2nd Grade

91

18.1

3rd Grade

95

18.8

4th Grade

88

17.5

5th Grade

96

19

Total:

504

100

Grade

Enrollment

Percentage of
student population
by grade

SPED

32

6.2%

FARMS

44

8.7%

ESOL

44

8.7%

The table below explains the technology that is available in each classroom
across the different grade levels. Every grade level has access to technology, although
the technology differs based on grade. Each classroom in similar grade levels have
access to the same technology.
Table 3: Technology Available
Grade
Kindergarten

Technology Available
(Per Classroom)
3 Desktop Computers

Number of
Classrooms
3

1 Promethean Board
Computer Lab time
Grade 1

3 Desktop Computers

1 Promethean Board
Computer Lab time
Grade 2

3 Desktop Computers

1 Promethean
Computer Lab time

Media Center Cart Access

Grade 3

30 Chromebooks

1 Promethean Board
Grade 4

30 Chromebooks

1 Promethean Board
Grade 5

30 Chromebooks

1 Promethean Board
Computer Lab

32 Desktop Computers

1 Color Printer
1 Black and White Printer
32 Head Phones
Choice Lab

8 Desktop Computers

1 Promethean Board
1 Printer
Media Center

30 Chromebook Cart

12 Netbooks

Each classroom has access to various forms of technology listed on the table
above, which can be used to increase student achievement. The promethean boards
are used by teachers at all grade levels to create interactive lessons for their students.

In addition, the promethean boards allows teachers to present information visually while
also allowing students to interact with the board by moving items around, answering
questions, and writing words. The younger grades also use the promethean boards in
their classrooms as a literacy and math center to help students build basic foundation
skills. The promethean board center provides students with the opportunity to interact
with the board to check if their answers are correct.
The older grades have access to Chromebooks and use them throughout the
entire day. Chromebooks are used to engage in information literacy projects. Students
have the opportunity to use programs such as Britannica, PebbleGo, Discovery
Education, Image Quest, and Noodle Tools to help them research topics related to the
curriculum. After learning more about a specific topic, students will use Chromebooks
to demonstrate their learning through the use of a digital presentation tool. The
Chromebooks are also used by students to type their papers during writing. Students
have the ability to use Chromebooks to access organizers for prewriting. The
Chromebooks are also helpful during reading as students can access E-books. Once
students have finished reading, they are able to type responses to comprehension
questions.
The following chart shows the data for students at Greenwood. There is no state
testing completed for students in grades K-2. The collaboration, critical thinking, and
communication grades are averages provided by the teachers based on their current
class.
Data:
Key: P- Proficient

I- In Progress toward Proficiency N- Not Yet Evident

Grade

Reading
MSAP

Math
MSAP

Collaboration

Critical
Thinking

Communication

n/a

n/a

1st

n/a

n/a

2nd

n/a

n/a

3rd

88.8%

85.1%

4th

>95%

90.2%

5th

94.8%

85.4 %

Statement of Need
Greenwood Elementary student assessments reflect a higher level of
achievement for reading proficiency in the upper grades than the lower grades. In
order to be a higher achieving school in reading across all grade levels, Greenwood
Elementary School needs to focus on building a stronger base of literacy skills in
students in grades K-2. These lower grades have very limited access to technology
support and therefore do not receive the same reading support as the upper grades. In
order to strengthen literacy skills and provide immediate feedback for students,
Greenwood Elementary needs to purchase iPads for grades K-2 which will provide
support for differentiating instruction. Lack of basic technology proficiency and
professional development reduces the impact of current devices as staff do not know
how to properly utilize them. Furthermore, professional development will lead to a need
for additional technology to support student learning and engagement.

Vision Statement

We believe that technology should be used to allow every learner to improve

their literacy foundation skills as well as reading comprehension. The utilization of
technology will provide unique learning opportunities which optimize learning for all
students. Teachers at Greenwood Elementary school will enhance the learning
environment through the integration of technology to increase student levels of
technology literacy with an emphasis on reading comprehension through hands-on
experience; creating objects; and communicating on the local and international level.
Goals and Objectives
Goals

Objectives

Assessment

Standards

Students will use

technology 2-3
times per week in
order to improve
literacy foundation
skills.

1. After using
software such as
Starfalls or using
literacy specific apps
(c) students (a) will be
able to read grade
level text (b)with 90%
accuracy and fluency
(d)

MCLASS
Anecdotal Notes
Running Record
MIRL

1.K.C.3- Know and

apply grade level
phonics and word
analysis skills in
decoding words.

Students will use

technology 2-3
times per week in
order to improve
reading
comprehension.

1. After using software

such as Reading A-Z
and apps, (c)
students (a) will be
able to independently
answer follow-up
comprehension
questions on grade
level text with 90%
accuracy (d)

MCLASS
MIRL
Anecdotal Notes

3.K.A.1- With
prompting and
support, ask and
answer questions
about key details in
a text.

2. Using software like

Evernote, (c)
students (a) will be
able to record
important ideas for
information (b)with

90% accuracy (d)

Students will
engage in inquiry
based learning to
make connections
to literature.

c) Utilizing library
resources based on
informational need a)
Students will be able
to b) and answer
inquiry questions with
(d) 90% accuracy.

Students will be
assessed by
their ability to
answer teacher
prepared inquiry
questions; who,
what, where,
when, why?

RI1: Ask and

answer questions
to demonstrate
understanding of a
text, referring
explicitly to the text
as the basis for the
answers

Students will
engage in the
production,
publication, and
collaboration of
written work
through the use of
technology.

Using tech (c),

students (a) will be
able to use produce
and publish writing
and collaborate with
peers (b) 100 %
successfully (d).

Rubric
Peer review

4.2.B.6- With
guidance and
support from adults,
use a variety of
digital tools to
produce and
publish writing,
including in
collaboration with
peers

Implementation of
UDL high and low
technology
solutions for
diverse learners.

By engaging in digital
text.(c), students (a)
will be able to (b)
extend their reading
comprehension to a
mastery level (d)

Activities are
constructivist
and build upon
each other.
Students can
only move to the
next level upon
mastery of skill
or content areas
while connecting
with core
standards.

Budget and Rationale

Budget for Hardware

To further the pursuit of inquiry based learning (IBL), activities are implemented
into the classroom that require iPads in the Kindergarten classroom as well as the other
classrooms. The students will approach their tasks using technology, and extend their
comprehension through digitally scaffolded lesson plans. Standard 4.2.B.6- With
guidance and support from adults, use a variety of digital tools to produce and publish
writing, including in collaboration with peers is the crux which the budget is designed to
resolve.
For an effective addition, 20 iPads, cart, and charging cables are needed to
enhance the ability to individualize learning based on student needs. The cart allows for
the charging, syncing of applications, storage and security of the devices.
Budget for Professional Development
Professional development will occur at regularly scheduled teacher-work-days,
which are predetermined by Montgomery County. A $50 stipend will be given to each
attendee. Jennifer Trombatore from Montgomery County will present at no cost for our
teachers. No additional resources are needed for the classroom itself.
Budget for Maintenance of Computers and iPads
In effort to provide real numbers for the expenditures for maintenance and
support, the below table has been included. Given that the Kindergarten classes are in
the most critical and present need, this document focuses on their needs. This plan will
be part of a larger 3-year plan in which the technology moves with the students each
year.

Technology

Cost
Allocated
in this
Years
Budget

Number of
Units

Life
Expectancy
of Unit

IWB units

$6,000

5 years

Expected
cable wear

$100

n/a

n/a

tech. support
printers, etc

$3000

20 Hrs

n/a

Participant
Stipend

$3750

75

iPad and Cart

$9889.95

(includes 20)

Totals

$22,739.95

5 years

Justification of Expenditures
In the table above, the breakdown shows the expenses that are likely to be
incurred in a school our size. Equipment replacement needs to be allocated for in the
yearly budget, as we have calculated the life expectancy of the technology. None of the
devices here will need to be replaced in the next three years. Replacement costs, are
not included in this table. The technologies already in place have been purchased to
meet the State and Federal goals outlined earlier. To meet our schools need, we are
purchasing new iPads and a container to sync, charge, and store the units.
The use of iPads in the Kindergarten classes are in line with 4.2.B.6- With
guidance and support from adults, use a variety of digital tools to produce and publish
writing, including in collaboration with peers. Further, there will be implementation and

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development of Project Based Learning (PBL) that individualizes lessons for students.
The iPads will be used across the curriculum to improve reading fluency and accuracy.
Students will use apps such as Starfall a minimum of three days per week as part of
their morning warmup or their daily literacy center rotation. The Reading A-Z app will be
used for guided reading to improve reading fluency. Teachers can access Jan Richards
best practice and strategies for lessons which connect common core standards,
prompts, and scaffolds for reading fluency and comprehension.

PROFESSIONAL DEVELOPMENT
Professional Development is imperative for the successful implementation of our
goals and objectives to enhance student learning and achievement. Our school district
benefits from the experienced Instructional Technology specialist, Ms. Jenny
Trombatore. Teachers will take surveys prior to training workshops to enable us to
provide instruction in the areas they need help most, enabling them to achieve their
goals and objectives. This is especially significant in the area of assistive technology
which is relatively new for most teachers. Post workshop surveys will be administered
using Survey Monkey to ensure we meet the need of all teachers as well as our school
technology plan. Questions will reference the learning experience and the subsequent
ability to implement the strategies and technology integration into their classrooms.
In order to maximize the effectiveness of the technology we have available it is
important that teachers are trained and prepared to use each device to enhance student
achievement through more content, greater collaboration, and differentiation. Jenny
Trombatore, an MCPS Instructional Technology Specialist, is going to be a valuable
resource in making sure that our staff is fully equipped with the skills necessary to carry

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out the implementation of technology in our plan. There will be a set of scheduled
professional development opportunities offered to teachers as well as the ability for
teachers to express a need for other trainings. Participants in the professional
development workshops will be awarded a stipend of $50 for every workshop attended.
The district administration would like to reward attendees for their participation and
subsequent implementation of this
Professional development will take place in the school computer lab. If additional
space is needed, the school library or auditorium will be used. Attendees will use school
devices or their own at their option. Professional development will consist of the
following topics, based on survey results:

Basic iPad support

Teacher training in administering the MCLASS reading assessment using iPads
Assistive Technology and Differentiated Instruction
Administrator and Teacher training on student information system
Digital Citizenship
Software training
Administrator and Teacher training in data assessment tools
Evaluation will be based upon information gathered from the student information
system. Evidence of implementation will be reflected in student achievement,
instructional strategies and tools which will be available for administrators, teachers,
parents, and students to access. Additional strategies, including but not limited to
assistive technology, will be introduced based upon student need.

Professional Development

Topics

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Ms. Jenny Trombatore, Instructional

Technologist will provide training
Teacher/Student Learning
OBJECTIVE ADDRESSED:
1. Eliminate roadblocks and increase
efficient use of teachers time
2. Abide by the AUP of the school for
the safety of student users as well
3. Focus on instructional changes to
enhance student learning

Montgomery County Public Schools,

Instructional Technologist Ms. Jenny
Trombatore

Overview of Technology for Learning

For the Creation of Objects

For Communication Social Media
For Information
For Assessments
For Understanding AUP with an emphasis on
Safety on the Internet and Digital Citizenship
Training and hands-on to analyze a few
examples of each type of application PART 1

Applications for Reading and Assessments

Student Learning OBJECTIVE
ADDRESSED:
1. Students will independently use
websites and applications to improve
comprehension and reading fluency.

Training may be provided by inhouse teachers who are versed in

the use of these applications.

Student Learning OBJECTIVES

ADDRESSED
1. Student will create writing pieces and
use applications to discover

Starfall Digital Books

MClass Assessment Applications
Raz Kids.com-Reading, School Subscription

Training and hands-on to analyze a few

examples of each type of application PART 2
Applications for creating objects:

Padlet-Writing
Thinglink-Writing/labeling/pictures

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processes and procedures in the use

of digital designing for writing

Applications for Information:

PebbleGo
Thesaurus
Dictionaries
Wiki for Kids:
http://kidzsearch.com/wiki

MCPS District Training Staff

Ms. Jenny Trombatore

Student Learning OBJECTIVES

ADDRESSED

Learning and Understanding Student Information

System (Edline), Networking, Equipment,
Sharing, and Troubleshooting
How to Integrate with other subject matter
lessons i.e., Library/P.E./Art
Foldify-for creating objects and printing
Discovery Education

1. Students will create documents,

share with peers, and go beyond the
classroom borders to collaborate on
projects

Student Learning OBJECTIVE

ADDRESSED
1. Students will use digital devices
(assistive tech) that have sound,
visuals, and interactivity using the
Promethean Boards with integrated
subject content customized for their
level of learning to improve reading
fluency and comprehension

Computer Class

Teachers will learn about the implementation of

UDL to address diverse learners.
Reading Rockets Applications
Creating Digital Work Centers to address UDL
Promethean/Active Application that brings
lessons to life for diverse learners will be
revisited because all classrooms have this digital
tool

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Timeline
The chart below displays the timeline of events that needs to be followed in order
to effectively implement this technology plan. The timeline is intended to allow teachers
and students to slowly adjust to the technology as we work toward meeting the goals
and objectives. As teachers and students become comfortable with what they are using
on the iPads they will be presented with new information and apps so that they can get
the most out of the iPads as possible.

Table 1: Timeline of Plan Implementation

January 2016

Begin searching for grants and talk to PTA about fundraising

opportunities

March 2016

Apply for grant and begin fundraising activities

June 2016

Purchase iPads

Summer 2016

-Teachers will get to take home an iPad to explore over the

summer.
-Teachers that have a need for support with basic iPad functions
can sign up for PD with Jenny Trombatore
- Technology accessories that have been purchased will be
installed by our MCPS ITSS staff

August 2016

Jenny Trombatore will train staff how to administer the MCLASS

reading assessment via the MCLASS app on the new iPads

September 2016

Teachers will use iPads to administer the MClass Reading

assessment in order to obtain beginning of the year reading
levels for all students.

October 2016

-Teachers will receive PD (via Jenny Trombatore) on the

Reading A-Z and Reading Rockets apps, as well as in assistive
technology.
-Teachers will teach students the proper care for the iPads

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November 2016

Teachers will implement the use of iPads into their classroom.

Students will be able to use the reading A-Z and reading rockets
apps for small group reading and a literacy center.

December 2016

Teachers will receive PD on Digital Citizenship

January 2017

Teachers will use iPads to administer the MClass Reading

assessment in order to obtain middle of the year reading levels
for all students.

February 2017

Teachers will receive PD (Via Jenny Trombatore) on Evernote

March 2017

Teachers will begin teaching their students how to use

Evernote. Students will begin using Evernote to organize notes
while reading and also engage in pre-writing during writing.

May 2017

Teachers will use iPads to administer the MClass Reading

assessment in order to obtain End of Year of the year reading
levels for all students.

June 2017

Staff Meeting - Teachers will analyze MClass data and compare

success to previous years to determine if the iPads benefited
students. They will share apps they are interested in receiving
future PD on.

Teachers will receive PD on age appropriate research tools:

August 2017

September 2017

- K-1 - PebbleGO
- 2-5 Brittanica

Teachers will use iPads to administer the MClass Reading

assessment in order to obtain beginning of the year reading
levels for all students.

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October 2017December 2017

Students will engage in an information literacy research project

using iPads. Students will read non-fiction text on either
PebbleGo or Brittanica and organize their notes on Evernote.
Students will then create a visual display on the iPads to teach
about their topic and demonstrate their level of reading
comprehension.

January 2018 Future

-Continue allowing students to use the iPads at least three

times per week. Jenny Trombatore will continue to provide PD
opportunities as the school finds different areas of need.

Evaluation
Edline student management system, is a comprehensive software, used by
teachers and administrators for comparing formative and summative assessments, a
sample of which is found below. Edline provides for data driven instruction and reflection
to assess if goals and objectives have been achieved. This information will be shared
with content or grade level teams during their data action meetings. Additionally, this
data will be accessible for teachers, parents, students, and administrators via the
student information system. Individual and grade level achievement will be measured
and strategies will be assessed as teachers will post their lesson goals, objectives, and
activities. Administrators will be responsible for monitoring achievement and
effectiveness.

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Professional development will directly impact student achievement and teacher

use of technology, both with curricular implementation, as well as the use of the student
information system. There is ample research to support the benefits of professional
development and the impact on student achievement. According to the Institute of
Education Sciences, U.S. Department of Education, Professional development affects
student achievement through three steps. First, professional development enhances
teacher knowledge and skills. Second, better knowledge and skills improve classroom
teaching. Third, improved teaching raises student achievement. If one link is weak or
missing, better student learning cannot be expected (REL, 2007).
The success of this school technology plan will be demonstrated through the
increase of student achievement levels. This plan justifies the purchase of additional
devices and professional development designed to narrow both instructional and
learning gaps. Achievement of 90% or higher in reading and literacy skills is the goal.
The areas of focus for the student body are accuracy, fluency, and comprehension.

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Proven use will be evident by accessing Edline, the student information system, and
evaluating the student assessments for instructional or learning gaps.

References
Brevard Public Schools Office of Educational Technology. (2011). Edline Sample.
Retrieved November 16, 2015 from
http://techtraining.brevard.k12.fl.us/gradequick/Forms/Private_Reports_view.pdf

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Elementary Integrated Curriculum Framework - Montgomery County Public Schools.

(2010). Retrieved November 15, 2015 from
http://www.montgomeryschoolsmd.org/uploadedfiles/curriculum/integrated/eicframework.pdf
Greenwood Elementary School. (2015). Retrieved November 16, 2015 from
http://www.montgomeryschoolsmd.org/departments/regulatoryaccountability/gla
nce/currentyear/schools/02512.pdf.
Institute of Education Sciences School. (2007). Reviewing the evidence on how teacher
professional development affects student achievement. Regional Education
Laboratory, 33. Retrieved November 21, 2015 from
http://ies.ed.gov/ncee/edlabs/regions/southwest/pdf/rel_2007033.pdf
Montgomery County Public Schools. (2015). Schools at a glance [Data file]. Retrieved
November 16, 2015 from
http://www.montgomeryschoolsmd.org/departments/regulatoryaccountability/gla
nce/currentyear/SAAG2015.pdf

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