Action Plan

Objectives: Utilize Atomic Learning website and train teachers in this regard in order to provide 24/7 access to training and support in assistive technology.
Simplify access and use of technology in order to more regularly integrate technology and apply this learning to improve student learning.
Provide differentiated instruction/professional development.
(Allow educators to view tutorials on lots of common software programs including Groupwise, Windows Movie Maker, Microsoft Word, and much more. These tutorials walk educators through the steps, like inserting an image into PowerPoint, or whatever is typed into the search field. This website also offers resources that take us through the process of learning and then applying.)

Data: District technology facilitator meets with campus staff development team at the end of the school year to analyze data: STaR Chart, AYP, AEIS, and the survey given at the end of this year regarding campus staff development. The survey is given at the end of every school year to assess how relevant and meaningful staff development was and what teachers would like to see offered the following year. One common theme we encountered this year on the staff development team involved easier and more regular access to technology and differentiation of technology staff development sessions.

Action Steps
District technology facilitator meets with campus staff development team

Staff development team meets with district technology facilitator after first professional development day

Atomic learning introduced to campus staff

Staff development team leader meets with department

Department team meetings

Responsibilities
-Familiarize team with purpose/function of Atomic Learning website and train them to navigate and use website to integrate assistive technology

-Team divides into groups of two or three and targets technology weakness.
-Identifies one weakness and utilize Atomic Learning to improve understanding.
-Develop lesson according to what they learned and integrate new learning into classroom practice

-Each staff development team members meets with his/her department to introduce atomic learning and provide goals/objectives of training
-Team leader will lead department through training in order to familiarize them with Atomic Learning.

-Department will then divide into teams according to familiarity and comfort with technology—beginning, intermediate, advanced.
-Team will target weaknesses, utilize Atomic Learning, and develop a lesson around what they learned that involves integration of technology/new learning.
-Teams identify weaknesses and utilize Atomic Learning to target and improve those weaknesses
-Team utilizes new learning and integrates into classroom practice/instruction.
-Team also provide opportunities for students to utilize atomic learning for their own learning and utilizes the differentiated instruction atomic learning provides to improve student learning.

Resources
-Computers on campus with internet access
-Website: http://atomiclearning.com
-District username and password for atomic learning access
-Projector screen and computer for Atomic Learning power-point
-Same as above and lesson plansClassroom; computer with internet access; projector screen; Atomic Learning overview handout
-Campus Computer Lab
-Classroom with computer/internet access

Timeline
-One of the required summer professional development days/2011
-Summer professional development day (immediately following first PF day)/2011

-First day campus staff development day (before start of school). Introductory session is 45 minutes. (August 2011)
-½ staff development day before start of school. Sessions are offered in morning and afternoon in order to best utilize campus computer labs/access to resources. (August 2011)
-Once a week for first semester (collaborative teams occur once a week all year; however, the first collaborative teams will be geared toward use of this new technology)
(Sept-Dec 2011)

Evidence of Success: Teacher feedback from surveys issued by staff development team; Student Progress Reports; student assessment data; student grade averages; student feedback

Evaluation Process: 1). Staff development team develops and issues four surveys throughout the first twelve weeks of school to departments that solicit feedback on their use of Atomic Learning and what they’ve gained from this resource.
2). Collaborative teams analyze student assessment data in order to determine if their new learning is improving their delivery of information and classroom practice as evidenced by student assessment for learning.
3). Collaborative teams develop surveys for students in order to solicit feedback on their personal use of Atomic Learning and what they’ve gained from this resource.
***The first semester will be focused on this resource; however, the intention is to use this resource throughout the year. In addition, collaborative teams are already fully functioning, so they understand when to meet, how to analyze data, and utilize this time to evaluate new learning and show evidence of success