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Enhancing Education Through Technology (EETT)

Proposal Application Procedure

Instructions

Each district may apply for one sub-grant and must complete all of the following steps:

Step 1: Complete the EETT Sub-grant Application Assurance Sheet included in this application package.

Step 2: Prepare a narrative no longer than one page detailing the abstract of the project (10 points possible) which includes:

            • A description of the project including: need for the project, how the project will support school improvement, and what the project will accomplish.

            • An explanation of how the activities are expected to improve student academic achievement and strengthen the quality of mathematics and/or science instruction through the use of technology.

            • Extend the vision of the project beyond the scope of the implementation, to include transformations that would impact the rest of the school(s) and district.

All of our students, from our least able to our most capable, need to improve their Average Yearly Progress (AYP) growth. One of our district strategic plan goals is to improve our math AYP and percent of students reaching the required benchmarks.  Currently, our combined AYP for 7^th and 8^th grades at Sandpoint Middle School (SMS) is 72. 57 %.   Of the Students with Disabilities (SWD) subgroup, 62% were below proficient on the 2006 Spring Idaho Student Achievement (ISAT) exam. Additionally, at Lake Pend Oreille Alternative High School, a startling 78.3% were below proficient in their AYP goal. In view of these qualifying factors, and with the support of this EETT grant, our two staffs seek the opportunity to improve their performance goals for both staff and students.

In view of the data, principals and their staffs at both schools have set up ongoing plans for school improvement. Last year, teachers spent considerable time analyzing ISAT and Direct Math Assessment results.  We considered our teaching styles, and identified inherent strengths and weaknesses of our different delivery methods.  We reviewed our ISAT test data, noting our student’s overall scores and then analyzing performance in separate math content areas. We analyzed data for the 8^th grade DMA, noting that we had a 67% proficiency level for students scoring 3 or above on the scale of 1-5.  We examined our community’s socio-economic profile, and researched the very different learning styles of and opportunities for male and female students. From these analyses, we found common ground in providing opportunities for success for all students.  Teachers and administrators agreed that students benefit most from direct instruction and from standards-based activities that provide timely feedback and measurable results.

We believe that our schools can utilize new technology to better access our current programs to help deliver direct instruction and supplement standards-based activities.  We’ll start by improving our capacity to utilize web-based instruction and software within our classrooms, with a focus on narrowing the achievement gap in reaching AYP growth.   Our staffs have a strong commitment to professional development, which will focus our improvement on integrating technology within our classrooms. Through the use of a mobile laptop lab, we will be able to provide individualized direct instruction right in our classrooms.  This grant-funded project will help close the achievement gap between disadvantaged and minority students and their peers. In the Statewide Plan for Technology in Idaho Marilyn Howard states, “We need to assist every student to become technologically literate.”  Currently, our students use technology in one stand-alone computer lab.  Through this grant, we intend to use laptops in the classroom setting, where technology will become an integrated, useful tool for learning.  12% of our students are in special education at Sandpoint Middle School. Special education students are often placed in a regular classroom as the least restrictive environment and the direct instruction individually received is minimal because the majority of the general students learn at a faster pace. Therefore, these special education students have not mastered the same necessary math skills.  Similarly, all of the students at LPO Alternative High School require differentiated, specialized instruction.  Research has shown us that these identified students need constant review, continuous direct instruction and varied learning modalities for retention to take place.  The advanced software we intend to utilize with our mobile lab, coupled with our best classroom practices, will provide vital information to help us monitor progress, personalize instruction for all students, and provide formative, immediate feedback to both students and teacher to ensure continued success. Finally, this grant will seed the district with classroom experts to help other teachers and students integrate technology with greater depth. Our expected success will serve as a district-wide model, demonstrating that we can help all students gain more foundational skills.

Step 3: Prepare a narrative no longer than two pages detailing the educational need for the project (35 possible points) which includes:

Narrative Requirements – as relevant to the project

            • Clearly defines, documents, summarizes, and correlates the academic need in mathematics and/or science with well-established data sources and trend data.

            • Documents academic needs that are “critical” (below state average test scores, keeping schools from making AYP, or keeping schools on “needs improvement” lists) are some factors.

Required Data Sources – as relevant to the project

            • Provides extensive and varied student achievement data which may include but is not limited to standardized test scores, state test scores, district-created assessments, classroom exams, alternative assessments for special education students or English Language Learners, grade book summaries and achievement from non-core classes.

            • Provides extensive and varied demographic data which may include but is not limited to school enrollment, socio-economic status, race/ethnicity, patterns of student transfer, transportation, attendance, student behavior and social problems.

Optional Data Sources – as relevant to the project

            • Program Data – may include but is not limited to teacher credentials, graduation rates, program evaluation methods, field trips, college attendance for graduating students, curriculum sequences, strategic plans and program evaluations.

            • Perceptions Data – may include but is not limited to survey information regarding school climate, professional development participation, tardiness, and absenteeism.

Recently, the math department at SMS attended a workshop titled, Research on Effective Mathematics Instruction. The conference presenters, Marcy Stein and Diane Kinder from the University of Washington, defined best practices and programs to reach struggling learners. This conference, sponsored by the State Department of Idaho, introduced the Direct Instruction strategy. Stein and Kinder explained the importance of the strategy, and presented evidence that convinced us to adopt and use the strategy to reach our neediest groups. Now, we want to use direct instruction strategies conveyed by technology to help our Students with Disabilities subgroup students reach their ISAT goals.

At SMS, we find our students with disabilities failing to make Average Yearly Progress a key problem. Twelve percent of our students have an IEP with 62% of those students (about 35 students) failing to make AYP.  Early data analysis of our incoming seventh graders indicates about 22%  are so far below proficiency levels, they will not meet the 7^th grade spring bench mark score unless there is greater than average growth.   These students must make progress and find success at the middle school level, so their transition to high school will be successful. We can affectively identify and serve those incoming students, as this subgroup will be in our general math classrooms.  At LPO Alternative High School, 78.3% of the students are below proficient which translates to 70 high school students. LPO Alternative High School students are unique because they need improvement in every area of math that is currently measured. Forty percent of the students at LPO Alternative High School have an individualized learning program. The rest of the students are at the alternative high school because the regular academic setting is not right for their learning needs.  While many students at LPO Alternative High School are proficient and make benchmarks, they are often recapturing credits and preparing for specialized math use. Using technology to meet their individualized needs is efficient, and it prepares them for using technology in their learning or work environment. Therefore, meeting their needs at their level is not only a good idea, but is a requirement of their teachers and school.

 In the past, we have been able to keep up with the rising number of students that must make the benchmarks, but we note other subgroups are not making the same gains. For example, we predict our next failing subgroup to be in the area of our low socio-economic students. To get more students up to the benchmark and improve their learning opportunity, we will simply have to do more in our classrooms. Using technology to provide additional content and illustrate lessons will help us work faster and more efficiently.

  SMS also promotes a fairly large group of students to advanced placement mathematics at the high school by offering pre- algebra and algebra at early levels. The trend is for increased enrollment in advanced and honors placement at the high school. These upper quartile students, while able to make the benchmarks on ISAT exams, can have gaps in their overall math accomplishments. Using technology and individualized programs can help them fill in their gaps as well.  SMS upper quartile students also show a trend of less AYP growth. Using computers in integrated activities that expand on standards will inspire growth in these students.

Currently, Plato serves about 45 students at SMS. Last year, they made incredible progress. According to the SMS Plato Coordinator, students who were enrolled in Plato realized significant gains on their ISAT scores.  In some cases, students increased their spring ’06 scores over spring ’05 by as many as 50 points.  The average increase realized by those students regularly using this technology was 19 points.  This type of growth represents a one to three year jump in academic achievement.  With this grant, we will replicate the results on a much wider basis, since Plato will become an integrated classroom tool, and not a pullout program.

Step 4: Prepare a narrative no longer than two pages detailing the local project (35 points possible) including:

            • Provide goal(s) of the project, along with measurable objective(s), activities, and timelines for project implementation.

            • Identify measurable objectives, activities, and timelines to increase the number of teachers of mathematics and/or science who participate in content-based professional development activities.

            • Identify measurable objectives, activities, and timelines for improved student academic achievement in mathematics and/or science through the use of technology.

            • Include a plan for obtaining measurable data aligned to the measurable objectives.

         We have four measurable objectives for our project.   All objectives apply to Sandpoint Middle School and Lake Pend Oreille Alternative High School.

1.  By October 2006, every math student will have used computers and the Plato system to remediate or extend their learning.

2.  Every student, by January 2007, will have used technology for a standards based activity in their math class. 

3. Every student will improve their performance on the ISAT exam, taking the Idaho Digital Learning Academy practice tests three times between fall 2006 and spring 2007.

     4. Initial use of CPS will be early in September 2006, and will increase thereafter. By second semester 2007, students will use CPS about once a week to monitor their formative progress. 

Airliners (wireless interactive slates), projectors and other support equipment are important when instructing students to effectively use technology. Students must be able to see the computer desktop on a large projected display to help them quickly and successfully navigate programs and perform file management tasks.  Airliners allow teachers to move around the room while teaching, and provide immediate feedback to students.  Teachers and even hand the students the wireless slate so they can demonstrate problems to their peers via the large display.

     The Idaho Digital Learning Academy provides practice tests in an online format which are updated with new questions as soon as they are released.  We will use the laptop mobile lab to take these practice ISAT tests. Students can print out their scores and teachers will compile this information.  Teachers and students can use the practice ISAT questions as a platform to explore standards based content and emphasize direct instruction on identified weak conceptual areas.

Since Plato tracks its own data, students and teachers know precisely where they are in the assigned modules. Teachers assign Plato modules at any time from their own workstation. Reports are easy to generate. Students complete the modules assigned by their teacher, which will be completed between the fall and spring testing dates. Plato modules can be related to current curricula, remedial modules, or assigned to strengthen weak content areas noted in fall ISAT scores. During our first professional development meeting, we will decide which modules should be assigned on a wide basis.

      Students use the CPS system anytime teachers need a quick formative check for understanding or initial knowledge. Students and teachers should be regularly using CPS by October 2006.  The classroom performance systems (CPS) are excellent tools to use in the classroom to reach the broad spectrum of our students.  This piece of technology allows a teacher to differentiate the objectives being covered according to the students and their needs.  The CPS are wireless interactive response systems with a receiver, projector and individual hand held instruments.  These hand held instruments allows every child to participate in the classroom electronically, not with just the usual “hands up” answering. Teachers can create their own questions or lessons and align them to state standards imported from the installation CD.  The software has scientific measuring equipment for gathering, charting, interpreting data and provides immediate feedback.  Automatic grading and reports are built in for tracking student performance while aligning them with state standards. Although this piece of technology is designed to maximize the impact on all learners in the classroom, we see the greatest potential benefit for the sub-group not making average yearly progress. The potential for maximizing growth for these lagging students is high using the classroom performance systems.

We will improve our student to computer ratio so computer based direct instruction can be easily implemented in classrooms. The improvement at LPO Alternative High School will be especially dramatic. Students currently have access to about 3 workstations. After this project is implemented, they will have over 3 times more workstations to access. Additionally, the laptop form is a critical part of the implementation at LPO Alternative High School  because they have an old school with stairs. A desktop workstation would not be as easy to implement, supervise and integrate into current classroom conditions.

Obtaining and managing data derived from our four objective areas at both SMS and LPO Alternative High School will be vitally important.  We will consolidate data that is now scattered and divided among the math teachers and resource room or special education teachers. We will discuss data development and collection as part of each planned in-service. Collected data will end up in a spreadsheet that is sited on a shared drive on each school’s server. Our network is currently robust enough to handle this task, and has a built in back up system, so work and effort will not be lost, nor will it require special upkeep. Once the data to be collected is agreed upon, each teacher will put the data into the spreadsheet. Proposed column headings on the spreadsheet could be: Number of sessions using the computers, Plato modules completed, ISAT fall score, ISAT spring score, Growth, CPS scores, IDLA Practice test scores, common Curriculum tests, even grades.  Summary information for the collected data will be disseminated at the May-June professional development meeting.

Professional Development Overview

Our professional development component of this grant is especially strong and important to the success of our project.  The unique feature of the professional development we wish to implement is it will include all personnel that interact with our students in math. Other than curriculum adoption, our school district does not currently offer professional development training in math. The University of Idaho does offer training through Title 2b, but their training is only for certified teachers. We want to have a more unified circle of people trained in math to help our students. We will include paraprofessionals, resource room and special education teachers in our training, which will be unique to our district.

As trained experts from our intensive conference and seminar attendance, we will provide district in-service training to both our staffs. Our district is moving towards in house training for professional development, and our plans support that goal.

Step 5: Prepare a narrative no longer than one page describing sustainability (10 points possible) of the project past the funding period including:

            • Identify plans as to how the project will continue beyond the funding period.

Our proposed plan for this grant includes aspects that will allow us to sustain our expected improvement beyond the funding period.   Improvements stemming from professional development provided by this project will continue to be implemented in our buildings.  We have low staff turnover with so those that receive training will be able to continue the programs and train any new hires.  Our district also has early release once a week so staff can work on school improvement plans.  This will give a guaranteed time to continue training and meeting as a team. Furthermore, our Professional Development director will design further trainings from other sources to dovetail with our on going plan.

The district’s ongoing technology plan sustains the infrastructure improvements we gain from the technology acquired with this grant. Our student to computer ratio will improve and stay improved. Computers that are added to our building become a part of our site inventory.  The laptop computers provided by this grant will be replaced according to the district’s technology renewal cycle. This means that each machine will be replaced every three years, so our students will be continually using up to date technology.  Our projects’ goals, objectives, accountability and success will be supported and sustained without any additional influx of funds from grant sources.

Centralizing our data by creating a spreadsheet will also promote sustained tracking of student performance and improvement.  For the first time, the entire math department will be able to make data available for entire department and district.  This will provide us with initial data we can use to establish a baseline of student performance and success.  It will become a data base to drive our instructional decisions in the future.

Step 6: Prepare a budget narrative no longer than two pages (10 points possible). This DOES NOT have to be in the IFARMS format, but needs to include the following:

            • The budget is detailed with total expenditures equal to the project amount requested.

   • The budget expenditures are in alignment with the project activities.

   • The budget is complete, detailed, and free of errors.

            • No more than 5% of funds are for sub-grant administrative expenses. (Mandatory prescreening requirement. Sub-grant applications will not be submitted to the review panel if not met.)

            • At least 25% of sub-grant funds for ongoing, sustained, and intensive, high-quality professional development for teachers and/or administrators in the integration of technology into curricula and instruction. (Mandatory prescreening requirement. Sub-grant applications will not be submitted to the review panel if not met.)

We arrived at the budget amount for Professional Development by considering the number of staff we want to train, the number of times we wanted to hold training and the experts we need to do the training. We will train all staff at the two schools that support our students in math. The group consists of paraprofessionals, classroom teachers, and Special Education and Resource Room teachers. All together, that is about 18 people. We will train locally 4 days during the school year.  Also included in professional development is a regional or national conference for the 5 math teachers. Since we will attend conferences in spring 2008, the location of the conferences is not yet set. One of our professional development days is after the conferences so teachers can share with all staff what they learned.

Our infrastructure upgrade and replacements will improve key components of our network access. These upgrades are important to the success of the project, as much of the program is delivered via the web.

            A substantial portion of the grant will be spent on hardware. The multimedia projectors, bulbs, CPS system and Airliners will allow teachers and students to access programs in any part of the building, right in their classrooms. The laptop computers are the cornerstone to successful implementation of our project because they are mobile and can be used in nearly any physical setting.  After our infrastructure improvements, our teachers can use the machines anywhere in their school.

            The administrative costs are noted.

            The last item in the budget is for the required evaluation and in service expense on March 14 or 15. This item provides for an overnight stay to accommodate the long travel from North Idaho to Boise.

Step 7: Assemble the proposal application:

Abstract format: Maximum of one page, portrait orientation, 1” margins, single spaced, minimum 12-point serif font (recommend Times New Roman).

Educational Need format: Maximum of two pages, portrait orientation, 1” margins, single spaced, minimum 12-point serif font (recommend Times New Roman).

Local Project Detail format: Maximum of two pages, portrait orientation, 1” margins, single spaced, minimum 12-point serif font (recommend Times New Roman).

Sustainability format: Maximum of one page, portrait orientation, 1” margins, single spaced, minimum 12-point serif font (recommend Times New Roman).

Budget narrative format: Maximum of two pages, portrait orientation, 1” margins, minimum 12-point serif font (recommend Times New Roman). DOES NOT need to be in IFARMS format.

Maximum Application Size:

Page 1-2 EETT Sub-grant Application Assurance Sheet and Consortium members

Page 3 Abstract

Page 4-5 Educational Need

Page 6-7 Local Project Detail

Page 8 Sustainability

Page 9-10 Budget Narrative

Step 8: Submit one copy of your signed proposal via regular mail and one electronic copy of your proposal (e-mail or disk), NO faxed applications will be accepted, postmarked by November 17, 2006 to:

Dawn Wilson, State Educational Technology Coordinator

Idaho State Department of Education

P.O. Box 83720

Boise, ID 83720-0027

Tel: 208.332.6971

E-mail: dewilson@sde.idaho.gov