Brenda+Young

=Module V: Financial and Budget Information = I will attach the formative and summative assessments separately.


 * Summative Assessment to be used as Pretest and Posttest**

Created by other school systems but information gathered applicable to this intervention.


 * Formative Assessment **
 * Created by other school systems but information gathered applicable to this intervention. **

= =//Module IV Here is my Justification for Intervention Strategy and the Project Manager Responsibilities: // = =

= =With suggestions from Dr. Powley, I was able to revise my paper for Module 3. My significantly improved version of my proposed intervention is attached below. = =//When looking at the other pages in Group Two's wiki and Marion Carter's Assignment 3 document, I humbly submit my Assignment 3 Proposed Intervention paper.// = =//**Module III** //= =SCHOOL OVERVIEW = Antioch Elementary School Dalton, GA 30721

History & Background Antioch was founded in 1962 in Whitfield County, county seat—Dalton, Georgia. This PreK-5th grade school served a population of close to 700 students two years ago. After a new elementary school was built and redistricting occurred, the population of students decreased to about 400 students. Antioch consists of students who come from middle to lower socioeconomic families. Our population is around 60% Hispanic, around 35% Caucasian, and approximately 1% African American. Students receiving free and reduced lunch and breakfast well exceed the 50% mark.

=Goals = Antioch’s goals include providing an atmosphere where students are safe, can learn, and acquire the skills necessary to be productive in today’s diverse technological society.

=Mission Statement = Antioch’s mission statement is “…to provide a safe, engaging environment where teachers, parents, and the community work together to ensure all students succeed.

=<span style="display: block; font-family: 'Comic Sans MS',cursive; text-align: left;">Website = The school’s website is at the following URL: []. There are several internet sites in which one can access annual reports for Antioch Elementary. One such site is stateuniversity.com with the following URL: []. This site provides the viewer with test scores, demographics of students/faculty/staff, special student programs, and expense/financial summaries.

=<span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 140%; text-align: center;">DESCRIPTION OF THE PROBLEM =

=<span style="display: block; font-family: 'Comic Sans MS',cursive; text-align: left;">Technology Problem <span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 10pt; line-height: 115%;">The students in Antioch Elementary use the computers in the classroom for “drill and practice” programs and to explore websites for learning games. Although students have access to a class set of computers in the lab and several in the classroom, technology is not used to its full capacity in creating products for learning by students. =

=<span style="display: block; font-family: 'Comic Sans MS',cursive; text-align: left;">Human Performance Technology Project Goals (HPT) = •Mini-technology training sessions •Repos itory of student-oriented technology projects •Increased production of student-oriented technology projects

=<span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 140%; text-align: center;">PERSONNEL INVOLVED IN SOLVING TECHNOLOGY PROBLEM = =<span style="display: block; font-family: 'Comic Sans MS',cursive; text-align: left;">Administrators = Tami Dodd Deni Pendley

=<span style="display: block; font-family: 'Comic Sans MS',cursive; text-align: left;">Other Key Personnel = <span style="display: block; font-family: 'Comic Sans MS',cursive; text-align: left;">Cindy Martin <span style="display: block; font-family: 'Comic Sans MS',cursive; text-align: left;">Technology-oriented teachers The key personnel who can provide insights into finding solutions to technology-related problems include our Media Specialist Cindy Martin, the new 2010-2011 principal Tami Dodd, and the assistant principal Deni Pendley. Other people who could play as strong of a role in finding solutions include veteran and new staff who are technology-oriented and possess the drive to see a more fully developed emphasis on technology-oriented learning products from students.

=<span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 140%; text-align: center;">CAUSE ANALYSIS RESULTS = ** In the Work Environment **

** Information: ** •Clear expectations and feedback need to be made concerning learning products using technology. •A coach in the form of a mentor teacher, grade level chair, media specialist, or technology specialist would provide additional direction.

**Resources:** •The resources needed to create learning products using technology are appropriate. •Internet filters often prevent the use of Web 2.0 tools in creating projects. •Time can be an issue when teaching for deep knowledge and then creating projects that present that knowledge.

**Incentives:** •A positive workplace provides an excellent incentive for teaching students to create learning products with technology. •School and school system are proponents of Working on the Work (WOW) and project-based learning.

** Individual Analysis **

**Knowledge and Skills** •Not all teachers have the necessary knowledge, experience, and skills needed to implement technology-oriented projects.

**Capacity** •Teachers have the capacity (ability) to learn how to implement technology-oriented project-based learning.

**Motives** •Teacher’s motives are not in conflict with using technology in learning products.

=<span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 130%; text-align: center;">POTENTIAL SOLUTIONS THAT ADDRESS/ELIMINATE CAUSES =

** In the Work Environment ** •Clear expectations concerning student learning products using technology . •Internet filter blocking less Web 2.0 tools. •Less classroom interruptions to maximize time for student projects

** Individual Analysis ** •Training and collaboration in planning student learning products using technology.

=<span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 140%; text-align: center;">PROPOSED INTERVENTIONS =

** Proposed Intervention #1 (Low Cost--up to $5,000) ** •15 minute mini-technology lessons in grade level meetings •15 minute mini-technology lessons in faculty meetings •Repository of how-to documents and videos related to technology and technology student products •Substitutes to cover classrooms so that teachers can go to technology training sessio ns within school or nearby conducted by <span style="display: block; font-family: 'Comic Sans MS',cursive;">system staff

** Proposed Intervention #2 (Medium Cost--up to $25,000) ** •All proposed interventions listed in #1 •Hire a consultant to conduct technology training with a combination of schools to reduce cost (with Skype sessions available)

** Proposed Intervention #3 (High Cost--up to $50,000) ** •All proposed interventions listed in #1 and #2 •Hire a technology coach (e-coach) to train teachers. The e-coach would train teachers how to use technology tools that students would then use to research, create, and present their learning projects. Training sessions could be small group, such as during grade level meetings or whole group, such as during all or part of faculty meetings. Teachers could also have individual sessions to help develop an e-project idea or to work out any technology issues with a project or software. The cost of an e-coach would be approximately $40,000 to $50,000 per year.



=<span style="color: #000000; display: block; font-family: 'Comic Sans MS',cursive; font-size: 130%; text-align: left;">//Module II// = **Problem restated:** <span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 10pt; line-height: 115%;">The students in Antioch Elementary use the computers in the classroom for “drill and practice” programs and to explore websites for learning games. Although students have access to a class set of computers in the lab and several in the classroom, technology is not used to its full capacity in creating products for learning. One way to solve this problem is to provide teachers with training, resources, and examples of creating learning products that cn then be used by students in the classroom setting.

**//Cause Analysis of Performance Gap//** (Why does this performance gap exist?)

** In the Work Environment **

** Information: ** •Clear expectations and feedback need to be made concerning learning products using technology. •A coach in the form of a mentor teacher, grade level chair, media specialist, or technology specialist would provide additional direction.

**Resources:** •The resources needed to create learning products using technology are appropriate. •Internet filters often prevent the use of Web 2.0 tools in creating projects. •Time can be an issue when teaching for deep knowledge and then creating projects that present that knowledge.

**Incentives:** •A positive workplace provides an excellent incentive for teaching students to create learning products with technology. •School and school system are proponents of Working on the Work (WOW) and project-based learning.

** Individual Analysis **

**Knowledge and Skills** •Not all teachers have the necessary knowledge, experience, and skills needed to implement technology-oriented projects.

**Capacity** •Teachers have the capacity (ability) to learn how to implement technology-oriented project-based learning.

**Motives** •Teacher’s motives are not in conflict with using technology in learning products. =

= = **// Module I //** =

Organization: Antioch Elementary

Problem: Although Antioch Elementary has a computer lab and each classroom has between two to five computers, most students do not use the computers to create products of learning. Students use the classroom computers and the computer lab to work in “drill and practice” programs. These computers are also used to explore a few websites for research and learning games in a limited capacity. A proposed solution to this problem will be to provide teachers with training, resources, and examples of creating learning products that can then be used by students in the classroom setting.

Antioch Elementary’s History and Background: Antioch was founded in 1962 in Whitfield County, county seat—Dalton, Georgia. Antioch’s mission statement is “…to provide a safe, engaging environment where teachers, parents, and the community work together to ensure all students succeed.” Antioch’s goals include providing an atmosphere where students are safe, can learn, and acquire the skills necessary to be productive in today’s diverse technological society.

Antioch consists of students who come from middle to lower socioeconomic families. Our population is around 60% Hispanic, around 35% Caucasian, and approximately 1% African American. The key personnel who can provide insights into finding solutions to technology-related problems include our Media Specialist Cindy Martin, the new 2010-2011 principal Tami Dodd, and the assistant principal Deni Pendley. Other people who could play as strong of a role in finding solutions include veteran and new staff who are technology-oriented and possess the drive to see a more fully developed emphasis on technology-oriented learning products from students.

The school’s website is at the following URL: []. There are several internet sites in which one can access annual reports for Antioch Elementary. One such site is stateuniversity.com with the following URL: []. This site provides the viewer with test scores, demographics of students/faculty/staff, special student programs, and expense/financial summaries.