Project Description
Page 2 of 2

Charter Schools | Research | Data Collection | Replication | Proposed Partners
Support for Strategic Imperatives | Dissemination and Marketing | Evaluation
| Case Study Model |

(Go to page 1 of Project Description for
Overview | Goal | Objectives | Vision | Project Design | Project Staff and Management | Coaches | Anticipated Outcomes | Infusion of Technology | Professional Development | Parental Support)

Charter Schools

The math and science teachers at Rays of Hope Charter School will be invited to attend all project training sessions and will be provided the equipment and software essential to the success of the project. The coaches will include the school in their weekly coaching activities. The school principal will determine the extent to which the project is implemented at the school and will select a representative for the Project Support Team.

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Research

Current research supports the implementation of the methodology selected as the framework for the proposed project. To ensure that all aspects of the project are consistent with scientifically based research, the project manager will work with the research team from the University of Central Florida to review and evaluate all project components. Research documentation will be included in the end-of-project report.

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Data Collection

The math and science coaches will collect data that is pertinent to the project and submit it to the project manager. The project manager will meet with the UCF research team to review the data prior to submission to the Research Oversight Committee. The data will include but not be limited to:
• Pre- and post-tests that will be included in all training components
• 8th Grade Student Tools for Technology Literacy Inventory
• Inventory of Teacher Technology Skills
• FCAT Math, Science and Writing scores
• Nine-weeks report card grades in math and science

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Replication

The pilot project establishes parameters for replication and expansion of the project beyond the project period:
• Equipment purchased for the project will be placed on the district technology list of equipment that is recommended for all middle schools
• Train the trainer model will enable other teachers to be trained in the projects strategies and methodologies
• Math and science coaches will expand training opportunities to additional schools

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Proposed Partners (more information on partners will be supplied in the Partnership section of this website as projects are designed)

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Support for Strategic Imperatives

The proposed project supports the Florida State Board of Education Strategic Imperatives 1 and 3.

Strategic Imperative 1: Increase the supply of highly effective teachers – Ultimate Goal: A highly effective teacher leads every public school classroom.

Strategic Imperative 3: Improve student rates of learning – Ultimate Goal: Every student is proficient (on grade level) in reading, writing, and mathematics.

Strategic Imperative 1: The core of the project is teacher training and increased teacher effectiveness in the mathematics and science classrooms.

Strategic Imperative 3: The Comprehensive K-12 Reading Plan, approved by Just Read Florida! guides schools in meeting the standards for reading initiated through the Florida Department of Education and the No Child Left Behind Act. The Plan includes the following guidelines:
• Provide a highly prescriptive, daily reading framework in each elementary and secondary school that is scientifically based on reading research.
• Designate staff to support reading initiatives (reading teachers, reading coaches and reading intervention specialists).
• Provide each school with uniform screening, diagnostic, and progress monitoring assessments.
• Provide initial instruction in reading, and based upon the determined need of the student, provide intensive interventions
• Offer reading related professional development on a flexible schedule, including coursework for the reading endorsement.
• Provide age-appropriate, leveled reading materials for secondary students.
• Ensure school media centers support reading initiatives.

The district has also adopted a Mathematics Framework that encourages the integration of reading and writing into the math curriculum. The framework was designed to significantly increase the success rates of students as evidenced by student performance indicators that include FCAT Mathematics proficiency levels. Objectives that support the reading initiative include:
• Exploring an interdisciplinary approach by utilizing appropriate reading strategies in the teaching of mathematics
• Emphasizing vocabulary building, problem solving, and critical thinking skills

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Dissemination / Marketing

The district office makes every effort to share the project outcomes with school personnel, parents, and community members, and with other districts. The district uses the most cost effective and creative means – the Internet – to disseminate and market information to ensure that program awareness is maximized. In addition, to ensure that information is disseminated in a manner that meets the needs of all stakeholders, a variety of other methods are used to disseminate information, including: School newsletters; Reports to school committees; and Parent meetings
Each of the schools will create a web site that will be linked to a district “project” website. The site will be updated and maintained by the schools. The project website will also be used for posting teacher training materials, classroom modules, and other products as appropriate and manageable. Links to resources used by teachers and students will be developed as manageable.
o Identify the products that will be produced and how they will be shared with other districts. This may include professional development, digital content for students, technical assistance, etc. in the form of websites, documents, videos, podcasts, etc.
All products that result from the implementation of the project will be available to other districts. The web sites will be published in a timely manner and will be updated to reflect current project activities. Samples of student-developed materials and presentations will be available upon request. Interested districts will be invited to tour the pilot sites and will be informed of pertinent professional development activities. Online professional development activities will be available statewide. The project manager and members of the Project Support Team will be available to provide technical assistance to interested districts. The technical assistance may be face-to-face or online.
o Describe how parents will be informed about the opportunities available to them through this project.
Parents will be informed about project opportunities in a variety of ways, including information items in school newsletters, flyers, and announcements made via the school’s telephone communication system. All parent activities will be posted on the school’s web page.
o Describe how information about your project will be shared with any additional stakeholders in your project.
The mentoring component will be one method used to share information with the project partners. In addition, the project manager will send a monthly e-newsletter to the partners to ensure that they are updated on all aspects of the project. The Project Support Team meetings will also be a platform for providing information to all stakeholders.
o Each project must maintain a project website that includes a copy of the proposal. A section of the website must be devoted to ongoing progress in meeting the proposal goals. The website shall be updated at least once a month during the project period and the date of the latest update shall be displayed on the site. Include the URL at which the project website will be available. The website must be posted within one month of notification of award. Describe your plan to create and maintain this site.
The project manager will be responsible for maintenance of the project website. The district site will be linked to the school web sites and will be updated no later than the last Friday of each month. The project manager will work closely with district and school staff to ensure that the site is current, consistent and reflective of all aspects of the project. Training calendars will be posted on the site and samples of student projects will be highlighted monthly. The site will also be used to recognize the contributions and assistance provided to the project by the partners.
The URL is www.scps.k12.fl.us

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Evaluation

Methods for evaluation include a project evaluation and a case study model:
An evaluation team composed of selected district personnel, representative teachers and two external evaluators, Dr. Charles Dziuban and Dr. Patsy Moskal, from the Research Initiative for Teaching Effectiveness (RITE) of the University of Central Florida (UCF) will conduct the program impact evaluation. On a quarterly basis, the project manager will oversee and validate collection procedures prior to submission to an evaluation team for analysis and reporting.
This evaluation design conforms to all requirements of the Government Performance and Results Act (GPRA) and data collection elements correspond to the program performance indicators. However, upon request, the team will modify the components of the evaluation to conform to the requirements of the Research Oversight Committee.
The project evaluation is based on the formative/summative model. This model will establish monitoring throughout the entire project period, allow for modifications and adjustments as a result of the systematic reviews that are built into the plan, and provide not only status information, but also reasons why objectives are or are not being met. Due to the comprehensive nature of this project, formative data is critical to maintaining forward momentum. The summative data, coupled with the formative data, will provide an understanding of the project’s success and the processes behind that success.
A multiple methods approach will be used that allows the program to be scrutinized from a variety of angles. The methodology is determined by the data that needs to be collected. Observations, interviews, surveys, questionnaires, needs assessments, and record reviews are included. Multiple methods of data collection offer the coaches and school decision makers’ comprehensive information about the progress of the project at each site.
The Project Support Team will play an important role in the evaluation process. They will develop methodologies and procedures that will be used to evaluate school technology programs. Team observations and a pre- and post- rubric will be used in the fall and spring to review the school’s program and the delivery and assessment methodologies being utilized by the instructional staff. The rubric will include items specifically designed to assess the effectiveness of the program to be implemented at each site. Based on the observations, the rubric, and standardized test scores, the team will make recommendations to the school administrative staff and the coaches on strategies and methodologies that may be used to strengthen and enhance the effectiveness of the program.
Included in the team’s plan are areas that will frame the focus of the evaluation: (1) The effectiveness of the project in preparing participating teachers to successfully implement technology integration strategies learned through the training, (2) The effectiveness of the project in preparing participating teachers to successfully implement interdisciplinary strategies learned through the training, (3) The effectiveness of the project to create staff support and reinforcement infrastructures that promote teaching scientifically research-based strategies, (4) The effectiveness of the project to incorporate assessment procedures aligned with the Sunshine State Standards and nationally recommended assessments, (5) The effectiveness of the project to improve teachers’ knowledge, and (6) The effectiveness of the project to raise student performance standards.

Adapting the project based on evaluation
Throughout the project, information and data will be gathered on the implementation activities including: (1) teacher attendance at training activities, (2) the interactions that occur between the coaches and teachers, (3) the quality of the trainings and the participants’ perceptions of the trainings, (4) the implementation of scientifically based research, (5) the development and validation of the assessment process, (6) the involvement of the outside partners, (7) the teacher’s level of implementation within the classroom, and (8) the improvements in student math and science performance. Administrative staff and the coaches will review this information, as well as any other pertinent information, to refine and adapt the model as needed.

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The Case Study Model

A Case Study model will be developed and implemented as part of the evaluation for the proposed project. The case study will utilize a limited sampling and will follow a rigid protocol to examine prescribed variables. The case study involves an in-depth, longitudinal examination of the project components as they relate to actual classroom happenings. It will provide a systematic way of looking at the project, collecting data, analyzing information, and reporting the results.

Dr. Dziuban and Dr. Moskal will work with the Project Support Team to develop the parameters for the case study. The case study will involve three teachers from each of the middle schools and one teacher from the charter school. The teachers will be selected for participation based on the results of the Inventory of Teacher Technology Skills. At each site a level 1, level 2 and level 3-4 teacher will be asked to participate in the study. Student projects/portfolios; nine-week grades; and scores on FCAT Math, Science and Writing will be used to measure progress toward achieving the goals and objectives set forth in the proposal. The evaluators will develop a rubric that will be used to assess:

• teacher attitudes regarding the effective use of laptop computers as a tool for teaching and learning in the classroom
• teacher progress toward achieving technology literacy
• engagment of teacher and students in the project based learning model
• teacher application of training in the classroom
• teacher attitudes regarding the use of technology in the classroom

The evaluators will conduct a minimum of two site visits to the schools during the project period; will observe a minimum of two training sessions; and will conduct a minimum of three interviews with all case study participants.

o How will implementation of the project be monitored at the district, school, and teacher level to ensure it is being implemented according to the project goals?
The project manager will be responsible for monitoring the project at the district level. She will coordinate the evaluation efforts with Dr. Dziuban and Dr. Moskal and will meet with the district’s Performance Data Manager to determine whether project components are being implemented with fidelity. Any discrepancies or concerns will be reviewed by the Project Support Team and discussed with school administrators in an effort to modify and strengthen the overall impact of the project.
The REAL Team at each school will be responsible for monitoring the project at the school level. The team will meet monthly to review the project and assess strengths and weaknesses of the schools implementation plan. The school administrator will discuss any discrepancies or concerns with the project manager.
The coaches will be responsible for monitoring the project at the teacher level. They will meet monthly with school administrators to discuss the project and review the project activities.
All personnel responsible for monitoring the project will use the rubric designed by the project evaluators to ensure project constancy and consistency.

o What data will be available to the Research Oversight Committee and what is the timetable for supplying the data?
At a minimum, the following data will be available to the Research Oversight Committee:

• Pre- and post-tests that will be included in all training components
• 8th Grade Student Tools for Technology Literacy Inventory
• Inventory of Teacher Technology Skills
• FCAT Math, Science and Writing scores
• Nine-weeks report card grades in math and science

o All teachers participating in the proposed project must complete Florida's Inventory of Teacher Technology Skills at both the beginning and the end of the project period. Explain how this data will be utilized.
The project will utilize the Inventory of Teacher Technology Skills to determine the type and amount of technology training that is required for participating teachers. This measure will also be used to determine teacher eligibility for the case study.

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