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2016-2019 Technology Plan

 

Warren Township School District

 

Digital Learning Plan
2016-2019

 

 

Warren Township School District

Board of Education

Mrs. Tia Alloco
Ms. Celeste Campos
Mrs. Paige Albano
Mr. Len deMontagnac
Mrs. Lisa DiMaggio
Mrs. Andrea Freijomil
Mrs. Kathy Helewa
Dr. Joan Schiller
Mr. James Sena

 District Administration

Superintendent of Schools - Dr. Matthew Mingle
Business Administrator - Patricia Leonhardt
Curriculum Coordinator - William Kimmick
Curriculum Supervisor - Stacey Hann Modugno
Director of Special Services - Candida Hengemuhle
Special Services Supervisor - Shannon Sharkey
District IT Director - Lance Riegler
Middle School Principal - Robert Comba
Middle School Dean of Students - Max Achtau
Angelo L. Tomaso School Principal - Christine Smith
Central School Principal - Alison Tugya
Mount Horeb School Principal - Scott Cook
Woodland School Principal - Jeff Heaney

 

Digital Learning Plan Committee Staff Members:

School

Staff Member

Role

ALT

Susan Jackson

Librarian

ALT

Joe Larramendia

Technology Teacher / Coach

ALT / Mount Horeb

Melissa Stoeckel

Instructional Specialist

Central

Lindsay Chell

Librarian

Central

Danielle Porchetta

Technology Teacher / Coach

Central / Woodland

Michelle Cebula

Instructional Specialist

Mount Horeb

Chris Burkhardt

Teacher of Library

Mount Horeb

Jola Scassera

Technology Teacher / Coach

Woodland

Kate Zaleski

Librarian

Woodland

Suzanne Wisher

Technology Teacher / Coach

Woodland

Adam Yenish

Grade 5 Teacher

Middle

Sean Convery

Technology Teacher

Middle

Lynn Alger

Technology Teacher / Integration Specialist

Middle

Michelle Zgombic

Technology Coach

Middle

Cynthia Cassidy

LIbrarian / Integration Specialist

 Level I.  District

1.01 Vision
The following outlines the Warren Township School District’s Mission Statement and district goals established in the most recent strategic planning process.  This process involved strategic teams comprised of school administrators, district staff, community members and parents.  The Mission Statement and goal statements serve to guide the work of district educators in developing plans for technology infrastructure, student learning and professional learning.

District Mission Statement
The Mission of Warren Township School District is to provide, through a safe, nurturing yet challenging environment, all students with an outstanding education that fosters academic excellence, healthy social and emotional development, and a lifelong passion for learning. In partnership with family, community, and staff, our strategic goals will guide our programs and actions so that students can exceed the New Jersey Core Curriculum Content Standards at all grade levels and leave the district confident in their ability to think critically and independently and to succeed as students and productive citizens of the community and world.

District Strategic Planning Goals
Strategic plan goals were developed for each of the following areas:

  • 21st Century Skills
  • Technology
  • Communication
  • Assets
  • School Environment.

The construction of a district strategic plan had a significant impact on the approach to technology and learning as implementation of the goal statements and accompanying strategies  required the support of a robust technology environment in all schools for all students and staff.

 Strategic Plan Technology Goal Statement
Our  students  will  be  creators,  collaborators,  upstanding  digital  citizens,  critical  consumers,  and innovators in a technology-rich environment where students create their own learning.  

The plan outlined the following strategies:

  1. Provide a seamless, integrated technology environment for all stakeholders.
  2. Maintain an infrastructure dedicated to a streamlined, efficient, and learning-focused experience that encourages widespread use and access.
  3. Identify and develop an evolving set of core competencies and best practices for students and teachers to provide a solid technology foundation to equip them for the world in which they will live and work.
  4. Inspire and support our teachers to continue developing beliefs and abilities that foster a culture where technology is embedded within students’ learning experiences.
  5. Ensure maximum utilization of fit-for-purpose technology by having a structured, planned, and coordinated approach to the introduction, adoption, and ubiquity.
  6. Harness collective knowledge by engaging the district and community in structured meaningful conversations about how teaching and learning should change in light of the actualization of learning with technology.

1.02 District Infrastructure

NJTRAx Technology Readiness completed within the 2015-2016 school year.

Date: 

11/2/15

 

Rating:

9

The district technology infrastructure should:

  • Support staff and student efforts to use technology in a seamless and fluent manner.
  • Maintain capacity to effectively support digital learning environments for students and staff.
  • Ensure equitable access to technology.
  • Enable district staff to pilot and adopt new and innovative technologies as they become available.
  • Address staff professional learning needs related to hardware and pedagogy.

Equitable Access to Technology to Achieve Teaching and Learning Vision:
During the 2014-2015 school year the district developed a plan for reallocating technology resources to achieve equitable staff and student access across the district schools.  This plan resulted in a collection and redistribution of hardware to standardize access in core instructional environments and expansion of the district’s wireless capacity that exceeded all PARCC readiness requirements.

The Warren Township School District currently provides a 1:1 environment for all students in grades 3-8.  Staff all are provided access to Dell laptop computers.  Classroom teachers are provided a standard compliment of classroom instructional technologies that include a Smartboard, docking station, document camera/projector and printer.  As of the 2015-2016 school year, every room is outfitted with a wireless access point to provide more than adequate wifi capacity.

Students in grades 3-8 are all assigned a Google account and learn in classrooms that provide a 1:1 ratio of devices to students.  As of 2015-2016 school year, Gmail is used only in grades 6-8.  Students in grades 5-8 are expected to bring Chromebooks back and forth between home and school. Students are expected to charge Chromebooks each night and be prepared for class with the device and earbuds. Students in grades 3 and 4 work in 1:1 environments with devices that are stored in the child’s homeroom. 

Students in grades K-2 learn in classrooms that have a 2:1 student to iPad ratio.  The iPads are stored in carts that are accessible to the classroom on a daily basis. 

The Warren Township School District has identified basic competencies in the area of technology for all stakeholders in its educational community.  The expectations support the Vision for Instruction and Learning related to technology and guide the decision making process within the district

The technology infrastructure is evaluated annually and a three year hardware plan is maintained to project infrastructure needs and budget. 

1.03 Teaching and Learning within the District

Reflection About Survey Results:

The Warren Township School District community completed the school based NJTrax Digital Learning Surveys during the months of February and March.  Students, parents, staff and administrators in grades 5-8 participated in the surveys.  All individual school ratings fell within Quadrant II.  The NJTrax survey results guidance document states that “the quadrant to aspire to is Q2 (Ready and Implementing). The quadrant to avoid is Q4 (Not Ready, yet Implementing).”  Survey results suggests that the district as a whole continues to make progress in the effective planning and implementation of digital learning. 

The largest number of survey responses were associated with the Warren Middle School.  Using this school’s scores as a representative of the district, the highest rated area was “Technology, Networks and Hardware” (7.7).  “Use of Time” had the lowest overall rating (4.9).   This pattern within the results was repeated in each of the elementary building survey results.  This is an expected trend as the district has invested in infrastructure to ensure accessibility to and reliability of resources, dedicated resources to assist staff in developing basic competencies in understanding how to use hardware, and has started a transition to a more seamless use of the technologies available for learning.  

In recent years, the district has established core belief statements focusing on instruction and learning.  A belief statement for technology is one of the five belief statements and serves to guide work in this area.  Within the development of the belief statements, the district considered developing four statements with the assumption that technology would be infused among the statements.  In assessing district professional learning needs at the time, it was determined that an explicit technology statement was still necessary to guide district efforts.  In addition to a technology specific statement, there were specific statements about student centered learning, differentiation, classroom culture, and use of evidence to make instructional decisions.  In evaluating the belief statements, the district has found that they are consistent with the goals of digital learning and the overall areas of focus that the survey results suggest. 

Vision for Instruction and Learning:
The following summarizes the district’s overall vision for digital learning and responsibilities of school personnel and students in achieving this vision.

  • Vision for Instruction and Learning:
    • Effective instruction will enable all students to seamlessly use technology and/or environmental resources to transform their learning experiences.
  • Vision for Staff:
    • Staff will work collaboratively to effectively design differentiated and authentic experiences that require students to create and demonstrate learning in a 21st Century environment.
  • Vision for Students:
    • Demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology and/or environmental resources.
    • Use digital media and environments to communicate and work collaboratively.
    • Apply tools to gather, evaluate, and use information.
    • Use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate 21st century tools and resources.

Vision for Staff:

  • Staff will work collaboratively to effectively design differentiated and authentic experiences that require students to create and demonstrate learning in a 21st Century environment.

Expectations for Teachers:

  • Collaboratively develop skills in educational technology applications and model appropriate use for students.
  • Integrate 21st century technologies and strategies within the curriculum by designing and implementing instruction that promotes cross-curricular connections among disciplines and standards.
  • Use available technology to create inclusive student-centered learning environments and support differentiation.
  • Evaluate the current use of technology. Create professional learning plans to create individual professional goals that advance authentic and meaningful usage of technology and 21st century learning strategies.
  • Support the achievement of the vision for student use of technology.

Expectations for Technology Teachers, Technology Coaches, Instructional Specialists, Integration Specialists & Librarians

  • Continually develop skills in the use of educational technology applications and model for district students and staff.
  • Learn to adapt models for integrating 21st century technology across the curriculum.
  • Support students and staff in evaluating information, effectively using collaborative tools, and integrating resources for research and projects throughout the curriculum.
  • Serve as providers of embedded professional learning that support staff and students’ authentic use of technologies using SAMR or a similar model.
  • Support the achievement of the vision for student use of technology

Expectations for Administrators

  • Promote a collaborative approach to staff’s planning and design of cross curricular and cross discipline learning experiences.
  • Evaluate and use innovative scheduling models that promote integration and collaboration for staff and among students.
  • Continually develop skills in the educational applications of technology in order to model appropriate use for staff.
  • Learn about models for integrating technology across the curriculum and develop and support systems that enable effective use of models.
  • Support staff’s self-reflection using a model like SAMR (Substitution Augmentation Modification Redefinition) and the development of plans to advance staff growth.
  • Use technology to effectively communicate with parents, students, and the school community at large.
  • Support the achievement of the vision for student use of technology

Vision for Students:

  • Demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology and/or environmental resources.
  • Use digital media and environments to communicate and work collaboratively.
  • Apply tools to gather, evaluate, and use information.
  • Use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate 21st century tools and resources.

Expectations for Students

  • Continually develop skills in the use of educational technology, to improve learning, achieve goals, and to enhance productivity and performance.
  • Develop literacy skills that promote effective use of information in digital and print form.
  • Work in a collaborative environment in order to problem-solve, write, and research in a 21st century learning environment.
  • Develop individual ability to think creatively and divergently.
  • Learn to self-reflect on learning and evaluate strategies.

1.04 Transformational Budgeting

The district uses a zero based budgeting process which requires all department and building heads to construct annual budget projections and submissions for the upcoming fiscal year. 

Regarding technology, the district administration works collaboratively to identify resources needed to maintain the technological environments to support learning goals and overall district functions.  In doing so, the district emphasizes equitable access to technology and connectivity throughout the district.  All buildings and departments provide input to the IT Director which contributes to the constant updating of the three year hardware plan that guides budgeting decisions related to technology. 

The district places a priority on professional learning and curriculum development.  Most recently, the district has placed added emphasis on embedding professional learning experiences that are connected to core instructional belief statements and fluencies. These areas are distinct areas of the district budget and prioritized each year within the budget planning process.

1.05 Overview of Schools

School

Grade Span

NJTRAx PARCC Readiness

NJTRAx Digital Learning Readiness

Date

Rating

Date

Rating

Warren Middle School

6-8

11-2-15

9

4-5-16

6.5

Angelo Tomaso School

K-5

11-2-15

9

4-5-16

6.6

Central School

K-5

11-2-15

9

4-5-16

5.4

Mount Horeb School

PreK- 5

11-2-15

9

4-5-16

6.6

Woodland School

K-5

11-2-15

9

4-5-16

6

Level II.  School Plans

Warren Township Grade 6-8 Digital Learning Plan 2016-2019

School Name:  Warren Middle School

NJTRAx PARCC Reading Rating: 9

NJTRAx Digital Learning Readiness Rating: 6.5

District Vision:  Effective instruction will enable all students to seamlessly use technology and/or environmental resources to transform their learning experiences.

Brief Summary of Digital Survey Results: In reflection of the Digital Survey, WMS is ready and implementing in all areas but the community partnerships and is ready but not yet implementing all aspects of use of time.  WMS enjoys a high degree of support from the Parent Teacher Organization.  This community partnership, along with the partnerships the school has with the Warren Historical Society,  Watchung Hills Regional High School, the Lion’s Club, as well as other organizations, provide financial support and educational opportunities for collaboration. As part of competency based learning, WMS will focus on personalized and student-directed learning over the next three years. 

Goal #1: (What is the broad outcome for the student that will meet the identified need?) (Goals should include academic outcomes expected over three years for teachers and students)

(6-8). Utilize technology to self-direct student learning and promote choice while assisting students to solve real-world problems. 

Strategy: (What is the general plan to meet the goal?) (Statements should outline the conditions that will be put in place to meet the Goal)  (i.e. an informed leadership team that supports risk taking; development of collaborative teams; ready access to support and resources; sufficient tech infrastructure; embedded professional learning; ongoing curriculum/technology support…)

(6-8)  Staff will work at grade level team meetings and curriculum meetings to develop lesson plans that empower students to have choice in solving real-world problems and/or skill building activities.

Lesson plans will be designed to promote opportunities for students to apply 21st century fluencies and skills that are aligned to the standards.

Objectives / Sub Goals: (Statements should define what staff or students will specifically need to do)

(6-8) 

  1. Staff (SIP committee) will identify and define the problem solving skills necessary to solve real-world problems or skill-building activities.
  2. Staff will collaborate on ways to integrate technology, specifically developing lessons based upon self-directed learning, real world problems and/or skill building activities. 
  3. Create a professional culture of sharing experiences in technology integration and lesson planning. 
  4. Staff will implement lessons that include an element of student choice and/or self-direction in solving problems and/or skill building activities. 

Indicator: (How will we know the goal is achieved?) (i.e Teacher Lesson / Unit Plans with evidence of technology integration; student work demonstrating 21st century skills, workshop or conference attendance, PLCs or professional learning sessions within building, structured support sessions for teachers…)

(6-8) Goal Indicators: 

  1. SIP committee minutes would reflect the development of problem solving skills.  The problem solving skills will be communicated by SIP members to staff via team meetings. 
  2. Teacher lesson plans would reflect an element of student choice or self-directed learning.
  3. Teachers would share lessons and projects that reflect the element of student choice and/or self-directed learning with colleagues at curriculum and grade level team meetings. 
  4. Student projects and presentations will reflect choice, real-world problems and skill building.
  5. Student presentations and projects will be virtually shared and showcased for community members. 

 

Activity / Task / Tactic

Person(s) Responsible

Timeline

Resources

Budget

Result / Reflection

SIP committee minutes would reflect the development of problem solving skills.  The problem solving skills will be communicated by SIP members to staff via team meetings.

SIP Committee

2016-2017

NJCCCS- Technology -to review and determine problem solving skills

https://www.commonsensemedia.org/videos/introduction-to-the-samr-model

SAMR and Bloom’s 
http://www.schrockguide.net/samr.html

The Pedagogy Wheel 4.0
SIP Agenda / Meeting Minutes

Substitutes

 

Teachers collaborate to create opportunities for technology integration and student choice.

Teachers

2017-2018

Lesson Plans
Ed Tech’s Top Blog Resources

Ten Ways Teacher Planning Should Adjust to the Google Generation

Activate Instruction - Outlines possible learning “playlists”

Discovery Education

Khan Academy

NEA Policy Statement on Digital Learning

Substitutes

 

Teachers share the integration of technology that reflect the element of student choice and/or self-directed learning with colleagues at curriculum and grade level team meetings.

Curriculum and Team Members

2018-2019

Google Drive

Team Meeting Agendas

Curriculum Meeting Minutes

 

 

Students present projects at PTO meetings, WMS News broadcasts,  through social media, the school website, and/or during guide presentations.

Admin requests

2018-2019

Permission slips

Teacher coverage

Public Relations Specialist

 

 

 

Warren Township Grade K-5 Digital Learning  Plan 2016-2019

K-5 NJTRAx PARCC Readiness Score: 9

K-5 NJTRAx Digital Learning Readiness (Date of Survey Report 4-5-16):

ALT School - 6.6               Central School - 5.4                    Mount Horeb School - 6.6             Woodland School - 6

District Vision:  Effective instruction will enable all students to seamlessly use technology and/or environmental resources to transform their learning experiences.

Brief Summary of Digital Survey Results:  The percentage of students and parents that feel a personal learning plan has been created for each student is low.  While teachers report that they feel empowered to take risks and incorporate 21st century learning opportunities, they do not feel as though these opportunities are actually being implemented.

Goal #1: (What is the broad outcome for the student that will meet the identified need?) (Goals should include academic outcomes expected over three years for teachers and students)

(3-5) Use critical thinking skills to plan, communicate, and conduct research, manage projects, solve problems, and make informed decisions using appropriate 21st century tools and resources.

(K-2) Use digital media and environmental resources to communicate and work collaboratively.

Strategy: (What is the general plan to meet the goal?) (Statements should outline the conditions that will be put in place to meet the Goal)  (i.e. an informed leadership team that supports risk taking; development of collaborative teams; ready access to support and resources; sufficient tech infrastructure; embedded professional learning; ongoing curriculum/technology support…)

  • (K-5) Create professional learning experiences that are embedded within the building schedule and culture to promote staff’s collective vision and learning.
  • (3-5) Staff will work in collaborative teams, that include classroom teachers, unified arts, and support staff, to create integrated unit plans, using curriculum as a guide, to structure scenarios that replace traditional / isolated lessons.   Units will be designed to promote opportunities for students to apply 21st fluencies and skills that are aligned to the standards.
  • (K-2) Staff will work in collaborative teams, that include classroom teachers, unified arts, and support staff, to create age appropriate inquiry-based projects using a blended learning model. 

Objectives / Sub Goals: (Statements should define what staff or students will specifically need to do)

(3-5)

  1. Create a common understanding and language about technology
  2. Identify and implement flexible scheduling models and that allow for collaborative planning among team members and disciplines and promote integrated approaches to learning.
  3. Provide students opportunities to personalize learning throughout the curriculum.

(K-2)

  1. Create a common understanding and language about technology
  2. Emphasize the explicit teaching of skills and the appropriate, responsible use of technology that supports collaboration, learning, and productivity.
  3. Provide opportunities for personalization of learning through age appropriate inquiry-based projects.

Indicator: (How will we know the goal is achieved?) (i.e Teacher Lesson / Unit Plans with evidence of technology integration; student work demonstrating 21st century skills, workshop or conference attendance, PLCs or professional learning sessions within building, structured support sessions for teachers…)

(3-5) Goal Indicators:

  1. All building teachers create a minimum of one technology integration unit plan as described above.
  2. Students create products that require authentic research, and make decisions around the use of technology and environmental resources.
    1. Student work in a student-centered learning environment
    2. Students use technology to personalize learning.
  3. Leadership team has designed a schedule that promotes and cultivates a culture of collaboration.
  4. Professional development records and schedules indicate PLCs, collaborative planning, and ongoing support through collegial visits, faculty meetings, in-district and out of district PD sessions, team planning...

(K-2) Goal Indicators:

  1. All building teachers create and implement a minimum of one inquiry-based project that requires collaboration and communication between students.
  2. Students work in a student-centered learning environment that uses technology to differentiate instruction.
  3. Leadership team has designed a schedule that promotes and cultivates a culture of collaboration.
  4. Professional development records and schedules indicate PLCs, collaborative planning, and ongoing support through collegial visits, faculty meetings, in-district and out of district PD sessions, team planning.

Objective / Sub Goal: (K-5) To create a common understanding and language about technology

Activity / Task / Tactic

Person(s) Responsible

 Timeline

 Resources

 Budget (if applicable)

Result / Reflection

Share data results with staff

Principal and Instructional Specialist

2016-2017

NJTRAX Digital Learning Survey Reports

 

 

Educate staff on effective use of technology (blended learning). The difference between redefinition vs substitution.

Faculty Meetings
Collegial Visits
Team Planning

Principal, Instructional Specialist and Technology Teacher/Coach

2016-2017

SAMR websites, presentations, Blended learning definition and video.

https://www.commonsensemedia.org/videos/introduction-to-the-samr-model

SAMR and Bloom’s
http://www.schrockguide.net/samr.html

The Pedagogy Wheel 4.0

NEA Policy Statement on Digital Learning

 

 

 

 

 

Develop a toolkit of grade level strategies to help students be resourceful when  solving problems using technology

Technology Teacher and Media Specialist

2016-2017

Daggett - Elementary Stem Lessons Using 1:1 Devices and Google

21st Century Fluencies

 

 

 

Gather resources like videos, tutorials, etc. on technical skills that staff and students can access

Staff to share at grade levels

ongoing

Google Doc for all staff

QR Codes Can Do That

EdTech Rockstars

 

 

Create school wide anchor charts for digital literacy/ citizenship and research skills that provide common language

Media Specialist

And Technology Teacher

2016-2017

Common Sense Media Digital Citizenship

Lee Crockett - 21st Century Fluencies

63 Things Every Student Should Know in a Digital World

https://www.commonsensemedia.org/educators/posters

https://www.commonsensemedia.org/educators/toolkits

Essential Elements of Digital Citizenship

 

 

Leadership team creates a schedule that requires teachers to meet with Instructional Specialist and/or grade level at least once a month

 

 

Principal and

Instructional Specialist

2016-2017

 

 

 

Objective / Sub Goal: (3-5) Identify and implement flexible scheduling models that allow for collaborative planning among team members and disciplines and promote integrated approaches to learning.

Activity / Task / Tactic

Person(s) Responsible

Timeline

Resources

Budget (if applicable)

Result / Reflection

Teachers continue to meet with Instructional Specialist and/or grade level at least once a month

Principal, grade level teams, instructional specialist

2017-2018

Monthly grade level meetings
Creating Innovative PD Models Within Your District - ISTE

 

 

Create a shared planning document for subject integration

Principal, instructional specialists, grade level teams, specialists

2017-2018

Curriculum Frameworks, planning template, time
Ten Ways Teacher Planning Should Adjust to the Google Generation

 

 

Plan for professional meeting times among teams and disciplines throughout the year

Faculty meetings

Collegial visits

PLCs

Inservice sessions

Principal, Grade level teams, Specialists

 

2017-2018

Time, scheduling, PD presenters

PD Funds, Substitutes

 

Objective / Sub Goal:(K-2) Emphasize the explicit teaching of skills and the appropriate, responsible use of technology that supports collaboration, learning, and productivity.

Activity / Task / Tactic

Person(s) Responsible

Timeline

Resources

Budget (if applicable)

Result / Reflection

Teachers continue to meet with Instructional Specialist and/or grade level at least once a month

Teachers, Instructional Specialists

2017-2018

Monthly grade level meetings

 

 

Identify and implement different models of blended learning

Instructional Specialists

2017-2018

Blended Learning: Rotation Model
Flex Model

 

 

Identify and implement strategies to differentiate instruction

Instructional Specialists, Principal, Teachers

2017-2018

Curriculum units and available technology

Golden Rules for Engaging Students - Edutopia

Activate Instruction - Outlines possible learning “playlists”

Discovery Education

 

 

Leadership team creates a schedule that provides support for classroom teacher during small group instruction

Principal, Tech teacher, Instructional Specialist

2017-2018

Master schedule, Collegial visits

Instructional Specialist

 

 

Strategically use technology to personalize instruction

Teachers

2018-2019

 

 

 

Objective / Sub Goal: (3-5) Provide students opportunities to personalize learning throughout the curriculum.

Activity / Task / Tactic

Person(s) Responsible

Timeline

Resources

Budget (if applicable)

Result / Reflection

Teachers continue to meet with Instructional Specialist and/or grade level at least once a month

Principals, Grade Level Teachers, Instructional Specialists

2018-2019

 

Monthly grade level meetings

 

 

Schedule professional meeting times among teams and disciplines throughout the year

 

Principal, Tech teacher, Instructional Specialist

2018-2019

Faculty meetings

Collegial visits

PLCs

Inservice sessions

 

 

Model and use appropriate grade level discussion and questioning techniques

Teachers

2018-2019

Danielson

5 Belief Statements

NGSS

UDL

 

 

Teachers collaborate to

at least one multi-disciplinary unit (Inquiry based) that enables students to pursue individual interests/curiosities, take a more active role in defining their learning goals, assess their progress, and reflect on their learning.

Grade Level Specialists, Technology and Media Specialists

2018-2019

Integrated Units/A Planning Guide for Teachers

Tech Standards

NGSS

Top 10 UDL Tips

 

 

 

Implement unit and reflect on outcome, making adjustments and applying to future planning that will promote consistent implementation of inquiry based units that enable students to make decisions about how to use technology and learning tools.

Grade Level Specialists, Technology and Media Specialists

2018-2019

SAMR Ladder: Questions and Transitions

 

 

Objective / Sub Goal: (K-2) Create opportunities for personalization of learning through age appropriate inquiry-based projects.

Activity / Task / Tactic

Person(s) Responsible

Timeline

Resources

Budget (if applicable)

Result / Reflection

Teachers continue to meet with Instructional Specialist and/or grade level at least once a month

Teachers, Instructional Specialists

2018-2019

Monthly grade level meetings

 

 

Model and use appropriate grade level discussion and questioning techniques

Teachers

2018-2019

Danielson

5 Belief Statements

NGSS

UDL

 

 

Teachers collaborate to

at least one multi-disciplinary unit (Inquiry based) that enables students to pursue individual interests/curiosities, take a more active role in defining their learning goals, assess their progress, and reflect on their learning.

Teachers, Tech coach, Media specialist

2018-2019

Collaborative Planning : Integrating Across Subjects

 

 

Implement unit and reflect on outcome, making adjustments and applying to future planning that will promote consistent implementation of inquiry based units that enable students to make decisions about how to use technology and learning tools.

Teachers, Tech coach, Media specialist

2018-2019

The SAMR Ladder: Questions and Transitions