Shane


 * Bridging the Gap from Paper to Digital **

**Shane Jay Fairbairn ** **A00164486 **

**EDUC 8843-1 Management of Educational Technology ** **Dr. Timothy A. Powell ** **Walden University **

**May 22, 2011 **

**Executive Summary **  In our data driven climate immediate access to information is not only important it is necessary. School leaders cannot rely on static sources of data collection, nor can teachers make the most impact on student performance if information is not available in real time. For collaboration to be realized, we need to step out of the archives and into the 21st century. The stakeholders in one school have realized that to make adequate yearly progress, a number of changes need to occur. The success of this technology intervention integrates existing resources with additional processes in order to make data-based instructional decisions in real time. First, all data needs to be collected, analyzed, shared, and stored electronically. By making the data more accessible, teachers will be able to make decisions about which standards students have mastered and those skills that need to be taught more in depth. Also, for the intervention to be successful teachers need to be mentored on how to use technology and discuss effective instructional practices. The need for mentorship arose from the district’s recent attempt to introduce a new management system without proper training or top-down guidance. Teachers have felt confused and disenfranchised by the lack of leadership for the initiative, which underscores the need for school-based support networks. Lastly, many of the school’s 41 instructional personnel have indicated a need to update their computer knowledge. Through bi-weekly training meetings and pre-determined workshops, technology mentors and their 8 team members will be able to develop the necessary skills to drive instruction. Instituting this three-pronged approach of process change, mentorship, and teacher empowerment will help promote positive change within the school.

**Bridging the Gap from Paper to Digital ** **Middleton-Burney Elementary School ** Currently, MBES has a new administrator and has not made adequate yearly progress (AYP) since the 2005-2006 school year. Making AYP consists of 79% of students in third grade passing the state standardized test in reading and 80% passing math. Deficiency in performance can be traced to a lack of awareness of student scores on formative assessments as well as district-mandated interim assessments. Additionally, the antiquated system for tracking student data is paper based and in need of a systems change. Teachers have access to technology to improve workflow, but no system is in place to train the 11 new teachers or others who need support with the technology. **Background of Organization ** Putnam County School District is located in northeast Florida. Although each school has differing demographics, all of the 21 schools receive Title I funds. The school that I am most interested in improving is Middleton-Burney Elementary School in Crescent City. Middleton-Burney is the only Pre-K to Third Grade school in the southern part of the county, with ~720 students. The school is unique because nearly 70% of the students are Hispanic and many of the students are enrolled in the ESOL (English Speakers of Other Languages) program, from which they receive special education services and accommodations. Last year the school had three different principals with no clear objectives for student outcomes. Additionally, the professional development coordinator/reading specialist was not present for most of the school year. Key personnel within the school are: Mr. Adams (Principal), Mr. Kuhn (Assistant Principal), and Mrs. Pegg (Media Specialist); at the district-level: Mr. Townsend (Superintendent of Schools), Mr. Foerster (Assistant Superintendent), Mrs. Cruce (Informational Technology Specialist), and School Board Members: Ms. Cummings, Mr. Wright, Mrs. Parsons, Mrs. Jorgensen, and Mr. Overturf. Additional material about the school/district as well as public records may be obtained through the Florida Department of Education database.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Problem Summary **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Performance Gap: Cause Analysis **

**<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Organizational History and Background ** **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Three Intervention Strategies ** <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">To impact change within this school, any intervention needs to be communicated clearly and faculty buy-in is essential; therefore, regardless of the intervention, key personnel need to be made available for mentoring and problem solving. At the lower-end intervention, the solution will consist of mainly technology and training with an emphasis on sustainability throughout the next year. The middle end intervention will introduce mentoring on a 5:1 ratio and the inclusion of a professional learning community. Lastly, the high end intervention will include all of the previous elements with the addition of a resident technology mentor position, in-house technical support, and a summer institute for school personnel. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">To achieve AYP, data needs to be fluid and accessible. Instruction Florida is standards-driven and students in third grade have to pass the Florida Comprehensive Assessment Test (FCAT) in order to be promoted to the next grade. Students need to pass each standard in reading and math to enable the school to make AYP, which requires that teachers know the standards, teach the standards, understand the standards, and track student mastery of the standards. All of these areas will be supported by digital record keeping. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Data on which standards in reading and math needs to be available in order for the homeroom, reading, intervention specialist, and tutors in order for students to receive appropriate interventions. The current method of tracking students using paper-based forms does not meet the needs of data driven instruction, in that information is not easily shared or accessible by all members of the instructional team. Simply introducing a paperless system may help meet the instructional needs of the school, but to change the school culture to value data it is necessary to provide extensive support and mentoring throughout the transition. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The intervention at this level will compliment the low-end intervention by providing the additional support for teachers to both use the system and understand the spreadsheet tools necessary to analyze student data. Technology mentors will be able to conduct professional learning communities to discuss data analysis tools and how to use the data to drive instruction. In a standards-based curriculum, having students master each standard is essential for their proficiency on the state assessment and for making AYP. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Providing this intervention with the others will include two critical components: a mentor and WiFi. The mentor can model the use of the technology in the classroom as well as provide in-school support for any technical or training issues. Additionally, the mentor and coach can use the full functionality of their mobile devices (iPad) to connect with resources and the digital coaching log for follow up. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> The low end intervention does not allow for sustainability or mentorship. Based on observations and informal interviews, teachers at MBES need time to discuss issues and participate in regular hands on training. To achieve a “critical mass” of trained teachers, it will be necessary to have a core cadre of technology mentors to motivate others to use the tools available in an effective manner. At first glance it would seem that merely starting the program would produce the desired effect, but with the experiences of the disastrous attempt to integrate the new grading system, sustainability is critical to the success of this intervention. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The high end intervention is not practical as the district is facing a 10% loss in funding in the next school year. Rather than allocate funding for one technology specialist/mentor, the funds could be used to hold additional training or professional development for existing school cadre. While wireless access would help administrative personnel and coaches, a more gradual approach, such as enabling Wi-Fi in one building at a time may be more feasible. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Having the ability to quickly use and access student data is essential for meeting the requirements of the data driven instruction (DDI) initiative from the district. The stakeholders within the school agree that a paper-based system of data collection is inadequate for DDI and is in need of a change to a digital format. As a corollary, the opportunities presented by introducing more computer-based applications, will help to enable reluctant teachers to use the extant technology to improve their practice. Teachers will be able to see the value of real time data collection and sharing as it becomes part of the school culture. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> A successful integration of a digital record keeping system requires more than just the introduction of the intervention; rather, a concerted effort on the parts of the administration and resource personnel are required. Technology should enhance the instructional process, not frustrate the end-user. The main focus as the manager of the program is to stay guided by keeping three principles in mind during each step of the implementation: keep teachers motivated, provide training for every user, and promote collaboration (Overbay, Mollette, & Vasu, 2011). Realization of these principles, requires that the manager select and develop the core group of mentors, while carefully monitoring their performance to determine if they are performing their duties appropriately (Chevalier, 2007). With this core group of mentors and the three member initial team, quarterly goals for implementation will be developed and professional development scheduled for the school year. One of the responsibilities for the manager will be to create effective mentors that build rapport and convey enthusiasm for the new digital system. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The overall goal of the program is clear: develop and sustain a paperless method for collecting, managing, and sharing student data. Providing oversight for each aspect of the program is crucial to its success. For the middle-end intervention, several phases will help to ensure a smooth transition into both a new system and school culture. Before introducing the system the management and mentor team will set specific goals, areas of support, and finalize each member’s role, all of which are part of a successful management plan (Gatewood, 2010). In addition, several methods for managing aspects of the program are discussed in further detail. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">For the school data to be truly formative, a quick turnaround from the assessment to intervention is necessary. Each standard in math and reading for first through third grade are tested after the cycle of instruction. Data from each of these tests will also be analyzed per standard and student by each teacher. The results of these tests and the intervention plan will be uploaded to a digital form and reviewed by both the Curriculum Resource Teacher and administration. Adherence to this process will be tracked through a separate form and displayed for teachers to see (minus identifying information). Teachers will bring this data to their bi-weekly learning communities to discuss, share ideas, and reflect upon best practices (Appendix C). <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Teacher buy-in is an important aspect of the success of this or any intervention. Teacher feedback will be elicited in the form of anonymous surveys using Google Docs. The data obtained from these surveys will help the leadership team adjust the level of support needed for teachers and adapt the technology to their needs. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> The summative assessment that will determine the success of this intervention is student performance on FCAT and overall percentage of students at or above grade level. Improvement is a component of AYP and the use of a table will help determine if progress was made compared to the previous year. Also, teacher survey results will be examined for satisfaction of the program. Teachers will also be able to rate their comfort with data tools and processes, which will provide the leadership team with information about the effectiveness of each technology mentor. Though not a specific part of the PII, the amount of money spent on paper may also be examined to determine if any savings occurred as a result of this intervention (See Appendix D).
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Actual Current Performance **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">. Currently, there is no efficient method for collecting, storing, and sharing student data that is accessible to all relevant school personnel. Of the 41 teachers, administration, and office staff only 7 % routinely use digital tools to store and transmit data. Teachers in kindergarten, first grade, and two in second grade do not use a common database for tracking student performance. Other than state or district assessments, all student summative data is stored on paper.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Desired Performance. **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> The administration and school decision makers would like for all teachers and key personnel to use existing resources for electronic data collection and record keeping. The school has been unable to make adequate yearly progress and it is believed by the stakeholders within the school, that access to critical information is key to making sound decisions about instruction.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Performance Gap. **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> All of the 41 teachers have access to computers with internet connectivity. The computers are all in good condition with Microsoft Windows 7 or XP as the operating system. A school media specialist ensures that teachers have access to instructional technology, including Smart Boards and document cameras, but only 29% (12) of teachers use said technology more than once per week and 7% (3) use them for more than presentation. The performance gap exists on two interdependent levels: effective use of existing technology and routine use of paperless data collection. When students transition from one teacher to another for reading (every quarter), the new teacher does not have consistent access to each student’s data. As a result, the culture of data driven instruction has not been fully realized. The performance gap is further highlighted by the school’s inability to make AYP over the past 5 school years. The most recent data shows that MBES needs to move 9% more students in reading and 6% in math in order to meet AYP for the 2010-2011 school year.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Cause Analysis. **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Teachers view paper-based record keeping as a necessary part of their instructional day. At the beginning of the current school year, teachers were forced to adopt a new system for managing grades and attendance. Every teacher received 4 hours introductory training about the system, but little support other than a Help Desk and knowledge base have been provided. The new management system has created great confusion and misinformation within the school as well as the district. Teachers do not value data as a tool for informing instruction; rather, they see data as a way to determine their effectiveness in the classroom. The environment has not supported a change in instructional decision making which has contributed to the school’s slow adoption of a paperless record keeping system. Other restraining factors (Chevalier, 20017), include: lack of clear direction for a digital record keeping system, time for additional professional development, and resources to train relevant personnel.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Goals. **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> The current administration at MBES has a goal to achieve AYP in the 2010-2011 school year by means of Safe Harbor. Safe Harbor is a provision in the No Child Left Behind Law that provides an alternative to low-performing schools that focuses on student improvement over student proficiency. In order to meet the Safe Harbor target, the number of students not meeting proficiency needs to be reduced by 5%. The percent of students not meeting proficiency last school year was 30% in reading and 26% in mathematics.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">History. **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Middleton-Burney Elementary school is located in a rural area of northeast Florida. Throughout the history of the school it has served mainly the rural poor and migrant worker population in south Putnam County. The school serves students in pre-K through 3rd grade and their school grade is dependent on the middle school’s performance on the state standardized test. For the past 5 years, MBES has been a “revolving door” for administrators and personnel. The current administration hopes to maintain the gains made towards implementing institutional change into the next 3 years to promote a positive school climate. Teachers within the school have been resistant to change and introducing a technological solution to the performance problem may be met with strong opposition if support is not provided throughout the process.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Mission and Vision. **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> The stated mission of MBES is that all students will read at or above grade level by Third Grade with no regressions. The vision of the school is to make AYP in the short term and maintain the level of student performance in both reading and math. Currently, the administration is using student performance data, observational monitoring, and teacher feedback to determine grade level placement for the upcoming school year.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Low end intervention. **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> The most important aspect of this intervention is providing the adequate software and server space to host the digital library. The software budget will include licenses for three computers at a cost of $330.00. The bulk of the intervention budget will consist of training on the software tools for all teachers. A stipend of $100.00 must be paid to instructional staff per training day, for a total of $4,000.00 to train essential staff. Additionally, the server and hardware required for this intervention are already in place and the key developers do not need additional resources as this intervention is within the scope of their duties.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Middle end intervention. **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> In addition to the strategy presented in the low end intervention, eight teachers will be paid a yearly stipend of $1,000.00 to provide in school training during normal professional development hours and duties consistent with mentorship for five teachers. Providing competent mentors with teachers has been proven to improve student performance as well as teacher efficacy (Evertson, 2000). In fact, the researchers of one study found that students of teachers who were mentored improved significantly better than students with teachers who had not been mentored (Onchwari & Keengwe, 2010). What is apparent is that for students to receive the benefit of the intervention, teachers need to receive ongoing support and mentorship by trained educators. The additional stipend will allow for sustainability into the following school year and help to maintain the adoption of technology for newly hired teachers.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">High end intervention. **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Realistically, a high end intervention is not practical for this project due to budget cuts and limited allocations for the upcoming school year. A technology specialist and mentor would be the next logical progression of the current plan. To train and hire a technology specialist to continue the program would cost a minimum of $48,000.00 per year in salary and benefits. Also, to best utilize the existing technology another $6,000.00 is required to provide wireless access to each classroom.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Appropriate intervention. **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Given the level of computer knowledge of the average teacher at MBES and the funding limitations, the middle end intervention is the most appropriate in terms of stability and sustainability. The administration has already pre-approved the acquisition of software and resources for creating the digital library. With the addition of funds for training days, a core cadre of technology mentors could be available as early as the 2011-2012 school year.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Interviews with key stakeholders. **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The principal, has been the driving force behind the development of this intervention. He is the sole decision maker at the school, so his input is both valuable and necessary, Additionally, I conducted interviews with several other school personnel, including the Director of Elementary Education. The middle-end intervention has the most likelihood of helping the school realize their goals of making AYP for a number of reasons. Of paramount importance, was the need to include some mentorship and professional development for teachers:
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">What are the issues you see with data collection? Principal: There is no central location for teachers to access class-level data. Instead, they have to maintain several logins and learn a separate set of instructions for each assessment. The teachers are not comfortable using data to help guide their teaching.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Are there any resources that the school needs to help teachers? Principal: Training! Teachers have not received adequate training on any of the reporting systems. I also have not been able to check lesson plans as often, because of my other responsibilities. Could we have lesson plans stored and submitted online? That way, My AP and I could check teacher lesson plans without having to go through and store 6-inch think binders.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">If there was an area, other than quality of instruction, that we could improve upon to help meet AYP what would that area be? Principal: I think that teachers need to understand how to use data to drive instruction and make sound decisions based upon student mastery of standards.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Does the school have any existing resources to help teachers use data? Our Media Specialist and Curriculum Resource Teacher have the technical expertise to create a program. We have our own [servers] to store the information securely. Funding is low and we will not have any additional money to hire personnel or purchase equipment. I am able to purchase Adobe Acrobat to help with this process and some iPads through Title I.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Do you think a paperless reporting system is doable at this school? Media Specialist: Yes and it is something that we have needed for a long time. The only problem is training teachers to use it and having someone check up on them.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">What are some issues with a paperless system? Media Specialist: Security. Student information cannot be shared outside of the school, so we need to make sure the information is encrypted. Training and staff development.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">What do you think about a digital student tracking system? Teacher Focus Group: We like the idea. We do not like having to look in several different areas to find information on a student. Member Center is too slow and we really do not know how to use it.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Do you see any issues with a paperless system? Teacher Focus Group: What is the system goes down? How do we access student information once we put it in? Can we print the forms? Who will train us?
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The Manager’s Many Roles **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Resource management techniques **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">. Members of the mentor team will monitor data through bi-weekly meetings (learning communities) and process monitoring. The weekly meetings serve as a way to promote the use of the data tools and identify problem areas that require attention. Several tools may be used to manage these resources including: blogs, wikis, or discussion boards. Ideally, all approved materials will be compiled into a portfolio using Adobe Acrobat Pro X or a related software program. The role of the manager will be to facilitate each learning community and serve as the point of contact for concerns about resource quality or appropriateness. Managers will use information from the learning communities, trainings, and observations to coach mentors, while also keeping a digital record for possible program evaluation (Donaldson, Smaldino, & Pearson, 2008).
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Delivery system management techniques **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">. Initial training for the management tools will be held in face to face trainings with no more than eight teachers present. Follow up training will consist of bi-weekly meetings and targeted training, based upon teachers’ needs once per quarter. An online reference tool will be used to serve as a knowledge base and resource sharing area. Because all of the tools that will be used require basic computer skills, an FAQ page will be compiled to assist teachers with common technical problems. The project manager will also utilize a digital survey tool to collect information about teacher satisfaction during each quarter. Teacher buy-in is requisite to the success of this intervention. Involving teachers in the evaluation of the program will be a function of the manager (Donaldson, Smaldino, & Pearson, 2008).
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Information management techniques. **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">To gauge the effectiveness of the intervention it is necessary to collect information on progress towards the predefined goals as well as teacher satisfaction. All student data will be protected on the intranet with controlled access based on user need. Accordingly, the manager and team will develop a comprehensive data use plan to ensure that all precautions are taken to secure confidential information. Progress towards quarterly goals will be collected using encrypted data forms and stored securely via shared network folders. The information will be discussed with teachers during learning communities and professional development activities. Data regarding teacher satisfaction and individual coaching records will also be stored on the network, but made available only to the program manager, principal, and assistant principal.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The Manager as Change Agent **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Financial and Budget Information. **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The rationale for using the middle-end intervention is that the school will make use of existing resources and personnel. Technology mentors will be trained during pre-planning at a rate of $100.00 for one day for a total cost of $800.00. Additionally, each mentor will receive a $1,000.00 stipend to be divided over 4 grading periods for a total cost of $8,000.00. Key personnel will receive a $100.00 stipend for one day of training for a total cost of $3,200.00. Technology that must be purchased, [|Adobe Acrobat], will cost $159.00 per license for a total cost of $318.00. No additional funding will be required as trainings and professional development will be held biweekly during teachers’ planning times and on the half-day once per quarter (Appendix A).
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Project Assessment. **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">In order to develop the plan for making adequate yearly progress (AYP), the school needs to gather baseline data from which to determine improvement. The baseline data will be in the form of the previous year’s performance on the Florida Comprehensive Assessment Test (FCAT). Because the FCAT is a standards-based assessment, each standard will be examined for student performance to identify trends. The data from the FCAT will be used to plan interventions and adjust the rigor of instruction in order to improve said standards. All of the data from the FCAT is already in a digital format, so the teams will be able to access and analyze the data at their first meeting. For grades 1 and 2, the previous year’s third assessment data will be available, but it cannot be broken down by standard; however, data from the district assessment can be used to establish intervention based on student and teacher trends. Instruction at each grade prepares students for success in the next, which means that if students learn each standard at the earlier grades they will perform well the following year. A modified ADDIE process will be used to track student performance based on this data (See Appendix B).

<span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">References <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Adobe Acrobat Pro (Version X) [Computer software]. San Jose, CA: Adobe Systems, Incorporated <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Chevalier, R. (2007). A manager’s guide to improving workplace performance. New York, NY: Amacom. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Donaldson, J. A., Smaldino, S., & Pearson, R. (2008). Managing. In A. Januszweski & M. Molenda (Eds.), //Educational technology: A definition with commentary// (pp. 175-193). New York, NY: Lawrence Erlbaum Associates, Taylor & Frances Group. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Evertson, C. M., & Smithey, M. W. (2000). Mentoring effects on proteges' classroom practice: An experimental field study. //Journal of Educational Research, 93//(5), 294. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Gatewood, B. (2010). Ready, set, whoa! Plan before implementing RM technologies. //Information Management (15352897)//, //44//(2), 34-37. Retrieved from EBSCO//host//. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Onchwari, G., & Keengwe, J. (2010). Teacher Mentoring and Early Literacy Learning: A Case Study of a Mentor-Coach Initiative. //Early Childhood Education Journal, 37//(4), 311-317. doi: 10.1007/s10643-009-0346-8 <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Overbay, A., Mollette, M., & Vasu, E.S. (2011). A technology plan that works. //Educational Leadership, 68//(5), 56-59.

<span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">Appendix A

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Budget


 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Item ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Unit Cost ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Number of Units ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Total ** ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Technology Mentors ||  ||   ||   ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Initial || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">$100.00 || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">8 || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">$800.00 ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Ongoing || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">$1,000.00 || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">8 || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">$8,000.00 ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Teachers ||  ||   ||   ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Initial || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">$100.00 || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">32 || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">$3,2000 ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Technology || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">$159.00 || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">2 || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">$318.00 ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Total ||  ||   || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">$12,318.00 ||

<span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">Appendix B

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Processes

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Figure B1: Modified ADDIE Model

<span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">

<span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">Appendix C <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Formative Evaluation Instrument


 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Teacher ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Standard ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Test A Average ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Remediation Dates ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Test B (Retest) ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Percent Mastery ** || ** Goal Met? ** ||
 * <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">A ||  ||   ||   ||   ||   ||   ||
 * <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">B ||  ||   ||   ||   ||   ||   ||
 * <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">C ||  ||   ||   ||   ||   ||   ||
 * <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">D ||  ||   ||   ||   ||   ||   ||
 * <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">E ||  ||   ||   ||   ||   ||   ||

<span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">Appendix D <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Summative Evaluation Instrument


 * **<span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">Subject/Grade ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">Baseline ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">Q1 ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">Q2 ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">Q3 ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">FCAT ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">Q4 ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">Goal Met? ** ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">Math/1 ||  ||   ||   ||   || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 13.3333px; text-align: center;">N/A ||   ||   ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">Reading/1 ||  ||   ||   ||   || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 13.3333px; text-align: center;">N/A ||   ||   ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">Percentage of Students on Grade Level ||  ||   ||   ||   || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 13.3333px; text-align: center;">N/A ||   ||   ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">Percent Improvement ||  ||   ||   ||   || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 13.3333px; text-align: center;">N/A ||   ||   ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">Math/2 ||  ||   ||   ||   || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 13.3333px; text-align: center;">N/A ||   ||   ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">Reading/2 ||  ||   ||   ||   || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 13.3333px; text-align: center;">N/A ||   ||   ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">Percent Improvement ||  ||   ||   ||   || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 13.3333px; text-align: center;">N/A ||   ||   ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">Percentage of Students on Grade Level ||  ||   ||   ||   || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 13.3333px; text-align: center;">N/A ||   ||   ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">Math/3 ||  ||   ||   ||   ||   ||   ||   ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">Reading/3 ||  ||   ||   ||   ||   ||   ||   ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">Percent Improvement ||  ||   ||   ||   ||   ||   ||   ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">Percentage of Students on Grade Level ||  ||   ||   ||   ||   ||   ||   ||

<span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">Appendix E <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Interview Questions

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">What do we currently have to track student data?

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">If there was an area, other than quality of instruction, that we could improve upon to help meet AYP what would that area be?

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Does the school have any existing resources to help teachers use data?

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Are there any resources that the school needs to help teachers?

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">What are the issues you see with data collection?

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Do you think a paperless reporting system is doable at this school?

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">What are some issues with a paperless system?

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">What do you think about a digital student tracking system?

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Are there any training needs that you have?

<span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">Appendix D <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Interview Summary //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Principal //

//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Media Specialist // //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Teacher Focus Group //
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">What do we currently have to track student data? **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Currently, we have Skyward, Member Center, Progress Monitoring and Reporting Network, Scholastic Reading Inventory Manager, among others. We also have Progress Monitoring Sheets, but teachers usually fill those out at the end of the year.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">If there was an area, other than quality of instruction, that we could improve upon to help meet AYP what would that area be? **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> I think that teachers need to understand how to use data to drive instruction and make sound decisions based upon student mastery of standards.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Does the school have any existing resources to help teachers use data? **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Our Media Specialist and Curriculum Resource Teacher have the technical expertise to create a program. We have our own [servers] to store the information securely. Funding is low and we will not have any additional money to hire personnel or purchase equipment. I am able to purchase Adobe Acrobat to help with this process and some iPads through Title I.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Are there any resources that the school needs to help teachers? **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Training! Teachers have not received adequate training on any of the reporting systems. I also have not been able to check lesson plans as often, because of my other responsibilities. Could we have lesson plans stored and submitted online? That way, My AP and I could check teacher lesson plans without having to go through and store 6-inch think binders.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">What are the issues you see with data collection? **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> There is no central location for teachers to access class-level data. Instead, they have to maintain several logins and learn a separate set of instructions for each assessment. The teachers are not comfortable using data to help guide their teaching.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Do you think a paperless reporting system is doable at this school? **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Yes and it is something that we have needed for a long time. The only problem is training teachers to use it and having someone check up on them.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">What are some issues with a paperless system? **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Security. Student information cannot be shared outside of the school, so we need to make sure the information is encrypted. Training and staff development.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">What do you think about a digital student tracking system? **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> I like the idea. I do not like having to look in several different areas to find information on a student. Member Center is too slow and I really do not know how to use it.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Are there any training needs that you have? **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> We know how to interpret student data, but it takes a long time to locate all of the information you need and if someone has not updated their (CIM) sheets you do not have good information. Training on how to use the software we have and also someone to help with the computer stuff.

<span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">Appendix E <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Processes <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Figure E1: Professional Learning Teams <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Figure E2: Professional Learning Community

<span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Figure E3: Teacher Workflow

<span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">