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Grant Proposal for Technology Enhanced Instruction to

Demystify Algebra for At-Risk High School Freshmen

Lories Slockbower

Problem statement and purpose

Students at the School of Education and Training at the John F. Kennedy Educational Complex in Paterson, New Jersey have a significantly low achievement in mathematics. They need an alternative instructional program that uses technology to deliver a completely different approach to teaching algebra. While interactive whiteboards have been used with some success, less than a third of the students score proficient on state assessments. Teachers used synergistic math labs for more than a year, but that approach failed as students lacked the maturity and academic skill to work at their own pace. Most freshmen come to school working two grade levels below ninth, setting them up for failure at the start and making college readiness a challenge.

This grant proposal seeks to acquire iPads for SETs freshmen to use as a new tool to understand the foundations of algebra. It would also include sufficient training for all freshmen math teachers and an educational outreach to the parents whose involvement is crucial, as they understand the role of iPads in their childs education. The grant would also need to cover the cost of storing these iPads in a secure place, technical support and ongoing professional development.

The grant would meet several goals of the New Jersey Technology Plan. Goal 1 strives to infuse educational technology across all curricular areas to prepare students to use 21st century skills. By providing students real-life mathematical applications in using the iPad, this instructional program satisfies the goal to use educational technology in different subject matters. In satisfying Goal 2, which seeks to ensure that all educators attain 21st century skills, the professional development portion of this grant would provide training for teachers and administrators in using the iPad to teach algebra. The third component of this new instructional program requires training for parents, which satisfies Goal 3 - where all schools will establish partnerships and collaborate with parents/legally designated caregivers and community resources to make technology available beyond the school day.Since security is a key issue, these iPads could not go home with the student. However, they could be made available during certain evenings at the school with certified teachers to instruct both the parent and the student in use of the iPad in learning algebra. In this way, the grant would also be encouraging the parent to be better equipped with 21st century skills, as well.

This grant also supports the goals of preparing a 21st century learner as described in Partnership for 21st Century Skills. Using iPads to teach algebra is an example of using technology as a learning tool to master core subjects and engage students in learning. Too often educators espouse rigor, innovation and critical thinking before students master the basics. At-risk students must grasp fundamental algebra or they will never move on to higher math skills that are necessary to compete in a 21st century world of science, technology, engineering and math careers. This program would have students use an innovative technology tool to gain a proficiency in algebra as a foundation for further learning. They will never become 21st learners unless instruction is revitalized to connect with their needs. If they gain proficiency in the basics of algebra using iPads, students will be comfortable using that technology to develop critical thinking skills and collaborate with peers to solve real problems. They will be able to conduct collaborative projects with peers beyond Paterson.

Background literature

Research demonstrates that technology can be used to raise student achievement in mathematics. While the forthcoming studies do not specifically examine the use of iPads to deliver instruction, they consider other technology tools that positively contributed to help increase students understanding.

A 2006 study involved the use of TI-Navigator System calculators by at-risk urban teens with distinct disabilities in STEM. The calculators, equipped with a keyboard, were used to teach algebra, reiterating the importance of using technology to focus on conceptual understanding and not just routine functions. (Graham & Dougherty, 2011). With the goal of determining that such calculators could be effective with at-risk students, the study involved 756 high school students taking Algebra I in a southern state. Students in the treatment group used the TIN technology and a control group used the T1 -84 Silver.

It had been established by prior research that the instruction of algebra must be reexamined to appeal to at-risk student. Successful classrooms promoted a learner-centered environment supported by technology that was available to every student. By using calculators, students could respond to problems both publicly as well as anonymously. The study pointed out that while the objectives in an algebra curriculum may vary little across programs, a standard approach to teaching it does not address students with learning disabilities, as such make up almost 30% of JFK students.

To develop a rich understanding of mathematics, students need to communicate through writing, speaking, critical listening and reading. Thats where the TI-Navigator System, in earlier studies, gave students a chance to respond with expanded explanations through a keyboard. Those students gave longer responses than students who just used paper and pencil approach. Students became more involved in their work when their tasks were interactive. In comparison, iPads are an interactive tool that should produce a similar response.

Generally, studies have shown higher average scores on assessments from students who have had unrestricted use of the calculator. This supports the practice of frequently including technology in teaching algebra. The research conducted by Bryant, Bryant & Hammill, 2000; Manccini & Rhul, 2000 which was noted in the Graham & Dougherty study, showed that technology is of significant help in teaching at-risk students who may exhibit difficulties with higher order thinking skills, multi-step problem solving and mathematics vocabulary and symbols.

The calculator study, conducted over a two-year period by Graham & Dougherty, provided professional development to all Algebra I teachers. It focused on how to use the graphic calculators in ways beyond ordinary computations. While previous studies showed that classrooms that used the Navigator technology found more focused students, enhanced student interaction, and more opportunities for students to peer assess, this particular study lacked any statistical significance. Researchers concluded that teachers in both groups used the calculators for routine problems, not to develop conceptual understanding. Teachers experienced technical problems. The Navigation system was difficult for some teachers to set up which delayed its use. Because of the stress on test scores, teachers felt pressured to use the calculator merely as a means to reduce errors.

Despite these findings, the authors of the study believe their work supports the use of technology as a learning tool. However, the tool must focus on conceptual understanding and teachers must be extremely proficient in its use (Graham & Dougherty, 2011).

A second study by Swan, Schenker, & Kratcoski, 2008 focused on the effects of the use of interactive whiteboards on student achievement in an urban Ohio school, grades three through eight. Initial research had shown that interactive white boards engage the students who can use their fingers or markers to respond to problems with the whole class watching. The boards permit the teacher to shift the focus to student-centered learning that increases student achievement. The author of this study refers to prior research conducted in a Native American school where students who used an interactive board scored 20 points higher on a geometry test than their peers who did not.

The Ohio study took place in a district where a larger percentage of students achieved below grade level, much like Paterson. It involved 11 elementary schools, three junior highs and one alternative school. A third of the districts population is minority with 21% African American. Generally, the teachers supported use of the interactive white boards. Researchers obtained data from the teachers weekly to learn the frequency of the board use. A majority of the teachers responded monthly.

Results showed that students who were in mathematics classes where teachers used the interactive white boards regularly outperformed students in classes without them in all grades except six (Swan, Schenker, & Kratcoski, 2008). These math teachers reported using the boards an average of 4.7 times a week, compared to only 3 times a week for the lower-scoring group. They used the boards for a wide variety of functions, from displaying interactive charts and graphs to accessing the Internet where they motivated students with subject matter or games for group practice and assessments. Those math teachers whose students scored higher were more likely to use the boards to help visual concepts and processes and problem solving, not just to display routine functions. This study points to the success of using technology for conceptual focus, not like that done in the calculator study.

These same teachers saw the students then develop games that they could use on the whiteboard. Therefore, in this proposal iPads will serve as a springboard for students who will as develop proficiency with the technology tool, then will move beyond its use to problem solve. They will create other functions, which is a necessary 21st century response.

Teachers in the study whose students did not score higher used the interactive whiteboards for teacher-centered activities such as a Power Point or the ruler. Technologys success is greater when used in a student-centered environment. Higher achieving students used the whiteboards to help students visualize concepts with interactive activities, videoconferencing with other classes to support group work.

These studies support the use of technology to teach math in a way that engages, is student-centered and focuses on the concepts of mathematics, not just routine functions. The success of the tool also depends on excellent professional development so that teachers are proficient in properly using the technology. If student performance can be seen in interactive whiteboards and an enhanced graphing calculator, the impact of iPads would be amazing.

Needs assessment

This grant proposal seeks to obtain help for at-risk high school freshmen in the area of math. These freshmen are in the School of Education and Training (SET) that is part of the John F. Kennedy Educational Complex in Paterson, New Jersey. These students scored in the 17th percentile in mathematics when they took the 2012 Renaissance Star Assessment which will be used to help differentiate instruction.

Data from the New Jersey Department of Education Report Card of 2009-2010 (before JFK was divided into four separate schools) reveals an at-risk population where only 28.5% of John F. Kennedy High School students scored proficient in the 2009-2010 HSPA mathematics, 69.4% were partial proficient and 2.1% scored advanced proficient. While 71.1% of the Class of 2010 graduated, more than half (53.1%) did so by passing the Alternative High School Assessment. Only 27.8% of the regular students graduated by passing the High School Proficiency Assessment despite after- school and Saturday review programs.

These students are also socially and economically disadvantaged. Looking at the student profile, two figures are striking: 62% of the 2,035 students receive a free or reduced lunch and 47% were suspended in 2009-2010. Additionally, 23.5% of the students are classified in special classes, and 13.2% are Limited English Proficient. Only 32.7% of the students list English as the primary language spoken at home. Ethnically diverse, the schools population is 1% American Indian, 4% Asian, 36% Black, 53% Hispanic and 7% White (http://high-schools.com).

This grant would fund an 8th grade summer math camp to get incoming freshmen who scored between 175-199 on NJASK to be at grade level by September. The math department head suggested targeting this group of incoming freshmen since success could be achieved in a reasonable time frame. The lower achievers who may have disability and language issues would take longer to make grade level.

A survey of SET math teachers revealed a desire for a technology-infused program that is supported by professional development and maintained by tech coordinators. Because that support was lacking in past ventures, technology-enhanced teaching was described as a total failure. This grant proposes funding the cost of on-going professional development and a tech coordinator who will troubleshoot, as well as funding for supplies such as hardware and software. Five of the seven teachers surveyed are over the age of 50 and while open to learn new technology and use what they have with proficiency, they are frustrated at the lack of training. It is imperative that any program must provide sufficient professional development. They all feel competent in using the interactive whiteboards and expressed a keen interest in iPads. However, due to huge deficiency in past professional development, they stress the need for intense training before being asked to use that technology with the students.

Teachers stated that a functioning interactive whiteboard is their tool of choice to reach the at-risk students. They described its ability to access the Internet as powerful considering the many resources available to teachers and students via various websites and said it is helpful to have students go to the whiteboard and interact in various ways to accomplish mastery of each topic covered. However, the grant must cover the cost of electronic pens, bulbs, and dry erase markers to make the program effective. The best results, the say, are achieved with smaller classes and one-on-one extra help.

Teachers expressed a desire to learn more about websites that will interact with the whiteboard as well as how to use computers to assist in teaching algebra. Again, this grant would have to offer another computer system different from the synergistic math labs used ineffectively for one year, hence the proposal for iPads. As one teacher responded, The failures of the synergistic math lab were many. I found that my students did not have the motivation or the discipline to be able to teach themselves advanced algebraic concepts. Many of the students did not have a solid foundation in basic math skills, which compromised their learning. The computer programs were poorly written and the labs were too complex and cumbersome to execute. The only success is that some learning did take place in spite of the challenges.

Another teacher described these math labs as overcrowded, with computers that had broken keyboards, non-working mice. Teachers who used these labs conceded that the program did not properly teach the students Algebra I and many failed geometry the following year. Every participating teacher dubbed these labs a huge failure.

Again and again teachers said the freshmen lack a foundation in basic math skills, many are three years behind in math. They recommended an introductory program, perhaps in the summer, focusing on pre-algebra material before beginning algebra 1. Calculators give every student a fair chance to pass, teachers say. Computers and appropriate software are then recommended as reinforcement, as well as workbooks. Another teacher suggested two math courses per freshmen with the second designated solely for word problems as stated in the High School Proficiency Assessment. IPads would fit in this arrangement with multiple apps.

Any new program, they asserted, would have to include a component to encourage attendance. High rates of cutting and absenteeism contribute to low test scores. This grant would fund a parent component so the support from the home would hopefully improve student attendance. An interview with the math department head and a vice principal in charge of technology cited the need for students to have Internet accessibility at home and suggested grant money to be used to support such access. However, if students were given iPads, then the appropriate apps would be available without the need for Internet connection. This would represent a sizable cost savings.

Patersons 2010-2013 Technology Plan calls for additional technology to be obtained for students as a standard for a 21st Century Classroom, including student netbooks. It seeks to provide every student equal access to a personal computing device and will need grants to meet such an ambitious goal. While each classroom will have at least six computers connected to a district network and one digital projector, the school has still not provided equal computer access to all students. This grant proposal supports the initiative by giving more students a personal computing device.

Both Patersons Technology Plan and The Milestones for Improving Learning and Education Guide stress the need for professional development. Teachers cannot teach 21st century skills of they lack the competency themselves. The MILE Guide calls for support systems that would aid in professional development. To that end, this grant would cover the costs of a partnership with William Paterson University, as already exists with the Paterson School District, to train teachers in the use of technology, as well as the training from Apple. This professional development would have to take place during the summer or after school during the year as the district has a ban on teacher pullouts for professional development.

Brief Overview

This grant proposal seeks to obtain 125 iPads and appropriate apps to instruct 125 at-risk freshmen in a new algebra program at the School of Education and Training in Paterson, New Jersey. These technology devices would replace the failed synergistic math labs used for one year to instruct the same population in mathematics. The computers neither engaged the students nor raised scores on standardized tests. In an effort to help incoming freshmen achieve grade level by September, instruction would begin with a one-month math summer camp and continue into the new school year. To start, the program would target incoming freshmen who scored between 175-199 on the New Jersey Assessment of Skills and Knowledge since these students are more likely to meet proficiency in a one-year time frame. As indicated in the Logic Plan, it is anticipated that math skills would increase to the point that 80% of this population would be on grade level by the third year.

To achieve this goal, the initiative requires professional development for four freshmen math teachers and their supervisors, a parent workshop and technology support.

Teachers would receive a total of 40 hours of professional development from a combination of sources including Apple representatives, William Paterson University professors and the districts own technology staff. A workshop, scheduled in an evening, would explain the one-month program to parents.

Logic Model for 9th grade math programSituation Math skills in the freshmen of the School of Education and Training are generally two to three years below grade level. The teachers would like to use new technology to help 9th grade students gain math skills aligned with the Common Core Content Standards.

Inputs

Outputs

Outcomes -- Impact

Activities

Participation

ShortMediumLong

* Staff time

* Parental time

* Professional Development

* New Curriculum and Software to include assessment

* Grant money

* Title I funds

* Technology hardware & software

Staff training to learn new approach to teaching math

Outreach to parents to explain new program

Update curriculum to meet CCCS using technology

New technology used to bring freshmen up to grade level in math

All freshmen math teachers, math department head, professional trainers

50% of Freshmen parents and one parent coordinator

Math curriculum staff and technology staff

All freshmen math students who scored between 175-199 on NJASK.

80% of freshmen teachers will increase their ability to use technology to bring freshmen up to grade level in math.

80% of admin. increase their ability to assess teachers using technology.

25% of parents will increase their efforts to reinforce mathematic skills in the home

Math curriculum will be more aligned with technology standards

25% of freshmen will reach grade level in math

90% of freshmen math teachers will increase their usage and comfort level of technology.

90% of admin. increase their ability to assess and use technology in teacher assessment

50% of parents will become better skilled in high school math

More teacher-generated lesson plans using technology

50% of freshmen will exceed grade level in math

All freshmen math teachers will comfortably use technology in instruction and all administrators will increase their ability to assess and use technology in teacher assessment.

75% of reg. education freshman will score advanced proficient in math

75% of ESL and SPED freshmen will exhibit gains in math proficiency

75% of parents will be more involved in their childs education

Math curriculum will be aligned with 21st century learn goals

75% of freshmen will be ready to advance to higher math courses

Assumptions Grant monies would be available for at least three years to get program up and running.

External Factors Supportive parents and Board approval for new tech program and agreement to pull out old computers

2013-2014 Timeline and Participant Responsibilities

Participants

February 2013

March 2013

April 2013

Freshmen math teachers & one administrator

Attend 1st workshop & collaborate online

Attend 4-day Apple workshop

Attend workshops by WPU professors & collaborate online

Administration

Set goals for next years math students

Meet with trained administrators & teachers to review concepts of iPads

Interview/survey teachers on workshop satisfaction

Test coordinator

Gather NJASK scores on incoming freshmen

Identify incoming freshmen for program by math proficiency

Apple trainers

Train teachers on using the iPads in the curriculum

District staff development/tech trainers

Outline curriculum and goals of new math initiative

William Paterson University professors

Present professional development

Participants

May 2013

June 2013

July 2013


Attend 5th workshop & online PD

Attend 6th workshop

Help plan summer camp kick-off

Teach math summer camp/supervise camp

Administration

Evaluate workshop success. Meet with technology & parents to assure programs success

Address any staff concerns. Meet with scheduling to determine placement of freshmen in program

Host camp kick-off for parents & students

District staff development/tech trainers

Further train teachers

Meet with parents to explain program

Further training for teachers

Provide tech support

Parents of incoming freshmen

Attend meeting to explain program

Attend kick-off with child

Freshmen guidance counselors

Plan a course schedule for participating freshmen

Attend kick-off and meet parents

Scheduling

Create a schedule for participating freshmen

Participants

August 2013

September 2013

October 2013


Test students at end of camp

Attend closing camp program. Give students awards.

Meet with colleagues to review success of camp and assessment results. Use data to drive instruction for start of new school year.

Attend opening-year professional development. Review plan with colleagues and administrator

Teach 9th grade math program with iPads.

While others take the HSPA, freshmen take the PSAT.

Continue teaching with iPads, always reflecting on data to drive instruction.

Administration

Discuss assessment results with staff and parents.

Host closing camp program

Meet with teachers

Host Back-to-School Night & meet with freshmen parents separately.

Conduct walk-throughs. Meet informally with teachers to learn how program is going.

Technology Department

Provide tech support for program

Provide ongoing tech support


Parents of freshmen

Attend closing program with child.

Attend Back-to-School night and keep in touch with students teachers

Ask student each day about homework. Support daily attendance


Give incoming freshman tour of building & walk through their schedule

Meet with freshmen to discuss adjustment to high school

Contact parents of freshmen who are slipping

Scheduling

Correct any scheduling errors

Correct any scheduling errors

Participants

November 2013

December 2013

January 2014


Continue teaching, assessing and meet weekly with colleagues to discuss program.

Update parents at Report Card night.


Develop mid-year assessment & use data to drive instruction

Administration

Conduct walk-throughs w/feedback.

Update parents at Report Card night


Review mid-year assessment results with staff and give report to Central Office.





Parents of freshmen

Attend Report Card Night. Support attendance.

Be involved in students work. Support attendance.

Be involved in students work. Support attendance.


Working with teachers, call students with issues. Meet with students on a scheduled basis.

Working with teachers, call students with issues. Meet with students on a scheduled basis.

Review mid-year assessment results in all subjects to determine if student may fail for year

Participants

February 2014

March 2014

April 2014







Administration










Parents of freshmen


Support students homework & attendance



Meet with parents on Report Card Night

Begin meeting students to discuss next years schedule, math class.

Meet with parents on Report Card Night

Participants

May 2014

June 2014

July 2014


Continue teaching, assessing and meet weekly with colleagues to discuss program. Make class recommendations next year.

Meet parents of incoming freshmen to discuss program.

Collaborate to create a final exam for program participants. Analyze data and make a report to demonstrate program results.

Teach math summer camp/supervise camp

Administration

Meet with staff to discuss outcomes and goals of programs. Plan summer program.

Host meeting for incoming freshmen to discuss program

Meet with staff to analyze data and discuss benchmarks for next year.

Host camp kick-off for parents & students



Review data with teachers and help develop goals for next year.

Provide tech support

Parents of freshmen

Support students homework & attendance

Attend end-of year program to reflect & offer insight to staff

Parents of incoming freshmen

Attend meeting to learn about math program

Attend kick-off and meet staff


Attend parent meeting

Provide schedules for new school year

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GRANT PROPOSAL FOR TECHNOLGY ENHANCED INSTRUCTION

Grant Proposal Budget

Item

Description

Price Per item

Quantity

Total Cost

Ipad

Electronic notebook

$4,790 per 10-pk.bundle

15 bundles

$71,850

VGA adapter

Adapter to link iPad to projector for class instruction

$30

5

$150

iPad sleeves

To hold iPad and form a stand

$35

150

$5,250

Student Edition with 6-Year Digital Path/6 year I-Pad compatibility

0-13-369656-1

$79.97

125

$9,996.25

6-Year Digital Path with Student Companion

0-13-252286-1

$68.97

125

$8,621.25

6-Year Digital Path

0-13-369642-1

$64.97

125

$8,121.25

Student Edition on CD-ROM

0-13-369653-7

$64.97

125

$8,125.25

Student Companion w/Practice and Problem Solving

0-7854-6913-3

$13.97

125

$1,746.25

Practice and Problem Solving Workbook

0-7854-7033-6

$5.47

125

$683.75

Teacher's Edition w/Teaching Resources DVD

0-7854-6912-5

$97.97

4

$391.88

Student Companion w/Practice and Problem Solving TE

0-7854-6914-1

$19.97

125

$2,496.25

Practice and Problem Solving Wkbk, TE

0-7854-7035-2

$19.97

125

$2,496.25

Teacher Online Access Pack

0-13-369649-9

$299.97

4

$1,199.88

Algebra 1 Foundations Teaching Resources

All-in-One Teaching Resources

0-13-368880-1

$199.97

4

$799.88

Teaching with TI Technology

0-13-370608-7

$249.97

4

$999.88

Lesson Quiz/Solve It Transparencies

0-13-369130-6

$79.97

4

$319.88

Progress Monitoring Assessments

0-13-369714-2

$30.47

4

$121.88

ExamView Test Assessment Suite CD-ROM

0-13-370150-6

$129.97

4

$519.88

Digital Answers and Solution Key CD-ROM

0-13-369556-5

$149.97

4

$599.88

SHIPPING AND HANDLING 8%

$799.70

Warranty

Provides 3-yr. phone support, 2-yr. hardware and $50 damage credit per iPad

$5,580 per 10-pk bundle

15 bundles

$83,700

Professional development from William Paterson University Professors

Two professors will provide teach training

$166 per hour

6 hours X 2

$2,000

Professional Development from Apple

Apple training for four consecutive days

$8,500 per 4 days

1 4-day session

$8,500

Teacher compensation for training

40 hours of professional development paid to teachers

$34 per hour per teacher X 40 hrs.

$1,360 (40 hours) X 5 teachers

$6,800

Administrator compensation for training

40 hours of professional development paid to administrators

$44 per hour

40 hours X $44 for one administrator

$1,760

District technology staff trainer

$34 per hour

16 hours

$544

Teacher compensation for summer camp

Teacher salary for summer camp

$34 an hour X 4 hrs. a day,5 days a week for four weeks

$680 per week X 4 wks. X 5 teachers

$13,600

Administrator compensation for summer camp

Principal salary for summer camp

$44 an hour X 5 hrs. a day,5 days a week for four weeks

$1,100 per week X one administrator

$4,400

Technology salary for summer camp

$34 per hour X 5 hrs. a day,5 day a week for four weeks

$850 per week X 4 wks. X 1 technician

$3,400

Breakfast for summer program

150 cold breakfasts served to children each weekday for four weeks

$1.50 per person

$225 per day X 20 days

$4,500

Cafeteria staff

Two cafeteria workers per breakfast

$10 an hr. per person X 2 hrs.X5 days a week for four weeks

$40 per day X 20 days

$800

Snacks for camp kick-off

Beverage and snack

$4 per person

300 X $4

$1,200

Awards for closing program

Monetary awards

$25

10 checks

$250

GRAND TOTAL

$256,743.24

Evaluation Plan

The goal of this math program is to raise the achievement level of freshmen that start high school at least several grade levels below ninth. This years freshmen of the School of Education and Training scored at the 17th percentile in the Renaissance Star Assessments. Students took this test online at the start and middle of the year with only minimal improvement. To gain greater success, this program calls for a four-week summer camp in math for incoming freshmen that score between 179-199 on the New Jersey Assessment of Skills and Knowledge administered in April of their 8th grade. The program would utilize iPads and Pearsons Algebra 1 Common Core digital textbook, accompanying apps, videos, online assignments and review. The book and apps also accommodates English language learners. Additionally, Pearson has material for parents that supports the students studies when they go home and provides for parent feedback.

Student Assessments

Throughout the program teachers will determine how well their students are learning by performing a variety of assessments including screening, formative, benchmark, summative and end-ofcourse. Using Success Tracker, an online assessment tool, students take the tests that are then automatically scored. Students then receive any assignments for Standards that require more practice. Their remediation includes video, tutorials, games, audio and worksheets. To further monitor progress of a class, teachers will access individual and class reports.

At the beginning of summer camp, students will take an entry-level assessment that measures their strengths and weaknesses in pre-algebraic concepts. Those students who score poorly will take a screening test to determine their proficiency in basic computation and problem-solving skills. These tests will automatically produce a report that helps the teachers develop a plan of action to differentiate instruction for individual needs. The report will indicate the mathematical concepts in which each student needs to gain proficiency. It also provides a space for feedback from students, parents and teachers that allows for any concerns to be addressed immediately.

Before the start of each chapter, students will take a diagnostic test to see if they have the prerequisite skills necessary to learn the concepts. For low scorers, there are resources to help bolster their understanding before they move on. By catching the students weaknesses before each chapter starts, a teacher can help a students avoid frustration over their lack of knowledge and more readily bring them up to par before slipping too far behind. The resources further help the teacher differentiate instruction for all levels of learners. Demonstrations of learning come with each lesson so teachers will get automatic feedback as the students enter the answers on the iPad. The program then provides specific assignments that will strengthen the students weaknesses.

There are a number of formative assessments students will take to monitor their understanding. First, there is question following each concept that makes sure a student understands before moving on. At the end of each lesson there is a problem for students to solve which checks their understanding. Teachers will have suggestions in their resources that offer ways to help students who havent understood a particular Standard. Also, at the end of each lesson, students will take a quiz. The teacher will receive a report of their scores and ways to remediate each student, focusing on their weakness. Each lesson also contains a set of standardized test questions that measure a students comfort level with the format and content. Again, students answer the questions online and the teacher will receive instant assessment. This will help prepare students for the End-of-the-Year Assessment.

Another formative assessment will be the mid-chapter quiz to help the teacher determine how well students have mastered the concepts presented thus far. The teacher will adjust instruction as needed, based on the results of the quiz. Students may go to the online practice exercises that will provide immediate feedback and explanation.

After each even-numbered chapter, teachers will give the appropriate Benchmark Test to evaluate student mastery of Common Core State Standards. Each lesson specifically targets one or more of the content standards. The test report will indicate which Standards still need to be addressed and the appropriate resources for the student.

Additionally, students will take summative assessments such as the quarter tests, mid-course tests and final tests, each available on two levels: Form G and Form K. The Form G assessments measure mastery of content over a span of chapters while Form K support the less-proficient readers, English-language learners, and lower-achieving students. For the purpose of this program, SET students would take Form K tests (Appendix E).

In the fourth marking period, students would prepare for the American Diploma Project (ADP) Algebra I End-of-Course Exam that is aligned to ADP standards. After taking the test, an assessment report would be generated for each student and class to see the proficiency level since the program began.

Because the program includes an online grade recorder, monthly progress reports will be generated for both parents and teachers to determine the programs effectiveness.

Teacher surveys (Appendix A)

Throughout the program, it will be important to monitor the programs effectiveness from the teachers perspectives. To that end, several surveys will be conducted and collaborative online and in-person discussions held with administrators and parents. Teachers will complete a survey about professional development at the midpoint, 20 hours of professional development. Their responses will help formulate the remaining 20 hours of training.

Teachers will complete a survey about their experience using the iPads at the end of the program. The results of that survey, along with student assessments, will provide administration with a clear direction for the math program in the fall. The administrator of the program, along with district technology support, will create a blog so teachers can collaborate throughout the program, offer suggestions, and learn from each other. After the first marking period of the new school year, teachers will again complete a survey as to their comfort using iPads, their effectiveness in achieving goals, and any concerns they may have. They will also complete a survey at the mid-point of the year and at the end of the first year. These responses will guide administration as they continue the program with new freshmen.

Administrator survey (Appendix B)

The insight from the administrator over the program can be valuable to teachers, students and parents. As a classroom observer, the administrator will note the actions/reactions of teachers and students. The administrator will complete a survey at the start and finish of camp to assess the growth observed among the students, and again at the start, middle and finish of the school year. The surveys responses will become part of a larger report that will be prepared for Central Office.

Student survey (Appendix C)

Its imperative to survey students as to the efficacy of using iPads as a tool to learn algebra. They will also complete a few surveys at different stages of the program to assess their comfort with the technology, its help in learning new concepts, and the digital textbook with all it supports. To begin, they will take a survey at the start of camp to determine their skill level, curiosity and goals for their own improvement in the area of math competency. For comparison, they will complete another survey at the end of summer camp. Teachers and administration will consider the survey responses as they meet to discuss the programs future.

Once the new school year begins, students will complete a survey at the mid-point of the year and at the end. Their evaluation of the programs effectiveness will also be considered as plans are made for the following year.

Parent survey (Appendix D)

Equally important in the equation for success are the parents. From the first parent meeting prior to camp to the final parent meeting at the end of freshmen year, parents will be asked to evaluate how they think the program is affecting their childs understanding of algebra. After orientation, they will complete a survey asking their expectations, their role and support of their students education. Again at mid-year, they will complete another survey to solicit their opinion about the programs effect. Finally, they will evaluate the program as a whole when it ends in June.

All surveys will be posted online and also provided on paper for convenience.

Summary

Once this new math program has been in place for a year, it will be assessed and tweaked to teach new incoming ninth graders. Students who have reached grade level will move into Geometry; however, those who did not progress to proficiency will take the course again in summer school and will not be allowed to move on until they score proficient in Algebra I skills.

It is hoped that another grant will cover the cost of purchasing iPads and digital textbooks for the geometry program. However, even without the iPads, students and teachers will have access in class to the online supports. If they have Internet access at home, they will also be able to connect to a plethora of material. This is one aspect that must be considered. Unless every student has Internet access at home, there is inequity in the delivery of education. The district cannot afford to pay for each students access, but perhaps more funding from other sources is necessary to make this a reality. Since students in geometry are only those who successfully passed Algebra I at grade level, they should meet success. If the new freshmen math program is followed as proscribed, no one is promoted until they have proven they can work on grade level.

Incoming freshmen will follow the summer camp and a year-long Foundations of Algebra program to attain grade level. Since Pearsons package comes with a six-year digital path, this material will continue to be the curriculum for Algebra I students.

While this grant covers the costs of starting this math program, the district will continue to support it through its budget allotment and seeking other resources that regularly sustain its initiatives. The student edition of Algebra I Foundations textbook comes with a six-year digital path and six-year iPad compatibility. So, once purchased, the materials are good for six years. Regarding hardware, the district replaces the two oldest computers every year to maintain a stable environment. Grants, title money and Abbott funds vary every year and local money must be approved and then funded. Usually, the policys guidelines are followed.

Since teachers are budgeted to received 25 hours of professional development a year, these math teachers will continue to receive updates from district technology staff, as well as academic support from William Paterson University professors. The District Marilyn J. Morheuser Parent Resource Center will continue to provide opportunities for parents in integrating 21st Century learning at home.

The success of this programs approach using iPads will help drive the math instruction of Patersons other high schools. In the past, the administration has enacted many reform measures to improve math scores in the high school with little impact. iPads, although new, have demonstrated remarkable success engaging special needs children and raising the learning of high achievers, as well. With the use of a digital textbook focusing on the foundations of algebra, and the many apps, this approach should help students grasp mathematical concepts that they missed as they exited eighth grade. The affordability of extending this math program beyond SET will depend upon grants, title and Abbott funding. Of course, the district regularly budgets for technology as part of its ongoing commitment to foster an environment for 21st Century learners. For example, grants provided middle school students with iPads.

The greater challenges in maintaining this program are twofold: extending the wireless Internet service to all students, as well as providing iPads for the geometry students who have gained an expertise that the district wants to build upon. It would be a travesty for students to achieve great advances as freshmen only to be told as sophomores that the iPads will not be part of their curriculum.

Additionally, the battle over Internet accessibility still wages. While many of Patersons residents have Internet access, many others do not. This inequity must be addressed. A district must be able to prepare 21st Century learners using the technology.

Because of the iPads accessibility features for the visually and hearing impaired, it is an optimum technology that removes barriers faced by special education students. The district has made a commitment that all special education and bilingual students will have full access to all educational technology that is available in the district for student use by 2013.

The great popularity of the iPad may also reduce the gender issues as they relate to the use of computers in education. In studies cited by Picciano (2011), girls prefer software tools and electronic games that focus on creativity, collaboration and cooperation compared to boys who prefer games that are more action oriented. With all the apps the iPad has to offer, both preferences can be satisfied.

This math program also addresses the digital divide issue by providing iPads and new digital textbooks to students who are minorities and live at a lower socio-economic level. Yet, it does not go far enough. The goal is to provide an iPad for every student, thereby closing the gap in the access of technology between schools with large minority populations and those of a larger white majority. But again, as Picciano (2011) implies, educators shouldnt just strive to provide technology, but to help students use it proficiently. This math program does just that. It will teach students to use technology in a variety ways as it applies to algebra. They will use it to create and collaborate, skills necessary for the 21st Century learner.

This programs success can influence how other urban districts teach math to its low achievers. Combining the iPad with the digital Foundations of Algebra I textbook scaffolds the material in a way that regular Algebra I curriculum products do not. This approach especially helps those who have not grasped important mathematical concepts before high school and brings them up to grade level. With the mandates of the No Child Left Behind Act and 21st Century Skills, districts who are not meeting their goals will examine this program and see its role in raising standardize test scores while building proficiency in 21st Century technology.

Appendix

Appendix A Teacher Survey

In order to evaluate the new math program, answer the following questions by circling the best answers and writing a response.

1. How would rate the digital textbook as to its effectiveness in teaching Algebra I?

ExcellentGood Average Below Average Poor

2. How confident do you feel teaching this book with its iPad apps?

Extremely confident Confident Moderately Confident

Unsure Apprehensive

3. How would you rate the quality of professional development you received?

Extremely detailed Detailed Average training

Below average Insufficient

4. How would you rate the quantity of the professional development you received?

More than sufficient Sufficient Less than sufficient Severely lacking

5. How would you rate the quality of the PD facilitator?

Extremely informed and effective Informed and moderately helpful

Lacked some knowledge Ill-prepared

6. By the end of the program, what percentage of students do you expect to reach grade level?

90%85%75%50%25%

7. How does this program allow you to differentiate instruction?

8. What are your greatest concerns at this point in the program?

9. How would you rate your administrators support of your concerns?

Extremely supportiveSupportive Mildly supportive Not involved

10. How would you rate parental support?

Extremely supportiveSupportive Mildly supportive Not involved

Appendix B Administrators Survey


1. How would you rate the digital textbook as to its effectiveness in teaching Algebra?


2. How confident do you feel that teaching with the iPad will improve learning?

Extremely confident Confident Moderately Confident

Unsure Apprehensive

3. From your observations, describe the teachers proficiency using the iPad.

Highly proficient Proficient Somewhat ProficientNot Proficient

3. Identify three strengths of the program.

4. Identify three weaknesses of the program.

5. How will you address these weaknesses?

6. Rate the students level of engagement in using the iPad.

Extremely enthusiasticMildly enthusiastic EnthusiasticNon-engaged

7. By the end of the program, what percentage of students do you expect to reach grade level?

90%85%75%50%25%

8. What are your greatest concerns at this point in the program?

9. What changes would you recommend in the program?

10. How would you rate parent involvement in this new program?

Extremely involved Moderately involvedPartially involvedNot involved

Appendix C Student survey

In order to evaluate the new math program, answer the following questions by circling the best answer or writing a response.

1. How would rate your new Algebra I digital textbook?


2. How would you describe learning with the iPad?

Makes all the Algebra concepts easier to understand

Makes some of the Algebra concepts easier to understand

Makes most of the Algebra concepts harder to understand

It does not make any difference in how I learn algebra

3. What is your favorite app and why?

4. What is your greatest struggle in math?

5. How is this program helping you in that struggle? If it isnt, what could be done differently to help you?

6. How has the iPad changed your attitude toward math?

7. The goal of this new math program is to bring students up to grade level in algebra. Thinking of your skill level now, rate your confidence to meet that goal for yourself.

Extremely confident Confident Somewhat confident Not confident

8. What is your favorite aspect of this program and why?

9. How would you rate your teachers understanding of using the iPad?

Highly proficientProficient Somewhat ProficientNot Proficient

10. What changes would you make to this program?

Appendix D Parent survey


7. How would you rate the digital textbook as to its effectiveness in teaching Algebra?


8. How confident do you feel that teaching with the iPad will improve your childs learning?

Extremely confident Confident Moderately Confident Apprehensive

9. How much time will you be able to help your child with homework each day?

An hour45 minutes30 minutes15 minutesNot available

10. How helpful was the parent orientation in explaining the new math program?

Extremely helpful Helpful Somewhat helpful Not helpful at all

11. Describe your proficiency using an iPad

Advanced proficient Proficient Partially ProficientNot Proficient

12. How interested would you be in attending parent training on an iPad?

Extremely interested Interested Somewhat interested Not interested

13. What are some things you like about the math program and why?

14. What are some things you dislike about the math program and why?

15. How would you rate the schools efforts to inform you about your childs progress in the program?

Extremely informative Informative Somewhat informative Needs improvement

16. How would you rate your childs response to this math program?

Extremely enthusiastic Enthusiastic Somewhat enthusiastic Bored

Appendix E Sample Pearson Foundations of Algebra I formative assessment

Quarter 4 Test

Chapters 1012

1. Refer to the spinner below. What is the probability of landing on a green space?

blue green green blue

Form K

Full-time Part-time

05

610

1115

1620

05

2

1

6

1

610

0

3

5

2

1115

2

3

8

17

red

red blue green

Your average is 86 after taking three tests. Two of your scores were 88 and 83. What was your score on the third test?

Graph y 5 "x 2 3.

7. Based on the data, is there a direct variation or an inverse variation? Explain your reasoning.

Volunteers 5 10 20 Hours 1263

8. Find the minimum, first quartile, median, third quartile, and maximum of the data set.70 73 79 80 84 85 92

9. Would a histogram of the data below appear uniform, symmetric, or skewed? 0 0 0 1 4 5 5 7 7 9 9 15

10. According to the following histogram, how many subway riders spent 6 or more hours riding the subway?

y

2

x

2

4

6

O

2

4. Data Set 2 is obtained by adding 2 to each element of Data Set 1. Compare the means and ranges of the two sets.

5. The time for the council to make a decision varies directly with the number of council members present. If it takes6 hours for 4 members to decide, write a formula for the time T(x) for x members to make a decision.

6. The table below shows the numbersof full- and part-time workers at50 companies. Find the probability that a company has more than 10 full-time and no more than 10 part-time workers.

Set 1

8

3

10

3

4

Set 2

10

5

12

5

6

Prentice Hall Foundations Algebra 1 Progress Monitoring Assessments Copyright by Pearson Education, Inc., or its affiliates. All Rights Reserved.

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