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Link to Directions:
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Notes:
By August 2:
- Manager Share STP in Discussion (Cayla)
- Submit Two Reflections as One Document to TK20 (Everyone Individually)
School Technology Plan
(Michelle Andersen, Cayla Fickinger, Sarah Kershner, Alison Wilcox)
Southampton Middle School is located in Harford County Maryland and contains grades
six through eight. The school has been providing public education services to students in
Harford County since it opened in 1970. The availability of and access to technology differs
between classrooms but overall teachers and students have access to a variety of different types
of technology. Each classroom in the building has been equipped with a Promethean
SmartBoard for teacher and student use. Most teachers in the building make use of the
SmartBoard and its interactive features with students; although a handful of teachers still use it
as just a projection screen. Four teachers in the building have a set of thirty ActivVotes that are
housed within their rooms; ActivVotes are student response devices that can be used with a
SmartBoard and the ActivInspire software. These teachers are responsible for the ActivVotes
but all teachers in the building are able to sign-out the ActivVotes to use with their students. The
four sets of ActivVotes were widely used when the school first purchased them four years ago
but this use has seen a steady decline as teachers and students utilize other technology in the
building. Gym teachers, technical education teachers, and a few (less than ten) classroom
teachers also have access to ActivSlates; ActivSlates allow a teacher to control the SmartBoard
remotely from anywhere within the room. ActivSlates are used frequently by teachers and
students who have access to them but they have not been purchased for every teacher within the
building.
Teachers and students at Southampton Middle School also have access to four computer
labs (one located within the media center) and three mobile laptop carts. Each of the computer
labs contains around thirty Dell desktop computers and each mobile cart contains around thirty
Dell laptops. Teachers must sign-up in order to use both the computer labs and laptop carts with
students. The computer labs and laptop carts remain in use each day throughout the school year
and the sign-up sheets for both are usually fully booked within the first few weeks of school.
Classrooms within the building contain one student desktop computer and one teacher desktop
All desktops and laptops within the building are equipped with a variety of software
programs including the Microsoft Office 365 suite, PARCC testing applications, Scholastic
Reading/Math Inventory applications, and MovieMaker. The Office 365 suite provides students
and teachers with access to all of the Microsoft Office programs, including OneDrive, both at
home and at school. Office 365 contains desktop and online versions of the Microsoft Office
programs and each student and teacher gets five free downloads on their personal devices.
Teachers and students use Office 365 on a daily basis when completing assignments and
activities both in the classroom and at home. The four computer labs also provide teachers and
students with access to headphones which are primarily used during online PARCC testing
(grade eight is the only grade within the building currently taking PARCC online); these
headphones cannot be taken from the computer labs and do not contain microphones. Finally,
each laptop computer and desktop computer are connected to the school’s WiFi network. The
WiFi network is available anywhere within the building and allows both teachers and students to
BYOT Implementation
Two years ago, Harford County implemented a bring your own technology (BYOT)
program at all middle and high schools; BYOT for elementary schools is still currently in the
development and pilot stages. The BYOT program allows teachers and students to bring
personal laptops, tablets, and mobile phones to school for use within the classroom. These
personal devices are connected to a separate, secured WiFi network that contains a filter which
blocks inappropriate content along with any social media apps or websites. Teachers and
students agree to a responsible use policy when using the BYOT program and failure to comply
with the responsible use policy and classroom rules/procedures does result in a loss of device and
BYOT privilege; this loss of privilege varies depending on the infraction and ranges from one
day to an entire school year of device loss. The BYOT policy is widely used within the building
by both teachers and students. Teacher attitude about the policy has increased significantly since
it was introduced and many teachers have begun to allow students to use their devices each day
within the classroom. Teachers use the BYOT to policy in conjunction with a variety of Web 2.0
tools to provided students with greater access to technology. Classroom management and
knowledge of Web 2.0 tools is an area that teachers continue to struggle with in regards to
Along with the personal devices that students bring to school to use within the classroom,
each teacher was provided with four Kindle Fire devices at the beginning of last school year for
students who are unable to bring a personal device to school to use when completing classroom
assignments. The Kindle Fire devices are used very frequently by students, and teachers have
often stressed the need for more of these devices. There is a large number of students, especially
in the sixth grade, that do not bring a personal device to school and the Kindle Devices have
provided technology access to these students. Teachers also have the ability to sign-out four
iPad carts that contain fifteen iPad Airs with Logitech Bluetooth keyboards when completing
assignments where each student needs a device. Similar to the laptop carts and computer labs,
these carts are signed out each day of the school year and the signup sheets fill up within the first
few days of school. The iPads contain a variety of apps and most teachers use these devices
Finally, Harford County has begun to shift to an online learning and classroom
management program that provides teachers and students with access to digital curriculum. The
county has gradually begun to update and house curriculum within the itsLearning platform.
itsLearning allows teachers to access their specific curriculum online, plan lesson, and provide
students with access to digital content all within the platform. The use of itsLearning by teachers
and students is still optional, although highly encouraged, and only a small number of teachers
make use of it within the classroom. A significant amount of teacher training is still required for
many teachers before they can begin to use itsLearning with students.
County Demographics
Harford County Public Schools (HCPS) is located in Harford County Maryland. The
HCPS school district is comprised of thirty-three elementary schools, nine middle schools, ten
high schools, one alternative education school, and one special education school. The schools
within HCPS service a total of 37,448 students. The demographic breakdown of the 37,448
Twenty-Three percent of teachers within HCPS hold a standard professional certificate, sixty
eight percent of teachers hold an advanced professional certificate, and six percent of teachers
are conditional or under qualified; three percent of teachers were not included in the
School Demographics
Southampton Middle school contains 1,212 students and 81.66 teachers (including
special education support staff); the student to teacher ratio is 14.84:1. The school contains 636
male students and 576 female students. Forty-four students are eligible for reduced-price
lunches and 132 students are eligible to receive a free lunch (NCES, 2016). The demographic Commented [1]: Would it possible to show these in a
table, with student %? Would make it easier to
compare to other schools.
breakdown of Southampton is:
Black 73
Hispanic 66
White 964
Southampton Middle is a fully inclusive school which means that students with disabilities are
included within the general education setting and receive their special education services within
the general education setting. Students with disabilities are only pulled from class to receive
Table 3: Percent of Students Receiving Special Education Services (grades 6-8) (MSDE, 2017)
The main focus of Southampton’s School Improvement Plan (SIP) is to increase student
achievement in the areas of mathematics, language arts, science, social studies, and physical
education/unified arts; unified arts include art, technical education, music, band, chorus, health,
and foreign languages. The goal by the end of the school year is for 80% of students to be
proficient or above or to “make expected gains” on the PARCC end of year assessment (HCPS,
2016). An area of focus for the SIP is students with IEPs and 504s as they are one of the lowest
performing subgroups as indicated by the most recent PARCC language arts and math scores;
Table 4: PARCC Grade 6 Language Arts/Math Scores (MSDE, 2017) Commented [2]: Providing national/county data if
available would make an excellent baseline
comparison
Demographics Exceeded Met Approached Partially Met Did Not
Expectations Expectations Expectations Expectations Meet
Expectations
Summary of Needs
A main concern of teachers at Southampton is a lack of professional development on the
topics of BYOT and use of BYOT with students in the classroom. Teachers need more
professional development in order to successfully use BYOT to meet the diverse learning needs
of all students. With increased professional development, teachers will gain more effective
strategies for assisting students in reading and math thus raising test scores. Although many
students bring personal devices to school under the BYOT policy, negative teacher attitudes have
prevented the policy from being adopted by all teachers within the building. Another concern for
teachers is the system for checking out laptop carts and other pieces of technology. This system
is not organized properly and teachers often sign up for time that they do not need or use.
Addressing the sign out concern for devices will ensure that there is equality between each
A final need to be addressed by the school technology plan is the use of the BYOT
program in sixth grade. Sixth grade has the least number of students bringing personal devices
to school and as a result students are often forced to share devices with one another; the lack of
personal devices in sixth grade has also caused many sixth grade teachers to shy away from
using the BYOT policy. Parent, teacher, and student attitudes about BYOT need to be addressed
in sixth grade, as well as in seventh and eighth grade, to encourage more students to take
advantage of the opportunity. In conjunction with this need, the school community needs to
receive more support and education in regards to digital citizenship and cyber safety to ensure
that all students, staff, and parents are meeting the guidelines outlined in the HCPS responsible
use policy.
Vision Statement
We believe existing technology will be used to enhance learning by providing multiple
ways for all students to express understanding in sixth through eighth grade, including those with
IEPs and 504s. Teachers will have access to more focused professional development in order to
Goals
1. Teachers and staff will implement technology using school approved resources for
classroom.
3. Research based assistive technologies will be implemented by teachers and staff to raise
proficiency levels in reading and math for students with IEP’s and 504 plans.
4. Establish an organized system for checking out devices so that teachers, staff and
students have an equal opportunity to use devices throughout the school year.
5. Sixth graders will have increased opportunities to use school supplied technology.
6. Digital citizenship will be promoted throughout the school community around technology
use.
7. Teachers and staff will have an increased understanding in the benefits of students
Teacher Objectives
Objective 1: Given appropriate technology and resources, teachers and staff will be able to
implement technology throughout each quarterly marking period to increase student performance
Objective 2: Given focused professional development in web 2.0 tools, teachers and staff will
successfully implement technology into their classrooms in a manner consistent with the school’s
vision.
Objective 3: Given researched based assistive technologies such as Kurzweil, teachers and staff
will support special needs students to increase end of year student proficiency levels to 40% of
Objective 4: Creating an organized check out system by administration, teachers and staff will
be able to check out technology devices in a manner in which all teachers have equal access.
Objective 5: With school owned technology devices, sixth grade teachers will provide sixth
graders access to technology in a manner of which is equal to other grades in the school in order
Objective 6: Given a variety of technology tools, teachers will build digital citizenship in a
Objective 7: Given community communication through Seesaw, teachers and staff will promote
Student Objectives
Objective 1: Given appropriate technology and resources, students will be able to increase
reading and math test scores to 70% of students meeting expectation or higher on the end of year
standardized tests.
Objective 2: Given instruction on a variety of Web 2.0 tools, students will be able to improve
their communication and collaboration skills when responding to document based questions and
Objective 3: Given use of researched based assistive technologies, special needs students will
be able to use Kurzweil to explain their reasoning through writing in reading and math
benchmark assessments.
Objective 4: Given an organized check out system, students will have access to technology
devices to research and collaborate with peers on class projects throughout each marking period
Objective 5: Given technology devices, sixth grade students will have access to technology in a
Objective 6: Given a variety of technology tools, students will become digital citizens in a
manner in which reflects the school’s Responsible Use Policy by monitoring student use of
technology.
Objective 7: Given community communication through Seesaw, students will monitor and
Evaluation
Goals Indicators Benchmarks Measures
1. Teachers and staff Teachers and staff will Teachers will ● Anecdotal notes
will implement be able to implement incorporate every quarter
technology using technology in every school approved ● SRI- 3 times a
school approved marking period to technology 3 year(beginning,
resources to increase increase student times a week in middle and end
academic performance to 70% of math and reading of school year0
achievement for students meeting by the end of ● SMI- 3 times a
students of all expectations or higher. Quarter 2. year
academic need. Students will be able to Teachers will (beginning,
increase reading and incorporate middle and end
math test scores to 70% school approved of school year)
of students meeting technology daily ● PARCC
expectation or higher on in math and assessment
the end of year reading by the scores
standardized tests. end of Quarter 4. ● Language Arts
assessment (4
times a year)
2. Teachers and staff Teachers and staff will Teachers will ● Teacher
will complete focused successfully implement learn about and surveys that
professional technology into their introduce a Web allow them to
development to build classrooms in a manner 2.0 application to reflect on their
their technology consistent with the students at least technology use
toolbox for successful school’s vision. once each ● Student voice
implementation in the Students will be able to quarter. surveys to
classroom. improve their determine
communication and teacher use of
collaboration skills technology
when responding to ● Anecdotal notes
document based
questions and
supporting problem
solving strategies.
3. Research based Teachers and staff will Teachers will ● SRI- 3 times a
assistive technologies support special needs instruct students year(beginning,
will be implemented students to increase end with special middle and end
by teachers and staff of year student needs how to use of school year0
to raise proficiency proficiency levels to Kurzweil with ● SMI- 3 times a
levels for students 40% of students with support of the year
with IEP’s and 504 IEPs or 504 plans teacher in Quarter (beginning,
plans. meeting or exceeding 1. middle and end
expectations. Teachers will of school year)
Special needs students instruct students ● PARCC
will be able to use with special assessment
Kurzweil to explain needs how to use scores
their reasoning through the ● Language Arts
writing in reading and accommodations Assessment (4
math benchmark in Kurzweil times a year)
assessments. independently by ● Anecdotal notes
Quarter 2. determining
how students
are using the
assistive
technology
5. Sixth graders will Sixth grade teachers will Technology will ● Inventory
have increased provide sixth graders be provided to checklist to
opportunities to use access to technology in sixth grade determine how
school supplied a manner of which is teachers to use many devices
technology. equal to other grades in with their are provided
the school. students at the and being used
Sixth grade students will beginning of in each grade
have access to quarter one. level
technology in a manner Sixth grade ● Sixth grade
of which is equal to teachers will be teacher and
other grades in the trained on devices student survey
school. by quarter one. to determine
how technology
is being used.
7. Teachers and staff Teachers and staff will Teachers will be ● Communicate
will have an increased promote digital trained on Seesaw bi-weekly
understanding in the citizenship to increase at the end of through Seesaw
benefits of students parent involvement with quarter one. with parents
bringing their own BYOT using Seesaw. Teachers will be about how the
devices to use in Students will monitor expected to use it devices are
school. and reflect on their own to communicate being used in
progress monthly. with parents by the classroom
middle of quarter
two.
Budget
HARDWARE
SOFTWARE
SERVICES
TOTAL: $11,526.56
School to have equal access to educational software already available in the school. With the
purchase of the 6 additional Kindle Fire tablets in each sixth grade classroom, teachers will be
able to ensure that digital resources are available for students who either forget their own device
or are not able to bring one to school. Additionally, iPads will be purchased for the two special
education classrooms that support sixth grade students with IEPs and 504s. Having these devices
will ensure that students will have access to assistive technology, such as Kurzweil on a regular
basis. Kurzweil is not compatible with the Kindle Fire devices, which is why iPads will be
Maryland Technology
Literacy Standards for
Students & ISTE Standards
for Students
Professional Development
In order to support the goals and objectives outlined within the school technology plan
teachers at Southampton will need to be provided with more focused professional development
opportunities. These professional development opportunities will provide teachers with the
strategies and skills necessary to use both BYOT and Web 2.0 tools more effectively within the
positive attitude about BYOT within the school community. The professional development
opportunities that will be offered to teachers will focus on the following topics:
teachers)
● Procedures and etiquette policies for checking out device carts/signing up for
computer labs
● Using Web 2.0 tools to increase student communication and collaboration (Padlet,
the above sessions have concluded. These professional development sessions will be facilitated
Timeline
August 2017-
September 2017-
November 2017-
December 2017-
January 2018-
February 2018-
March 2018-
● PARCC Assessment
April 2018-
● Surveys given to parents, students, and teachers about technology use in the school
May 2018-
June 2018
Maryland State Department of Education. (2017). Harford county demographics. Retrieved from
http://reportcard.msde.maryland.gov/Demographics.aspx?K=12AAAA#ENROLLMENT
grade3all.
National Center for Education Statistics. (2016). Southampton middle school. Retrieved from
https://nces.ed.gov/ccd/schoolsearch/school_detail.asp?Search=1&DistrictID=2400390&
SchoolPageNum=4&ID=240039000682.