For this grant we have formulated the following goals which not only address the President’s four goals, but also the local goals of Coweta County. Cross referenced. (The President’s four goals and the goals of our Five Year Plan ).
Action plans for goal #1: To increase student performance in reading and writing by means of the use of effective and engaging software and on-line resources integrated into the school’s curriculum.
Our system has been involved in a curriculum alignment process for almost 2 years now. Most recently, the alignment of the language arts curriculum K-12 was completed and a new textbook series adopted. The technology integration component of that alignment process is found among the activities in this section; and in particular, in addressing the special needs of the youngest children.
Activity #1: As part of the system’s adoption of a new reading program and language arts curriculum alignment process, re-evaluate outdated Writing to Read (WTR) program and implement up-dated version or equivalent for grades K-1.
The current WTR program is almost 10 years old and not being used effectively. Current software offerings in this area will be evaluated by a team from the State University of West Georgia reading specialists and Coweta County Schools curriculum staff to decide which package best fits into the newly aligned curriculum. For budgeting purposes, Writing to Read 2000 is assumed to be the follow-up program.
Activity #2: Continue with Title I plans in place to implement reading literacy software activities for Fall 1997 implemenation.
Ruth Hill: Failure Free Reading program
Aktinson: Writing Lab
Newnan Crossing: Writing Lab
Activity #3: Evaluate and implement appropriate "reading readiness" software in pre-K program at the 3 project schools.
In addition to evaluating and purchasing commercial educational software, software will be developed using the techniques and materials of the Progress reading program by Dr. Elaine Roberts of the State University of West Georgia. Although initial focus for this program would be the pre-K area, it could also be used in the K-2 grouping.
Activity #4: Include private pre-K programs in the software evaluation and selection process and investigate group, or community licensing agreements.
Through wide-area community network connections, project software and on-line resources can be shared not only with the pre-K programs in our public system, but also at private programs as well. We feel this is an important component since many of the private programs do not have the resources or staff that are found in the public school offerings.
Activity #5: Evaluate and implement a follow-up program for WTR (or equivalent) for grade 2.
Grades 2-5 will need appropriate software to continue the reinforcement and enrichment of language arts skills.
Activity #6: Establish a project server/web site for sharing on-line resources such as student tutorials.
A project server will be setup up with a web site established. Courseware could also be delivered to home or Community Access Centers where students could "do homework" and act as a "mentor" for parents needing training in going "on-line".
Activity #7: Expand intercession offerings at Newnan Crossing year-round school to include technology enrichment activities for PK-2 students in language arts literacy.
We feel that that intercession training can make a big difference in keeping students on-track with developing language arts skills. Much of 1997 Next Generation Schools grant funding will go to this purpose as well.
Action plans for goal #2: To train teachers and staff in all three levels of the Georgia Framework for Technology Professional Development and specifically in integrating technology into the language arts curriculum to enhance reading and writing skills.
Technical support and training are critical to the success of any technology program. We feel we are making big strides in building that support infrastructure here in our system. To that end, we will be filling 10 new school-based positions of Curriculum/Technology Specialist new year. Each person be itinerant and serve 2 schools. These are in addition to the 2 central-office-based staff already doing training and working in technology curriculum integration. These new staff are also joined by 7 central-office-based technicians and, in the elementary schools, 1/2 time itinerant technicians. In all, 28 personnel are directly involved in the support of technology. The systems’ Five Year Plan calls for a full time dedicated technician and curriculum specialist for every school. We are almost half way to that goal now.
In addition to these internal system resources, many other training resources are available, including:
With all these resources available, we feel that we have the training support infrastructure in place that will make these activities succeed.
Activity #1: As a "co-requisite" for the "roll out" of new workstations for every classroom, train each teacher in Level 1 competencies by the end of the 1997-98 school year.
A variety of techniques will be employed to provide the training necessary for success of this component. Key use will be made of the Curriculum/Technology Specialist in a "trainer of trainers" type approach. Additionally, technology itself will be employed a great deal as well in such project components as the wide-area network-accessible CD-ROM training server.
Activity #2: Train teachers on the new reading arts textbook adoption and it’s associated technology.
This will be done through plans already in place through regular staff development funding
Activity #3: Train teachers on pre-K "reading readiness" programs
Newnan Crossing teachers can receive training during Winter Intercession, while Ruth Hill and Atkinson teachers will use a combination of planning days and in-school training. Private pre-K schools will also be involved in sending their staff to these sessions.
Activity #4: Train teachers on the follow-up to WTR, or equivalent
Provide appropriate training for implementation
Activity #5: Train teachers and staff on the use of project web site and server
Every project member will have an email address and access to the resources found at this, and other, Internet sites.
Activity #6: Train the new Curriculum/Technology Specialists in the curriculum integration aspects of the project.
The role of this new position will be to integrate curriculum, technology and training needs at the individual school level. They will take direction from the Curriculum Department’s alignment process, but will reside in the Department of Technical Support, and also coordinate closely with the Director of Staff Development. Each person is assigned two schools, with 6 staff covering elementary schools and 4 staff devoted to middle/high schools.
The schedule of these staff members is: Monday and Wednesday at one school, Tuesday and Thursday at their other school, and Friday they come to the central office or other location for training. That means that 20% of their time is spent in staff development activities. We feel that these staff members will play an important role in providing accessible, school-based training for project teachers and staff.
Activity #7: Train existing Technology Assistants in the technical support needed for the project’s success.
These staff are responsible (along with central office technicians) for the installation and maintenance of hardware, software and networking systems at a school site. They will work closely with the Curriculum/Technology Specialist assigned to that school. The schedule of these staff members is the same as for the Curriculum/Technology Specialists. They also spend 20% of their time in training activities.
Activity #8: Bring centralized CD-ROM training server on-line.
A stand-alone fast-access CD-ROM server will be installed at the Tech Support offices and training courses will be offered over the wide-area fiber optic network.
Activity #9: Implement "Readingline" type project for reading
Modeled after the "Mathline" project that PBS sponsored, this training approach will use the school system’s cable TV channel, in conjunction with a listserv bulletin board, to provide training programs and follow-up discussion.
Action plans for goal #3: To include parents and community members as an integral part of the instructional process.
The research shows that the home and community environment is so important when it comes to trying to teach and reinforce early literacy skills. These activities address that need.
Activity #1: Make adult literacy training available to all parents and mentors who need it
It has become known among educators that the best way to have a child who can read is to have a parent who can read. Therefore, an important aspect of the project will be the building of collaboratives to increase the literacy rate in our county.
Work with committee formed through the Chamber of Commerce to institute a Certified Literate Community program in our county. Share resources when possible.
Work with Shenandoah Center and sponsoring partners to provide Plato on-line tutorials to parents at home, at work, or in Community Access Centers.
Activity #2: Provide training to parents and mentors on teaching literacy to their children
Use the school system’s cable TV resources to help deliver home or community accessible instruction.
Work with programs such as those at the Bonnell Corporation which bring the training to the workplace. Here, a business/education partnership goes on-site, through employee release time, and delivers literacy and parenting training.
Activity #3: Setup "community access server" to provide on-line literacy tutorials and other project related resources.
This would be the same physical server referenced in goal 1, activity 5.
The project server functions in this area will include:
Email for students, parents, teachers, mentors and staff
Literacy tutorials
Project web site offerings
Bulletin board postings for various project or community groups
Activity #4: Establish "Community Access Centers" (CAC)
Research also shows that if we are going to be successful with involving the parents and community mentors, then we need to bring the technology to them. These centers would consist of a thin client workstation connected over the wide-area community network to the project applications server. Access would be controlled by user id with training and support provided by community mentors, as available.
This initiate will work through several of the community partnerships established, especially CAAT. Proposed pilot locations are in housing project offices, the county library, area church community centers, and child care centers serving pre-K programs.
Activity #5: Provide parental training during intercessions at Newnan Crossing.
Promote the training of parents and students in a shared environment. Each gets what’s appropriate for their needs from a selection of training offerings.
Activity #6: Support "24-hour access/Training Center" concept at Shenandoah Center
This facility will be a resource for community training needs as well a source for on-line Plato literacy software training.
Activity #7: Support Bonnell Co. on-site employee training program
This local industry is highly supportive of allowing school system personnel to be involved at the work site with employee training. They receive training not only in their personal literacy needs, but also in parenting skills as they relate to helping their children succeed as well. Many parents from the Ruth Hill attendance area work at this facility.
Activity #8: Promote awareness of the project in the homes and community
Use the following community resources to publicize the project:
Newnan Times-Herald newspaper, cable TV channel and web site
School system’s cable TV channel
Project and related web sites
School-home communications
"Open house" type activities
Activity #9: Work with "Stepping Stones" project to involve parents from birth
This program, which has been in place in our county for 5 years, visits new born parents in the hospital and shares information about the child’s early development needs. Recent research on brain development can be included to emphasize the importance of proper environment and stimulation.
Activity #10: Promote regular parental conferences and communications
Work with business partnerships to provide work release time for parents
Provide email access for parent/teacher communications at home or at Community Access Centers
Return to Goals and Activities Index
Action plans for goal #4: To complete current plans aimed towards providing all students, teachers and staff with modern technology and access to the Internet.
We have been working on building the technology infrastructure in our county for several years now. All of our schools have been wired for LAN connectivity and our wide-area network is more than half way completed. As one of the technology components of the recently passed Local Option Sales Tax, a new multimedia workstation will be purchased for every classroom in every school in the system. Most of those will be installed this next school year.
Activity #1: "Roll-out" a new workstation for every PK-2 classroom
A new multimedia workstation with printer and external display interface will be purchased with sales tax revenues. The installation and training for same will be done in stages, starting with PK and going up a grade at a time during the course of the year. Co-requisite training will be provided before, during and after installation. Initial goal will be to have all classroom and support staff on-line with mandantory email access.
Activity #2: Complete Local Area Network (LAN) wiring in every classroom, including special education classes
All three project schools have been wired for 10baseT connectivity and each has a file server with numerous media center and classroom workstations on-line. However, there are some miscellaneous wiring needed at each site to insure that every student and staff member can have easy accessibility to all school-based on-line resources. Wireless technology will be employed to connect mobile units.
Activity #3: Complete Wide Area Network (WAN) connection (Newnan Crossing only)
This is the only 1 of the 3 project schools that is not currently on the fiber optic WAN. This connection is planned to be made in early fall of this year. An alternative Internet connection will be provided in the interim for this site.
Return to Goals and Activities Index
Action plans for goal #5: To provide for the needs of special students such as handicapped and ESOL by selecting resources that allow for such accommodations.
One of the areas in which technology can show a significant impact is in the ability to allow for differences in learning styles and abilities. That is why we have included it as a major goal for the project.
Activity #1: Include special education and ESOL representatives in technology planning committee meetings
This is done through meetings of the school’s improvement committees
Activity #2: Make available adaptive devices to any student who may require them
to participate in the project.
Survey the school special education population at all schools to identify and provide services for any students so indenified.
Activity #3: Give preference to multi-lingual software when available.
Part of what the brain research tells us is that the earlier a child is exposed to as wide a variety of phonemes as possible, the easier it will be for that child to learn a foreign language then, or later in life. Therefore, this approach to software devopment not only addresses the needs of the ESOL students, but also performs the "brain building" function of exposing students to a richer source of language patterns and phoneme content.
Return to Goals and Activities Index