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Severna Park Middle School T echnology Integration in Language Arts for Special Education Students

Severna Park Middle School Technology Integration Strategic Plan Michele English. Severna Park Middle School T echnology Integration in Language Arts for Special Education Students. 6th grade Special Education students have demonstrated consistent growth on MSA Reading tests.

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Severna Park Middle School T echnology Integration in Language Arts for Special Education Students

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  1. Severna Park Middle School Technology Integration Strategic Plan Michele English Severna Park Middle SchoolTechnology Integration in Language Arts for Special Education Students

  2. 6th grade Special Education students have demonstrated consistent growth on MSA Reading tests. • 7th and 8th grade Special Education students have notdemonstrated consistent growth on MSA Reading tests. Why technology integration?

  3. The “Matthew Effect” (Stanovich, 1986) • Stronger readers become better readers and poorer readers “become more frustrated and fall further behind.” (Hasselbring and Goin, 2004)

  4. 2009 90.9 72.4 66.7 2008 75.9 75.7 68.2 2007 62.5 51.7 55.6 2006 51.6 55.3 61.3 2005 63.8 60.5 35.0 2004 51.2 53.3 39.1 Numbers represent percentages of Special Education students that have scored proficient or advanced on Reading MSA from 2004 through 2009

  5. Will be integrated into Language Arts co-taught Special Education classes • Compact and user friendly Digital Voice Recorders (DVR) with Voice to Text (VTT) Software

  6. “…assistive technology services provide assistance so that the student is successful in the use of the assistive technology device...” (Dyal; Carpenter and Wright 2009) Supported by Research

  7. The use of assistive technology is designed to “improve individual outcomes,” and it may be “utilized to meet annual yearly progress of students with disabilities.” (Dyal; Carpenter and Wright 2009) Supported by Research(continued)

  8. Increases reading fluency rate and improves reading comprehension • Increases vocabulary • Enhances communication and writing skills Benefits of the DVR

  9. Instructional Technology: Provide students with opportunities to encounter content in a variety of modalities, targeting multiple learning styles (Goal 1: Academic Achievement Reading/Math) DVR Technology supports SPMS’s SIP

  10. Indicator: By the end of the 2011/12 school year, 100% of eighth grade students will be technology literate as outlined by the Maryland Technology Literacy Standards for Students DVR Technology supports SPMS’s SIP (continued)

  11. Performance Indicator 5. Digital Citizenship - • students understand human, cultural and societal issues related to technology and practice legal and ethical behavior. Supports National Educational Technology Standards (NETS*S)

  12. 1.0 - General Reading Process: Fluency and Vocabulary • 3. 0 - Comprehension of Literary Text • 4.0 - Writing Supports Three Standards from the Maryland State Voluntary Curriculum

  13. Students that don’t improve their reading fluency have a more difficult time comprehending what they have read. (Daly, no date) What if we don’t integrate technology?

  14. The gap between students that read at a higher level and those students who do not read well increases in the middle school and high school years. (Hasselbring and Goin, 2004) What if we don’t integrate technology? (continued)

  15. Focus Group: fluency • Focus Group: vocabulary • Focus Group: comprehension • Focus Group: communication • Focus Group: writing skills Differentiating with the DVR

  16. Grant • PTO: “Mission Possible” Fund Raising Event • Special Education Technology Funds Source of Financial Support

  17. Provided by the LMS • During PLC Technology planning periods by grade level for Language Arts and Special Education teachers • Additional training to teachers during personal planning time if requested Staff Development

  18. LMS will be available to demonstrate to the students the proper use of the DVR either individually or in small groups • LMS will be available on an as needed basis for the teachers and students for additional instruction LMS Implementation of the DVR

  19. Both Language Arts and Special Education teachers will collaboratively “test” reading fluency of students • Review students’ comprehension quiz/test grades • Review students’ Benchmark scores Evaluation of Success

  20. Compare Benchmark scores to all other students’ scores in Achievement Series • In Fall 2010, review MSA Reading scores Evaluation of Success(continued)

  21. Claxton, G. C . (2006) Thinking at the Edge, Developing Soft Creativity. Cambridge Journal of Education, 36 (3) 351-362. Retrieved November 7, 2009. Daly, P. Turning the Tide. Retrieved November 6, 2009, http://teacher.scholastic.com/products/scholasticprofessional/authors/list.asp?author=D Dyal, A., Carpenter, L. B., Wright, J. (2009).Assistive Technology: What Every School Leader Should Know. Education, 129 (3), 556-560. Retrieved November 5, 2009. Hasselbring, T. and Goin, L. (2004). Literacy Instruction for Older Struggling Readers: What is the Role of Technology? Reading and Writing Quarterly, 20 (2), 123-144. Retrieved November 5, 2009, from EBSCOhost database. http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_for_Teachers_2008.htm http://www.mdk12.org/instruction/curriculum/reading/index.html Bibliography

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