Project Plan

Standard V: Integrating Technology into the Curriculum and Instruction

Design, implement and assess learning experiences that incorporate use of technology in the curriculum-related instructional activity to support
understanding, inquiry, problem-solving, communication or collaboration.

Performance Indicator
Assess students' learning/ instructional needs to identify the appropriate technology for instruction.
Action Steps & Timeline Person(s) Responsible Technologies Employed Benefit(s) Assessment Method(s)
Survey staff to determine
interest in learning UDL
principles.

(One week in August 2012)
Instructional technology
leaders, entire staff
www.Surveymonkey.com



This will allow the teachers in
charge of the PD to gauge interest
and tailor PD to the teachers who
will be attending (grade levels,
subject taught, etc).
Results of survey
A one hour professional
development on the UDL
principles.






(September 2012)
Instructional technology
leaders, participating staff
http://www.udlcenter.org/aboutudl
/udlguidelines/principle1#principl
e1_g1
This provides the UDL
guidelines, with hyperlinks.

http://www.cast.org/index.html
This provides the UDL
framework for making curriculum
more inclusive.
Teachers will be able to explore the
UDL principles, along with CAST
website. This will help provide
more information in order for staff
members apply it directly to their
classroom using the checklist.
Teachers will be asked to bring a lesson
that they currently teach, and adapt it using
the UDL checklist.
A one hour professional
development on the assistive
technology














(December 2012)
Instructional technology
leaders, participating staff
www.naturalreaders.com
This provides a text to speech
accommodations

http://www.rsc-ne-
scotland.ac.uk/eduapps./mystudyb
ar.php
This provides reading and writing
support.

www.scribe.googlelabs.com
This provides word prediction.

http://voicethread.com
This can be an alternate
assessment, allowing student to
represent ideas visually and
verbally.
Teachers will understand that AT
and UDL are not synonymous, yet
there are benefits to AT for all
students. Teachers will see how
using assistive technology can
provide other methods of
representation, expression, and
engagement to all students. A
variety of websites will be
provided for teachers, as well as
suggestions for using them in the
classroom.
Administrator and educator feedback

Performance Indicator
Evaluate technology materials and media to determine their most appropriate instructional use.
Action Steps & Timeline Person(s) Responsible Technologies Employed Benefit(s) Assessment Method(s)
A one hour professional
development on Microsoft
Word capabilities,




(February 2013)
Instructional technology
leaders, participating staff
Microsoft Word,
http://www.microsoft.com/reader/
default.aspx

Microsoft Word is a program that
all BCPS computers already have.
Teachers will see how it can be
used in new ways to incorporate
UDL principles into their lessons.

Student work, teacher feedback
A one hour professional
development on Microsoft
excel capabilities,

(May 2013)
Instructional technology
leaders, participating staff
Microsoft Excel,
http://www.emagenit.com/micros
oft-excel-overview.htm

Teachers can build on what
they've learned about Microsoft
Word by also learning how they
can incorporate Excel into their
classrooms
Student work, teacher feedback
Teachers will work with
instructional technology
leaders to collaboratively
plan and co-teach (if
possible) one lesson,
following each professional
development session,
applying the skill learned in
the session.

(Spring 2013)
Instructional technology
leaders, participating staff
http://www.cast.org/teachingevery
student/
This provides additional resources
to integrate into the classroom
and curriculum.

Teachers will apply what they are
learning to their classrooms, and
see practical uses for UDL and AT.
Co- planning and co- teaching will
increase teacher's comfort level
before incorporating UDL into
their lessons independently.
Teacher feedback, administrator feedback,
student work, student feedback


Performance Indicator
Select and apply research-based practices for integrating technology into instruction.
Use appropriate instructional strategies for integrating technology into instruction.
Action Steps & Timeline Person(s) Responsible Technologies Employed Benefit(s) Assessment Method(s)
Two one hour sessions
demonstrating how to
implement reading software
into the classroom,














(Fall 2013)
Instructional technology
leaders, participating staff
http://www.cast.org/teachingevery
student/
This provides additional resources
to integrate into the classroom
and curriculum.
Resource Could include but not
limited to
http://kids.magpogames.com
http://www.classicalcomics.com
https://www.readability.com
www.wordle.com
http://blachan.com/shahi/
www.wordsift.com
Teachers will be introduced to
reading software available to
further the UDL implementation
Teacher feedback

Two one hour sessions
demonstrating how to
implement mathematics
software into the classroom.







(Spring 2014)
Instructional technology
leaders, participating staff
http://www.cast.org/teachingevery
student/
This provides additional resources
to integrate into the classroom
and curriculum.
http://www.woodlands-
junior.kent.sch.uk/maths/broken-
calculator/
This provides a broken calculator
to engage and accommodate those
concrete/visual learners.
Teachers will be introduced to
mathematics software available to
further the UDL implementation
Teacher feedback
Teachers will work with
instructional technology
leaders to develop two
lesson plans, one using the
reading software, and one
using math software. The
lessons will be co-taught in
the teacher's classrooms.

(2013 2014)
Instructional technology
leaders, participating
staff, students
http://www.cast.org/teachingevery
student/
This provides additional resources
to integrate into the classroom
and curriculum.

Teachers will apply what they are
learning to their classrooms, and
see practical uses for the software.
Co- planning and co- teaching will
increase teacher's comfort level
before using the software
independently.
Teacher feedback, student work, student
feedback
Performance Indicator
Select and use appropriate content-specific student learning outcomes.
Action Steps & Timeline Person(s) Responsible Technologies Employed Benefit(s) Assessment Method(s)
Two one hour sessions
demonstrating how to use
UDL principles,
technology, and software
to promote student
engagement in reading,
language arts, and writing.

(Fall 2014)
Instructional technology
leaders, participating staff.
http://www.cast.org/teachingevery
student/
This provides additional resources
to integrate into the classroom
and curriculum.
Resource Could include but not
limited to
http://kids.magpogames.com
http://www.classicalcomics.com
https://www.readability.com
www.wordle.com
http://blachan.com/shahi/
www.wordsift.com
In the third year of the professional
development sessions, the basic UDL
principles have been mastered.
Teachers are now able to work with
advanced levels of the UDL
principles to further student success
and engagement.
Teacher feedback, student work, student
feedback
Two one hour sessions
demonstrating how to use
UDL principles,
technology, and software
to promote student
problem solve and
representation in
mathematics.

(Spring 2015)
Instructional technology
leaders, participating staff.
http://www.cast.org/teachingevery
student/
This provides additional resources
to integrate into the classroom
and curriculum.
http://www.woodlands-
junior.kent.sch.uk/maths/broken-
calculator/
This provides a broken calculator
to engage and accommodate those
concrete/visual learners.
In the third year of the professional
development sessions, the basic UDL
principles have been mastered.
Teachers are now able to work with
advanced levels of the UDL
principles to provide real life
applications for mathematics.
Teacher feedback, student work, student
feedback



Performance Indicator
Develop an appropriate assessment for measuring student outcomes through the use of technology.
Action Steps & Timeline Person(s) Responsible Technologies Employed Benefit(s) Assessment Method(s)
Each teacher incorporating
one of the UDL principles
will be asked to complete a
reflection of the use of UDL
in their instruction.

(Fall 2013
and ongoing)
Instructional technology
leaders, entire staff
http://www.blogger.com/home?pli
=1

www.wikispaces.com

These websites provide an online
community for reflective
practitioners to share teacher
input
Teacher feedback on the use of UDL
in the classrooms. Opportunity to
improve the use of UDL principles to
positively impact student
achievement
Teacher feedback
Teachers will participate in
a lesson study focusing on
incorporating the UDL
principles into their
instruction.


(Fall 2013
and ongoing)
Instructional technology
leaders, entire staff)
Peer evaluation designed as an
online survey or form though,

www.wikispaces.com

https://docs.google.com/

Teachers UDL Lesson Checklist

Teacher to teacher feedback to
consider the implementation of UDL
in future lessons
Teachers will complete a peer
evaluation of their observed teachers
use of UDL
Administration will
incorporate the teacher UDL
lesson checklist into the
formal observation form in
order to evaluate UDL
principles in addition to
other teacher pedagogy

(Fall 2013
and ongoing)
Administrators Teachers UDL Lesson Checklist

Formal observation form used by
schools administration


Standardize expectations for
teachers. Standardize means of
evaluation by administrators.
Feedback for suggesting integration
of UDL principles into instruction
Formal Observation Form
Administrator feedback UDL lesson
checklist