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HP Innovations in EducationProfessional Development Program

- MTi Team Action Plan -

The Malton Technology Initiative (MTi) Team Action Plan Initiative Name The Malton Technology Initiative (MTi): Transforming Teaching

and Learning with TechnologyTeam Member Information

Please enter below the requested information about each member on your team. Please designate who will serve as the team leader. The ISTE mentors for each member is provided in Appendix A at the end of this Action Plan.Team Member Name

E-mail Role (including grade levels and subject areas taught, if applicable)

Barry Carolan [email protected] Department Head of Science and Technology, Teacher, Science, Ascension of Our Lord S.S. - Team Leader

Dwight Stead [email protected]

Mathematical Literacy Consultant (7-12), DPCDSB - Team Leader

John Steele [email protected] Chief Information Officer, DPCDSB - Team Leader

Alexis Galvao [email protected] Vice-Principal, Ascension of Our Lord S.S.

Carlo Jeffery [email protected] Teacher, Science, Ascension of Our Lord S.S.

Teddi Lowie [email protected] Teacher, Science, Ascension of Our Lord S.S.

Hanh Vu [email protected] Teacher, Science, Ascension of Our Lord

Teresa Stefanutti [email protected] Teacher, Science, Ascension of Our Lord S.S.

Aderonke Abu [email protected] Teacher, Science, Ascension of Our Lord S.S.

Susan Clark [email protected] Teacher, Science, Ascension of Our Lord S.S.

David Gouglas [email protected] Math Department Head, Teacher, Math, Ascension Of Our Lord S.S.

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mailto:[email protected]













Primrose Feres [email protected] Teacher, Math, Ascension of Our Lord S.S.

Nancy Grande [email protected] Teacher, Math, Ascension of Our Lord S.S.

Melanie Vieira [email protected] Teacher, Math, Ascension of Our Lord S.S.

Ivan Pavkovic [email protected] Teacher, Math, Ascension of Our Lord S.S.

Vicky Calano [email protected] Teacher, Math, Ascension of Our Lord S.S.

Ela Bryczkowska [email protected]

Teacher, Math, Ascension of Our Lord S.S.

Vincent Martins [email protected]

Teacher, Math, Ascension of Our Lord S.S.

Donna Frayne [email protected] Teacher, Grade 7/8, St. Raphael Elementary School

Wayne Campbell [email protected] Teacher, Grade 7/8, St. Raphael Elementary School

Elena Moscato Elena.Moscato @dpcdsb.org Teacher, Grade 7/8, St. Raphael Elementary School

Belinda Moretta Belinda.Moretta @dpcdsb.org Teacher, Grade 8, Holy Cross Elementary School

Annamaria D'Urzo Annamaria.D'[email protected] Teacher, Grade 8, Holy Cross Elementary School

Leonora Scarpino-Inglese

Leonora.Scarpino-Inglese @dpcdsb.org

Teacher, Grade 6, Holy Cross Elementary School

Anthony Corvinelli [email protected] Science/Math/Tech Studies Consultant, DPCDSB

Dorota Jakubowska [email protected] Mathematical Literacy Consultant, DPCDSB

Andy Kwiecien [email protected] Consultant, Technology Based Learning, DPCDSB

Kathy Russell-Kwan Kathy.Russell-Kwan @dpcdsb.org Board Researcher, DPCDSB

Mark Cassar [email protected] Principal, Holy Cross Elementary School

Craig Serjeant [email protected] Principal, St. Raphael Elementary School

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Section 1: Objectives

Using the sections of your proposal that describe the innovation you are proposing and its importance, define measurable objectives for your grant work.

What do you seek to accomplish in terms of:□ Student learning in STEM-related subjects;□ Instructional practice using technology;□ Systemic leadership and support for effective use of technology in teaching

and learning. Student learning objectives:

Work collaboratively to solve problems within the classroom and within the community using the technology (interactive whiteboards, probeware (Pasco and Vernier), Nspire software, HP mini-notes); collect and analyze data using appropriate technology. This will be measured using student performance data on tasks in math and science.

Use the technology to communicate effectively (online collaboration with peers, present reports to various stakeholders). This will be measured using student surveys gathering anecdotal evidence of effective student communication.

Instructional practice objectives: Support teachers as they become comfortable using technology (interactive

whiteboards, teacher tablet PC, student HP mini-notes, Nspire handhelds and probeware (Pasco and Vernier)) so they will be confident using it with their students. This will be measured using teacher reflections at the end of each monthly meeting and posted on MTi wiki (http://dpcdsb-mti.wikispaces.com) and ISTE online community.

Assist teachers in implementing effective pedagogical strategies using technology in their classrooms. This will be measured using a teacher survey at the end of each monthly meeting.

Encourage teacher collaboration to plan learning activities that feature the technology. This will be measured by tracking collaborative postings on the MTi wiki and ISTE online community.

Improve collaboration between elementary and secondary teachers. This will be measured by tracking the number of cross-panel meetings.

Systemic support objectives: Provide innovative ways to allow teacher access to research-proven

technology that improves student achievement. This will be measured using the ICT-MTi Teacher Satisfaction Survey administered by ICT.

Encourage administrators to schedule common planning time to allow teachers to collaborate. This will be measured using the ICT-MTi Teacher Satisfaction Survey administered by ICT.

Provide innovative ways to allow teachers to have professional learning opportunities that will expand their pedagogical repertoire. This will be measured using the ICT-MTi Teacher Satisfaction Survey administered by ICT.

Use Board Consultants to help teachers achieve instructional practice

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objectives. This will be measured by tracking consultations between teachers and consultants.

Use Board Researcher to guide the action-research component in order to measure change in teacher pedagogy. This will be evidenced by the Board Researcher’s report of findings for the project.

Section 2: Overview of what you will do

Pulling from what you have already written in your proposal and adjusting as needed based on your current thinking, describe what your team will do in your grant work as you pursue the objectives described above. Make the description clear for someone who has no familiarity with your plans for this work at all.

Overview: This project involves integrating effective pedagogical strategies with technology and support to transform teaching and learning in our District’s poorest achieving community, Malton. The technology provided by the grant will be used by key stakeholders in the Malton community and by selected School Board personnel. DPCDSB will augment the Grant technology to ensure that similar products and services are available to additional Ascension of our Lord Secondary School staff and students as well as the three intermediate level classes at Ascension’s two DPCDSB feeder schools, Holy Cross and St. Raphael Elementary Schools. This will ensure a seamless transition for the Grade 8 students in these schools that choose to attend Ascension in Grade 9. The primary objective is to significantly improve student achievement in Mathematics and Science at Holy Cross, St. Raphael’s and at Ascension. The instructional strategies used in this project will also assist in developing 21st Century literacy skills.All of Ascension’s Mathematics and Science Teachers and all Grade 8 Teachers in its two DPCDSB feeder schools will be provided with technology, professional development, and training. The impact of this project will be measured for all students at Ascension, and the progress of a cohort of Grade 8 students will be tracked for the duration of their time at this Secondary School. The educational environment in Malton will be transformed into one that is rich in collaboration and interdisciplinary project based ‐activities that reflect our students’ real world experiences.‐Specifically, our goals are to:Improve student achievement in math and science by improving student engagement. This will be measured by tracking improvements in:

report card scores for grade 7, 8, 9 and 10 Math and Science Grade 9 applied EQAO Mathematics scores Credit accumulation in Grades 9 and 10 attendance and punctuality.

These improvements will be expected during the first year of the project.

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Support teachers as they implement technology to augment effective pedagogical strategies. This will be measured using:

increased frequency of access to expertise with the technology measured by the number of PD opportunities in the first year of the project

increased frequency of contributions to the MTi wiki and the ISTE online community in the first year of the project

improvements in teacher attitudes towards using the technology measured using surveys at MTi monthly meetings. This will also be expected during the first year of the project.

Section 3: Team Actions

The grant program has offered the following structure for rolling out your work over

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the course of the year:□ Fall 2009:

o The team collects baseline data as identified in measurement section below.

o Teachers pilot instructional innovations;o Administrators collect data on system-wide status related to grant-

work objectives for systemic support and leadership;o Technologists introduce and study needed supports for effectively

using technology tools;□ January/February 2010:

o Team meets to discuss what you have learned, to plan for second half of the year, and to identify what you will incorporate into school and district plans for 2010 and beyond to continue and expand this work. (This might include budget, calendar, professional development, and other plans);

□ Spring 2010:o Teachers continue and expand instructional innovations;o Administrators develop system plans for 2010 and beyond that

continue and expand this work;o Technologists continue to support teachers and contribute to system

plans for 2010.□ June 2010:

o The team collects end-of-year data as identified in the measurement section below.

o The team studies and communicates the outcomes of the grant work for the past school year and the plans for continuing and expanding in future school years.

Using this framework as a guide, describe the general focus of each part of the team over the year, addressing the questions below:Fall 2009:

□ Administrators:o What are the administrators seeking to learn about the current state of

systemic leadership and support for the effective use of technology in teaching and learning? Administrators will begin to assess the resources available to support this project and determine the qualitative and quantitative measures for the project. They will begin to determine the amount and type of support needed for teachers.

o What information are they gathering? Administrators will begin to gather information regarding baseline student data. In addition, they will begin to further understand the amount of professional development and training that is required to support the teachers in the project.

o What instruments are they using to gather that information? report card scores for grade 7, 8, 9 and 10 Math and Science Grade 9 applied EQAO Mathematics scores Credit accumulation in Grades 9 and 10 attendance and punctuality baseline data. Analysis and feedback from NETS-T survey

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□ Teachers:o What are teachers doing in their instruction that is tied to the grant

work? Teachers will begin to shift their practice by beginning to use the technology to facilitate student learning. They will be engaged in professional learning to support this shift and will begin implementing effective practices into their Grades 7 to 10 Math and Science courses .

o What technology are they using? Tablet PCs, IWBs, probeware, the associated software for each, and web 2.0 tools (wikis, blogs).

o What supports do they need to be successful? ICT, administrators, consultants, ISTE mentors and online ISTE courses, peer collaboration and external PD.

o What information are they gathering about their work to inform the system-wide efforts and planning later in the year? Teachers will be analyzing their current practices and comfort using technology within the classroom. Teachers will reflect this in their TAP and ALP.

o What instruments are they using to gather that information? Baseline data will be collected using the NETS-T survey. Additionally, at the end of each MTi team meeting, teachers will blog their reflections and document next steps.

□ Technologists:o How are technologists supporting the introduction of the HP technology into

teaching and learning? DPCDSB ICT has implemented a standard Tablet and Mini-Note image that is locked down to ensure image integrity. This approach will lead to faster problem resolution. DPCDSB has an enterprising ICT Service Desk that is staffed with resources that can assist in troubleshooting issues as they arise. Additionally, ICT has Repair Technicians that are certified by SMART Technologies to repair faulty SMART Boards. External software and hardware PD will be organized by ICT for delivery to teachers.

□ What information are they gathering about what works and what is needed to improve that support? ICT will gather information from the Teacher surveys analyzing the level of technical support that we have made available and review as necessary.

□ What instruments are they using to gather that information? ICT uses HEAT (our enterprise Service Desk software) to gather information about all technical ssues associated with this initiative.

□ A team of consultants from the Program Department will support teachers by modeling the use of the tools (Web 2.0, wikis, blogs).

January/February 2010:□ Team:

o When is the team going to share the information gained from the work over the Fall, study it, and identify how plans for 2010 and beyond can support the continuation and expansion of this work? A mid-year report will be delivered at the February 2010 monthly meeting, posted on the

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wiki, and posted on the ISTE online community.o Who from the team will be involved in that conversation? The entire

team will have input into the mid-year report.o How will the outcomes of the conversation be used and

communicated? The entire team will review and revise the plan for Spring 2010 where appropriate. The team leaders will communicate the revisions to ISTE and the team and post revisions on the MTi wiki and the ISTE online community.

Spring 2010:□ Administrators:

o When, how and with whom will the administrators finalize the plans for 2010 and beyond using the input from this conversation? Collaboration with the entire team will occur at the May 2010 meeting to assess and revise the plan.

o How will those plans be communicated? Presentation at the June 2010 team meeting and posted on the MTi wiki and ISTE online community.

□ Teachers:o What are teachers doing in their instruction that is tied to the grant

work? Teachers will continue to shift their practice by using the technology and sharing best practices that facilitates student learning. They will continue to be engaged in professional learning to support this shift and will continue implementing effective practices into their Grade 9 and 10 Math and Science courses.

o What technology are they using? Tablet PCs, mini-notes, IWBs, probeware, the associated software for each, and web 2.0 tools (wikis, blogs).

o What supports do they need to be successful? ICT, administrators, consultants, ISTE mentors and online ISTE courses, peer collaboration, and external PD as necessary.

□ Technologists:How are technologists supporting the continued integration of the HP technology into teaching and learning? ICT will refine the HP Tablet image, will have implemented the Mini-notes and will continue to support the technology. They will also continue to collect data on response time to resolve technical issues. How are technologists contributing to the administrators’ plans for 2010 and beyond? Selected Technicians will be attending the professional development and training sessions on the effective use of the HP technology. The Technicians will provide feedback to the ICT Administrative Team on the demands of their time to support this initiative. This information will be considered when reviewing the support model that we have in place.

oJune 2010:

□ Team:o When is the team going to share the information gained from the work

over the year, study it, and summarize the impact of the work in 2009-

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10 and the plans for 2010-11 and beyond? The year-end report and video will be created collaboratively in May 2010 and shared at the June 2010 team meeting. It will be posted on the MTi wiki and ISTE online community

o Who from the team will be involved in that conversation? The team leaders will collaborate with the entire team.

o How will the outcomes of the conversation be used and communicated? The entire team will review and revise the plan for 2010-11 where appropriate. It will be communicated at the monthly presentation, posted the MTi wiki and ISTE online community, and included in the MTi video.

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Section 4: Measurement

Plan for Measuring Impact of Grant Work

There are multiple purposes for the data that you collect to gauge the impact of your work:

□ To provide information for your team’s use in planning, implementing and gauging the progress of your work;

□ To provide information to individual team members for use in developing individual learning plans;

□ To provide information for your systemic planning to continue and expand the work beyond the life of the grant;

□ To provide information to HP, ISTE and others who are interested in learning what you did and what impact it had on your students and your schools.

Your team will determine many of the components of your measurement plan, in alignment with your district’s and schools’ practices. There are four approaches that are required by ISTE and HP, three of which include instruments provided by ISTE. Those measures are described in each of the sections below and address:

□ District- or school-wide survey on the Essential Conditions;□ NETS-T teacher self-assessment survey;□ NETS-S student survey;□ Student learning outcomes in the content areas impacted by your team’s

work.

When developing your plan for measuring impact of your grant work, please be sure to schedule data collection as follows. The first two measurement periods fall within the first year of the grant. The second measurement period falls at the end of the second year of your grant commitment and is intended to provide information to your team that will be useful in writing updates on the impact of your grant work:

2009-10 School Year Baseline: Start of school 2009 Final: Late spring 2010 (in time to have data by end of May)

2010-11 School Year Update: Late spring 2011 (in time to have data by end of school year.)

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Measuring Impact on your System

REQUIRED: Essential Conditions School-wide or District-wide SurveyISTE will provide an online survey to your team that asks respondents to give their view on the degree to which the Essential Conditions are present in your school or district. Please plan to give that survey school-wide or district-wide during the measurement windows outlined above. This will provide your team with some data on the degree to which your work has impacted the perceptions and experience of your colleagues in relation to the use of technology in teaching and learning.

In addition, please select at least two methods that your team will use to measure and/or reflect on changes in your systemic support for effective technology use in teaching and learning.

Additional methods might include:□ Descriptive data on the changes in systemic supports such as

o providing time for teachers to collaborate;o implementation of school-wide or district-wide professional

development;o technical support structures and processes;o technology plans or budgets;o District or school policy;

□ Parent/community survey data;□ Measures on frequency and volume of volunteer support for school

improvement efforts;□ Others….

Method Instrument Collection DatesAnalyze changes in teacher satisfaction with our technical support and teacher willingness to try new methodologies in their classrooms with technology.

Survey of science and math teachers on the MTi team.

Fall 2009, Spring 2010.

Measure the perceptions and experience of teachers in relation to the use of technology in teaching and learning.

Use data gathered from ISTE Essential Conditions survey.

Baseline data in Fall 2009. Re-collect in Spring 2010.

Measure the changes in systemic support for providing time for teacher collaboration and PD.

Survey of science and math teachers on the MTi team.


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ICT Response to Teacher Technical Issues

Analyze data (# tickets, frequency of tickets, time to resolve) from ICT to measure how effectively technical issues were resolved.The ICT – Teacher Satisfaction Survey.


Measuring Impact on Teachers’ Instructional Practice

REQUIRED: NETS-T Self-Assessment SurveyISTE will provide an online survey to your team that gauges a teacher’s current practice in terms of the NETS. Please plan to give this survey to the teachers on your team and as a school-wide or district-wide survey at the three points outlined above.ISTE will provide you with a report on the survey results at each point that shows individual results for teachers on the team, as well as average responses across your district/school.In addition, please select at least two methods that your team will use to measure and/or reflect on changes in instructional practice.

Additional methods might include:□ Teacher journals;□ Peer observations;□ Classroom walkthroughs;□ Implementation logs and team analysis process;□ Others…..

Method Instrument Collection DatesAs a team, we will reflect on a monthly basis, using a template that we have developed.

Reflection Questions for teacher blog (For example:. 3 things you learned since the last meeting, 2 things you are unclear on, and 1 thing I learned at the meeting). To be posted on MTi wiki and ISTE online community.

At end every meeting. Team meetings will occur on the third Thursday of every month. Team meetings will initially be face-to-face and may move to virtual meetings when the teachers are comfortable and when appropriate.

Teacher Collaboration Monitor teacher collaborations by tracking postings on the MTi wiki and ISTE online community. Monitor PD and Group monthly meeting dates.


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Classroom walkthroughs by administrators

Checklist of look-fors provided by ISTE and Ontario Ministry of Education Guide for Administrators (the latter is posted on MTi wiki).

Two per semester (Secondary) or one per term (Elementary).

Gauge teacher practice NETS*T Self Assessment survey of skills

Fall 2009, Spring 2010

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Plan for Measuring Impact on Student Learning

REQUIRED: Student Learning Data and Comparison GroupREQUIRED: Student Survey provided by ISTE

It is required that your team collects data to measure the impact on student learning that results from your work in the program. In order to do this, you will need to compare the change in student learning for students involved in your project classrooms to the change in student learning for students not involved in those classrooms. Here are a couple of examples of how to do this:

Assess student learning in two classrooms focusing on the same grade and subject area, one of which is part of the project and one of which is not;

Assess student learning in the classrooms involved in your project this year and compare the change in student learning to the changes that you have seen in the same grade level and subject in prior years.

In selecting measures to use in gauging changes in student learning, it is important to select measure that are:

□ Sensitive to the changes in student learning that will occur within the school year;

□ Available to use at the start and end of the school year, if not more frequently;□ Consistent across the classrooms in the grant and comparison groups.

Some approaches that have worked for teams in the past include:1. Compare Fall and Spring test scores in target subject area (preferred)2. Compare pre- and post-tests on core concepts from a target instructional unit.3. Use a rubric to evaluate and compare student work samples in target subject

area. 4. Compare performance assessments that test mastery of a learning process

(i.e. plan an inquiry, solve a multiple step word problem)

The data collected in this part of your measurement plan can serve multiple purposes:

To assist your team in gauging the effectiveness of your work; To identify areas for future focus for improvement in student learning

outcomes; To provide a picture for others of what the impact of this work has been on

student learning.□ Sample summary statement: “In grant classrooms, students showed

an average of 50% growth on classroom assessments, compared with 25% growth for students in classrooms using the same assessment but not involved in the grant work.”

□ Or: “This year 83% of our ELL students showed proficiency in their computational skills compared with an average of 54% in the three years prior to our grant work.”

Student Survey: As part of your participation in the program, ISTE will provide a student survey to administer in each of the classrooms participating in your project. Please plan to give this survey in the three measurement windows (Fall 2009, Spring

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2010, Spring 2011) to gauge student perceptions of their work and how it is impacted by your integration of technology. At the end of the program, ISTE will provide a report that shows pre-/post- responses for your team’s classrooms.

In what project-related classrooms will you assess impact on student learning?All grade 9 and 10 applied Mathematics and Science classes as well as grades 7 and 8 classes in the two feeder schools.

What classrooms will you use as a comparison group?The 2009-10 grade 9 and 10 classes will be compared the 2008-9 grade 9 classes. The 2010-11 grade 10 classes will be compared to the 2009-10 grade 9 classes.The grade 7 and 8 classes will be compared to prior classes.

What measures will you use?ISTE Student SurveyReport card data in grade 9 and 10 Math and ScienceReport card data in grade 7 and 8 Math and ScienceGrade 9 applied EQAO Mathematics scores Grade 10 OSSLT(Ontario Secondary School Literacy Test) scoresStudent Success Indicators (Credit accumulation) Attendance and punctualityVandalism (observational and anecdotal)Student discipline issues (detentions, suspensions and expulsions)Percentage of feeder schools students that enroll at Ascension Number of students from non-feeder schools that enroll at Ascension

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Measure Collection DatesGrade 9 and 10 report card data February 2010, June 2010

February 2011, June 2011Grade 7 and 8 report card data June 2010 and June 2011

Quantitative and Qualitative Measures (Attendance and punctuality, student discipline issues, vandalism). Elements of Design to be drafted by Kathy Russell-Kwan, Board Researcher.

June 2010 and June 2011

NETS*S student survey provided by ISTE. Sept 2009, Feb 2010 and June 2010

Section 5: Communication Plan

REQUIRED: A web-based space to tell your story.The MTi wiki will be the online space where our team will be describing grant-related work, progress and impact. The MTi wiki can be found at:

http://dpcdsb-mti.wikispaces.com

A media release will occur in October 2009. Announcements will also be placed on the board and participating school web sites by board communications officer Bruce Campbell.The link to web sites will be sent to ISTE once announcements are posted.

Section 6: Team Meetings

At regular points throughout the year (at least once per month), your team should plan to meet and discuss progress, needed changes, etc. Given the distributed nature of your teams, these meetings may take place virtually, through threaded discussions or through other means as agreed to during our opening session discussions. The notes from these meetings are useful communication tools to your mentor so that he or she can make suggestions and have a concrete sense of how things are going. You will use a Program Team Meetings Template to plan and record minutes of each meeting.

When will your team meet?

Monthly meetings on the third Thursday beginning in October 2009. Team meetings will initially be face-to-face and may move to virtual meetings when the teachers are comfortable with this practice and when appropriate.

Who will schedule and lead team meetings?

Meetings will be scheduled by the team leaders and approved by school administrators. Over the course of the school year, meetings will be held at all three schools based on room availability. Meetings will be led by the team leaders with

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school administrators and other program department consultants presenting and/or facilitating where appropriate.

Who will take notes at these meetings?Barry Carolan, Dwight Stead or Admin member or designate

Who will ensure that the notes are submitted to the team mentor through the online portfolio in our online environment?Barry CarolanWho will follow up to see that meeting to-do items are accomplished?Admin team and team leaders.

Individual Next Steps:

Drawing on the timeline that you submitted in your grant proposal and incorporating needed changes, break the work down into specific actions for each role group on your team, identifying specific timelines and the individual(s) responsible for each part. Describe this for each of the program periods outlined above.

To add rows to the table below: Click in a box on the row next to which you want to add another row. Click on “Table” at the top of this window. Click on “Insert.” Click on either, “Rows above” or “Rows below.”This will add another row into which you can enter another action. Feel free to add as many rows as you need to describe the actions that your team will complete over the course of the project.

What will be done?

By When? Who is Responsible?

What will be the evidence of completion?

Collect 2008-09 baseline data and begin to design Action Research.

End of August 2009 John Steele, School Admin and Board Researcher

Baseline data is collected (report card scores for grade 7, 8, 9 and 10 Math and Science, Grade 9 applied EQAO Mathematics scores, Credit accumulation in Grades 9 and 10, attendance and punctuality data) and Action Research design prepared.

Finalize the Action End of September Barry Carolan, John Acceptance of

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Plan 2009 Steele and Dwight Stead

Action Plan by the ISTE Mentor. The final plan will be posted on MTi wiki and ISTE web site.

Rollout of Tablets/IWBs and Teacher Orientation

Labour Day 2009 John Steele Teachers acknowledge their responsibilities for this Grant by having input into the creation of the plan. They accept the responsibilities by accepting the HP Tablet PC, by completing the initial online survey and by creating their professional learning plan(TAP/ALP).

Establish ICT Support needs using ICT-MTi teacher survey results and initial NETS-T survey results.

End of October 2009

John Steele and ISTE Mentors

Results from NETS-T survey shared with teachers and teachers complete ICT-MTi teacher survey. Results will inform teachers and result in an individual professional learning plan which will be posted in the online community (TAP/ALP will be developed).

Teacher Training (Tablet, IWBs, DyKnow software, and any PD provided through the grant identified by teacher individual learning plans (TAP/ALP).

End of October 2009

Alexis Galvao, Barry Carolan, John Steele, Dwight Stead and program consultants, ISTE Mentors and external trainers (ie. DyKnow trainers, Pasco trainers)

Teachers become comfortable and begin to use technology in their classes. Dates and topics of training will be posted in the MTi wiki. Teacher evaluation for each training session will be assessed in teacher reflection blogs each meeting and

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posted in the MTi wiki/ISTE online community.

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Public relations rollout of the HP Grant

End of October 2009

John Steele and Bruce Campbell

Media releases and publications on school and board web pages. Links will be posted in the MTi wiki/ISTE online community.

Teacher Training (Nspire software and Pasco and Vernier probeware)

End of November2009

Barry Carolan and Dwight Stead

Teachers begin to use the technology in their classes. Teacher evaluation for each training session will be assessed in teacher reflection blogs at each meeting and posted in the ISTE online community.

Teacher Training on Mini-notes

End of November 2009

John Steele Teachers become comfortable and begin to use technology in their classes. Teacher evaluation for each training session will be assessed in teacher reflection blogs each meeting and posted in the ISTE online community.

Collect appropriate measures

End of January 2010

Admin Team, Board Researcher, Team Leaders

Comparison to baseline data to determine any evidence of change.

Analyze data collected

Middle of February 2010

Entire TeamBoard Researcher

Change occurring in the appropriate measures. Review and revise plan for the remainder of 2009-10. Mid-year report and revised plan to be posted on the MTi wiki and ISTE online community.

Student use of technology to collect, analyze and

End of February 2010

Students under the supervision of classroom teacher.

Student work reflects use of the technology. This

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present data to solve problems

will be measured using student performance on tasks in math and science. This will be measured using student surveys gathering anecdotal evidence of effective student communication. Summaries will be posted in online community.

Student use of technology to collect, analyze and present data to solve problems

End of April 2010 Students under the supervision of classroom teacher

Exemplary student work is shared with the school community and the ISTE online community.

Design teacher schedules to allow for easier teacher collaboration within and between schools

End of May 2010 School Administrators

Teacher schedules reflect common planning time and dates to collaborate are chosen. (This may be posted in the online ISTE community)

Prepare HD video for ISTE conference in Denver, CO

End of May2010 ICT/Program Department with input from Alexis Galvao, Barry Carolan and Dwight Stead

Completed DVD to be presented in Denver in June 2010

Teacher Collaboration

End of June 2010 All Team members Student learning activities planned and delivered in classrooms and posted on ISTE online community

Collect appropriate measures

End of June 2010 Alexis, Galvao, Mark Cassar, Craig Serjeant, Barry Carolan and Dwight Stead,Kathy Russell-Kwan

Comparison to baseline data to determine any evidence of change This will be included in the report given in June 2010 and posted

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on the MTi wiki and ISTE online community.

Review ICT Support End of June 2010 John Steele Review technical support model based on experience to date as discovered in the teacher survey results. Evidence will be provided from ICT survey.

Create 2010-2011 Revised Action Plan

End of June 2010 All team members Review and revise Action Plan to based on lessons learned in 2009-10.

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Appendix A:

Mentor Allocation - DPCDSBAs of Oct 7, 2009

# School Room Name Grade Mentor1 Ascension #11 317 Teresa Stefanutti Science Kevin McGillvray2 Ascension #9 303 Melanie Vieira Mathematics Kevin McGillvray3 Holy Cross #1 209 Belinda Moretta Grade 8 Kevin McGillvray4 Holy Cross #2 201 AnnaMaria D'Urzo Grade 8 Kevin McGillvray

5 Holy Cross #3 - Leonora Scarpino-Inglese

Grade 7 Kevin McGillvray

6 Mathematics Consultant

CEC Dwight Stead Mathematics Kevin McGillvray

7 St. Raphael #2 216 Wayne Campbell Grade 7 Kevin McGillvray8 St. Raphael #3 - Elena Moscato SERT Kevin McGillvray9 St. Raphael #4 - Craig Serjeant Principal Kevin McGillvray10

Holy Cross #4 - Mark Cassar Principal Kevin McGillvray

11

Ascension CEC Alexis Galvao VP Ascension Susan Brooks-Young

12

St. Raphael #1 213 Donna Frayne Grade 8 Susan Brooks-Young

13

Ascension #1 312 Barry Carolan Science Susan Brooks-Young

14

Ascension #10 305 Nancy Grande Mathematics Susan Brooks-Young

15

Ascension #2 306 Carlo Jeffery Science Susan Brooks-Young

16

Ascension #5 308 Teddie Lowie Science Susan Brooks-Young

17

Ascension #6 202 Primrose Feres Mathematics Susan Brooks-Young

18

Ascension #7 301 Dave Gouglas Mathematics Susan Brooks-Young

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Central Office CEC John Steele CIO Indirectly Mentored

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Ascension #12 - Susan Clark Science Indirectly Mentored

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Ascension #13 - Ivan Pavkovic Mathematics Indirectly Mentored

2 Ascension #14 - Elzbieta Bryczkowska Mathematics Indirectly

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2 Mentored23

Ascension #15 - Vincent Martins Mathematics Indirectly Mentored

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Ascension #3 317 Hanh Vu Science Indirectly Mentored

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Ascension #4 318 Aderonke Abu Science Indirectly Mentored

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Ascension #8 302 Vicky Calano Mathematics Indirectly Mentored

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Science Consultant CEC Anthony Corvinelli Science Indirectly Mentored

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Technology Consultant CEC Andy Kwiecien Program Dept. Indirectly Mentored

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Central Office CEC Dorato Jakubowska Academic Consultant Indirectly Mentored

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Central Office CEC Kathy Russell-Kwan Researcher Indirectly Mentored

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