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Westside High School (WHS) is a Title 1 school serving grades 9-12 located in a north suburban area of Macon, GA populated by low-to-middle income families. WHS’ mission and vision correlate on the belief that all children can learn and reach their maximum potential to graduate and enter post secondary institutions or technical schools. WHS students learn in an environment rich with academic support built upon 21st century skills. Thus, Westside did not make AYP for Black, Economically Disadvantaged, and ELL students in math. These same students showed gains in all other academic areas. All classrooms have networked computers with Internet, LCD projection systems, and audio enhancement equipment. Less than 50% of teachers at WHS use the available technology for instruction. They cite time management and insufficient professional development support as the main reasons for this gap in performance. This proposal recommends a performance improvement intervention that can help increase usage technology by all teachers at WHS by increasing overall student academic achievement at the school. The intervention will last two school years and cost $10,400. That amount includes advanced pay compensation and a laptop computer for a school-based, full-time Technology Coach selected from a pool of WHS teachers, and netbooks for juniors. The Technology Coach’s primary duty is to provide support and professional development to help teachers integrate technology into their lessons. A Performance Improvement Intervention Project (PIIP) team, lead by the Project Manager, will manage, assess and evaluate the entire performance improvement intervention process. WHS is proud of it’s A-rating for the past three years and recognizes the need to close the performance gap regarding technology integration. Full consideration of this proposal will help WHS to continue to provide students with the best education possible in a 21st century society. **Module 2 **  The analysis conducted to assess the cause(s) of the performance gap in technology integration at Westside High School involved 74 classroom observations, 30 interviews, and 30 responses to an online survey. Participants were selected from the 74 full time teachers on staff in grades 9-12, and, included our Instructional Technology Support Assistant (ITSA) and Media Specialist. Beliefs and classroom teaching strategies of those individuals were also analyzed(Kanuka, 2008). Results revealed that technology integration varied according to individual teaching philosophies, perceptions toward technology innovations, and how the teacher practiced and put technology to work in the classroom. Constructive teaching strategies were found in about 42% (33 out of 74) of the classrooms observed. In those 33 classrooms, various levels of active, authentic, constructive, cooperative and reflective learning were evident, all enhanced by integrated technology best practices (Moller, 2008). Following are key results recorded after reviewing the data from the above qualitative measures: (1) Nearly all WHS teachers feel that our technology in-service – past and recent – has been sorely lacking in helping them make the transition from novice or reluctant user to expert of  Performance Improvement Intervention confident user, let alone giving them the long-lasting resources they need to effectively integrate technology into their classrooms. Some feel overwhelmed by the volume of information presented in some cases and commented that much of it “went right over” their heads. As an extenuating circumstance, many cite time management in their busy instructional day (and afterwards) as a reason for not making good use of the available technologies. Reflecting upon and digesting their learning from the in-service, developing plans for using the new technical knowledge, and, collaborating with colleagues on reworking the curriculum (if necessary) to accommodate the technology integration tools are crucial activities. All of that takes valuable time, however, andteachers feel they don’t have enough time or can’t manage the available time efficiently. (2) WHS teachers with less than 2 years teaching experience were hired with high levels of   advancing educational technologies and of how to utilize Web 2.0 tools, being frequently relied upon for such assistance is creating stress and frustration for them. After all, they’re also still in the process of establishing classroom management skills plus handling a totally new curriculum built upon frequent embedded testing and strict adherence to a new curriculum framework. Hence, their technology integration efforts have not yet reached sustainable levels. (3) Many WHS teachers are frustrated with the unreliability of some of the technology tools we have at the school. It’s a fact that when the computers don’t function properly, or the LCD systems break down, the time it takes to remedy those problems is becoming problematic -- especially, when the teacher is relying on that technology to complement dynamic lesson plans, to satisfy required benchmarks, or to meet heavy assessment deadlines. Our lone Instructional Technology Support Assistant (ITSA) is primarily focused right now on maintaining network connections and equipment, trouble shooting, and communicating with the district technology staff. So, when problems arise and can’t be attended to immediately, the few teachers who are integrating technology successfully will make a concerted effort to troubleshoot or try to remedy the technical problems themselves if possible. Most others, however, don’t feel confident enough to make such attempts and instead, fall back on comfortable and traditional instructional practices in the interim. (4) Interestingly, most teachers stated that they would probably integrate technology more if  <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">they also had more computers in their classrooms. Most classrooms have 3 to 4 (5, in some  <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">intermediate classrooms) networked computers with Internet access. At this point, we have a  <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Performance Improvement Intervention 6 computer lab with enough stations to accommodate an entire classroom, 9-12. In addition, all students have a netbook and the school is wireless. Unfortunately, however, we lost our Computer Lab Assistant last year; thus, requiring the classroom teacher to conduct business with her class in the Lab at available open lab times. With such a busy, structured schedule, many teachers aren’t trying to or aren’t capable of utilizing the lab to its fullest. The online survey also indicated that most teachers think one of the most effective ways to boost technology integration (particularly, computer usage) into their daily instructional activities would be to place the majority of those lab computers directly into individual classrooms. Many acknowledged, though, that without the knowledge, in-depth training, and confidence to use them, the extra computers would still most likely be still underutilized. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">(5) Finally, after reviewing the online survey, interviews, and observation data, it appeared <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">that there was a strong relationship among teachers between their level of technology integration <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">and possessing a heavily constructivist-based teaching philosophy. The highest levels of  <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">technology integration were observed in classrooms with the highest levels of student <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">collaboration, cooperative learning projects, learning center or station work, problem-based <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">learning, and, flexible grouping or learning community structures. Conversely, classrooms where <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">teachers relied predominately on teacher-directed, rigid and textbook-driven instruction displayed the least amount of innovative technology integration. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">
 * Module 1**

**Module 3** <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;"> <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 0px; overflow: hidden;"> <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">After careful consideration of feasibility, manageability and efficiency factors involved <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">(Januszewski & Molenda, 2008), the Medium-cost intervention strategy described above was <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">selected -- the creation of a full-time Technology Coach position, through which a competent <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">change agent can propel and support the full integration of educational technology in all 9-12 <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">classrooms at Westside High School. In addition, given current school budget restraints that directly and indirectly effect the hiring of extra staff as well as the procurement of additional technology equipment, such a strategy is the best one at this point in time to help close <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">WHS’ targeted performance gap. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;"> **//<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Rationale and Justification for Selection of Medium-Cost Intervention Strategy //** <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;"> <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Low-cost Strategy. This strategy is the most cost efficient. It doesn’t require extra <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">remuneration for the services of the Technology Resource Facilitator (TRF). Also, incentives for <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">participation in in-service activities will be in the form of comp time instead of dollars. Stipends <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">for free off-campus, district-based in-service are taken from the district’s budget. However, one <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">major weakness of this approach is that the TRF will be required to do the job of a Technology <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Coach plus his/her own teaching duties without extra remuneration. That situation will potentially cause a level of stress for the TRF that may result in lessened productivity and lowered job performance on his or her part. That unacceptable prospect is a key reason for the rejection of this strategy since the success of the performance intervention would hinge upon the TRF’s high level of support and diligence The strengths of this strategy include those of the low-cost strategy along with a variety of other factors that could positively effect student achievement through technology integration. For instance, a Technology Resource Team can distribute tasks and Performance Improvement Intervention 9 responsibilities across expert personnel more efficiently. Also, two Technology Coaches can devote a greater amount of attention to their respective grade level ranges; thereby, enhancing the opportunity for more meaningful, grade-specific professional development, and, for increasing each coach’s availability for in-class support and frequent demonstrations of best practices. Furthermore, an upgrade to an Apple-centric computer network with multimedia and Internet capabilities, and interactive whiteboards in every classroom is an ideal situation for increasing teacher and student motivation to use the advanced technology. However, given the tighter budget restrictions being leveled on all schools in the district at the present time, such a plan is quite cost prohibitive. That’s the major reason why this high-cost strategy was rejected for use in WHS’performance improvement intervention. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Medium-cost Strategy. This approach incorporates key strengths of both the low-cost and <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">high-cost strategies. Although it requires about double the cost of the low-cost strategy, the intent <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">to seek grant monies and outside funding sources puts this medium-cost strategy within a  <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">reasonable budgetary range. Also, the creation of a solitary, full-time, Technology Coach position will decrease the coach’s range of influence somewhat but will also lessen the potential for high levels of stress on the coach. In addition, the Technology Coach’s membership in an established educational technology organization such as the International Society for Technology in Education (ISTE) will help mitigate the need to seek out more expensive professional development opportunities. Therefore, at this point in time, the Medium-cost strategy proves to be the best intervention with which to close WHS’ targeted performance gap. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">

**Module**s **4 and 5**

<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">The budgetary finances allocated for this intervention project will be greatly dependent on  <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">the school’s current budget situation. Currently, all school budgets in Georgia are extremely tight, having recently experienced debilitating cuts and spending freezes. Teachers have been furloughed throughout the state. Hence, benefits incurred by membership in the International Society for Technology in Education (ISTE), on the part of the Technology Coach and/or Project Manager, will greatly help mitigate many of the in-service funding requirements involved with the performance improvement intervention. Also, since the technology resources required for successful intervention efforts are already in place on-site, there’s no budget item for equipment purchases. In addition, the school district’s current file server and system network will continue to provide support for school-based networks, software upgrades, and Internet connectivity with no direct cost to the school. Likewise, Performance Improvement Intervention 11 provisions of the school district’s annual capital budget will cover school-based computer maintenance costs and equipment upgrades as needed. Tables 1 and 2 that follow provide additional information regarding the tentative budget and technical resource recommendations for this performance improvement intervention. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">**Table 1 Tentative Budget for WHS’ Performance Improvement Intervention** <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="font-family: 'TimesNewRomanPSMT','sans-serif'; font-size: 12pt;">(existing teacher with Educational  <span style="font-family: 'TimesNewRomanPSMT','sans-serif'; font-size: 12pt;">Technology Specialist Degree)  || <span style="color: black; font-family: 'TimesNewRomanPSMT','sans-serif'; font-size: 12pt;">Advanced degree pay to compensate existing <span style="color: black; font-family: 'TimesNewRomanPSMT','sans-serif'; font-size: 12pt;">salaried position: <span style="color: blue; font-family: 'TimesNewRomanPS-ItalicMT','sans-serif'; font-size: 12pt;">//Department of Compensation & HR Planning,// //Bibb County, GA// || <span style="font-family: 'TimesNewRomanPSMT','sans-serif'; font-size: 12pt;">$ 4,500 <span style="font-family: 'TimesNewRomanPSMT','sans-serif'; font-size: 12pt;"> <span style="font-family: 'TimesNewRomanPSMT','sans-serif'; font-size: 12pt;"> <span style="font-family: 'TimesNewRomanPSMT','sans-serif'; font-size: 12pt;"> <span style="font-family: 'TimesNewRomanPSMT','sans-serif'; font-size: 12pt;"> <span style="font-family: 'TimesNewRomanPSMT','sans-serif'; font-size: 12pt;"> <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> || <span style="color: black; font-family: 'TimesNewRomanPSMT','sans-serif'; font-size: 12pt;">drive, Windows 7 //Best Buy, Laptop Computers// || $ 400 || <span style="color: blue; font-family: 'TimesNewRomanPS-ItalicMT','sans-serif'; font-size: 12pt;">//Bibb County GA//  <span style="color: black; font-family: 'TimesNewRomanPSMT','sans-serif'; font-size: 12pt;">Copy paper  <span style="color: black; font-family: 'TimesNewRomanPSMT','sans-serif'; font-size: 12pt;">Copier supplies/maintenance  File folders, pens, labels, etc. || <span style="font-family: 'TimesNewRomanPSMT','sans-serif'; font-size: 12pt;">$ 1,000 <span style="font-family: 'TimesNewRomanPSMT','sans-serif'; font-size: 12pt;">$ 1,500 $ 500 || <span style="font-family: 'TimesNewRomanPS-BoldMT','sans-serif'; font-size: 12pt;">**Development** Service || <span style="color: black; font-family: 'TimesNewRomanPSMT','sans-serif'; font-size: 12pt;">Service Provider -- International Society for <span style="color: black; font-family: 'TimesNewRomanPSMT','sans-serif'; font-size: 12pt;">Technology in Education (ISTE): <span style="color: blue; font-family: 'TimesNewRomanPS-ItalicMT','sans-serif'; font-size: 12pt;">//ISTE, Professional Development Site// <span style="color: blue; font-family: 'TimesNewRomanPS-ItalicMT','sans-serif'; font-size: 12pt;">//ISTE, Bookstore (NETS Publications)//  <span style="color: black; font-family: 'TimesNewRomanPSMT','sans-serif'; font-size: 12pt;">Train-the-Trainer Workshop <span style="color: black; font-family: 'TimesNewRomanPSMT','sans-serif'; font-size: 12pt;">(for 3 project members)  <span style="color: black; font-family: 'TimesNewRomanPSMT','sans-serif'; font-size: 12pt;">Technology in Practice Webinar Series; <span style="color: black; font-family: 'TimesNewRomanPSMT','sans-serif'; font-size: 12pt;">Seasonal Pass (max. attendance = 200)  <span style="color: black; font-family: 'TimesNewRomanPSMT','sans-serif'; font-size: 12pt;">National Educational Technology Standards (NETS) Library || <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">**$ 500** ||
 * **Recommended Resources** || **Description** || **Cost** ||
 * <span style="font-family: 'TimesNewRomanPS-BoldMT','sans-serif'; font-size: 12pt;">**Technology Coach Position**
 * **Laptop for Technology Coach** || <span style="color: black; font-family: 'TimesNewRomanPSMT','sans-serif'; font-size: 12pt;">HP with Intel Pentium Processor, 250GB hard
 * **On-site Professional Development** || <span style="color: blue; font-family: 'TimesNewRomanPS-ItalicMT','sans-serif'; font-size: 12pt;">//Purchasing Department, School District of//
 * <span style="font-family: 'TimesNewRomanPS-BoldMT','sans-serif'; font-size: 12pt;">**Outside Professional**
 * <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> || <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">**Total**  || <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">**$8,400**  ||

<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="color: black; font-family: 'Times-Roman','sans-serif';"> <span style="color: black; font-family: 'TimesNewRomanPS-BoldMT','sans-serif'; font-size: 12pt;">**Table 2 Technical Information for WHS’ Performance Improvement Intervention** <span style="color: black; font-family: 'TimesNewRomanPS-BoldItalicMT','sans-serif'; font-size: 12pt;"> <span style="color: black; font-family: 'TimesNewRomanPS-BoldItalicMT','sans-serif'; font-size: 12pt;"> <span style="font-family: 'TimesNewRomanPSMT','sans-serif'; font-size: 12pt;">Office, Janitorial and Cafeteria Personnel <span style="font-family: 'TimesNewRomanPSMT','sans-serif'; font-size: 12pt;">Project Manager <span style="font-family: 'TimesNewRomanPSMT','sans-serif'; font-size: 12pt;">Technology Coach <span style="font-family: 'TimesNewRomanPSMT','sans-serif'; font-size: 12pt;">Instructional Technology Support Assistant (ITSA) <span style="font-family: 'TimesNewRomanPSMT','sans-serif'; font-size: 12pt;">Primary Level (9-10) Technology Lead Teacher <span style="font-family: 'TimesNewRomanPSMT','sans-serif'; font-size: 12pt;">Intermediate Level (11-12) Technology <span style="font-family: 'TimesNewRomanPSMT','sans-serif'; font-size: 12pt;">Content teachers <span style="font-family: 'TimesNewRomanPSMT','sans-serif'; font-size: 12pt;">Media Specialist <span style="font-family: 'TimesNewRomanPSMT','sans-serif'; font-size: 12pt;">Grade Team Leaders All classroom teachers, 9-12 || <span style="font-family: 'TimesNewRomanPSMT','sans-serif'; font-size: 12pt;">projection systems, digital cameras and audio enhancement systems <span style="font-family: 'TimesNewRomanPSMT','sans-serif'; font-size: 12pt;">District network access and Internet connectivity (including  <span style="font-family: 'TimesNewRomanPSMT','sans-serif'; font-size: 12pt;">wireless capability for laptop computers) <span style="font-family: 'TimesNewRomanPSMT','sans-serif'; font-size: 12pt;">On-site access to the district’s Education T.V. Network and systemwide professional development portals, netbooks || <span style="font-family: 'TimesNewRomanPS-BoldMT','sans-serif'; font-size: 12pt;">**Resources** || <span style="font-family: 'TimesNewRomanPSMT','sans-serif'; font-size: 12pt;">Microsoft Office applications (Word, PowerPoint, Excel) <span style="font-family: 'TimesNewRomanPSMT','sans-serif'; font-size: 12pt;">District’s Learning Tools site for Elementary Teachers, Students <span style="font-family: 'TimesNewRomanPSMT','sans-serif'; font-size: 12pt;">and Parents <span style="font-family: 'TimesNewRomanPSMT','sans-serif'; font-size: 12pt;">Web Tools and Applications (Google Apps, classroom blogs  <span style="font-family: 'TimesNewRomanPSMT','sans-serif'; font-size: 12pt;">(Scholastic) and wikis (Wikispaces), and interactive white boards   (Dabbleboard) ||
 * **Human Resources** || <span style="font-family: 'TimesNewRomanPSMT','sans-serif'; font-size: 12pt;">Principal, Assistant Principals
 * **Technology** || <span style="font-family: 'TimesNewRomanPSMT','sans-serif'; font-size: 12pt;">Existing classroom equipment including computers, LCD
 * <span style="font-family: 'TimesNewRomanPS-BoldMT','sans-serif'; font-size: 12pt;">**Software/Web**

<span style="color: black; font-family: 'TimesNewRomanPS-BoldItalicMT','sans-serif'; font-size: 12pt;"> <span style="color: black; font-family: 'TimesNewRomanPS-BoldItalicMT','sans-serif'; font-size: 12pt;"> <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Evaluation and Assessment <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;"> <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">The progress and effectiveness of the performance improvement intervention will be  <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">evaluated through both formative and summative assessments. Formative assessments will use a teacher survey on classroom technology use and integration, and on the effectiveness of professional development activities, to determine the progress of technology integration <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">schoolwide. These formative checks will occur twice each semester. The results of each <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">assessment will help guide decision-making regarding project restructuring or modification <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">(Chevalier, 2007). An end-of-year summative assessment will take place in May. It will involve a teacher survey on classroom technology integration and professional development effectiveness, staff interviews, and classroom observations of selected grade level teachers. A Performance Improvement Intervention Committee (PIIC) consisting of the Project Manager, the Technology review the results of these assessments. The PIIC will determine whether to continue the project into the second year of the intervention project timeframe, while also making recommendations for any changes or modifications to improve the intervention process as a whole. If the intervention proceeds into the second year of implementation, the trimester-based <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">formative assessment checkpoints and results analysis indicated above will be continued. An endof-project summative evaluation will take place in May. It will involve a more comprehensive teacher survey that examines classroom technology integration successes, professional development effectiveness, and staff impressions of the entire intervention process. Staff interviews and final classroom observations will also be held at that time. Once again, a  <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">comprehensive review of all summative data will be undertaken by the PIIC to determine the <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">overall effective of the performance intervention project at Westside High School. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">The contributions that each team member made to the cause was vital to the success of the intervention project. The project manager did an excellent job in making sure that the schedules were correct. Everyone had a time to be trained and no one was left out. The budget was intact although the price was quite expensive for laptops for all children. It may be feasible for the school to apply for a grant so that monies can go towards making this a more realistic goal within the next five years. Issues with conflicting schedules of some teachers were a problem because many teachers were not able to stay after school. The project manager made an effort to accommodate these teachers by including training sessions during each planning period so that equity and fairness would not be a problem. In addition, the project manager did a great job of collecting data as to how technology was helping student achievement. Each benchmark showed slight gains in reading and math. The bookkeeper, another resourceful individual in the project, made sure that all finances were in order. Every penny that was spent was accounted for and receipts were in place to document purchases. The bookkeeper did a great job and no issues arose. The school administration is to be commended for their efforts in working diligently with the technology coach to ensure that the training went well. Administration were the first to be trained. They even volunteered to facilitate the teachers’ trainings as well. The Instructional Teachnology Assistant and the district online professional development team <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">provided training for teachers. They were also available in the school during the instructional day to provide teachers and administration with any support needed. The district’s decision to include a wiki with blog posts was helpful to many because anyone could post questions or concerns. Replies would be given within twenty-four hours. This was a great tool for professionals to use to gain feedback. There was always positive feedback from teachers administrators who were excited and thankful about the support given to them during the training. One teacher wrote a comment to the effect that the training did not seem like one more thing for teachers to do. This teacher was really enjoying the training and was learning so much in the process.


 * Module 6**

<span style="display: block; line-height: 200%; margin: 0in 0in 0pt; mso-layout-grid-align: none; text-align: center;"><span style="color: black; display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; text-align: center;">Integration of Technology into All Classrooms: <span style="display: block; line-height: 200%; margin: 0in 0in 0pt; mso-layout-grid-align: none; text-align: center;"><span style="color: black; display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; text-align: center;">Performance Improvement Intervention Project for Westside High School <span style="display: block; line-height: 200%; margin: 0in 0in 0pt; mso-layout-grid-align: none; text-align: center;"><span style="color: black; display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; text-align: center;">Sheddrick Risper <span style="display: block; line-height: 200%; margin: 0in 0in 0pt; mso-layout-grid-align: none; text-align: center;"><span style="color: black; display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; text-align: center;">Student # A00071716 <span style="display: block; line-height: 200%; margin: 0in 0in 0pt; mso-layout-grid-align: none; text-align: center;"><span style="color: black; display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; text-align: center;">Walden University <span style="display: block; line-height: 200%; margin: 0in 0in 0pt; mso-layout-grid-align: none; text-align: center;"><span style="color: black; display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; text-align: center;">Leading and Managing Educational Technology <span style="display: block; line-height: 200%; margin: 0in 0in 0pt; mso-layout-grid-align: none; text-align: center;"><span style="color: black; display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; text-align: center;">EDUC 7103-I <span style="display: block; line-height: 200%; margin: 0in 0in 0pt; mso-layout-grid-align: none; text-align: center;"><span style="color: black; display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; text-align: center;">Dr. Ana Donaldson <span style="display: block; line-height: 200%; margin: 0in 0in 0pt; mso-layout-grid-align: none; text-align: center;"><span style="color: black; display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; text-align: center;">Fall Quarter 2010 <span style="display: block; line-height: 200%; margin: 0in 0in 0pt; mso-layout-grid-align: none; text-align: center;"><span style="color: blue; display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; text-align: center;">sheddrick.risper@waldenu.edu <span style="display: block; line-height: 200%; margin: 0in 0in 0pt; mso-layout-grid-align: none; text-align: center;">

<span style="display: block; line-height: normal; margin: 0in 0in 0pt; mso-layout-grid-align: none; text-align: center;"> **<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Executive Summary ** <span style="display: block; line-height: normal; margin: 0in 0in 0pt; mso-layout-grid-align: none; text-align: center;"> <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt;">Westside High School (WHS) is a Title 1 school serving grades 9-12 located in a north suburban area of Macon, GA populated by low-to-middle income families. WHS’ mission and vision correlate on the belief that all children can learn and reach their maximum potential to graduate and enter post secondary institutions or technical schools. WHS students learn in an environment rich with academic support built upon 21st century skills. Thus, Westside did not make AYP for Black, Economically Disadvantaged, and ELL students in math. These same students showed gains in all other academic areas. All classrooms have networked computers with Internet, LCD projection systems, and audio enhancement equipment. Less than 50% of teachers at WHS use the available technology for instruction. They cite time management and insufficient professional development support as the main reasons for this gap in performance. This proposal recommends a performance improvement intervention that can help increase usage technology by all teachers at WHS by increasing overall student academic achievement at the school. The intervention will last two school years and cost $10,400. That amount includes advanced pay compensation and a laptop computer for a school-based, full-time Technology Coach selected from a pool of WHS teachers, and netbooks for juniors. The Technology Coach’s primary duty is to provide support and professional development to help teachers integrate technology into their lessons. A Performance Improvement Intervention Project (PIIP) team, lead by the Project Manager, will manage, assess and evaluate the entire performance improvement intervention process. WHS is proud of it’s A-rating for the past three years and recognizes the need to close the performance gap regarding technology integration. Full consideration of this proposal will help WHS to continue to provide students with the best education possible in a 21st century society.

<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt;">Performance Improvement Intervention 3 **//<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">The Organization and its Performance Problem //** <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Name of Organization: <span style="color: blue; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Westside High School <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt;">History and Background: Westside High School, a Title 1 school serving grades 9-12, was <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt;">opened in the fall of 1997. It is located in a north suburban area of Macon, GA, populated by low-to-middle income families. Approximately 90% of the student population is on <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt;">Free/Reduced Lunch. The mission and vision statements for WHS reflect the spirit and <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt;">commitment of the administration, faculty, support personnel and community toward providing the best learning environment for our students. Those statements are as follows:

<span style="display: block; line-height: 200%; margin: 0in 0in 0pt; mso-layout-grid-align: none; text-align: center;"> <span style="display: block; line-height: 200%; margin: 0in 0in 0pt; mso-layout-grid-align: none; text-align: center;"> **<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Mission ** <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt;">The mission of Westside High School is to graduate independent thinkers prepared for post secondary options by providing a rigorous academic, vocational and technological curriculum balanced with fine arts, fitness, and athletics. || <span style="color: white; font-family: 'Palatino Linotype','serif'; font-size: 10pt; line-height: 200%; margin: 0in 0in 0pt;">e mission of Westside High School is to graduate independent thinkers prepared for post secondary o || <span style="color: white; font-family: 'Palatino Linotype','serif'; font-size: 10pt; line-height: 200%; margin: 0in 0in 0pt;">A **<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Vision ** <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt;">The vision of Westside High School is to embrace a Single School Culture (for students and staff) of shared beliefs, values and goals that produce consistency towards excellence in academics, behavior, and climate. The administration, faculty and staff at Westside include: 1 principal (L. Perkins), 3 Assistant Principal (R. Mathis, R. Gray, and S. Smith), 1 School Monitor/Parent Liaison (C. Owens), 3 Guidance Counselors (F. Peterec, A. L. Shull, and A. Phillips), 1 Instructional Technology Support Assistant (P. Rozier), 1 Media Specialist (L. Ravanan), 74 homeroom teachers, 8 ESE/ESOL teachers, 10 resource teachers, 7 Fine Arts teachers, 3 Language Facilitator (Spanish, French), 2 ESE paraprofessionals, 2 confidential secretaries, 2 office clerks, 1 school nurse, 7 cafeteria workers, and 5 custodians. In 1999, WHS earned its first school grade of B. Since that time, the school has earned a grade of A each subsequent school year. After achieving provisional Average Yearly Progress (AYP) in FY06 and AYP in FY07, WHS satisfied only 90% of the criteria needed to reach AYP last school year. According to the AYP criteria, the school needed improvement in the following area for the designated subgroups: Math for Black, Economically Disadvantaged ELL students, a 62% graduation rate and attendance problems. The school must have 70% graduation rate to meet AYP criteria.

Performance Problem. The School Bibb County has a very comprehensive technology plan. It covers all areas from technical infrastructures to professional development in technology use. Following are three key objectives from the plan that effect the progress of technology integration at Westside High School: Provide teachers and administrators (both public and private schools invited to participate) with professional development opportunities that Performance Improvement Intervention will enable them to successfully integrate technology into classroom instruction and improve their professional productivity; assure that acquired technologies are integrated into the curriculum in a manner which reflects the goals and standards of Georgia’s Initiative in School Improvement and Accountability and the Georgia Professional Standards; and, establish a continuum of K-12 student performance competencies and instructional strategies for the application of technology (School District of Bibb County, 2009). Despite the fact that Westside is fairly well-equipped with the latest educational technology, and privy to comprehensive efforts by the District's technology department to assist school centers with the effective integration of technology into school-based curriculums, less than 50% of teachers at Westside High utilize the available technology to enhance their instruction. Much of the new technology tools sit gathering dust, or, are not being utilized effectively or to the highest potential. Implementation of the netbooks has caused many teachers to use more technology in the classroom because students take notes on the laptops and complete assignments on the netbooks as well. It has been shown that Westside High School students in classrooms where teachers feel comfortable integrating technology into their daily instruction (Johnson & Liu, 2000) have their Reading, Math, and Science scores significantly on the annual Georgia High School Graduation Test and End of Course Tests(GADOE, 2008). Consequently, an educational technology solution is being sought to improve the rate of technology integration by all teachers at the school, thereby, increasing overall student academic achievement (ISTE, 2008).

**//<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Cause Analysis of the Performance Gap //**

<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt;">The analysis conducted to assess the cause(s) of the performance gap in technology integration at Westside High School involved 74 classroom observations, 30 interviews, and 30 responses to an online survey. Participants were selected from the 74 full time teachers on staff in grades 9-12, and, included our Instructional Technology Support Assistant (ITSA) and Media Specialist. Beliefs and classroom teaching strategies of those individuals were also analyzed(Kanuka, 2008). Results revealed that technology integration varied according to individual teaching philosophies, perceptions toward technology innovations, and how the teacher practiced and put technology to work in the classroom. Constructive teaching strategies were found in about 42% (33 out of 74) of the classrooms observed. In those 33 classrooms, various levels of active, authentic, constructive, cooperative and reflective learning were evident, all enhanced by integrated technology best practices (Moller, 2008). Following are key results recorded after reviewing the data from the above qualitative measures: (1) Nearly all WHS teachers feel that our technology in-service – past and recent – has been sorely lacking in helping them make the transition from novice or reluctant user to expert of Performance Improvement Intervention confident user, let alone giving them the long-lasting resources they need to effectively integrate technology into their classrooms. Some feel overwhelmed by the volume of information presented in some cases and commented that much of it “went right over” their heads. As an extenuating circumstance, many cite time management in their busy instructional day (and afterwards) as a reason for not making good use of the available technologies. Reflecting upon and digesting their learning from the in-service, developing plans for using the new technical knowledge, and, collaborating with colleagues on reworking the curriculum (if necessary) to accommodate the technology integration tools are crucial activities. All of that takes valuable time, however, andteachers feel they don’t have enough time or can’t manage the available time efficiently. (2) WHS teachers with less than 2 years teaching experience were hired with high levels of advancing educational technologies and of how to utilize Web 2.0 tools, being frequently relied upon for such assistance is creating stress and frustration for them. After all, they’re also still in the process of establishing classroom management skills plus handling a totally new curriculum built upon frequent embedded testing and strict adherence to a new curriculum framework. Hence, their technology integration efforts have not yet reached sustainable levels. (3) Many WHS teachers are frustrated with the unreliability of some of the technology tools we have at the school. It’s a fact that when the computers don’t function properly, or the LCD systems break down, the time it takes to remedy those problems is becoming problematic -- especially, when the teacher is relying on that technology to complement dynamic lesson plans, to satisfy required benchmarks, or to meet heavy assessment deadlines. Our lone Instructional Technology Support Assistant (ITSA) is primarily focused right now on maintaining network connections and equipment, trouble shooting, and communicating with the district technology staff. So, when problems arise and can’t be attended to immediately, the few teachers who are integrating technology successfully will make a concerted effort to troubleshoot or try to remedy the technical problems themselves if possible. Most others, however, don’t feel confident enough to make such attempts and instead, fall back on comfortable and traditional instructional practices in the interim. (4) Interestingly, most teachers stated that they would probably integrate technology more if they also had more computers in their classrooms. Most classrooms have 3 to 4 (5, in some intermediate classrooms) networked computers with Internet access. At this point, we have a Performance Improvement Intervention 6 computer lab with enough stations to accommodate an entire classroom, 9-12. In addition, all students have a netbook and the school is wireless. Unfortunately, however, we lost our Computer Lab Assistant last year; thus, requiring the classroom teacher to conduct business with her class in the Lab at available open lab times. With such a busy, structured schedule, many teachers aren’t trying to or aren’t capable of utilizing the lab to its fullest. The online survey also indicated that most teachers think one of the most effective ways to boost technology integration (particularly, computer usage) into their daily instructional activities would be to place the majority of those lab computers directly into individual classrooms. Many acknowledged, though, that without the knowledge, in-depth training, and confidence to use them, the extra computers would still most likely be still underutilized. (5) Finally, after reviewing the online survey, interviews, and observation data, it appeared that there was a strong relationship among teachers between their level of technology integration and possessing a heavily constructivist-based teaching philosophy. The highest levels of technology integration were observed in classrooms with the highest levels of student collaboration, cooperative learning projects, learning center or station work, problem-based learning, and, flexible grouping or learning community structures. Conversely, classrooms where teachers relied predominately on teacher-directed, rigid and textbook-driven instruction displayed the least amount of innovative technology integration.

**//<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Intervention Strategies (Low-Cost, Medium-Cost, High-Cost) //**

<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt;">in-service on current educational technologies and Web 2.0 tools, Internet educational resources, and computer literacy. This is made possible through our Moodle-based TrainU Learning System and our Bibb vodcasting program. Consequently, professional development costs incurred by WHS under each of the strategies listed below will be minimal to nonexistent. Hence, estimated costs of on-site professional development were not included in the cost summaries. In addition, WHS already has an Instructional Technology Support Assistant (ITSA) on staff. So, no additional costs would be incurred to secure that position either. Low-cost Strategy. A Technology Resource Facilitator position will be created to our Instructional Technology Support Assistant (ITSA) position. This facilitator position will be filled by an on-staff, tech-savvy classroom teacher who will attend to his/her assigned teaching duties as well as those required of a technology coach. No additional compensation will be provided for this position. The Technology Resource Facilitator’s role will involve the procurement and/or delivery of professional development for all teachers (physically Improvement Intervention 7 on-site and online) and follow-up support for those in-serviced teachers with the effective integration of new and existing instructional technologies in their classrooms. The ITSA will work in tandem with the facilitator and will be responsible for technical equipment maintenance, troubleshooting problems with technological hardware, and resolving technical problems the school may experience. An incentive for teacher participation in professional development activities will include compensation time that can be accumulated and utilized throughout the school year. All off-campus, district-based training is supplemented with stipends and/or points toward recertification. An approximate $5,000 limit for this low-cost category will cover expenses related mostly to technology equipment maintenance (i.e. printer cartridges – both black and color, and, replacement headphones and audio-enhancement microphones). Medium-cost Strategy. A Technology Coach position will be created to complement our Instructional Technology Support Assistant (ITSA) position. This full-time, school-based coaching position will be filled by a certified, tech-savvy teacher already on staff. The Technology Coach’s role will involve the procurement and/or delivery of professional development for all teachers and follow-up support for those in-serviced teachers with the effective integration of new and existing instructional technologies in their classrooms. The Technology Coach will also be responsible for assisting teachers with curriculum modifications, enhancements to their classroom environments, and frequent in-class modeling of best practices in technology integration. The ITSA will work in tandem with the coach and will be responsible for technical equipment maintenance, troubleshooting problems with technological hardware, and resolving technical problems the school may experience. An incentive for teacher participation in professional development opportunities would include compensation time that can be accumulated and utilized throughout the school year. All off-campus, district-based training is supplemented with stipends and/or points toward recertification. An approximate $25,000 limit for this medium-cost category will cover an additional, full-time, instructional position (Technology Coach), a laptop for the Technology Coach equipped with wireless Internet connectivity and multimedia functions, and expenses related to technology equipment maintenance as indicated above. High-cost Strategy. A school-based Technology Resource Team will be created. This team will consist of one school-based technology coach for 9-10, one school-based technology coach for grades 11-12, and, one Instructional Technology Support Assistant (ITSA). The role of each Technology Coach will involve the procurement and/or delivery of professional development specific to their respective grade level ranges, and, the provisioning of follow-up support for 9-10 or 11-12 in-serviced teachers with the effective integration of new and existing instructional technologies in their Performance Improvement Intervention 8 classrooms. The ITSA on the team will be responsible for technical equipment maintenance, troubleshooting problems with technical hardware, and resolving technical problems the school may experience. An incentive for teacher participation in professional development activities will include compensation time that can be accumulated and utilized throughout the school year. All off-campus, district-based training is supplemented with stipends and/or points toward recertification. This intervention will require an approximate $50,000 limit in this high-cost category to fund the two Technology Coach positions, upgrade our classrooms to Apple-centric networked systems with multimedia and Internet connectivity, provide each classroom teacher with a laptop computer equipped with wireless Internet connectivity and multimedia capabilities, and, purchase an InterWrite interactive whiteboard for each classroom.
 * <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Note **<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">: The Bibb County School District is very well equipped to offer free, easily accessible online professional development opportunities on a wide range of topics -- including

**//<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Selected Intervention Strategy //**

<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt;">After careful consideration of feasibility, manageability and efficiency factors involved (Januszewski & Molenda, 2008), the Medium-cost intervention strategy described above was selected -- the creation of a full-time Technology Coach position, through which a competent change agent can propel and support the full integration of educational technology in all 9-12 classrooms at Westside High School. In addition, given current school budget restraints that directly and indirectly effect the hiring of extra staff as well as the procurement of additional technology equipment, such a strategy is the best one at this point in time to help close WHS’ targeted performance gap.

**//<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Rationale and Justification for Selection of Medium-Cost Intervention Strategy //**

<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt;">Low-cost Strategy. This strategy is the most cost efficient. It doesn’t require extra remuneration for the services of the Technology Resource Facilitator (TRF). Also, incentives for participation in in-service activities will be in the form of comp time instead of dollars. Stipends for free off-campus, district-based in-service are taken from the district’s budget. However, one major weakness of this approach is that the TRF will be required to do the job of a Technology Coach plus his/her own teaching duties without extra remuneration. That situation will potentially cause a level of stress for the TRF that may result in lessened productivity and lowered job performance on his or her part. That unacceptable prospect is a key reason for the rejection of this strategy since the success of the performance intervention would hinge upon the TRF’s high level of support and diligence The strengths of this strategy include those of the low-cost strategy along with a variety of other factors that could positively effect student achievement through technology integration. For instance, a Technology Resource Team can distribute tasks and Performance Improvement Intervention 9 responsibilities across expert personnel more efficiently. Also, two Technology Coaches can devote a greater amount of attention to their respective grade level ranges; thereby, enhancing the opportunity for more meaningful, grade-specific professional development, and, for increasing each coach’s availability for in-class support and frequent demonstrations of best practices. Furthermore, an upgrade to an Apple-centric computer network with multimedia and Internet capabilities, and interactive whiteboards in every classroom is an ideal situation for increasing teacher and student motivation to use the advanced technology. However, given the tighter budget restrictions being leveled on all schools in the district at the present time, such a plan is quite cost prohibitive. That’s the major reason why this high-cost strategy was rejected for use in WHS’performance improvement intervention. Medium-cost Strategy. This approach incorporates key strengths of both the low-cost and high-cost strategies. Although it requires about double the cost of the low-cost strategy, the intent to seek grant monies and outside funding sources puts this medium-cost strategy within a reasonable budgetary range. Also, the creation of a solitary, full-time, Technology Coach position will decrease the coach’s range of influence somewhat but will also lessen the potential for high levels of stress on the coach. In addition, the Technology Coach’s membership in an established educational technology organization such as the International Society for Technology in Education (ISTE) will help mitigate the need to seek out more expensive professional development opportunities. Therefore, at this point in time, the Medium-cost strategy proves to be the best intervention with which to close WHS’ targeted performance gap.

**//<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Project Management //** <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt;">Project Manager’s Role. The Project Manager will be responsible for defining the roles and responsibilities of project participants, clearly communicating the improvement intervention’s vision and scope, building a workable schedule, and, establishing a reasonable budget. Once the project begins, the manager will coordinate and control the work to be done in the following ways: identify, track and resolve project issues; proactively disseminate project information to all participants; define and collect data to get a sense of how the intervention is progressing; provide performance feedback to teachers and staff; and, manage the overall schedule to ensure tasks are properly assigned, completed on time, and retained within the project budget (Chevalier, 2007). Resource Management. Resources needed for successful implementation of this intervention fall into the categories of finances, human resources, and technical equipment. Financial expenditures will be approved by school administrators and tracked by the school’s bookkeeper. School administrators will track the procurement of the full-time Technology Coach position. Performance Improvement Intervention 10 Teachers and staff will be trained and supported by the Technology Coach. School administrators will also track the finances needed to secure professional development other than that provided onsite by the Technology Coach. The technical equipment necessary for use throughout this intervention project is already present at the school site. This equipment is tracked and maintained by the school’s Instructional Technology Support Assistant (ITSA) and by the school district’s Instructional Technology department. Delivery System Management. An in-source project delivery method will be the primary method used in this intervention. The Technology Coach, online district professional development resources, ITSA, and, project teams (primary and intermediate) will provide the required training and support for teachers and staff. School administrators will regulate financial matters related to the project. Some out-sourcing will also occur when considering off-site professional development opportunities through ISTE (International Society for Technology in Education). Information Management. Information management for this performance improvement intervention will be facilitated through the use of Google Apps Education Edition. It’s a suite of communication and collaboration tools designed specifically for schools. Project communication efforts will be enhanced with the use of Gmail, Google Calendar, and Google Talk (instant messaging) applications. We will use the online website and document creation tools, Google Docs and Google Sites, to provide secure storage and real-time sharing and editing of intervention documentation. Specifically, a project wiki will be created through Google Sites. This wiki will include a project definition page, project blog, a place for to-do items, a time tracker, project, team profile pages, a file storage area, and benchmark dates. Training and classroom demonstration videos will be shared securely with Google Video.

**//<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Financial, Technical and Assessment Information //**

<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt;">The budgetary finances allocated for this intervention project will be greatly dependent on the school’s current budget situation. Currently, all school budgets in Georgia are extremely tight, having recently experienced debilitating cuts and spending freezes. Teachers have been furloughed throughout the state. Hence, benefits incurred by membership in the International Society for Technology in Education (ISTE), on the part of the Technology Coach and/or Project Manager, will greatly help mitigate many of the in-service funding requirements involved with the performance improvement intervention. Also, since the technology resources required for successful intervention efforts are already in place on-site, there’s no budget item for equipment purchases. In addition, the school district’s current file server and system network will continue to provide support for school-based networks, software upgrades, and Internet connectivity with no direct cost to the school. Likewise, Performance Improvement Intervention 11 provisions of the school district’s annual capital budget will cover school-based computer maintenance costs and equipment upgrades as needed. Tables 1 and 2 that follow provide additional information regarding the tentative budget and technical resource recommendations for this performance improvement intervention. **<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Table 1 Tentative Budget for WHS’ Performance Improvement Intervention **

<span style="font-family: 'TimesNewRomanPSMT','sans-serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">(existing teacher with Educational <span style="font-family: 'TimesNewRomanPSMT','sans-serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Technology Specialist Degree) || <span style="color: black; font-family: 'TimesNewRomanPSMT','sans-serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Advanced degree pay to compensate existing <span style="color: black; font-family: 'TimesNewRomanPSMT','sans-serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">salaried position: //<span style="color: blue; font-family: 'TimesNewRomanPS-ItalicMT','sans-serif'; font-size: 12pt;">Department of Compensation & HR Planning, // //<span style="color: blue; font-family: 'TimesNewRomanPS-ItalicMT','sans-serif'; font-size: 12pt;">Bibb County, GA // || <span style="font-family: 'TimesNewRomanPSMT','sans-serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">$ 4,500 || <span style="color: black; font-family: 'TimesNewRomanPSMT','sans-serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">drive, Windows 7 //<span style="color: blue; font-family: 'TimesNewRomanPS-ItalicMT','sans-serif'; font-size: 12pt;">Best Buy, Laptop Computers // || <span style="font-family: 'TimesNewRomanPSMT','sans-serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">$ 400 || //<span style="color: blue; font-family: 'TimesNewRomanPS-ItalicMT','sans-serif'; font-size: 12pt;">Bibb County GA //  <span style="color: black; font-family: 'TimesNewRomanPSMT','sans-serif'; font-size: 12pt;">Copy paper  <span style="color: black; font-family: 'TimesNewRomanPSMT','sans-serif'; font-size: 12pt;">Copier supplies/maintenance  <span style="color: black; font-family: 'TimesNewRomanPSMT','sans-serif'; font-size: 12pt;">File folders, pens, labels, etc. || <span style="font-family: 'TimesNewRomanPSMT','sans-serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">$ 1,000 <span style="font-family: 'TimesNewRomanPSMT','sans-serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">$ 1,500 <span style="font-family: 'TimesNewRomanPSMT','sans-serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">$ 500 || **<span style="font-family: 'TimesNewRomanPS-BoldMT','sans-serif'; font-size: 12pt;">Development ** <span style="font-family: 'TimesNewRomanPSMT','sans-serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Service || <span style="color: black; font-family: 'TimesNewRomanPSMT','sans-serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Service Provider -- International Society for <span style="color: black; font-family: 'TimesNewRomanPSMT','sans-serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Technology in Education (ISTE): //<span style="color: blue; font-family: 'TimesNewRomanPS-ItalicMT','sans-serif'; font-size: 12pt;">ISTE, Professional Development Site // //<span style="color: blue; font-family: 'TimesNewRomanPS-ItalicMT','sans-serif'; font-size: 12pt;">ISTE, Bookstore (NETS Publications) //  <span style="color: black; font-family: 'TimesNewRomanPSMT','sans-serif'; font-size: 12pt;">Train-the-Trainer Workshop <span style="color: black; font-family: 'TimesNewRomanPSMT','sans-serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">(for 3 project members)  <span style="color: black; font-family: 'TimesNewRomanPSMT','sans-serif'; font-size: 12pt;">Technology in Practice Webinar Series; <span style="color: black; font-family: 'TimesNewRomanPSMT','sans-serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Seasonal Pass (max. attendance = 200)  <span style="color: black; font-family: 'TimesNewRomanPSMT','sans-serif'; font-size: 12pt;">National Educational Technology <span style="color: black; font-family: 'TimesNewRomanPSMT','sans-serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Standards (NETS) Library || **<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">$ 500 ** ||
 * **<span style="font-family: 'TimesNewRomanPS-BoldMT','sans-serif'; font-size: 12pt;">Recommended Resources ** || **<span style="font-family: 'TimesNewRomanPS-BoldMT','sans-serif'; font-size: 12pt;">Description ** || **<span style="font-family: 'TimesNewRomanPS-BoldMT','sans-serif'; font-size: 12pt;">Cost ** ||
 * **<span style="font-family: 'TimesNewRomanPS-BoldMT','sans-serif'; font-size: 12pt;">Technology Coach Position **
 * **<span style="font-family: 'TimesNewRomanPS-BoldMT','sans-serif'; font-size: 12pt;">Laptop for Technology Coach ** || <span style="color: black; font-family: 'TimesNewRomanPSMT','sans-serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">HP with Intel Pentium Processor, 250GB hard
 * **<span style="font-family: 'TimesNewRomanPS-BoldMT','sans-serif'; font-size: 12pt;">On-site Professional Development ** || //<span style="color: blue; font-family: 'TimesNewRomanPS-ItalicMT','sans-serif'; font-size: 12pt;">Purchasing Department, School District of //
 * **<span style="font-family: 'TimesNewRomanPS-BoldMT','sans-serif'; font-size: 12pt;">Outside Professional **
 * || **<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Total ** || **<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">$8,400 ** ||

**<span style="color: black; font-family: 'TimesNewRomanPS-BoldMT','sans-serif'; font-size: 12pt;">Table 2 Technical Information for WHS’ Performance Improvement Intervention **

<span style="font-family: 'TimesNewRomanPSMT','sans-serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Office, Janitorial and Cafeteria Personnel <span style="font-family: 'TimesNewRomanPSMT','sans-serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Project Manager <span style="font-family: 'TimesNewRomanPSMT','sans-serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Technology Coach <span style="font-family: 'TimesNewRomanPSMT','sans-serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Instructional Technology Support Assistant (ITSA) <span style="font-family: 'TimesNewRomanPSMT','sans-serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Primary Level (9-10) Technology Lead Teacher <span style="font-family: 'TimesNewRomanPSMT','sans-serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Intermediate Level (11-12) Technology <span style="font-family: 'TimesNewRomanPSMT','sans-serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Content teachers <span style="font-family: 'TimesNewRomanPSMT','sans-serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Media Specialist <span style="font-family: 'TimesNewRomanPSMT','sans-serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Grade Team Leaders <span style="font-family: 'TimesNewRomanPSMT','sans-serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">All classroom teachers, 9-12 || <span style="font-family: 'TimesNewRomanPSMT','sans-serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">projection systems, digital cameras and audio enhancement systems <span style="font-family: 'TimesNewRomanPSMT','sans-serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">District network access and Internet connectivity (including <span style="font-family: 'TimesNewRomanPSMT','sans-serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">wireless capability for laptop computers) <span style="font-family: 'TimesNewRomanPSMT','sans-serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">On-site access to the district’s Education T.V. Network and systemwide <span style="font-family: 'TimesNewRomanPSMT','sans-serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">professional development portals, netbooks || **<span style="font-family: 'TimesNewRomanPS-BoldMT','sans-serif'; font-size: 12pt;">Resources ** || <span style="font-family: 'TimesNewRomanPSMT','sans-serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Microsoft Office applications (Word, PowerPoint, Excel) <span style="font-family: 'TimesNewRomanPSMT','sans-serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">District’s Learning Tools site for Elementary Teachers, Students <span style="font-family: 'TimesNewRomanPSMT','sans-serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">and Parents <span style="font-family: 'TimesNewRomanPSMT','sans-serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Web Tools and Applications (Google Apps, classroom blogs <span style="font-family: 'TimesNewRomanPSMT','sans-serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">(Scholastic) and wikis (Wikispaces), and interactive white boards <span style="font-family: 'TimesNewRomanPSMT','sans-serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">(Dabbleboard) ||
 * **<span style="font-family: 'TimesNewRomanPS-BoldMT','sans-serif'; font-size: 12pt;">Human Resources ** || <span style="font-family: 'TimesNewRomanPSMT','sans-serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Principal, Assistant Principals
 * **<span style="font-family: 'TimesNewRomanPS-BoldMT','sans-serif'; font-size: 12pt;">Technology ** || <span style="font-family: 'TimesNewRomanPSMT','sans-serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Existing classroom equipment including computers, LCD
 * **<span style="font-family: 'TimesNewRomanPS-BoldMT','sans-serif'; font-size: 12pt;">Software/Web **

<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt;">Evaluation and Assessment

The progress and effectiveness of the performance improvement intervention will be evaluated through both formative and summative assessments. Formative assessments will use a teacher survey on classroom technology use and integration, and on the effectiveness of professional development activities, to determine the progress of technology integration schoolwide. These formative checks will occur twice each semester. The results of each assessment will help guide decision-making regarding project restructuring or modification (Chevalier, 2007). An end-of-year summative assessment will take place in May. It will involve a teacher survey on classroom technology integration and professional development effectiveness, staff interviews, and classroom observations of selected grade level teachers. A Performance Improvement Intervention Committee (PIIC) consisting of the Project Manager, the Technology review the results of these assessments. The PIIC will determine whether to continue the project into the second year of the intervention project timeframe, while also making recommendations for any changes or modifications to improve the intervention process as a whole. If the intervention proceeds into the second year of implementation, the trimester-based formative assessment checkpoints and results analysis indicated above will be continued. An endof-project summative evaluation will take place in May. It will involve a more comprehensive teacher survey that examines classroom technology integration successes, professional development effectiveness, and staff impressions of the entire intervention process. Staff interviews and final classroom observations will also be held at that time. Once again, a comprehensive review of all summative data will be undertaken by the PIIC to determine the overall effective of the performance intervention project at Westside High School. The contributions that each team member made to the cause was vital to the success of the intervention project. The project manager did an excellent job in making sure that the schedules were correct. Everyone had a time to be trained and no one was left out. The budget was intact although the price was quite expensive for laptops for all children. It may be feasible for the school to apply for a grant so that monies can go towards making this a more realistic goal within the next five years. Issues with conflicting schedules of some teachers were a problem because many teachers were not able to stay after school. The project manager made an effort to accommodate these teachers by including training sessions during each planning period so that equity and fairness would not be a problem. In addition, the project manager did a great job of collecting data as to how technology was helping student achievement. Each benchmark showed slight gains in reading and math. The bookkeeper, another resourceful individual in the project, made sure that all finances were in order. Every penny that was spent was accounted for and receipts were in place to document purchases. The bookkeeper did a great job and no issues arose. The school administration is to be commended for their efforts in working diligently with the technology coach to ensure that the training went well. Administration were the first to be trained. They even volunteered to facilitate the teachers’ trainings as well. The Instructional Teachnology Assistant and the district online professional development team provided training for teachers. They were also available in the school during the instructional day to provide teachers and administration with any support needed. The district’s decision to include a wiki with blog posts was helpful to many because anyone could post questions or concerns. Replies would be given within twenty-four hours. This was a great tool for professionals to use to gain feedback. There was always positive feedback from teachers administrators who were excited and thankful about the support given to them during the training. One teacher wrote a comment to the effect that the training did not seem like one more thing for teachers to do. This teacher was really enjoying the training and was learning so much in the process. <span style="color: black; display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt; text-align: center;">References <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt;">Chevalier, R. (2007). //A manager’s guide to improving workplace performance//. New York: American Management Association. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Georgia Department of Education (GADOE). (2008). //GHSGT results: Interactive search by school and district//. Retrieved October 15, 2010, from <span style="color: blue; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">http:/gadoe.org/results/default.asp <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt;">International Society for Technology in Education (ISTE). (2008). //NETS for teachers//. Retrieved Oct. 15, 2010, from <span style="color: blue; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt;">http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_Standards_Final.pdf <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt;">Januszewski, A., & Molenda, M. (2008). //Educational technology: A definition with commentary.// Lawrence Erlbaum Associates, New York. Johnson, D. L., & Liu, L. (2000). First steps toward a statistically generated information technology integration model. //Computers in the Schools//, 16(//2//), 3-12. Kanuka, H. (2008). //Understanding E-Learning technologies-in-practice through philosophies-inpractice//. In T. Anderson (Ed.). The theory and practice of online learning (2nd ed.). Edmonton: Athabasca University Press. Moller, L. (2008). //Static and dynamic technological tools.// [Unpublished Paper]. School District of Bibb County. (2010//Technology Plan//. Retrieved October 15, 2010, <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">from <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">[]

<span style="color: blue; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt;">APPENDIX A <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt;">Performance Improvement Intervention 15 APPENDIX B GWES Technology Survey **<span style="color: #c1504d; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Directions **<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">– To select your choice, circle the statement you prefer. Be sure <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt;">to SAVE this form on your computer after completion. Then, email it back to me with your completed answers. If you have any questions on how to email this form as an attachment, please come see me or email me your questions. Your cooperation is greatly appreciated. **<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">1. Communication through technology ** <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt;">I would prefer to receive information regarding school activities via email. I would prefer to receive information regarding school activities via a sheet of printed paper in my mailbox. **<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">2. Knowledge and usefulness of technology ** <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt;">I am comfortable using technology. I believe by using the Internet and other technology tools to communicate, the school would benefit from less use of paper, toner, and our time. I believe that technology is confusing, hard to use, and a waste of time. I do not believe the use of technology to communicate will save money, resources or time for staff at WHS. **<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">3. Skills and training ** <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt;">If training is available at WHS, I would attend workshops on how to use technology in the classroom more effectively. I would not attend technology training at WHS if it were available. **<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">4. Curriculum and technology ** <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt;">Please provide additional information on how you feel technology will impact your classroom and the overall learning environment. What activities would you like to see take place that will support your student’s learning in the classroom? What technology related projects do you feel will best fit in with the curriculum and the Georgia Professional Standards that you teach in your classroom? //(The space provided below will expand with your answer.)// Performance Improvement Intervention 16 **<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">5. Additional information ** <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt;">Please provide any additional information that you feel is important regarding technology at WHS in the space provided. This can relate to your personal skills, questions on technology use at school or in your classroom, or comments. //(The space// //<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">below will expand with your answer.) //

<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt;">Optional Information Name: Room Number: Select One: Faculty Full-time Staff Part-time Staff If you selected Faculty, enter the grade level you teach: Knowledge of Technology: Strong Average Weak Thank you for taking the time to complete this survey. Your feedback is truly valuable. Sheddrick Risper Physical Education, Head Football Coach/AD Westside High School (9-12) <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt;">srisper.westside@bibb.k12.ga.us

<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt;">APPENDIX C The results from the survey were as follows: <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">1. 97% of all faculty and staff would rather have information sent to them via e-mail whereas only 3% would rather have information given to them on paper. 2. 94% of the faculty and staff feel comfortable using technology and believe that using technology tools to communicate would save paper and time. Only 6% feel that technology is confusing and that it will not save time and money at WHS. 3. 85% of the faculty and staff at WHS agreed to attend workshops on how to use technology effectively in the classroom, but 15% of the staff would not attend technology workshops if they were offered at WHS. 4. 42% of the teachers at WHS want to see students with netbooks because they feel this will decrease the amount of paper work. 30% of teachers want more training on technology, and 18% of teachers feel that the school would benefit from more technical support specialists in the building. 82% of the faculty and staff want to school to invest in more technology projects that enhance learning in the areas of social studies and science. Teachers feel that these areas get little help. 5. 86% of teachers want the students to learn to type adequately in class and possess basic technology knowledge. This was of most importance to the teachers at WHS regarding technology. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt 0.5in;">APPENDIX D In addition, 63% of the faculty and staff feel as though they have a strong knowledge of technology, 15% feel that they have an average knowledge of technology, and 22% of the faculty and staff feel that they have a weak knowledge of technology. Appendix E Critique of my work of the learning community throughout the course. I have taken into account all of the comments from my learning community throughout the course because they have been insightful. My projected was too much. It is unrealistic to think that a school district would actually spend almost a million dollars on technology, especially when employees are being furloughed and staff positions are being cut. It would be best to focus on one grade level as this would help teachers and administrators to evaluate whether netbooks are effective in student achievement. It be practical to choose juniors as this is the class who has to pass the graduation tests. I will also examine whether all of the resources are really needed such as the online district technology team. It may be feasible to examine whether or not a technology coach can do the same job effectively. These were all good suggestions that make logical sense. I will look to make changes in these areas.