Using Chromebooks and Google Apps to Create Standards-Based, Technology-Enhanced

Math Activities in a 1:1 Program

Grant Proposal

Program Director: Toni Redding

404-509-4140

treddin2@my.westga.edu
 Abstract

This grant proposal seeks funding to provide professional development to DeKalb

County’s Coordinate Algebra and Analytic Geometry math teachers. Based on DeKalb

County’s “Digital Dreamers” initiative in which it plans to issue Chromebooks to all middle

and high school students over the next two years, the Coordinate Algebra and Analytic

Geometry math teachers would benefit from an intensive professional development

program in using Chromebooks in 1:1 programs. The students enrolled in these courses

participate in the Georgia Milestone at the end of their course. To improve student

growth and achievement, this professional development will show teachers how to use

their Chromebooks and G-Suite apps to create standards-based, engaging technology-

enhanced assignments for their students. The teachers will participate in a five-day

summer workshop in June 2018 and three follow-up sessions in October, January, and

May. During the summer sessions, teachers will work in small groups based on the

specific math course they teach. Teachers will review DeKalb County’s Coordinate

Algebra or Analytic Geometry curriculum and choose standards they want to use to

create standards-based, technology-enhanced assignments for their students. Upon

completion of the five-day summer workshops, each participating Coordinate

Algebra and Analytic Geometry teacher in DeKalb County will be able to use G-

Suite apps, add-ons, and extensions to create a technology-enhanced project,

rubric, and five practice worksheets requiring students to complete and submit

using their Chromebooks. Additionally, teachers will use Google Forms to input

all district pre- and post-assessments, grade at least one assessment, and

review assessment data via Google Sheets. During the follow-up sessions, teachers

will review and analyze their own student data they collected from the assignments and

discuss their personal experiences with using the Chromebooks in class with their

students. Lastly, teachers will set goals for implementing technology-enhanced

differentiated instruction and assessments in their classes for the next school year.

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 Introduction

The DeKalb County’s “Digital Dreamers” initiative is underway and at the end of a

two-year period, DeKalb County plans to issue Chromebooks to all middle and high school

students and all teachers and implement a 1:1 program. To ensure student growth and

achievement isn’t negatively affected by the implementation of the new technology and

1:1 program initiative, high school math teachers need intense professional development

in using Chromebooks in 1:1 programs. Math teachers face unique difficulties when

requiring students to complete math assignments on a computer, laptop, or mobile

device. For many teachers, getting students to show their work and take notes on paper

is a daily struggle. The use of technology significantly decreases the likelihood these

students will show their work or take notes at all. The purpose of this grant proposal

is to provide math teachers in DeKalb County with professional development

that teaches them how to create technology-enhanced assignments where

students can show and submit their work using their Chromebooks. Authors

Stephanie Delorme and Allison Carney wrote articles providing information on how to

effectively use iPads or Chromebooks in math classes.

Both authors discuss the importance of teachers knowing how to implement the use of

technology in their classrooms. Although the necessary knowledge can be gained from

experience, professional development is the best way to provide teachers the opportunity

to learn, ask questions, and use the equipment with an expert before using it with their

students. In her 2016 article, Technology and Mathematics: Supporting Learning and

Engagement in Today’s Elementary Classrooms Through the Use of iPads, Stephanie

Delorme expresses how many teachers feel uncomfortable integrating technology into

their classrooms because they lack experience and/or training. She also includes the lack

of technical support available as another reason teachers feel uncomfortable integrating

technology in their classrooms. Countless dollars have been wasted from purchasing

technology for teachers without providing the proper training for them. In her 2015

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article, Differentiation in the Classroom Using Chromebooks and Google Applications,

Allison Carney makes a similar declaration when she writes, “There can be infinite uses of

the computer and of new age technology, but if teachers themselves are not able to bring

it into the classroom and make it work, then it fails.” Providing professional development

on using technology will increases teachers’ comfort level in using the technology with

their students and will also help to ensure student growth and achievement aren’t

negatively affected by the implementation of new technology with no training. Allison

Carney’s article on how she uses Chromebooks to differentiate instruction for her

students demonstrates the need for DeKalb County to provide its Coordinate Algebra

(9th) and Analytic Geometry (10th) teachers an intense professional development

program on using Chromebooks in a 1:1 program as the district continues to roll out is

“Digital Dreamers” initiative.

Demonstrated Need Overview

DeKalb County recognizes the need to provide differentiated instruction and

assessments to its students. Differentiating is no longer another thing for teachers to

do. It has become the THING to do. Differentiating instruction and assessments is a

non-negotiable in DeKalb County and with proper professional development, DeKalb

wants its teachers to learn how to effectively use their Chromebooks and other available

technology to do so. During school visits, DeKalb County officials would like to see

teachers and students using available technology in standards-based activities that will

help improve student growth and achievement.

Allison Carney explains how she uses Chromebooks and different Google apps to

create different assignments for her students. She categorizes assignments into two

groups, “differentiation by interests” and “differentiation by ability (Carney,

2015).” Stephanie Delorme explains how teachers she spoke to use iPads to differentiate

instruction and learning for her students. One teacher has her students play games on

the iPads that tailor the questions to each student’s specific needs. Another teacher uses

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groups and centers to assign students different tasks on the iPads according to their

learning needs (Delorme, 2016). In both articles, the authors describe different ways

teachers effectively used their technology to differentiate instruction and learning for

their students.

Carney and Delorme share similar information about using iPads and Chromebooks in

the classroom. The main difference in their two articles is Carney’s article discusses

different ways to use Chromebooks in the classroom while Delorme’s article discusses

different ways to use iPads in the classroom. Delorme lists pros and cons of using iPads

in the classroom. One thing Delorme mentioned is the abundance of apps teachers can

choose from for their students. While a teacher can find apps to support any subject,

choosing the appropriate app can be overwhelming and time consuming (Delorme,

2016). Carney discusses the different Google apps she’s used to create assignments for

her students. Some of the Google apps allow its users to download “add-ons” or

extensions to give the app more capabilities (Carney, 2015). Another difference in the

information presented in the two articles is the level of content each can be used

for. Delorme explains the results of studies show teachers find teaching mathematics

with iPads more challenging than teaching other subjects. Many of the apps found on

iPads focus on “drill and practice” games but not on problem solving and critical thinking

skills (Delorme, 2016). On the other hand, the Chromebooks and Google apps allow its

users more flexibility and options to create their own assignments giving the teachers to

create assignments that focus on problem solving and critical thinking skills in any

content and at any grade level.

Providing the DeKalb County math teachers professional development on how to use

Chromebooks is critical to student growth and achievement. Teachers may be familiar

with using Chromebooks for their own personal use, but professional development from

an expert will increase their comfort level in using the technology with their students.

DeKalb County uses the data from the Coordinate Algebra an Analytic Geometry

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Milestones to determine student growth and achievement in these two subjects. Learning

how to use Chromebooks for their specific content will ensure a positive impact on this

data.

Demonstrated Need-Supporting Data

When implementing new initiatives, districts often require teachers to collect data

to determine the benefits. The DeKalb County School District will give every student in

each of its 22 high schools a Chromebook. With 90-175 Coordinate Algebra and Analytic

Geometry teachers in the district, student data can be used to help determine and

compare each teacher’s effectiveness in using the Chromebooks with their students. The

data can help the district determine if the professional development offered was

beneficial and what specific teachers need additional assistance. Districts can use

quantitative and qualitative data to determine the effectiveness of its “Digital Dream ers”

initiative throughout the district.

Both the Coordinate Algebra and Analytic Geometry courses require its students to

take a Georgia Milestone course at the end of the term. To determine the effectiveness

of a teacher’s integration of Chromebooks in his/her class, the teacher and district c an

use the students’ scores from the Georgia Milestone given at the end of the term. The

tables below show the district’s Coordinate Algebra and Analytic Geometry data from

2016 and 2017.

Table 1: DeKalb County’s Spring 2016 Georgia Milestones End-of-Course Assessment

% %
Mean % % % %
2016 Number Distinguished Proficient
Scale Beginning Developing Proficient Distinguished
Tested Learner & Learner
Score Learner Learner Learner Learner
Above & Above

Coordinate 6930 492.9 40.2 36.2 19.7 3.9 59.8 23.6

Algebra

Analytic 6139 497.5 37.7 38.0 18.7 5.6 62.3 24.4

Geometry

Source: Georgia Department of Education

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 Table 2: DeKalb County’s Spring 2017 Georgia Milestones End-of-Course Assessment

% %
Mean % % % %
2017 Number Distinguished Proficient
Scale Beginning Developing Proficient Distinguished
Tested Learner & Learner
Score Learner Learner Learner Learner
Above & Above

Coordinate 6903 494 37.9 38.4 19.2 4.4 62.1 23.6

Algebra

Analytic 5902 499 37.1 35.8 21.2 6.0 62.9 27.2

Geometry

Source 1: Georgia Department of Education

The tables above display the mean scores of students in DeKalb County who took

the Coordinate Algebra and Analytic Geometry Milestones. The tables also provide the

percentages of students in each of the different achievement levels. According to the

Georgia Department of Education (2017), students who did not demonstrate proficiency

on the standards taught in their course are represented in the beginning learner

category, while students in the distinguished learner category demonstrate advanced

proficiency. Principals and teachers can use their students’ pre- and post-assessment

data to help monitor student progress throughout the term. Additionally, district leaders,

school leaders, and teachers can use the data shown above in conjunction with a specific

school’s and/or teacher’s data to compare their students with students across the district

and state. The results can be used to determine the effectiveness of using Chromebooks

in the DeKalb County School System’s Coordinate Algebra and Analytic Geometry classes.

Another key piece of quantitative data is the frequency a teacher requires students to use

the Chromebooks to complete assignments.

Although quantitative data provides a means for teachers, principals, and districts

to monitor student progress and compare student achievement levels, other factors need

to be considered when doing so. As mentioned earlier, the frequency a teacher requires

his/her students to use the Chromebooks to complete assignments can be used as

quantitative data. In contrast, the type of assignments a teacher requires his/her

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students to complete on the Chromebooks can be used as qualitative data to design a

professional development program for districts. Carney discusses the different Google

apps she uses for different types of assignments. Professional development instructors

can use this data to determine which Google apps teachers need to learn how to use

effectively in their classes.

Demonstrated Need-Literature

Professional development is a critical component of the teaching profession. In

many districts, if not all, teachers are required to earn a certain number of professional

development hours to maintain their certifications. Most professional development

sessions are led by current or former elementary, middle, or high school teachers with

many years of teaching experience. Unfortunately, these educators have little to no

experience teaching adults. The saying goes, “Teachers are the worst students.” For this

reason, professional development presenters must understand how adults learn best to

design workshops specifically for teachers.

Research shows adults and children learn differently and in her 1987 article, Adult

Learning Principles: Applications for Preceptor Programs, author Kathleen B. Ammon-

Gaberson discusses how instructors must understand that different approaches are needed

to help adults learn. Her article provides six principles for adult learning, some of which

would be valuable in designing professional development for teachers. The first principle

discusses how adults need to be let to learn at their own pace. Ammon-Gaberson elaborates

when she explains that adults learn by teachers removing obstacles to learning. Her third

principle states, “Adults learn best when they value the role of adult learner and possess

skills for managing their own learning (1987).” Professional development must be designed

in a way that helps teachers step out of their role of a teacher and value their role of a

learner. Finally, her fourth principle says, “Adult learning is facilitated when the learner

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has a clear idea of the behavior to be learned (1987).” Like Reeves, Ammon-Gaberson

believes programs for adult learners must be responsive to its learners needs.

In his article, Principles of Adult Learning, Stephen Lieb addresses the difference

between children and adult learners when he states that adults have special needs and

requirements as learners when they are compared to children and teens (1991). Lieb

identifies characteristics of adult learners one should consider when designing professional

development for teachers. According to Lieb, adults are autonomous and self-directed and

must be active in their own learning process. Lieb also says adults are goal-oriented. He

explains that the instructor must show the teachers how the information form the

professional development will help them reach their goals. Finally, Lieb states adults need

to be shown respect. Although the professional development instructors bring a wealth of

knowledge and experience with them, they must acknowledge the wealth of knowledge and

experiences of the teachers in their class and treat them as equals. (Lieb, 1991).

When designing professional development for teachers, instructors must understand

how adults learn best. Based on the articles, professional development instructors must

design their class in a way where teachers can lead their own learning and know what they

are to learn from the class. Instructors must also tell teachers how the professional

development will help them in their individual classrooms and help them reach their goals.

The purpose of professional development is to provide teachers with critical

information needed to ensure student achievement. When implementing new initiatives,

it is imperative teachers are properly trained before being held accountable. Districts and

school leaders can use different types of data to help determine what type of professional

development is needed throughout the district and how often. Students’ classroom tests

and quizzes can be used to monitor progress throughout the term while standardized tests

can be used to compare a student’s levels of achievement with other students in their

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school, district, and state. This data can be used to determine a teacher’s effectiveness in

implementing the use of Chromebooks in his/her class and in what areas the teacher needs

professional development. Additionally, knowing what types of assignments teachers want

to assign on the Chromebooks can help an instructor know which of the Google apps to

demonstrate using in the professional development. The professional development

designer can use this information to create their professional development goals and

objectives and to ensure the sessions are meaningful to the teachers and the teachers can

implement what they learn immediately.

Goals and Objectives Overview

The purpose of this professional development program is to teach Coordinate

Algebra and Analytic Geometry teachers in the DeKalb County School System how to

create standards-based, technology enhanced assignments to use with their students. To

ensure the professional development program fulfills its purpose, the instructor will follow

Author Douglas B. Reeves’ model of professional development and advise to instructors

to focus on, “What to teach, how to teach it, how to meet the needs of individual

students, and how to build internal capacity (2009).” This program will help teachers

gain the confidence they need to effectively use Chromebooks to implement a 1:1

program in their classrooms. Teachers will gain the knowledge they need to teach their

students how to use their Chromebooks to complete and submit content specific

assignments. Lastly, teachers will gain the knowledge to implement to use of

Chromebooks in their classroom in a way that ensures a positive impact on student

growth and achievement.

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Goals

This professional development program is designed around two goals for DeKalb

County math teachers. The first goal for this professional development plan is:

Coordinate Algebra and Analytic Geometry teachers in DeKalb County will use G-

Suite apps to create a technology-enhanced project, rubric, and five practice

worksheets requiring students to complete and submit using their

Chromebooks. Teachers will work in groups based on content area. In these groups,

teachers will review their curriculum to develop a deeper understanding of their content.

They will then determine which standards are suitable for technology-enhanced

assignments.

The second goal for this professional development is: Coordinate Algebra and

Analytic Geometry teachers in DeKalb County will use Google Forms to input all

district pre- and post-assessments. Instead of requiring teachers to follow the

program facilitator as she designs a technology-enhanced assignment, teachers will be

allowed to design their own technology-enhanced assignments in their groups using the

Google Apps they feel are appropriate for their activities. According to authors Matthew

Koehler and Punya Mishra in their article, What is Technological Pedagogical Content

Knowledge (TPACK)?, “Integration efforts should be creatively designed or structured for

particular subject matter ideas in specific classroom contexts (2009).” By teachers

developing their own technology-enhanced assignments, they will create assignments for

their specific subject matter and assignments they feel comfortable implementing in their

classroom. To monitor the effectiveness of their use of Chromebooks and standards-based,

technology-enhanced instruction with their students, teachers will use the data from their

pre- and post-assessments they input in Google Forms.

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 The goals for this professional development program play a huge role in preparing

students for 21st Century careers. In addition to its new 1:1 program, the DeKalb County

School District also initiated a new curriculum this school year and teachers need time to

familiarize themselves with it. According to author Douglas Reeves, simultaneously

implementing multiple initiatives is the least effective response [to sustaining long-term

change] (2009). The goals for this professional development provide DeKalb’s

Coordinate Algebra and Analytic Geometry teachers the necessary teaching, leadership,

time, and feedback they need to successfully implement the district’s new 1:1 program

and curriculum simultaneously (Reeves, 2009). Teachers will walk away with strategies

on how to use Chromebooks to implement the new curriculum and differentiate

instruction, assignments, and assessments in their classrooms (Carney, 2015). Teachers

will also leave the professional development sessions with content specific, technology-

enhanced assignments to use with their students. The professional development

program’s objectives will ensure its two goals are met.

Objectives
Table 3: SMART Goal 1 and Aligned Objectives

Goal 1: Coordinate Algebra and Analytic Geometry math teachers in DeKalb County

will use G-Suite apps, add-ons, and extensions to create a technology-enhanced

project, rubric, and five practice worksheets requiring students to complete and

submit using their Chromebooks.

Objective #1: Teachers will form collaborative groups based on the specific math

course(s) they teach and review and discuss the curriculum.

Objective #2: Teachers will identify standards ideal for creating technology enhanced

assignments and discuss their assignment ideas.

Objective #3: Teachers will explore the apps in G-Suite to determine the appropriate

apps for their assignment ideas.

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 Objective #4: Teachers will work with their groups to create projects, rubrics, and

practice assignments using the appropriate apps.

Table 4:SMART Goal 2 and Aligned Objectives

Goal 2: Coordinate Algebra and Analytic Geometry teachers in DeKalb County will use

Google Forms to input all district pre- and post-assessments, grade at least one

assessment, and review assessment data via Google Sheets.

Objective #1: Teachers will review and edit district’s pre- and post-assessments.

Objective #2: Teachers will input district’s pre- and post- assessments in Google

Forms.

Objective #3: Teachers will take pre- and post-tests as students to ensure tests and

answer keys were entered correctly.

Objective #4: Teachers will grade pre- and post-tests in Google Forms and review

assessment data and create different charts via Google Sheets.

Each of the goals and objectives will help teachers gain the knowledge and

experience they need to successfully implement a 1:1 program with Chromebooks. The

professional development plan will guide teachers to learn how to use the Chromebooks

and G-Suite apps through experience by using them to create assignments they can use

with their own students. Using the technology to create assignments for students will

help ease teachers’ minds when implementing the 1:1 program in their own classrooms.

Inputting the district’s pre- and post-assessments in Google Forms gives teachers the

opportunity to learn its features and think of different ways Google Forms can be used in

their classrooms. Finally, collaborating with fellow teachers to create technology

enhanced assignments will provide teachers support will embarking on new territory. To

ensure each of the goals and objectives are met, they will be used to develop a plan of

operation, schedule, and timeline.

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 Plan of Operations

While planning the professional development summer sessions, the project director

planned activities the teachers would immediately buy into and recognize how they could

benefit from them. The project director planned activities that would motivate teachers to

put forth their full effort into completing. According to their 2011 article, Adult Learning

Principles, authors Nooshin Javadi and Maryam Zandieh state, “Adults learn most effectively

when they have an inner motivation to develop a new skill or gain new knowledge.” With the

implementation of a new curriculum and 1:1 program with the use of Chromebooks, DeKalb

County’s Coordinate Algebra and Analytic Geometry teachers will be motivated to learn how

to use their Chromebooks and Google Apps to develop standards-based, technology-enhanced

assignments for their students. The district provides teachers with PDF versions of its pre-

and post-tests. Having teachers learn how to use Google Forms and Google Sheets by

inputting tests, taking and grading tests, and analyzing test data will prevent teachers from

having to hand grade their students’ assessments, freeing up their time and making it easier

to analyze their student data.

For the follow-up session activities, the project director wanted to extend upon what

the teachers learned during the summer sessions but continue allowing teachers to

collaborate and learn through experience. In her 1987 article, Adult Learning Principles:

Applications for Preceptor Programs, author Kathleen B. Ammon-Gaberson discusses how

adults need to be let to learn at their own pace. She also mentions that adults learn best

when they value the role of adult learner and possess skills for managing their own learning

(Ammon-Gaberson, 1987). Teachers gained the necessary skills to use their Chromebooks

and different Google Apps to create assignments during the summer sessions. During the

follow-up sessions, teachers will learn how to use Chromebooks and Google Apps to

differentiate instruction and assessments in their classrooms at their own pace. In his

1991 article, Principles of Adult Learning, Stephen Lieb says adults are goal-oriented and

14
explains that the instructor must show the teachers how the information from the

professional development will help them reach their goals. In the last follow-up session,

teachers will set goals for implementing differentiated instruction and assessments in their

classes during the next school year. Differentiation is often a difficult task for high school

math tears. The skills they developed during my professional development sessions will

help them achieve the goals they set for differentiating instruction and assessments.

Schedule

The five summer sessions will be interactive and collaborative in nature. Teachers

may choose to work with teachers from their school or others. Teachers will learn to use

their Chromebook and Google Apps to create technology-enhanced activities by exploring

the apps in their groups and not by receiving a lecture and/or watching the facilitator use

her computer. Teachers are required to bring their district issued Chromebook to each

training session. Teachers will be able to access the district’s Wi-Fi in the facility as the

sessions will be held in the DeKalb County Board of Education room.

Table 5: Schedule for 5-Day Summer Sessions

Time Day 1 Day 2 Day 3 Day 4 Day 5

9:00-9:30 Intro of Intro, recap Intro, recap Intro, recap Intro, recap
project staff, previous previous previous previous
project goals day’s day’s day’s day’s
and session, session, session, session,
objectives, review review review review
and today’s today’s today’s today’s today’s
schedule. schedule. schedule. schedule. schedule.

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9:30-10:00 Teachers will Teachers will Teachers will Teachers will Teachers will
form review review share share the
collaborative Google Docs Google Docs assignments pre- and
groups and finalize and finalize with a post-
based on the ideas for ideas for different assessments
specific their their group in their with other
math technology- technology- same content teachers.
course(s) enhanced enhanced area. Each
they teach assignments. assignments group will
and use . review and
their provide
Chromebook suggestions
s to create to the other
and share a group’s
Google Doc assignments.
between the
group.
10:00/10:45 Teachers will Teachers will Teachers Teachers will Teachers will
use their explore the will work review take the pre-
Chromebook Google Apps, with their suggests and post-
s to access add-ons, and groups to from other assessments
their extensions create group and as a student.
curriculum to to determine projects, make final
review and appropriate rubrics, and edits to their
find apps for practice assignments.
standards their assignments
ideal for technology using the
creating enhanced appropriate
technology- assignments. G-Suite
enhanced Ideas will be apps, add-
assignments. documented ons, and
Ideas will be on Google extensions.
documented Docs.
on Google
Docs.
10:45/11:00 Break Break Break Break Break
11:00-12:00 Teachers will Teachers will Teachers Teachers will Teachers will
use their explore the will work access the grade the
Chromebook Google Apps, with their district’s pre- assessments
s to access add-ons, and groups to and post- and review
their extensions create assessments student data
curriculum to to determine projects, for their via Google
review and appropriate rubrics, and content and Forms and
find apps for practice review them. Google
standards their assignments Sheets.
ideal for technology using the Teachers will
creating enhanced appropriate learn how to
technology- assignments. G-Suite create
enhanced Ideas will be apps. assignments,
assignments. documented assign point
Ideas will be on Google values, input
documented Docs. answer keys,
and select

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 on Google appropriate
Docs. question type
in Google
Forms.
12:00/1:00 Lunch Lunch Lunch Lunch Lunch
1:00/2:00 Teachers will Teachers will Teachers Teachers will Teachers will
review ideas review ideas will work input create at
and choose and decide with their district’s pre- least one
the who will groups to and post- chart using
assignments create which create assessments Google
they will assignments projects, in Google Sheets.
create later and which rubrics, and Forms.
in the week. apps they practice
will use. assignments
using the
appropriate
G-Suite
apps.
2:00/3:00 Share ideas Share ideas Teachers will Teachers will Teachers will
with other with other finalize and review and share their
groups who groups who edit edit their experiences
teach the teach the technology- pre- and and what
same same enhanced post- they learned
content. content. assignments assessments during the
. in Google sessions.
Forms.
Teachers will Teachers will
create complete the
answer keys professional
for their development
assignments survey.
.

On day 1, teachers will form teachers will form collaborative groups based on the

specific math course(s) they teach and review and discuss the curriculum identifying

standards ideal for creating technology enhanced assignments and document and discuss

their assignment ideas. Teachers will document their ideas on a shared Google Doc.

Teachers will develop more knowledge of their content and new curriculum by reviewing

the standards. This activity aligns with the program’s first goal and the first goal’s first

and second objectives.

On day 2, teachers will explore the apps in G-Suite to determine the appropriate

apps for their assignment ideas. Teachers will document their ideas on their shared

Google Doc. Teachers will explore and develop knowledge on different Google apps, add-

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ons, and extensions. This activity aligns with the program’s first goal and the first goal’s

third objective.

On day 3, teachers will create at least one technology enhanced project, rubric for

the project, and five practice assignments via appropriate G-Suite apps to use with their

students. Teachers will review and finalize the ideas documented on their shared Google

Doc. Teachers will become more familiar with the G-Suite apps and determine if changes

need to be made to their chose activities. This activity aligns with the program’s first goal

and the first goal’s fourth objective.

On day 4, teachers will review, edit, and input the district’s pre- and post-

assessments in Google Forms. The teachers will become familiar with the content and

standards assessed on each assessment to help better prepare their students during the

school year. Teachers will learn how to create assignments, assign point values, input

answer keys, and select appropriate question type in Google Forms. These activities align

with the program’s second goal and the second goal’s first and second objectives.

On day 5, teachers will take pre- and post-tests as students to ensure tests and

answer keys were entered correctly. Teachers will learn how to share Google Forms

assignments with others and will view and take tests as a student. Teachers will grade

pre- and post-tests in Google Forms and review assessment data. Teachers will use the

assessment data to create at least one chart via Google Sheets. These activities align

with the program’s second goal and the second goal’s first, third, and fourth objectives.

Teachers will also complete a survey and share their experiences with the group.

These activities are aligned with International Society for Technology in Education

(ISTE) Standards for Coaches 1, 2, 3, 5, and 6. All the activities associated with Smart

Goal #1 align with ISTE Standard 1: Visionary leadership and ISTE Standard 6: Content

knowledge and professional growth. Teachers in the same content area will collaborate

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and use Chromebooks and G-Suite apps to develop standards based, technology-

enhanced assignments that are aligned with the district’s new curriculum to implement in

math classes across the district. All six activities align with ISTE Standard 2: Teaching,

learning, and assessments. Teachers will learn how to use Chromebooks and G-Suite

apps to differentiate instruction, assess student learning, and provide rigorous and

engaging instruction for their students. Teachers will create digital age learning

environments and model and promote digital citizenship in their classrooms with the

activities they create during my professional development which supports ISTE Standard

3: Digital age learning environment and ISTE Standard 5: Digital citizenship. Students

will have access to their own Chromebook and Wi-Fi at school and at home through the

district’s Digital Dreamers initiative. (ITSE, 2011)

There will be three follow-up sessions following the five summer sessions of

professional development in October, January, and May. The purpose of these sessions is

to gather feedback from teachers on their experiences with implementing what they

learned over the summer in their classrooms. The teachers will work with the same

collaborative groups as they worked with over the summer. During these sessions, each

teacher will use their own students’ pre- and post-test scores to analyze and create

charts/graphs in Google Sheets. Teachers will also participate in a survey about their

experiences implementing the 1:1 program in their classroom, using Chromebooks, and

using Google apps. Finally, teachers will extend their knowledge and work to improve

differentiation in their classrooms with the use of Chromebooks and Google apps.

Follow-up Meeting #1 (October):

Activity 1a: Teachers will review student pre- and post-tests data for each unit they

have completed in Google Forms.

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Activity 1b: Teachers will use their students’ data to create charts/graphs in Google

Sheets.

Activity 1c: Teachers will create pre- and post-tests comparative charts for the units

they have completed in Google Sheets.

Activity 1d: Teachers will complete a survey in Google Forms on their experience with

using the Chromebooks and Google apps in their classroom with their students and

provide feedback on activities they would like to incorporate in the next session.

Follow-up Meeting #2 (January):

Activity 2a: Teachers will discuss their experiences with implementing their technology-

enhanced projects and activities in their classes.

Activity 2b: Teachers will discuss ways to differentiate the technology-enhanced activity

they created over the summer session and document their ideas in their shared Google

Doc.

Activity 2c: Teachers will work in their groups to develop differentiated assignments for

their technology-enhanced project they created over the summer.

Activity 2d: Teachers will participate in activities based on the survey and feedback from

the previous session.

Follow-up Meeting #3 (May):

Activity 3a: Teachers will document goals for implementing technology-enhanced

differentiated assessments in their classes next school year.

Activity 3b: Teachers will document goals for implementing technology-enhanced

differentiated instruction in their classes next school year.

Activity 3c: Teachers will complete a survey in Google Forms about their experience in

the professional development sessions.

The DeKalb County School System serves numerous Title I schools. To help students

who don’t have access to the internet and technology at home, the district partnered with

Sprint and in addition to providing Chromebooks to students, they also provided hotspots

20
to hundreds of students (Dekalbschoolsga.org, 2017). For this reason, Dekalb’s leadership

seeks to “Use technology as a way to leverage opportunities for all students,” similar to

the leadership of Walton Middle School (WMS) authors Barbara Levins and Lynne Schrum

mention in their book Leading Technology-Rich Schools: Award-Winning Models for

Success. While the purposes of WMS’ 1:1 program are to, raise the bar and achievement

for its sixth graders and expose its students to a tool they will use in their future work life

(Levin & Schrum, 2012), DeKalb’s 1:1 program hopes to do so for all of its students. Upon

approval of professional development proposal plan, the Coordinate Algebra and Analytic

Geometry math teachers will participate in an intensive professional development program

that will give them to tools to help DeKalb reach its goals.

Timeline

Designing and planning a professional development program is a lengthy process. It can

take up to two years to write and submit the proposal, obtain approval and funding, solicit

participants, and hold the eight sessions. The grant proposal for this professional development

plan will be submitted in October 2017. The project is expected to receive approval and funding

in February 2018. The five summer sessions will take place in June 2018 and the three follow-

up sessions will conclude in May 2019.

Table 6: Professional Development Program Timeline

Date Activity
August – October 2017 Design professional development and write
grant proposal.
October 2017 Submit grant proposal
February 2018 Receive approval for grant and funds
March – May 2018 Solicit professional development participants
June 2018 Five-day professional development summer
sessions
October 2018 First follow-up session
January 2019 Second follow-up session
May 2019 Final follow-up session
Review participant surveys

21
 With the amount of hard work and planning that goes into preparing a professional

development program, it is important to know if the program met its goals. The project

developer devotes an extended amount of time to conduct research and solicit a team to

help develop the best training for its targeted audience. One of its team members is an

external evaluator. The external evaluator will provide feedback that will help reveal

whether the project director achieved its goals.

Evaluation Plan Overview

The project developer will hire an external evaluator to evaluate and provide

feedback on the professional development sessions. Find the right evaluator can be a

difficult and time consuming task. In his article, Using an External Evaluator, Michael

Wells provides advise on how to find and external evaluator and the pros and cons of

using one. One reason Mr. Wells says to use an external evaluator is because the

evaluator’s expertise brings credibility to the evaluation results of your program.

Additionally, using an outside evaluator takes some of the work load off the project

director and her team (Wells, 2017).

External Evaluator

Originally the program director wanted to use DeKalb County’s K-12 Math

Coordinator, Dr. Lenisera Barnes-Bodison as the program evaluator. After reading Michael

Wells article, Using an Outside Evaluator, the program director decided to seek an outside

evaluator to avoid a conflict of interest and to receive an unbiased evaluation (Wells, 2017).

Because the professional development focuses on the high school math content, the

evaluator should be an expert (or at least familiar with) in DeKalb County’s current math

curriculum. The evaluator should also have experience in providing professional

development to adult learners. For this reason, Dr. Carla Bidwell, a Secondary Math

22
Instructor for the Metropolitan Regional Educational Service Agency (METRO RESA) will be

the evaluator for this professional development program.

As a member of the METRO RESA team, Dr. Bidwell facilitates professional

development for teachers in the Metro Atlanta area. Dr. Bidwell has a background in

secondary mathematics and is familiar with the DeKalb County School District’s curriculum.

She has written over ten articles on mathematics pedagogy to include her 2010

dissertation, Successful White Mathematics Teachers of African American Students, in which

she discusses three essential strategies to the teachers’ success with African American

students. DeKalb County serves a large African American population. Dr. Bidwell’s unique

research background, her experience providing instruction and professional development for

adults, and secondary mathematics content knowledge qualify and equip her with the

necessary knowledge and skills to evaluate the professional development program. She will

provide an unbiased and more objective perspective of the PD than would Dr. Barnes-

Bodison as she serves multiple school districts. Dr. Bidwell’s and the participants’ feedback

and survey results will help determine if the program met its goals.

Data and Collection Strategies

Professional development facilitators tend to require their participants to complete

a survey of some form. The survey typically asks questions about whether the facilitator

was organized and met the participants’ expectations. Participants are asked to tell

something they learned and how they plan to use the information in their

classes. Additionally, the surveys ask if participants have suggestions as to how the

professional development session could be improved. In the classroom, teachers use

student responses, work samples, and data to determine if they achieved their teaching

goals. Similarly, the program director will use surveys, the assignments the teachers

23
created, and student data to determine if the program achieved its professional

development goals and to evaluate the success of the sessions.

The goals require teachers to create assignments using Chromebooks and Google

apps during the summer sessions. During the follow-up sessions, teachers will analyze

student data and create charts using Google Forms and Google Sheets. They will also take

the project they developed and create differentiated assignments for it. At the end of the

sessions, teachers will share their assignments and charts with the project director. The

project director will use these assignments and charts to determine if the program achieved

its two professional development goals. Participant feedback from surveys and

conversations the project team has with them throughout the sessions to evaluate the

success of the professional development sessions. The project director will also use the

student data teachers used to create their graphs and charts to determine if teachers were

successful in implementing the use of the Chromebooks and Google apps with their

students.

Table 7:Data Collection and Schedule

Date Data Collection Tool Goals/Objectives

Teachers will verbally Goal 1:
Summer Session 5 share their experiences Coordinate
Algebra and
during the summer Analytic
sessions and will Geometry in
complete an electronic DeKalb County
survey. will use G-Suite
apps, add-ons,
and extensions
to create a
technology-
enhanced
project, rubric,
and five practice
worksheets
requiring
students to
complete and
submit using

24
 their
Chromebooks.
Teachers will analyze Objective #4:
Follow-up Session 1 student data and create Teachers will
grade pre- and
charts using their post-
student’s data. assessments in
Teachers will complete Google Forms
an electronic survey. and review
assessment data
and create
different charts
via Google
Sheets.
Teachers will complete Goal 2:
Follow-up Session 3 an electronic survey. Coordinate
Algebra and
Analytic
Geometry will
use Google
Forms to input
all district pre-
and post-
assessments,
grade at least
one assessment,
and review
assessment data
via Google
Sheets.

Evaluation Plan - Process vs. Outcome Evaluation

The evaluation components the project director will use are the artifacts the

participants created during the sessions, participant surveys, feedback and comments via

informal conversations during the sessions, personal observations of teachers working

during my sessions, and student data from the teacher created

assignments. Conversations with teachers and observations will help the project director

evaluate the process put in place to reach the goal of teachers successfully using

Chromebooks and Google apps to develop standards-based, technology enhanced

assignments. The artifacts, exit surveys, and student data will help evaluate the

25
outcome of each of my sessions. The different forms of data will be used to perform a

process evaluation and an outcome evaluation.

Process Evaluation

According to the Center of Disease Control’s article, Type of Evaluation, a process

evaluation determines if a program has been implemented as intended (2017). Teacher

feedback on surveys and the assignments teachers create during the summer sessions

will be used to determine if the program met its goals. If at the end of the five summer

sessions, teachers can use Google apps and the Chromebooks to create standards-based,

technology-enhanced activities and implement a 1:1 program in their classrooms, the

program was implemented as intended. Additionally, if the program was implemented as

intended, teachers will be able to use Google Forms to create, assign, and grade

assessments and create charts in Google Sheets.

Outcome Evaluation

According to the Center of Disease Control’s article, Type of Evaluation, the

outcome evaluation, “Measures program effects in the target population by assessing the

progress in the outcomes or outcome objectives that the program is to achieve (CDC.gov,

2017).” During the follow-up sessions, teachers will review and analyze their student

pre- and post-assessment data along with the data from the technology-enhanced

assignments they assigned during the school year. This data will help to determine if

teachers effectively implemented the 1:1 program with Chromebooks in their class.

Additionally, the Milestone results will be available by the final follow-up session.

Student results on the Milestone will also be used to help determine if the program

achieved its goals.

26
 Professional Development Program Model

•Funding for PD
•Chromebooks
•WiFi
Resources/Input •DeKalb County Math Curriculum

•Form collaborative groups to develop standards-based, technology enhanced assignments

•Explore Google apps on Chromebooks to use to develop standards-based, technology enhanced assignments
•Input district common assessments in Google Forms
•Analyze student data
•Develop differentiated assignments for project
Activities
•Surveys

•Standards-based, technology enhanced assignments

•Charts and graphs of student data
•Survey responses
Outputs •Differentiated assignments

• Teachers know how to use Chromebooks and Google apps to develope standards-based, technology enhanced
assignments
• Teachers know how to input, administer, and grade tests in Google Forms
• Teachers know how to review student test data in Google Forms
• Teachers know how to create graphs and charts in Google Sheets
• Teachers have access to teachers in their collaborative groups from training sessions
Outcomes • Teachers will use Chromebooks and Google apps to differentiate instruction

•Teachers will have the knowledge to effectively implement a 1:1 program using
Chromebooks in their classrooms
•Teachers will be confident in their ability to use Chromebooks to differentiate
instruction and assessments
Impact
•Students will become confident in using technology in and out of the classroom

Both the process evaluations and external evaluations are critical in determing if the

program achieved its goals. To ensure the program does achieve its goals, the project

director will join with partner organizations. The partner organizations will provide

additional support to help plan and develop the best professional development program for

the targeted audience.

27
 Partnerships

The project director considered several people/organizations to partner with who will

be helpful in planning the professional development. The first person is the DeKalb County

K-12 math coordinator, Dr. Lenisera Barnes-Bodison. Dr. Bodison’s role in DeKalb County

and experience planning and providing professional development will be very helpful in the

planning of my professional development, accessing facilities, goods, and people. Two of Dr.

Bodison’s roles for DeKalb County are planning and scheduling professional development for

math teachers. She works with a team of personnel including instructors from Metropolitan

Regional Educational Service Agency (METRO RESA). Dr. Bodison and her team will help

secure dates, resources (Promethean Board, furniture, and necessary connections for my

computer), and a facility to conduct the training sessions. She will also help ensure the

sessions are tailored to the specific needs of the DeKalb County math teachers. Dr. Bodison

will help identify which standards of mathematical practice and Teacher Keys Effectiveness

System standards (TKES) teachers will demonstrate when implementing what they learn from

the PD in their classrooms.

Two other people who will be helpful are Dr. Kalisha Sackey and Dr. Tashana Howse.

Both are educational consultants, have backgrounds in math education, and have planned

and facilitated professional development sessions at multiple local and regional math

conferences. They will assist the project director in planning the daily schedule for the five

summer sessions and three follow-up sessions and will help the program director create

surveys for the teachers. They will also assist the program director in selecting the

appropriate literature to provide teachers as a take-away from the conference. Lastly, both

will serve as the practice audience while the facilitator rehearses and prepares for live sessions

with the DeKalb County math teachers.

28
Participant Recruitment

Dr. Bodison will help solicit participation for the workshops as she has direct

communication with all the district’s math department chairs. With her approval, the

project director will use the DeKalb County Math email group to advertise and solicit

participation for my professional development. The project director will ensure to inform

participates they will receive a $500 stipend upon completion of the program. Lastly, Dr.

Bodison will ensure interested teachers can sign up to attend my PD sessions through

Engage as they do other PD sessions.

Conclusion

In conclusion, it imperative to provide the Coordinate Algebra and Analytic

Geometry teachers in DeKalb County professional development on how to use

Chromebooks in a 1:1 program. To prevent wasting a large amount of money from the

lack of use of the Chromebooks and a negative impact on student growth and achievement,

teachers would greatly benefit from the proposed professional development plan. Teachers

may be familiar with using Chromebooks for their own personal use, but professional

development from an expert will increase their comfort level and knowledge in using the

technology with their students. DeKalb County uses the data from the Coordinate Algebra

an Analytic Geometry Milestones to determine student growth and achievement in these

two subjects. Learning how to use Chromebooks for their specific content will ensure a

positive impact on this data.

29
 Appendix A: Budget Summary

TEACHER QUALITY HIGHER EDUCATION PROGRAM

Itemized Budget Page 1
CATEGORIES TQ Funds
Personnel-list people individually (please indicate if the person is 100% soft money
in narrative)
Toni Redding - Project Director $5,000.00
Dr. Sackey - Assistant Project Director $3,500.00
Dr. Howes - Workshop Developer/Consultant $2,400.00
Dr. Bodison - Workshop Developer/Consultant $2,400.00
Dr. Bidwell - External Evaluator $3,500.00

Totals carry over to Budget Page automatically Total Personnel Costs $16,800.00
FRINGE-list figure amount and % for each person separately
Toni Redding ($5,000*.1) $500.00 $500.00
Kalisha Sackey ($3,000*.1) $350.00 $350.00
Dr. Bidwell ($3,000*.1) $350.00 $350.00

Totals Carry Over to Budget Summary Page automatically Total Fringe Costs $1,200.00
Support Personnel-list # of graduate assistants, (names if known) consultants, etc.
Dr. Howes
Dr. Bodison

Totals carry over to Budget Page automatically Total Support Personnel Costs $-
Participant Costs
Stipend for Completing PD Sessions (24 participants) $12,000.00

Totals carry over to Budget Summary Page automatically Total Participant Costs $12,000.00

Itemized Budget Page 2

30
 Travel-list lodging costs, meals, mileage reimbursements, etc. (per person costs)
Conference Registration for 5 people $1,000.00
Conference Food (5 people for 3 days) $750.00
Conference Parking (5 people for 3 days) $225.00
Conference Mileage (40 miles round trip 3 days 5 people) $2,160.00

Totals carry over to Budget Summary Page automatically Total Travel Expenses $4,135.00
Additional Costs – list each piece of equipment, food, registration fees, etc. (per person or
per school costs)
Lunch for PD participants $2,160.00

Totals carry over to Budget Summary Page automatically Total Additional Costs $2,160.00
Evaluation Costs—List external evaluator and associated costs
Accounted for in personnel cost $-
Totals carry over to Budget Summary Page automatically Total Evaluation Costs $-
Supplies—please attach a detailed list at the end of this budget
Teaching Math with Google Apps: 50 G Suite Activities (30 books) $808.80

Totals carry over to Budget Summary Page automatically Total Supplies $808.80
IMPROVING TEACHER QUALITY PROGRAM

31
 PROPOSED BUDGET SUMMARY
Totals from Itemized Budget will automatically come here
Institution: Destiny Achievers Academy of Excellence
Address of Department or School: 3595 Linecrest Rd Ellenwood, GA 30294
Budget Office Address: 3595 Linecrest Rd Ellenwood, GA 30294
Contact Person in Budget Office (Name and telephone #): Ms. C. Jones 404-328-0898
Project Title: Teaching Math with Chromebooks and Google Apps
TEACHER QUALITY CATEGORIES TO BE USED ON ALL INVOICES Requested TQ
Funds
1. Personnel $16,800.00
2. Fringe $1,200.00
3. Support Personnel $0.00
4. Participant Costs $12,000.00
5. Travel $4,135.00
6. Additional Costs $2,160.00
7. Evaluation Costs (at least 3%) $0.00
8. Materials and Supplies $808.80
9. Total Lines 1-8 $37,103.80
10. Indirect Costs All subgrants should use one of the two following indirect cost
calculations, whichever is lower: 1) 8%, excluding tuition or 2) the institution’s federally
negotiated indirect cost rate. $1,728.30
Grand Total (9 & 10) $38,832.10

32
 Appendix B: Budget Narrative

To ensure the successfully implementation of the professional development (PD)

plan, the project director will hire five personnel. The total cost to hire a project director,

assistant project director, two workshop consultants, and an external evaluator is

$16,800. Of the five personnel, the project and assistant project directors and the

external evaluator receive fringe benefits. Their fringe benefits are 10% of their

personnel costs and the total fringe costs is $1,200. There are no additional costs for

support personnel and the evaluation costs are accounted for in personnel costs.

The program director plans to train at least one math teacher in every DeKalb

County high school. For this reason, the project director budgeted for the maximum

number of participants of 24. Each participant will receive a $500 stipend at the end of

the eight sessions for a total of $12,000 for participant costs. The project team will

attend the Georgia Educational Technology Consortium Conference. The grant must

cover registration fees, food, parking, and mileage for all five team members for a total

of $4,135 for travel expenses. Each of the 24 participants and five project team

members will receive a box lunch for each of the eight days of PD. The cost of box

lunches is included in additional costs for a total of $2160.

Because the purpose of this PD is to help teachers become familiar with their

Chromebooks and using Google Apps in the classroom, much of our communication and

collaboration will be done and documented via Google Docs or other Google Apps. For

this reason, the only supply needed for this training is Alice Keeler and Diana

Herrington's book, Teaching Math with Google Apps: 50 G Suite Activities. The total for

30 books (24 participants, 5 team members, and 1 extra) is $808.80. The total cost for

the proposed professional development program is $38,832.10.

33
 Appendix C: Capacity (Project Team and Facilities)

Capacity

The success of the professional development plan heavily depends on the project team.

The team will actively contribute to the planning, implementation, and follow-up of the PD

plan. Each team member was selected based on their experience with the DeKalb County

math curriculum, Chromebooks, Google Apps, and planning and facilitating professional

development. The project team consists of the following personnel:

Project Director: Toni Redding

Ms. Redding is currently in her ninth year of teaching high school math, seven of which

have been in the DeKalb County School System. She currently teaches the new DeKalb

County Curriculum and uses Google Apps with her students. Ms. Redding has a strong

background in math and technology with a B.S. in Systems Engineering, a Master’s Degree

in Math Education, and is currently pursuing her Specialist in Instructional Technology. Ms.

Redding has received training in using Google Apps in the classroom and is currently working

to become a Google Certified Educator. Ms. Redding has facilitated several professional

development (PD) sessions to the staff at her current school and will facilitate the sessions

for the proposed PD plan.

Assistant Project Director: Dr. Kalisha Sackey

Dr. Sackey is currently serving her second year as an assistant principal. Before

becoming an assistant principal, she taught high school math for 13 years and served as an

academic coach. She has a strong math background and received training on using Google

Apps in the classroom. Dr. Sackey has written PD proposals and facilitated PD sessions at

state and regional math conferences. Dr. Sackey will work closely with the workshop

consultants to review the PD schedule and activities for the summer and follow-up sessions.

She will also work closely with the workshop consultants to develop surveys for teachers to

complete at the end of the summer sessions and during the follow-up sessions. Dr. Sackey

will report directly to the project director.

34
External Evaluator

Dr. Carla Bidwell, a Secondary Math Instructor for the Metropolitan Regional

Educational Service Agency (METRO RESA) will serve as the external evaluator. As a member

of the METRO RESA team, Dr. Bidwell facilitates professional development for teachers in the

Metro Atlanta area. Dr. Bidwell has a background in secondary mathematics and is familiar

with the DeKalb County School District’s curriculum. Dr. Bidwell will report directly to the

project director. She will attend all five summer sessions and three follow-up sessions. She

will submit two evaluation reports to the project director, the first at the end of the final

summer session and the second at the end of the final follow-up session.

Workshop Consultants

Dr. Lenisera Barnes-Bodison and Dr. Tashana Howse will serve as the workshop

consultants. Both will report directly to the assistant project director. Dr. Bodison is a former

math teacher and is currently the DeKalb County K-12 math coordinator. She has planned

and facilitated math PDs for the district. She will work with the assistant project director to

secure a facility for the five summer sessions and three follow-up sessions. Dr. Bodison will

also review the schedule and activities for the PD to ensure they meet the needs of the DeKalb

County School System.

Dr. Tashana Howse is currently a college math education professor. She has planned

and facilitated several math PDs at state and regional math conferences. She will work with

the assistant project director to develop and review teacher surveys. She will monitor the PD

schedule and activities to ensure the facilitator stays on schedule. Both Dr. Bodison and Dr.

Howse will provide feedback after each session based on their observations of the facilitator

and the teachers during each session.

Facility

The summer and follow-up sessions will be held at the DeKalb County Administrative

and Instructional Complex in the Board of Education Conference Room. The room can

35
comfortably seat 30 people and is equipped with a Projector and microphone. Teachers will

bring their county issued Chromebooks and will have access to the district’s Wi-Fi. There is

no cost to use the facility as it is on DeKalb County property and is used for professional

development throughout the year.

36
 Appendix D: Data Collection Instrument

To determine if the program achieved its goals, participants will be required to

complete a survey. The surveys are very basic and ask the participant to reflect on the

activities they participated in during the sessions. Participants will rate from 1 – 5, on

whether each objective was met during the activities in the sessions. An objective is met

if at least 80% of the participants give each objective a 4 or higher. Participants will rate

the four objectives aligned with the program’s two goals.

37
11/11/2017 Goal #2

Goal #2
Goal 2: Coordinate Algebra and Analytic Geometry teachers in DeKalb County will use Google Forms to 
input all district pre­ and post­assessments, grade at least one assessment, and review assessment data 
via Google Sheets.

* Required

To determine if the program accomplished its goals, please
reflect on the program's activities and rate the objectives based
on whether or not they were accomplished during the activities.

1. Objective #1: Teachers will review and edit district’s pre­ and post­assessments. *
Mark only one oval.

1 2 3 4 5

2. Objective #2: Teachers will input district’s pre­ and post­ assessments in Google Forms. *
Mark only one oval.

1 2 3 4 5

3. Objective #3: Teachers will take pre­ and post­tests as students to ensure tests and answer
keys were entered correctly. *
Mark only one oval.

1 2 3 4 5

4. Objective #4: Teachers will grade pre­ and post­tests in Google Forms and review assessment
data and create different charts via Google Sheets.
Mark only one oval.

1 2 3 4 5

Powered by

https://docs.google.com/forms/d/1zkmsSWU2SsOw5xwxABPjVftwi9QzVd2mQuoDuTeHw3s/edit 1/1

38
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40