Académique Documents
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Culture Documents
Lisa Flicker
Spring, 2018
Differentiation
SHARED VISION & RATIONALE 2
Vision Statement
Holcomb Bridge Middle School’s stakeholders have a shared vision that includes
fostering educational excellence and cultural enrichment through a safe, respectful, and
data driven decision making and the usage of 21st century technology. At Holcomb
Bridge Middle School, diversity is valued and there is the continual striving for vested
opportunities for all students and families to be able to share what makes them unique
and special. The importance of technology and providing equitable access has been a
priority for Holcomb Bridge. Students have been given free access to the internet though
devices issued to them along with a 5GB monthly data package. Personalized learning is
opportunities that are provided via in-school and on-line professional development
experiences.
Rationale
student’s education, the day to day functions of a school, and the training of teachers has
increased tremendously over the last ten years. Schools, in today’s digital age, need to
make sure that the usage of new technologies is able to productively enrich and benefit
SHARED VISION & RATIONALE 3
all students and their individual needs. According to the ISTE Policy Brief (2008), there
are seven factors for successfully implementing technology in to learning. These include
technology being incorporated in with the daily learning schedule, programs and
applications being provided with on-going and continual feedback, technology use
allowing for collaborative environments, and project-based and real life scenarios being
included as a main focus. Furthermore, the ISTE Policy Brief (2008) also includes the
importance of leadership, support, and modeling from teachers, administration, and all
The HBMS leadership team, including HBMS literacy, math and graduation coaches,
have delved in to the data accumulated through Georgia Milestones, STAR, and formative
and summative assessments, to come up with several smart goals for Holcomb Bridge
Middle School. These goals include Smart Goal #1, which states that HBMS is to increase
the percent of students in grades 6th through 8th scoring at Proficient or Distinguished
Learner on the Georgia Milestones ELA from 42% to 46% for the 2017-2018 school year.
Smart Goal #2 is to increase the percent of 6th through 8th grade students scoring At/Above
Benchmark on the STAR from 41% to 45% for the 2017-2018 school year. Finally, Smart
Goal #3 includes increasing the percent of students in 8th grade scoring at Proficient
Learner or Distinguished Learner on the Georgia Milestones Science from 37% to 40% for
the 2017-2018 school year. Data from Milestones and STAR testing showed that low SES
and ESL students showed the lowest growth within the school. Therefore, specific
After having conducted interviews with stakeholders from various groups within
Holcomb Bridge, including administration, literacy and math coaches, teachers, and
SHARED VISION & RATIONALE 4
support staff, several important factors were evident through the findings. First, it can be
determined through the data collected that our students, including our very transient and
ESL student populations, need additional support in reading and science. Second, we
need to focus more on bringing up the scores for our low SES and ESL student
populations. However, teachers were not as confident in how to achieve this and felt they
did not have the necessary tools in order to be successful. Teachers were much more
confident being able to support non ESL than they were our English Learner population.
activities through technology and geared toward assisting low SES and ESL students at
HBMS should be implemented on a more regular basis and based on the teacher’s
individual needs.
As reported in the article by Ritzhaupt et al (2013), almost all public schools provide
internet access. However, the digital divide still exists. This digital divide is evident
through significant differences found in low SES schools that tend to use skill and drill
practice more with their software as opposed to higher SES schools which use more
Middle School is very cognoscente of this fact and wants to ensure that through
and meaningful lessons that are rich in technology infusion. To further support this
shared vision, HBMS should promote WICOR AVID strategies through the increased
usage of technology based application systems and incorporated in all subjects. Also,
through collaboration of community resources and past AVID student mentors currently
at our feeder high school, specific strategies can be directed toward low SES and ESL
SHARED VISION & RATIONALE 5
students. Through the implementation of technology software, HBMS will help increase
not only reading and science achievement but also support the HBMS personalized
However, a shared vision can only be successful by ensuring all stakeholders feel
ownership in the vision and have a sense of buy-in. Buy-in may not happen immediately
and it depends on the amount and type of communication relayed to all stakeholders. As
HBMS is a relatively small middle school, qualitative measures to assess buy-in can be
make sure that adjustments or a reassessment of the shared vision is not needed.
Holcomb Bridge Middle School is currently in its third year offering 1:1 through
distribution of iPads to all students. Also, the school is in its final year of a grant through
Digital Promise and Verizon which offers each student a 5GB monthly data package.
that they may access and can be used in the classroom and at home to help support
literacy across all disciplines. The ISTE Policy Brief (2008) said research has shown
based instruction, students show higher growth in achievement and test scores than
those who do not have this type of instruction. This was further documented
programs (ISTE, 2013). According to Boser (2013), technology access also allows
greater opportunity for students to work collaboratively and that technology has the
ability to help promote higher order thinking. In fact, within the ISTE Policy Brief
(2008), studies showed that students working in pairs with technology tools, and
SHARED VISION & RATIONALE 6
while also receiving feedback from instructors, outperformed those who did not
opportunities need to be provided for students and through applications that allow
not the access to or utilization of high-tech information but whether the user knows
how to use them for the betterment of their quality of life” (p.294). Students must
understand how to create artifacts with technology and by doing so this will better
enable them to compete in our rapidly changing global society in the future.
opportunities with students and/or community resources outside of school, and use
new information to create digital artifacts to be published and shared (2013). These
strategies with low SES and ESL students will be implemented to support the HBMS
shared vision. Technology will be used to support Smart Goals and assessed
through growth in STAR and Milestones Standardized testing in the areas of ELA
and Science.
Diversity Considerations
Due to Holcomb Bridge Middle School’s very transient and large ESL population, it
has been determined that additional support needs to be provided in reading, and across
all disciplines for our ESL and low SES students. Being a 1:1 school that promotes
resources that will further enable us to reach students who are struggling with reading and
across all disciplines. Studies have shown, as stated in the Reich et al (2015) article, that
SHARED VISION & RATIONALE 7
there are two major challenges to technology usage with Web 2.0. First, there is difficulty
in supporting teachers in using technology for innovation instead of just for skill and
evident in higher socioeconomic schools than those that are not as high (p.8). HBMS
needs to make sure that the technology resources we utilize are instrumental in promoting
innovative and authentic learning opportunities for all our learners, and specifically those
Furthermore, and as stated in Naizer (2014), there is a gender gap evident between
middle school males and females and especially in their attitude towards math, science,
and technology that needs to be considered. This is very important for HBMS to consider
if it is to successfully reach and help all students achieve. The article by Naizer (2014)
states that the gender discrepancies could be related to several factors. Those factors
include puberty and that the rate of confidence that females feel towards math and
science declines at an alarming rate as they get older. Although women make up half the
programs like the Maximizing Motivation Targeting Technology Project discussed in this
article and implemented in rural areas to help lessen the gender gap should be considered
in regard to motivation and increasing STEM interest in middle schools girls. The MMTT
program uses real world, hands-on, higher order thinking and application projects during
a two-week summer camp. Teachers and students work together and learn
simultaneously. Results from this project showed that in the long term, gender gap
differences were minimized. This could be attributed to the increased interest that was
achieved in this STEM project, and the comfort students felt after being able to work in
SHARED VISION & RATIONALE 8
real life situations and problem-solve while also gaining a greater understanding of how
they could benefit and contribute to the field (p. 32). By HBMS utilizing the same
philosophy during the regular school year, this could help increase motivation and
interest for female learners. HBMS could also utilize more community resources
speakers for students. Local corporations and government organizations like Kimberly
Clark and the CDC could help us provide authentic hands-on projects that include real-
world problem solving opportunities. These learning opportunities would help to show
students how they can use what they are learning to create collaboratively. HBMS female
students need help feeling empowered and just as worthy and important as their male
Furthermore, support for the gender and achievement differences between males and
females can also be seen through the acknowledgement that girls are more likely to be
motivated when they establish supportive relationships with teachers and peers in
interpersonal connections and collaborative interactions (Kim, 2016). Girls, as the article
by Kim (2016) states, like technology based programs that present frequent and verbal
feedback and in positive and motivational manners. Therefore, the increased use of
technology applications that incorporate this feature would be beneficial for this specific
population at Holcomb Bridge Middle School. Programs can be utilized like the game
Mission: US which uses characters interacting with students and through situations based
on their specific decisions. Further programs that have built in on-line tutors should be
considered.
SHARED VISION & RATIONALE 9
In regard to the Shared Vision and assisting the large ESL population at HBMS, the
article by Tong et al (2014) states that it takes 5-7 years for English Language Learners to
through reading strategies involving hands-on and inquiry based instruction (p. 414).
Therefore, by importing technology that can enable us to differentiate instruction for our
various learners and through personalized learning opportunities, we will be able to better
I found it interesting to note that consideration needs to be made between ESL and
non ESL gender differences as well, and especially in consideration towards supporting
our shared vision. As stated in Tong et al (2014) and according to a large scale study
conducted on gender differences in reading and science literacy for ELL’s, background
Specifically, female students scored significantly lower than their male counterparts, and
the gap increases as they progress through the 12th grade. However, in the area of English
literacy skills, there was an advantage for ELL girls who had received initial instruction
in their native language and with their achievement in expressive English vocabulary
acquisition (p. 414). We need to give students the opportunity to explore science through
reading and provide inquiry-based instruction that allows students to represent their new
Stakeholder Roles
The Personalized Learning Coach is a valuable resource for teachers and staff to
access for technology tools to use with targeted groups, such as our lows SES, ESL, and
female learners. Teachers and the Personalized Learning Coach can work together during
their content meetings to discuss strategies for accomplishing the HBMS shared vision
and by helping specific population groups at HBMS to achieve to higher levels. The
and feedback for these new strategies that will be implemented, and as discussed in
Knight (2007). They will model differentiated experiences that can be altered for various
learning styles, interests, and goals of the targeted groups HBMS is trying to focus on
(ISTE-C 2e). Furthermore, reflection and dialogue are important aspects of this process,
and if there is resistance and possibly the initial plan is not working for the teacher, than
other possibilities and options should be considered for the success of the students
involved (2007).
Also important is for the Personalized Learning Coach to comply with ISTE-C
standards while supporting the Shared Vision. The Personalized Learning Coach at
HBMS will be responsible for the timely distribution of all necessary communication
regarding the shared vision between stakeholders, and as stated in ISTE-C 1a. They will
be the go-to person for implementing and sustaining the new strategies being
implemented for the shared vision and in support of the targeted groups we are trying to
The Personalized Learning Coach could work with ED Tech Teacher to create a new
course for teachers specifically geared on assistive learning tools for the large population
of ESL learners at HBMS. She could assist teachers with finding specific technology
applications that would appeal to female learners by having built-in on-line tutors that
interact with students as they progress through the game or activity and as suggested in
The Personalized Learning Leadership Team was implemented two years ago to help
with the HBMS strategic plan for personalized learning and technology implementation.
Further use of this team can be utilized to specifically find resources to help with the
shared vision and smart goals for increasing reading and science achievement through the
incorporation of reading strategies across the disciplines and through the use of
technology applications. Their goal for supporting this shared vision is also to provide
to help teachers understand how to use tools the team feels could assist with student
achievement and especially with our targeted ESL, low SES and female populations.
Some future collaborative tools they could consider introducing through professional
2014).
Administration
It is just as important to understand that calculated risks are acceptable and that
failing forward and learning from mistakes is sometimes just as beneficial as the act of
School needs to continue providing opportunities for teachers and staff to access new
SHARED VISION & RATIONALE 12
technologies and to feel safe knowing that if they do not succeed, they will be allowed to
Administration needs to find resources within and outside the school to facilitate
opportunities for teachers to learn technology integration strategies for assisting their low
SES and ESL students. These strategies and opportunities need to be geared toward
teachers’ individual and specific needs. Resources could be found from other schools and
in other districts that they may access from their professional learning networks. This can
also be achieved through technology departments at local universities and especially ones
educational technology organizations like Digital Promise and Ed Tech Teacher. The
professional learning opportunities need to be for the purpose of helping teachers learn
and practice with these new tools, and they need to be offered both on-line and through
face-to-face training that will help our low SES, female and ESL learners achieve.
stated in ISTE- A, 2b, 2c (2009). The administration team needs to make sure that the
technology being implemented is innovative and being used to promote an enriching and
authentic learning environment for students, including the various diverse learners found
in HBMS. They also need to lead the effort in finding funding for the professional
learning and innovative strategies that HBMS needs to achieve the share vision goals, as
Teachers
At Holcomb Bridge Middle School, teachers are responsible for supporting the
shared vision in several ways. As stated in ISTE-T (2008), standard 4b, educators at
SHARED VISION & RATIONALE 13
HBMS need to “address the diverse needs of all learners by using learner-centered
strategies that provide equitable access to appropriate digital tools and resources”.
Teachers need to be able to create learning activities that address the diverse learning
styles of their students and provide digital tools to support students moving in to more
critical thinking tasks as stated in ISTE-T, 2c, 2d (2008). Assessments need to be able to
conform to the specific needs of their diverse learners. Teachers need to understand that
there are various forms assessments can take and that they need to utilize the formats that
would accurately show what their students have learned. Students do not all learn the
same, and this applies to how they also are able to show what they have learned. Special
At HBMS, we have also found the importance of utilizing and building upon the
students, and especially at this age level has been a factor with student achievement. This
was evident through research obtained and through conversations had during the
important for teachers to foster positive and nurturing relationships between individual
students who may be struggling. Students then tend to become more motivated to achieve
Teachers need to also make sure that they incorporate in their lessons resources and
information on female leaders and role models who have made accomplishments in the
areas or subject matter they are studying. Particular attention should be paid to STEM
subject areas in which female representation is lower than males. This can help promote
Students
Students have several roles in supporting the shared vision for HBMS and especially
since they are the most important stakeholders in all of this. According to ISTE Standards
for Students, they need to be empowered learners. They can accomplish this by using
their voice and choice to create personal learning goals, as stated in 1a. ESL and low SES
students need to make sure they use their own voice to show what they have learned and
digital citizenship rules. This includes making sure that students are acting in a positive,
safe and ethical manner through their technology access. Students need to also
understand the consequences for not acting within the standards of digital citizenship
along with the harm it could potentially cause themselves and others, ISTE-S 2a, 2b, 2c
(2007).
Parents/Community
you need to show and not just tell. This includes taking stakeholders, such as parents and
community members who are not as familiar with educational strategies to places where
the initiatives you are trying to support are being utilized successfully. Communities that
surround schools need to become vested in with the shared vision of their local school
learn the platforms and technology applications that their children are using at HBMS.
SHARED VISION & RATIONALE 15
This will help foster a better school to home connection and allow parents a greater
understanding when assisting their child. Parents should also make sure to monitor that
their children are practicing digital citizenship and that they reinforce the new skills their
References
Boser, U. (n.d.). Are Schools Getting a Big Enough Bang for Their Education
Technology Buck? Retrieved February 16, 2018, from
https://www.americanprogress.org/issues/education-k-12/reports/2013/06/14/66485/are-
schools-getting-a-big-enough-bang-for-their-education-technology-buck/
Hodges, T. S., & McTigue, E. M. (2014). Renovating Literacy Centers for Middle
Grades: Differentiating, Reteaching, and Motivating. Clearing House, 87(4), 155-160.
How can school leaders implement changes that result in inclusive school environments?
(n.d.). Retrieved February 19, 2018, from
https://iris.peabody.vanderbilt.edu/module/inc/cresource/q4/p08/#content
ISTE. (2007). ISTE-S, Standards for Students. Retrieved February 20, 2018, from web.
ISTE. (2008). ISTE-T, Standards for Teachers. Retrieved February 20, 2018, from web.
ISTE. (2009). ISTE-A, Standards for Administrators. Retrieved February 20, 2018, from
web.
ISTE. (2011). ISTE-C, Standards for Coaches. Retrieved February 21, 2018, from web.
Kim, Y. (2016). The Role of Agent Age and Gender for Middle-Grade Girls. Computers
In The Schools, 33(2), 59-70.
Naizer, G., Hawthorne, M. J., & Henley, T. B. (2014). Narrowing the Gender Gap:
Enduring Changes in Middle School Students' Attitude toward Math, Science and
Technology. Journal Of STEM Education: Innovations And Research, 15(3), 29-34.
Reich, J., Murnane, R., Willet, J. (2012). The state of wiki usage in U.S. K–12 schools:
Leveraging web 2.0 data warehouses to assess quality and equity in online learning
environments. Educational Researcher, 41(1), 7-15. DOI: 10.3102/0013189X11427083
Ritzhaupt, A. D., Liu, F., Dawson, K., & Barron, A. E. (2013). Differences in Student
Information and Communication Technology Literacy Based on Socio-Economic Status,
SHARED VISION & RATIONALE 17
Solomon, G. and Schrum, L. (2014). Web 2.0 how-to for educators (2nd ed.).
International Society for Technology in Education.
“Technology and Student Achievement- The Indelible Ink.” Computer Explorers, June,
2008.
Tong, F., Irby, B. J., Lara-Alecio, R., & Koch, J. (2014). Integrating Literacy and Science
for English Language Learners: From Learning-to-Read to Reading-to-Learn. Journal Of
Educational Research, 107(5), 410-426. doi:10.1080/00220671.2013.833072
8 ways to establish shared vision. (n.d.). Retrieved February 18, 2018, from
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way&article=
SHARED VISION & RATIONALE 18
Appendix A
Interview Questions Created and Conducted for Shared Vision & Rationale
2) If we have not yet considered an option, how do we expect this will affect our
students who do not have internet access at home? Have we considered how this
will impact their performance in school and in regard to equitable access and as
compared to students who do have internet access?
3) How is technology, which is currently being used in our school and/or looking
to be used, deemed effective and supportive of our vision statement at HBMS?
4) What would the ideal classroom at HBMS look like that is also utilizing
technology integration?
5) What are some of the current technology tools we are using that you feel are
effective and supportive? Are any of these geared specifically for SES, gifted,
minority, ESL or special education students?
6) Are there ways through technology implementation that HBMS could support
our diverse populations (i.e. low socio-economic status, gifted, minority, ESL, or
special education students) and that you feel we have not yet utilized? Why have
we not yet done this (i.e. for lack of funding, support, ability)?
7) Which technology tools would you like HBMS to possibly begin implementing
in the near future? Why do you feel these tools would be beneficial?
8) What are the various ways we currently and will plan on continuing to fund for
innovative and authentic technology programs and systems here at HBMS?