Study Island: Enhancing Education Through Technology FRIT 7232: Visionary Leadership in Instructional Technology Group Members: Shannon

Moore, Lisa OBrien, ShaWanda Williams, Tiffany Williams Fall 2013

I. Project Abstract Austell Elementary School, in Austell, Georgia, is seeking a grant to enhance the quality of teachers and administrators through high-quality professional development designed to improve student achievement using the Study Island program. With the objective of helping all at-risk students increase their knowledge and understanding of grade-level content, Austell Elementary faculty and administration have communicated their need for The objective is that by the end of the year the program will be implemented. II. Proposal Text Statement of Need Austell Elementary School has 593 students, of which 37% of students in grades two through five who completed Quarter 1 county benchmark assessments were determined to be at risk in their grade-level performance. As part of the schools 2013-2014 School Improvement Plan (SIP), it was decided that the Study Island program would be used as a school-wide reform strategy to improve students achievement. With the help of Cobb Countys Instructional Technology Director, a brief, 10-question survey was developed to assess faculty and administrations current understanding and perception of the Study Island program before its integration into school-wide intervention segments this academic year (see Appendix A). The survey was created in GoogleDocs and emailed to teachers with a response time of one week. No identifying data, other than demographical information, was collected. Based on the results of the surveys submitted to the school media specialist, it was determined that 72% of faculty reported having little understanding of the process used to create assignments within the program. It was also reported that 100% of faculty and administration felt further training on effective program implementation is needed. Based on this data, it is clear there is a need for a

professional development series aimed at building faculty and administrations understanding of the Study Island program (see Appendix B for raw data from this survey). Doing so will lead to an increase in student achievement while simultaneously improving the quality of the teachers and administrators providing instruction. Goals and Objectives The mission of the Study Island Professional Development Project is to provide Austell Elementary School faculty and administration with the knowledge, skills, and support necessary to use the Study Island program as a tool to monitor and improve students achievement. With this in mind, the following goals and objectives were crafted to meet the needs addressed by the program survey (see Appendix A): Second through fifth grade teachers will demonstrate understanding of the Study Goal I: Island program by creating assignments aligned with the Common Core standards for their grade level. By December 15, 2013, all participants will be able to use the Study Island Objective I: program to create web-based assessments of grade level content.

Second through fifth grade teachers will demonstrate understanding of the Study Goal II: Island program by generating specific reports related to student achievement. By May 15, 2014, all participants will be able to use the Study Island program to Objective II: generate a Class Gradebook Report (by subject), Suggested Topics Report, Individual Student Report, and Classroom Summary Report.

Second through fifth grade teachers will apply their understanding of the Study Goal III: Island program by using the derived data to guide their instructional plans for remediation and enrichment. By November 15, 2014, all participants working in pairs will use student data derived from the Study Island program to prepare two developmentally Objective III: appropriate lessons addressing (1) students strengths and (2) students weaknesses. Successful preparation is to be determined by a peer review.

Plan of Operation Describe all project activities and indicate how the activities are aligned with project goals and objectives. You must include a description of how the proposed activities are reflective of effective professional development. A schedule of project activities, including a time line, should be provided. Timeline of Events Proposed Activities Goal/Objective Addressed

III. Evaluation Plan You must include an evaluation plan for your project. It must include pre- and postmeasurements of participants skills or knowledge, participant evaluations of the experience, and

a plan for follow-up evaluation to determine if participants are using their new skills or knowledge in their professional practice. Survey instruments, questionnaires, etc. should be included in an appendix to the grant proposal. Project Goals Evaluation Level Addressed

IV. Budget Develop a budget for your proposed activities. Provide an itemized budget for the proposal and a budget narrative, which justifies each budget item. V. References Maryland State Board of Education. (2008). Maryland teacher professional development planning guide. Retrieved from Maryland State Department of Education Web site: http://mdk12.org/share/pdf/MarylandTeacherProfessionalDevelopmentPlanningGuide.pd f

Appendix A 1. What grade level do you teach? 2 2. 3 4 5 Administrator

How many years have you been teaching? 1-5 6-10 11-15 16-20 21 or more

3.

What is the average amount of time students in your classroom spend on Study Island while at school each day? 0-5 minutes 5-15 minutes 15-30 minutes >30 minutes

4.

How do students in your classroom typically use Study Island? individually partner small group whole group

5.

Given the limited number of classroom computers, which students receive priority when using the computers (such as for Study Island)? Check any that apply. Students who have completed assignments Students who do not have computer access at home Students who are well behaved Low performing students (such as those receiving tier 2 or tier 3 interventions) I have a rotating schedule No students are given priority computer usage is first come, first serve Other ________________________________________

6.

How would you rate the effectiveness of Study Island? (5 being highest) 1 2 3 4 5

7.

Do you think that Study Island helps students grow academically? (5 strongly agree) 1 2 3 4 5

8.

How would you rate your comfort level with using Study Island (to generate reports, make assignments, evaluate student progress, etc.)? (5 being highest) 1 2 3 4 5

9.

With 5 being the highest, how beneficial would you find a professional development series specifically designed to improve your understanding of effective uses of the Study Island program? 1 2 3 4 5

10.

How do you rate your comfort level with using technology in the classroom in general? (5 being highest) 1 2 3 4 5

Appendix B

Survey Participants
Title 2nd Grade Teacher 3rd Grade Teacher 4th Grade Teacher 5th Grade Teacher Administrator Total 5 4 3 4 2 Years of Teaching 1-5 6 - 10 11 - 15 16 - 20 21 or more Total 3 5 5 3 2

Survey Results
Time Utilized 0-5 minutes 5-15 minutes 15-30 minutes >30 minutes Total 9 5 4 0 Current Use Individually Partner Small Group Whole Group Total 2 7 1 8

Survey Results
Question 6 7 8 9 10 1 0 0 10 0 2 2 2 2 3 0 3 3 9 7 4 0 7 4 5 8 1 8 5 5 2 1 0 10 1

Appendix C

Collaborative Study Island Planning Day Session 1 Friday, November 15, 2013 8:05 10:05 Noles, Metzler, Williams, Johnson, Hardman, Warren

10:15 12:15 Scott, OBrien, McDermott, Cummings, Maguire, Washington 12:15 12:45 Substitute Teachers Lunch (on their own) 12:45 2:45 Hunker, Piehl, Burnett, Faklaris, Bynes, Lodge

Collaborative Study Island Planning Day Session 2 Tuesday, April 15, 2014 8:05 10:05 Noles, Metzler, Williams, Johnson, Hardman, Warren

10:15 12:15 Scott, OBrien, McDermott, Cummings, Maguire, Washington 12:15 12:45 Substitute Teachers Lunch (on their own) 12:45 2:45 Hunker, Piehl, Burnett, Faklaris, Bynes, Lodge

Collaborative Study Island Planning Day Session 3 Thursday, July 31, 2014 Staff Pre-Planning Training 8:05 10:05 Noles, Metzler, Williams, Johnson, Hardman, Warren

10:15 12:15 Scott, OBrien, McDermott, Cummings, Maguire, Washington 12:15 12:45 Substitute Teachers Lunch (on their own) 12:45 2:45 Hunker, Piehl, Burnett, Faklaris, Bynes, Lodge