This document outlines a professional development session to train teachers on using technology tools to analyze student data and create tutoring groups. It will address analyzing various data sources to improve decision making and instructional leadership regarding technology integration. The session aims to show teachers how to use programs to disaggregate current student data and identify trends across grade levels. Teachers will then create vertically aligned reading and science tutoring programs using integrated resources from both subjects. Staff will provide feedback through a post-session survey to evaluate the effectiveness of the training.

1. Week 4 Assignment, Part 2: Professional Development Planning
Using the campus and district improvement plans, and any suggested technology improve-
ments, develop professional development activities that include the following:
·Reference analysis and lessons learned about the technology needs from the Week 3 report;
·Addresses professional development designed to improve the gathering, analysis and use of
data from a variety of sources;
·Includes professional development to improve decision making in the integration of technology
with instructional and organizational leadership.
While the district trains new hires in the use of the programs that the district uses, they
do so quickly and at a time when the new hires are overwhelmed with other new data. By taking
the time to show our staff how to fully utilize our technology to disaggregate data with the teach-
ers current data, we were able to equip teachers with the data to use immediately in their class-
room. I then applied the data to show a trend in the higher grade levels in which many of our
students that are in reading tutoring are in need of science tutoring. Through integrating the two
programs, we can effectively reach more students while leveraging our time. By carrying the
integration all the way from Kindergarten to 5th grade our students will establish a strong
foundation. This plan meets the district goal measures 1.1 and 1.2 to provide support and
training for online assessment applications and provide support , training and accessibility to
online curriculum and teacher resources.
Session Purpose: To train staff in the use of district tools to desegregate data with the purpose
of forming tutoring groups that will address our CIP’s Reading and Science goals.
Learning Objectives to Be Addressed: Teachers effective use of technology to disaggregate
students data and the integration of science based texts into reading tutoring to address both
our reading and science TAKS goals listed in our CIP.
Grade Level: Facilitator: Location: Start Time: End-Time:
Kinder-5th Drew Brown, Library 3:15 4:15
Debra Pruessner,
Erin Hathaway
Learner-Centered Purpose Description Steps Estimated Time
Activity
Introduction Ice Breaker Allow staff to settle 1.Ask the staff to 5 minutes
in as they log onto log in and have
the network and the programs
open eduphoria. open as they
enjoy their snacks.
2.Do a door prize
drawing.

2. AEIS Report and Familiarize staff Briefly review the 1.Have teachers 15 minutes
CIP analysis with the AEIS and portions of the pull up the AEIS
the CIP AEIS report that report from the
address how the TEA website for
goals from the CIP our campus.
were formulated. 2.Have teachers
open the CIP from
the share drive.
3.Discuss the
correlation
between the AEIS
data and the CIP
goals.
Reading and Establish the need Their is a trend in 1.Discuss the 25 minutes
Science Tutoring of a vertically the higher grade premiss of an
Integration aligned tutoring levels in which integrated
program to many of our program across
achieve our students that are grades to build a
reading and in reading tutoring strong foundation.
science goals. are in need of 2.Have teachers
science tutoring. pull student CBA
By integrating the (curriculum based
two programs, we assessment) data
can effectively in eduphoria.
reach more
students while 3.Show the
leveraging our various methods
time. By carrying of disaggregating
the integration all the data and how
the way from to form flexible
Kindergarten to groups based on
5th grade the various
students will parameters.
establish a strong 4.Allow teachers
foundation. to save their data
and send it to the
printer if they
desire a hard
copy.

3. Sharing of Display some of Having the tools 1.Compile the 15 minutes
Resources the available available that the science guided
resources to the 5th grade will reading resources
teachers so that utilize to align with from our reading
the have tools in our TEKS so that adoption and the
hand to get teachers can view previously
started. resources and established guided
begin to reading library.
implement their 2.Have a list of the
plan. various websites
that can be used.
3.Display all other
support materials
on the table.
Evaluation To attain feedback The staff will 1.Design the This will be done
from the staff as to complete a survey survey with the before hand, and
the effectiveness after receiving an approval of my then the staff
of the staff email requesting administrator. receives an
development. their participation. 2.Have the automated email
technology to participate the
department post day after the staff
the survey. development.
My school is now in its second year of adopting Mac Books in the classrooms. We also have a
dozen new ipod nanos with video capabilities. The idea that spurred this professional
development is not my idea but an adaptation of ideas of a number of a different instructor
throughout the district. Gary Loney, the Math Department Instructional Coach at Liberty High
School, shared his work with the technology department and they posted a number of his
students tutorials online. Here is a link:
https://wiki.friscoisd.org/groups/justbraggin/wiki/6a60e/StudentCreated_Tutorials.html There
are many other great ideas on the districts technology site that could be applied, but to
be managable I have chosen to focus on one. My goal would be to simplify this down to an
elementary level and teach the teachers how to create and post video podcasts with the use of
the Mac and Ipod.
Session Purpose: To train staff in the use of the Mac Books and Ipod Nano to create video
podcast as tutorials to meet our goals of tutoring our commended buble students and
integrating technology.
Learning Objectives to Be Addressed: Students effective use of technology to display a
command of the concepts covered in their video podcast. This content would be chosen from
items that had previously been missed on a CBA , been retaught, and then this would serve as
a reassessment.

4. Grade Level: Facilitator: Location: Start Time: End-Time:
Kinder-5th Drew Brown, Library 3:15 4:15
John Waldrip
Learner-Centered Purpose Description Steps Estimated Time
Activity
Introduction Ice Breaker Have sample 1.Ask the staff to 5 minutes
podcast playing on log in and have
the screen as one Mac Book per
teachers settle in grade level ready
to go
2.Do a door prize
drawing.
Discuss Share the CIP Briefly review the 1.Have teachers 10 minutes
commended goals in regards to CIP. open the CIP from
bubble tutoring bubble the share drive.
expectations and commended 2.Discuss the
how technology tutoring and correlation bubble
can be integrated technology tutoring and
into this goal integration attaining the CIP
goal of increased
commended
performance.
3.Visit district
technology pages
and share
samples.
Mac Book and Establish practices Establish how the 1.Use a sample 30 minutes
Nano introduction for using the topic of students problem from a
equipment. video podcasts will recent CBA as the
be based on what bases for creating
they are weak in a video podcast
and missed on a 2.Have the
previous exam or teachers work by
CBA. Show staff grade level to
how to design a create a video
podcast. podcast and save
it for future
reference.

5. Sharing of Have teachers Creating a video 1.Share the 15 minutes
Resources share their podcast tutorial teachers products.
creations and folder on the share 2.Compile the files
begin to compile a drive by grade in the shared drive
file of vido tutorials level to organize folders.
that can be used the files
with future
students.
Evaluation To attain feedback The staff will 1.Design the This will be done
from the staff as to complete a survey survey with the before hand, and
the effectiveness after receiving an approval of my then the staff
of the staff email requesting administrator. receives an
development. their participation. 2.Have the automated email
technology to participate the
department post day after the staff
the survey. development.
Week 4 Assignment, Part 3: Evaluation Planning for Action Plan
The technology action plan integrating instructional an organizational leadership must include
evaluation components that provide measurable outcomes designed to address the following:
·Uses data and other analysis from the Week 3 report, including using the campus and district
improvement plans, and local or state technology plans;
·Provides assessments and/or monitoring reports measuring professional development de-
signed to use technology to improve the gathering, analysis and use of data from a variety of
sources;
·Provides assessments and/or monitoring evaluating professional development to improve deci-
sion making in the integration of technology with instructional and organizational leadership.
All of our staff developments require an evaluation in eduphoria to be included.
This allows for staff to share feedback and leaders to assess the effectiveness of their
professional development. Our district has some generic required questions, but then
we could add others that are deemed appropriate. A professional development such as
the one using podcasts could also work very well in a PLC model. If groups were
formed that met once a month for the next few months to discuss problems, share ideas
and achievements, then the integration of this professional development into our daily
practices would be at a much higher level.