Debra+Morris

Final Presentation with adjustments made today 11/20/11

**Improving Education for All Populations ****A00293334**

**debra.morris@waldenu.edu** **EDUC-7103-1 Leading and Managing Educational Technology** **Dr. Rita-Marie Conrad** **Walden University** **September 25, 2011**

**Executive Summary ** West Laurens High School is presently in a Needs Improvement 3 status, as determined by the Georgia Department of Education. If a school does not meet requirements and becomes a status 5, they are required to implement rigorous strategies. Administration at West Laurens High School has noticed a steady decline in Math scores over the past two years for two particular populations of students. Students with disabilities and students who are economically disadvantaged have each shown declines in math scores. Key personnel strongly believe that these two particular populations of students are not able to take advantage of the school’s current after school remediation program. There is no current bus route provided for after school participants. Administration found that these two populations rely on bus transportation. While researching possible causes for student’s continuous decline in math scores, the administration discovered that teachers went from teaching a non-integrated curriculum to teaching an integrated curriculum for which they had no current staff development. Additionally, key personnel realized adequate technology was not available for the special education classes. Administration and key personnel strongly believe this grant money will allow WLHS the opportunity to implement this program with a high success rate. The implementation of this $147,751.00 grant will equip all populations of students with the knowledge they need and provide the resources to accomplish this. The remediation program will be accessible for all populations, teachers will be empowered with the knowledge they need for integrated classroom instruction, an on-site math coach will provide the necessary support, and the proper technology will be utilized. These programs will benefit the students and WLHS in meeting Adequate Yearly Progress.
 * Improving Gaps Based on Adequate Yearly Progress Results ** **West Laurens High School****Problem Summary** According to the No Child Left Behind Policy for the Nation, West Laurens High School is in Needs Improvement 3 status. They have not met Adequate Yearly Progress for 3 years in a row. The Georgia Department of Education characterizes this as Needs for Improvement status. In the Georgia school systems, a school is required to implement state strategies if the school falls under Needs Improvement 5. Students are also required to pass an End of Course Test in the subjects they are taking. These courses are curriculum aligned and correlate to the High School Graduation Test. Results from the End of Course Test are a strong indicator for how students will perform on the High School Graduation Test. In the last couple of years, the administration has noticed a decline in the End-of-Course Math Test Results. Even though there has been a program implemented to delete this problem, two populations of students continue to decline. Results from the End-of-Course test for Math 1 show a 53% gap between students with disabilities and their non-disabled peers. In Math 2, the gap is 45%. When comparing the economically disadvantaged population to the non-economically disadvantaged population, the gap for Math 1 is 17% and 28% for Math 2. Three students with disabilities passed the Math 1 End-of-Course test. None of the students with disabilities passed the Math 2 End-of Course test.
 * Background of Organization ** West Laurens High School was established in 1971, as a result from integration of schools within the public school systems. This rural high school is located in central Georgia. This high school is one of three local public schools in Laurens County. A new facility was recently built a year ago to house students attending West Laurens High School. The high school is set up for the 9-12 grade population of students living in Laurens County. West Laurens High School’s population includes approximately 1,200 students. 65% are white, 35% are minority, 45% are economically disadvantaged and 9% make up the Special Education population. Due to the Needs Improvement status, an intervention is needed. The physical location of the school is Dexter, Georgia. The URL for the school is wlhs@lcboe.net. The latest reports for the 2011 school year may be viewed on the Georgia Department of Education Website (gadoe.org). Here you will find the 2011 Adequate Yearly Progress Report and a 2009-2010 Balance Score Card report.

**Stakeholders and Decision-Makers**  The stakeholders are the students, teachers, administration, superintendant, parents, board members and the community. The people that will make the decision to implement the plan include the principal and the leadership team. The key personnel that will provide insights into performance problems are the principal, curriculum director and math teachers. These people are Clifford Garnto (Principal), O.J. Hall (Curriculum Director) and the team of math teachers. **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Performance Gap: Cause Analysis **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">**Actual Current Performance.** <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The actual current performance for students from the populations of economically disadvantaged and students with disabilities are outlined in the table below. ** Disabilities ** || ** Economically ** ** Disadvantaged ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Desired Performance. ** <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The desired performance for the population of students with disabilities will be a 50% passing rate the first year and a 75% passing rate the second year. The desired performance for the population of students that are economically disadvantaged is a 75% passing rate the first year and a 100% passing rate the second year. The stakeholder’s desired time frame for narrowing this gap is two years.
 * ** Course ** || ** Students with **
 * ** Math I ** || ** 15% Passed ** || ** 56% Passed ** ||
 * ** Math II ** || ** 0 % Passed ** || ** 26% Passed ** ||

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">**Performance Gap.** <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> The performance gaps will narrow as listed in the tables below. As a result of this success, the number of students passing the Graduation Test will increase. ** Disabilities ** || ** Actual Performance ** || ** Desired Performance ** || ** Closing of Gap ** || ** Disadvantaged ** || ** Actual ** ** Performance ** || ** Desired ** ** Performance ** || ** Closing of Gap ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Cause Analysis. **
 * ** Students With **
 * ** Math I ** || ** 15% ** || ** 50% ** || ** 35% ** ||
 * ** Math II ** || ** 0% ** || ** 75% ** || ** 75% ** ||
 * ** Economically **
 * ** Math I ** || ** 56% ** || ** 75% ** || ** 19% ** ||
 * ** Math II ** || ** 26% ** || ** 100% ** || ** 74% ** ||

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Interviews with the administration and curriculum director revealed that they had examined the progression rate of End- of-Course test. Analysis they completed found that students in special education and students that are economically disadvantaged are not passing End-of –Course test in Math I and Math II. Therefore, they examined the current after school remediation program. The after school remediation program addresses students who have not earned credits for a course, but have been through a course. Instructors work on student’s particular area of weakness as shown in the end of course test. However, the administration discovered that the students in the special education population and economically disadvantaged populations were not able to stay after school. They were primarily bus riders and did not have other means of transportation. The administration and curriculum director at West Laurens High School feel that the problem developed and the current gap exist due to several reasons. Administration felt that students were not following a math program of study. Student’s schedules would not facilitate these courses. In addition, they feel teacher preparedness has contributed to this gap. Teachers are not familiar with the content level and have not participated in staff development for integrated curriculum. Teachers went from teaching a non-integrated curriculum to teaching an integrated curriculum without staff development training. Adequate technology has not been available to address individual needs of students with disabilities. Due to budget cuts, the school system has not been able to implement staff development or purchase additional technology. Students who have been able to participate in the after school remediation program have increased their results on the End-of-Course test.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">**Organizational History and Background Goal**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> In order to provide a more equal education for all populations of students, a goal has been established for the school. The goal is to narrow the gap which presently exist between the special education and socio economic populations and the other populations. The goal for West Laurens High School is to provide transportation for all students returning home from the after school program, provide teachers with staff development in integrated curriculum, provide an on-site math coach, monitor students course of study closely and purchase Net books.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">**History** <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> West Laurens High School is located in a rural down within central Georgia. West Laurens High School has a new facility, which is just two years old. This high school is one of three public high schools in Laurens County. It houses 1,200 students. The No Child Left behind Act (NCLB) states that by the year 2014, all schools will have a 100% graduation rate. Administration has closely monitored student’s progress. The school’s administration noticed a steady decline in math test results. The school implemented an after school remediation program two years ago. This program is set up to address student’s weaknesses in math. These weaknesses are analyzed from results students obtain on the End-of-Course test. Success has been seen in all populations except students with disabilities and students who are economically disadvantaged.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">**Mission Statement**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **“**The West Laurens High School Mission Statement is to empower and develop individuals who will be continuous learners and contributing members of society.” (West Laurens High School Handbook, 2011)

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">**Vision Statement**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">“West Laurens High School, in its pursuit of excellence, will provide opportunities for students to acquire the skills of life-long learners under the leadership of a dedicated, knowledgeable, caring staff using a comprehensive curriculum in a safe, clean, well-equipped facility. Students, parents, and other learning community stakeholders will proactively participate in programs promoting responsible citizenship, productive careers, and personal fulfillment in an ever-changing world.” (West Laurens High School Handbook, 2011)

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">**Three Intervention Strategies**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Three interventions based upon the Cause Analysis completed are presently being proposed. The school would like to provide after school transportation for the population of students with disabilities and those with economic disadvantages. Neighboring school systems after school programs show a greater success rate and attendance due to the implementation of a second bus route. They desire implementation of staff development in the area of integrated instruction. Finally, they would like to provide special education classrooms with the technology needed to incorporate Net Books.


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Low end intervention **

<span style="font-family: 'times new roman','serif'; font-size: 16px;">A second bus route will be implemented for high school students participating in the after school remediation program. The largest bus available in Laurens County seats 72 students. This is sufficient for the route. The cost for the bus driver will be $20.00 per day plus it will cost the county one dollar a mile to run the route. Bus stops will be created to make sure all students can participate. This will involve setting up particular sites around the county for parents to meet the bus and pick up their children.

<span style="font-family: 'times new roman','serif'; font-size: 16px;">**Middle end intervention**

<span style="font-family: 'times new roman','serif'; font-size: 16px;">Due to budget cuts, staff development for teachers has been non-existent for the past four years. Teachers will be participating in staff development specifically designed for teaching integrated curriculum and varied content levels. This staff development will be provided by the county local RESA district. An on-site math coach will be in place to assist teachers. The on- site math coach will also assist in scheduling student’s math course of study. This person will be hired and will be included in the staff development program. The requirements for this position will be 20 years experience with a specialist degree in mathematics. This level of intervention will also include the transportation strategy listed in the low-end intervention**.** **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">High end intervention **

<span style="font-family: 'times new roman','serif'; font-size: 16px;">Budget cuts have caused the system to delay upgrades in technology and purchasing Net Books. Funding will provide two special populations classes with Net Books. A second bus route will be implemented. Funding for the driver and cost per mile will be included. Bus stops will be set up for parents. Staff Development addressing integrated math and differentiated content level will be provided for teachers. A math coach will be implemented to assist teachers and apply strategies in the classroom. The strategy that I have chosen that best meets the needs of the school is the high end intervention. This intervention uses an overlapping of the low, middle and high end intervention. **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Justification for Intervention Strategy **

<span style="font-family: 'times new roman','serif'; font-size: 16px;">The high end intervention has been chosen to present to the stake holders of West Laurens High School. This intervention has been chosen because it includes each of the three intervention strategies. The low end strategy is required in order to make the after school program accessible to all students. This is the only way these students can participate. Students must be able to attend in order to address their weaknesses. The high end intervention also includes the staff development needed in order to teach an integrated curriculum. Without the knowledge of teaching an integrated curriculum and an onsite coach providing direct input and resources, teachers will continue to be inadequate at delivery of content. Finally, the high end strategy addresses the technology issues. Without the proper technology there is no way this size student body will be able to practice and utilize skills in a classroom with few computers and no online remediation program.A strength seen in the implementation of the low end strategy is that it will provide equal opportunity for all populations of students. It will allow parents flexibility in bus stop sites for pick up. This will accommodate family schedules and work. A weakness in this intervention is this strategy will not guarantee that all students will participate. Also, a second bus may have to be implemented for those students requiring wheelchair transportation. Strengths in the implementation of the middle end intervention are that teachers will be empowered with the knowledge they seek. They will feel positive about their delivery of the content. Once staff development is in place, an onsite coach will provide them with support that will empower them even more. A weakness of this intervention is seen in the incentive for teachers to willingly deliver, collaborate and implement the programs effectively. Strengths envisioned for the high end intervention are seen in the fact that it “folds” each of the proposed interventions into one package. The high end intervention will provide all students equal access, empower teachers in their delivery techniques and completely address technology issues. The weakness seen in this intervention is the time frame of adequately implementing these programs. The administration would like this gap to be narrowed by the end of two years. A team will need to work together and devote the needed time in order to complete this implementation adequately. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Documents that support score data for mathematics can be found at this website: <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[|GADOE.org - 2010-2011 AYP Report] <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">. An interview was conducted with the Principal and Curriculum Director of West Laurens High School. They state that the high end strategy was the best selection for their organization. The justification given in the interview was that the implementation of the high end strategy would include each component needed in order for their organization to meet their goal. It is vital for these components be used as a total program addressing each existing weakness and avoid costly penalties imposed if they do not meet adequate progress in two years. The Principal and Curriculum Director expressed that the other two strategies presented would not be successful if implemented in isolation. They strongly believe their organization will be successful with these programs implemented as a total unit, as listed in the recommend high end strategy. The goal is to provide equal access for all populations of students at West Laurens High School and to close theachievement gap between diverse groups of students. The purchases made with this grant will be used to assure success for all populations. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">  <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">**The Manager’s Many Roles**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Project management techniques: A school’s moral can be greatly affected by the success of their students. As a project manager my role would be to motivate, encourage and provide resources for key personnel involved in the implementation of this intervention. Chevalier (Chevalier, 2007) references the fact that recognition is a powerful tool which can be used to improve individual and work performance. Recognition of the staff’s efforts and knowledge will be utilized. This intervention will also provide teachers a boost in moral and provide the resources needed for success.Resource management techniques: Resources that will be used in this intervention will include a bus, staff development, onsite coach, high speed Internet, cite license for Nova Net and Net Books. The bus route will be tracked by board personnel through a log which they will turn in weekly. Teachers attending the staff development will sign in and out. Administration will track classroom use of strategies through weekly classroom observations and review of lesson plans. An onsite coach will have weekly meetings with administration in order to review these. High Speed Internet, use of Nova Net and Net Books will be tracked by the school system technology department through on campus visits and online resources.Delivery system management techniques: The medium for the delivery will be the bus, technology, staff development and on site coach. The technology implemented will consist of remediation programs that specifically address students weaknesses obtained on the End- of- Course Test. This technology provides individualized remediation in a student’s specific area of weakness. Also, the implementation of this technology provides practice for EOCT and graduation test.Information management techniques: Information related to this intervention will be stored on the Nova Net program and on the Georgia Department of Education website. Each Net Book will also provide a program that will store student input and results.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The proposed budget (Appendix A) projects the costs for the two year implementation of the project. The total cost includes a bus route to accommodate students participating in the after school remediation, staff development, an on-site math coach and the purchase of 60 Net Books. The total cost for this proposal is approximately $147,751.00. See Appendix B for personnel designated to implement the project.
 * The Manager as Change Agent ** <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">**Financial and Budget Information**  <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;"> <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Project Assessment. ** <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> The evaluation and assessment of the performance intervention will be assessed through formative and summative assessments. Summative assessments will be completed for students participating in the remediation program and using Net Books. After School programs and Special Education Teachers using the Net Books will submit diagnostic reports for students participating in the remediation through Nova Net along with the table in Appendix D. These computer generated pre and post test are already in place and will be turned in for the team to evaluate. Results from End of Course Test will be analyzed along with Graduation Test. Staff Development training and application of material will be monitored through lesson plans and focus walks. Teachers will complete the survey listed in Appendix C. Administration and Math Coach will review information submitted from teachers on appendix C and evaluate implementation through classroom focus walks. The school curriculum director will evaluate progress monitoring completed by the math coach. The Summative assessment information will be compiled and delivered to the math coach every 4 weeks.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Chevalier, R. (2007). A manager’s guide to improving workplace performance. New York, NY: AMACOM books. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Georgia Department of Education. (n.d.a.) Retrieved from <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[|GADOE.org - 2010-2011 AYP Report][|http://public.doe.k12.ga.us/ayp2011/performance.asp?SchoolID=687-0101-c-][|1-0-0-0-0-0-0] Januszewski, A. & Molenda, M. (2008). Educational Technology. New York, NY Taylor & Francis Groupk, LLC Laurens County Board of Education. (n.d.a.) Retrieved from [|http://www.laurens56.k12.sc.us/domain/3http://www4.esu.edu/faculty_staff/campus_info/campus_info.cfm] Netbooks retrieved from [|www.Cnet.com/best-netbooks/] [|www.nextag.com/bretford-32-laptop-mobile-cart/shophtml] <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">West Laurens High School. (n.d.a.) Retrieved from []. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">West Laurens High School Student Handbook, 2011-2012
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">References: **

**<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Appendices ** **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Proposed Budget ** || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[] || * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Salary and Benefits for <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">2 years <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Differentiated Instruction || * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">$500.00 per week x 30 weeks <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">common planning time one day a week for 30 weeks || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">$15,000.00 || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">weeks) || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">$3,600.00 <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">$3,600.00 || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">(30 min. Before school – 60 min. after school) @ 25.00 for 3 days a week x 30 weeks <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Payroll Benefits || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">$3,375.00 <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">$843.00 || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Dell Inspiron Mini 10 - Atom 1.66 GHz - 10.1″ - 1 GB Ram - 250 GB HDD <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[|www.Cnet.com/best-netbooks/] <span style="color: #555555; font-family: 'Times New Roman','serif'; font-size: 16px;">Dell - Netbook - 10.1 inch - Windows 7 - 1 GB RAM - Intel CPU - 250 GB disk - 1.66 GHz CPU - Without Optical Drive - Intel GPU - 1024 x 600 - Touchpad - Widescreen - With Built-in Camera - 2.9 pound <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[|www.nextag.com/bretford-32-laptop-mobile-cart/shophtml] || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">$350.00 x 60 <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">$1,462 (2 carts) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Nextag.com/Bretford-32-laptop-mobile-cart/stop || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">$21,000.00 <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">$2,924.00 ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Appendix A **
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Expense/Details ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Additional Information ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Projected Cost ** ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Math Coach
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Salary based on 6 year degree and 20 plus years experience
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Referenced- GDOE website
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Benefits will be outlined by the local Board of Education || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">$97,409.00 ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Staff Development:
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Contracted through local REESA
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Sessions will be during
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Extended Day bus Routes || * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">2 hours per day/3 days a week @ $40.00 per day (driver)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">$1.00 per mile paid to local board for gas/use
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">(40 miles per day for 30
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Extended Day Teacher || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">1 ½ hours per day
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Netbooks
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Total Proposed Cost ** ||  || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">$147,751.00 ||

**<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Personnel designated for Implementation of Project ** ||||||||||||||||  || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Mr. Jameson Travick (Curriculum Director) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Math Coach (Will be hired) (Project Manager Assistant) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Mr. Lance Smith (Technology Coordinator) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Mrs. Debbie Morris (Project Manager) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Mr. Keith Hall (Transportation Director) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Mr. Thomas Woodard (Math Department Chair) ||||||||||||||||  || **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Formative Evaluation ** **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Teacher Staff Development Training ** ||  || **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Summative Evaluation Instrument ** **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Student Diagnostic Reports ** ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Appendix B **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Mr.Clifford Garnto (Principal)
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Appendix C **
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Appendix C **
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Questions ** |||||||||||| **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Scoring ** ||  ||
 * # <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Did this training successfully address the objectives? |||| <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Yes |||| <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">No |||| <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Somewhat ||  ||
 * # <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Do you feel confident in teaching integrated curriculum? |||| <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Yes |||| <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">No |||| <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Somewhat ||  ||
 * # <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Are there topics you feel need to be included in further training? |||| <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Yes |||| <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">No |||| <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Somewhat ||  ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">If you answered yes to question number 3, please list the topics here along with any additional comments. ||  ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">List below 4 procedures you have implemented in the classroom from your staff development training. (Administration and Math Coach will look for these specific strategies when completing classroom focus walks) ||  ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Appendix D **
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Student Name ** || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Week 1 || **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Week 2 ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Week 3 ** |||||| **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Week 4 ** |||| **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Week 5 ** |||| **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Week 6 ** |||| **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Week 7 ** ||


 * <span style="color: black; font-family: 'Times New Roman','serif';">Appendix E **

<span style="color: black; font-family: 'Times New Roman','serif';">Interview Questions:

<span style="color: black; font-family: 'Times New Roman','serif';">Principal: Our school has not made Adequate Yearly Progress for the past 3 years. Curriculum Director: If we have not made AYP by the fifth year, the state will have to implement strategies of their own to improve our school. We will fall under a needs improvement category.
 * 1) <span style="color: black; font-family: 'Times New Roman','serif';">What concerns do you have for your school at this point?

<span style="color: black; font-family: 'Times New Roman','serif';">Principal: We have a Leadership team which includes teachers, our Curriculum Director and our principal We have evaluated our after school remediation program, our Georgia Department of Education Reports and consulted with teachers. We have found that our students with special needs and our economically disadvantaged populations have not been able to take advantage of the after school remediation program. Curriculum Director: After we discovered these issues, we addressed students and parents during IEP’s and found that most parents were not able to the school and pick up their children. We also noticed that these two populations of students have decreased their scores over the past two years.
 * 1) <span style="color: black; font-family: 'Times New Roman','serif';">What have you done in researching to discover factors that may be influencing this?

<span style="color: black; font-family: 'Times New Roman','serif';">Principal: Yes. Our neighboring school system runs a bus route after school for their students.
 * 1) <span style="color: black; font-family: 'Times New Roman','serif';">Have you researched other school systems to see what they are doing to address remediation?

<span style="color: black; font-family: 'Times New Roman','serif';">Curriculum Director: Our students in the Special Education Classrooms need further remediation and individualized support in order to increase their knowledge. We have not been able to implement technology due to budget cuts.
 * 1) <span style="color: black; font-family: 'Times New Roman','serif';">What other issues besides transportation are in the way of student success?

<span style="color: black; font-family: 'Times New Roman','serif';">Principal: That is also an area we have recently evaluated. We went from a non-integrated curriculum to an integrated curriculum without staff development. All staff development has recently been eliminated due to budget cuts. We also had new administration come in during this two period time frame. We really need staff development in this area. Curriculum Director: We requested our board take action to hire a math coach in order to implement programs, monitor and support our classroom instruction and programs.
 * 1) <span style="color: black; font-family: 'Times New Roman','serif';">What about your teachers? Are they trained and prepared to address students with diverse needs?

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font-size: 19px; text-align: center;"> <span style="display: block; font-family: 'times new roman','serif'; font-size: 19px; text-align: center;"> <span style="display: block; font-family: 'times new roman','serif'; font-size: 19px; text-align: center;"> <span style="display: block; font-family: 'times new roman','serif'; font-size: 19px; text-align: center;"> <span style="display: block; font-family: 'times new roman','serif'; font-size: 19px; text-align: center;"> <span style="display: block; font-family: 'times new roman','serif'; font-size: 19px; text-align: center;"> <span style="display: block; font-family: 'times new roman','serif'; font-size: 19px; text-align: center;"> <span style="display: block; font-family: 'times new roman','serif'; font-size: 19px; text-align: center;"> <span style="display: block; font-family: 'times new roman','serif'; font-size: 19px; text-align: center;"> <span style="display: block; font-family: 'times new roman','serif'; font-size: 19px; text-align: center;"> <span style="display: block; font-family: 'times new roman','serif'; font-size: 19px; text-align: center;"> <span style="display: block; font-family: 'times new roman','serif'; font-size: 19px; text-align: center;"> <span style="display: block; font-family: 'times new roman','serif'; font-size: 19px; text-align: center;"> <span style="display: block; font-family: 'times new roman','serif'; font-size: 19px; text-align: center;">**Improving Education for All Populations** **<span style="font-family: 'Times New Roman','serif'; font-size: 19px;">A00293334 **

**debra.morris@waldenu.edu** **<span style="font-family: 'Times New Roman','serif'; font-size: 19px;">EDUC-7103-1 Leading and Managing Educational Technology ** **<span style="font-family: 'Times New Roman','serif'; font-size: 19px;">Dr. Rita-Marie Conrad **

**<span style="font-family: 'Times New Roman','serif'; font-size: 19px;">Walden University ** **<span style="font-family: 'Times New Roman','serif'; font-size: 19px;">September 25, 2011 **


 * Executive Summary **<span style="font-family: 'Times New Roman','serif'; font-size: 19px;">On this page you will provide a brief summary of this proposal in no more than one page. This is similar to the Abstracts you have written for other projects. Think of this as your 60 second commercial. You have one page in which to convince someone of the value of your intervention. It is suggested you restate the problem, solution, cost, and benefits. Creativity in your summary will be appreciated.

<span style="font-family: 'Times New Roman','serif'; font-size: 19px;">**West Laurens High School** According to the No Child Left Behind Policy for the Nation, West Laurens High School is in Needs Improvement 3 status. They have not met Adequate Yearly Progress for 3 years in a row. The Georgia Department of Education characterizes this as Needs for Improvement status. In the Georgia school systems, a school is required to implement state strategies if the school falls under Needs Improvement 5. Students are also required to pass an End of Course Test in the subjects they are taking. These courses are curriculum aligned and correlate to the High School Graduation Test. Results from the End of Course Test are a strong indicator for how students will perform on the High School Graduation Test.
 * Improving Gaps Based on Adequate Yearly Progress Results **
 * Problem Summary**

In the last couple of years, the administration has noticed a decline in the End-of-Course Math Test Results. Even though there has been a program implemented to delete this problem, two populations of students continue to decline. Results from the End-of-Course test for Math 1 show a 53% gap between students with disabilities and their non-disabled peers. In Math 2, the gap is 45%. When comparing the economically disadvantaged population to the non-economically disadvantaged population, the gap for Math 1 is 17% and 28% for Math 2. Three students with disabilities passed the Math 1 End-of-Course test. None of the students with disabilities passed the Math 2 End-of Course test.
 * Background of Organization**

West Laurens High School was established in 1971, as a result from integration of schools within the public school systems. This rural high school is located in central Georgia. This high school is one of three local public schools in Laurens County. A new facility was recently built a year ago to house students attending West Laurens High School. The high school is set up for the 9-12 grade population of students living in Laurens County. West Laurens High School’s population includes approximately 1,200 students. 65% are white, 35% are minority, 45% are economically disadvantaged and 9% make up the Special Education population. Due to the Needs Improvement status, an intervention is needed. The physical location of the school is Dexter, Georgia. The URL for the school is <span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 19px;">wlhs@lcboe.net <span style="font-family: 'Times New Roman','serif'; font-size: 19px;">. The latest reports for the 2011 school year may be viewed on the Georgia Department of Education Website (gadoe.org). Here you will find the 2011 Adequate Yearly Progress Report and a 2009-2010 Balance Score Card report.
 * Stakeholders and Decision-Makers**

The stakeholders are the students, teachers, administration, superintendant, parents, board members and the community. The people that will make the decision to implement the plan include the principal and the leadership team. The key personnel that will provide insights into performance problems are the principal, curriculum director and math teachers. These people are Clifford Garnto (Principal), O.J. Hall (Curriculum Director) and the team of math teachers.


 * Performance Gap: Cause Analysis **
 * Actual Current Performance. **
 * The actual current performance for students from the populations of economically disadvantaged and students with disabilities are outlined in the table below. **
 * ** Course ** || ** Students with ** ** Disabilities ** || ** Economically ** ** Disadvantaged ** ||
 * ** Math I ** || ** 15% Passed ** || ** 56% Passed ** ||
 * ** Math II ** || ** 0 % Passed ** || ** 26% Passed ** ||

<span style="font-family: 'Times New Roman','serif'; font-size: 19px;">The desired performance for the population of students with disabilities will be a 50% passing rate the first year and a 75% passing rate the second year. The desired performance for the population of students that are economically disadvantaged is a 75% passing rate the first year and a 100% passing rate the second year. The stakeholder’s desired time frame for narrowing this gap is two years.
 * Desired Performance. **

<span style="font-family: 'Times New Roman','serif'; font-size: 19px;">The performance gaps will narrow as listed in the tables below. As a result of this success, the number of students passing the Graduation Test will increase.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 19px;">Performance Gap. **


 * ** Students With ** ** Disabilities ** || ** Actual Performance ** || ** Desired Performance ** || ** Closing of Gap ** ||
 * ** Math I ** || ** 15% ** || ** 50% ** || ** 35% ** ||
 * ** Math II ** || ** 0% ** || ** 75% ** || ** 75% ** ||
 * ** Economically ** ** Disadvantaged ** || ** Actual ** ** Performance ** || ** Desired ** ** Performance ** || ** Closing of Gap ** ||
 * ** Math I ** || ** 56% ** || ** 75% ** || ** 19% ** ||
 * ** Math II ** || ** 26% ** || ** 100% ** || ** 74% ** ||


 * Cause Analysis. **

<span style="font-family: 'Times New Roman','serif'; font-size: 19px;">Interviews with the administration and curriculum director revealed that they had examined the progression rate of End- of-Course test. Analysis they completed found that students in special education and students that are economically disadvantaged are not passing End-of –Course test in Math I and Math II. Therefore, they examined the current after school remediation program.

The after school remediation program addresses students who have not earned credits for a course, but have been through a course. Instructors work on student’s particular area of weakness as shown in the end of course test. However, the administration discovered that the students in the special education population and socioeconomic populations were not able to stay after school. They were primarily bus riders and did not have other means of transportation.

The administration and curriculum director at West Laurens High School feel that the problem developed and the current gap exist due to several reasons. Administration felt that students were not following a math program of study. Student’s schedules would not facilitate these courses. In addition, they feel teacher preparedness has contributed to this gap. Teachers are not familiar with the content level and have not participated in staff development for integrated curriculum. Teachers went from teaching a non-integrated curriculum to teaching an integrated curriculum without staff development training. Administration also feels that the lack of appropriate internet speed hinders the ability to facilitate Nova Net making it accessible to all classrooms. Due to budget cuts, the school system has not been able to implement high speed internet access or staff development. Students who have been able to participate in the after school remediation program have increased their results on the End-of-Course test.


 * Organizational History and Background****Goal**

In order to provide a more equal education for all populations of students, a goal has been established for the school. The goal is to narrow the gap which presently exist between the special education and socio economic populations and the other populations. The goal for West Laurens High School is to provide transportation for all students returning home from the after school program, provide teachers with staff development in integrated curriculum, provide an on-site math coach, monitor students course of study closely, maintain a Nova Site License, purchase Net books and increase Internet speed.

<span style="font-family: 'Times New Roman','serif'; font-size: 19px;">West Laurens High School is located in a rural down within central Georgia. West Laurens High School has a new facility, which is just two years old. This high school is one of three public high schools in Laurens County. It houses 1,200 students. The No Child Left behind Act (NCLB) states that by the year 2014, all schools will have a 100% graduation rate. Administration has closely monitored student’s progress. The school’s administration noticed a steady decline in math test results. The school implemented an after school remediation program two years ago. This program is set up to address student’s weaknesses in math. These weaknesses are analyzed from results students obtain on the End-of-Course test. Success has been seen in all populations except students with disabilities and students who are economically disadvantaged.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 19px;">History **


 * Mission Statement**


 * “The West Laurens High School Mission Statement is to empower and develop individuals who will be continuous learners and contributing members of society.” (West Laurens High School Handbook, 2011) **

<span style="font-family: 'Times New Roman','serif'; font-size: 19px;">“West Laurens High School, in its pursuit of excellence, will provide opportunities for students to acquire the skills of life-long learners under the leadership of a dedicated, knowledgeable, caring staff using a comprehensive curriculum in a safe, clean, well-equipped facility. Students, parents, and other learning community stakeholders will proactively participate in programs promoting responsible citizenship, productive careers, and personal fulfillment in an ever-changing world.” (West Laurens High School Handbook, 2011)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 19px;">Vision Statement **


 * Three Intervention Strategies**

Three interventions based upon the Cause Analysis completed are presently being proposed. The school would like to provide after school transportation for the population of students with disabilities and those with economic disadvantages. Neighboring school systems after school programs show a greater success rate and attendance due to the implementation of a second bus route. They desire implementation of staff development in the area of integrated instruction. Finally, they would like to provide special education classrooms with the technology needed to incorporate Nova Net and Net Books.


 * Low end intervention **
 * A second bus route will be implemented for high school students participating in the after school remediation program. **<span style="font-family: 'Times New Roman','serif'; font-size: 19px;"> The largest bus available in Laurens County seats 72 students. This is sufficient for the route. The cost for the bus driver will be $20.00 per day plus it will cost the county one dollar a mile to run the route. Bus stops will be created to make sure all students can participate. This will involve setting up particular sites around the county for parents to meet the bus and pick up their children.


 * Middle end intervention**


 * Due to budget cuts, staff development for teachers has been non-existent for the past four years. Teachers will be participating in staff development specifically designed for teaching integrated curriculum and varied content levels. This staff development will be provided by the county local RESA district. An on-site math coach will be in place to assist teachers. This person will be hired and will be included in the staff development program. The requirements for this position will be 20 years experience with a specialist degree in mathematics. This level of intervention will also include the transportation strategy listed in the low-end intervention. **

<span style="font-family: 'Times New Roman','serif'; font-size: 19px;">**Justification for Intervention Strategy**
 * High end intervention **
 * Budget cuts have caused the system to delay upgrades of high speed internet, obtaining a site license for Nova Net and purchasing Net Books. Funding will be provided to install high speed internet, purchasing site license for Nova Net and two classes will be provided with Net Books. A second bus route will be implemented. Funding for the driver and cost per mile will be included. Bus stops will be set up for parents. Staff Development addressing integrated math and differentiated content level will be provided for teachers. A math coach will be implemented to assist teachers and apply strategies in the classroom. **
 * The strategy that I have chosen that best meets the needs of the school is the high end intervention. This intervention uses an overlapping of the low, middle and high end intervention. **

<span style="font-family: 'Times New Roman','serif'; font-size: 19px;">**The Manager’s Many Roles**
 * The high end intervention has been chosen to present to the stake holders of West Laurens High School. This intervention has been chosen because it includes each of the three intervention strategies. The low end strategy is required in order to make the after school program accessible to all students. This is the only way these students can participate. Students must be able to attend in order to address their weaknesses. The high end intervention also includes the staff development needed in order to teach an integrated curriculum. Without the knowledge of teaching an integrated curriculum and an onsite coach providing direct input and resources, teachers will continue to be inadequate at delivery of content. Finally, the high end strategy addresses the technology issues. Without the proper technology there is no way this size student body will be able to practice and utilize skills in a classroom with few computers and no online remediation program. **
 * A strength seen in the implementation of the low end strategy is that it will provide equal opportunity for all populations of students. It will allow parents flexibility in bus stop sites for pick up. This will accommodate family schedules and work. A weakness in this intervention is this strategy will not guarantee that all students will participate. Also, a second bus may have to be implemented for those students requiring wheelchair transportation. **
 * Strengths in the implementation of the middle end intervention is that teachers will be empowered with the knowledge they seek. They will feel positive about their delivery of the content. Once staff development is in place, an onsite coach will provide them with support that will empower them even more. A weakness of this intervention is seen in the incentive for teachers to willingly deliver, collaborate and implement the programs effectively. **
 * Strengths envisioned for the high end intervention are seen in the fact that it “folds” each of the proposed interventions into one package. The high end intervention will provide all students equal access, empower teachers in their delivery techniques and completely address technology issues. The weakness seen in this intervention is the time frame of adequately implementing these programs. The administration would like this gap to be narrowed by the end of two years. A team will need to work together and devote the needed time in order to complete this implementation adequately. **

Project management techniques:

A school’s moral can be greatly affected by the success of their students. As a project manager my role would be to motivate, encourage and provide resources for key personnel involved in the implementation of this intervention. Chevalier (Chevalier, 2007) references the fact that recognition is a powerful tool which can be used to improve individual and work performance. Recognition of the staff’s efforts and knowledge will be utilized. This intervention will also provide teachers a boost in moral and provide the resources needed for success.

Resource management techniques:

Resources that will be used in this intervention will include a bus, staff development, onsite coach, high speed Internet, cite license for Nova Net and Net Books. The bus route will be tracked by board personnel through a log which they will turn in weekly. Teachers attending the staff development will sign in and out. Administration will track classroom use of strategies through weekly classroom observations and review of lesson plans. An onsite coach will have weekly meetings with administration in order to review these. High Speed Internet, use of Nova Net and Net Books will be tracked by the school system technology department through on campus visits and online resources.

Delivery system management techniques:

The medium for the delivery will be the bus, technology, staff development and on site coach. The technology implemented will consist of remediation programs that specifically address students weaknesses obtained on the End- of- Course Test. This technology provides individualized remediation in a student’s specific area of weakness. Also, the implementation of this technology provides practice for EOCT and graduation test.

Information management techniques:

Information related to this intervention will be stored on the Nova Net program and on the Georgia Department of Education website. Each Net Book will also provide a program that will store student input and results.


 * The Manager as Change Agent****Financial and Budget Information.**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">**Math Coach**- Salary and Benefits $97,409 a year for 2 years

<span style="font-family: 'times new roman','serif'; font-size: 16px;">Salary based on 6 year degree and 20 plus years experience

<span style="font-family: 'times new roman','serif'; font-size: 16px;">Referenced Georgia Department of Education Website

<span style="font-family: 'times new roman','serif'; font-size: 16px;">Benefits will be outlined by the local Board of Education

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">**Staff Development**- <span style="font-family: 'times new roman','serif'; font-size: 16px;">Differentiated Instruction $500.00 per week for professional development

<span style="font-family: 'times new roman','serif'; font-size: 16px;">30 weeks

<span style="font-family: 'times new roman','serif'; font-size: 16px;">Contract through local RESA

<span style="font-family: 'times new roman','serif'; font-size: 16px;">Sessions will be during common planning time one

<span style="font-family: 'times new roman','serif'; font-size: 16px;">day a week for 30 weeks

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">**Extended Day bus Routes** 2 hours per day/3 days a week @$40.00 per day

<span style="font-family: 'times new roman','serif'; font-size: 16px;">$3,600- $120.00 a week for 30 weeks

<span style="font-family: 'times new roman','serif'; font-size: 16px;">$1.00 per mile paid to local board for gas/use

<span style="font-family: 'times new roman','serif'; font-size: 16px;">40 miles per day for 30 weeks @ 3 days per week

<span style="font-family: 'times new roman','serif'; font-size: 16px;">$3,600 - 120 miles a week for 30 weeks

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">**Extended Day Teacher** $3,375.00

<span style="font-family: 'times new roman','serif'; font-size: 16px;">$843.00

<span style="font-family: 'times new roman','serif'; font-size: 16px;">1 ½ hours per day/ 30 min. before school/60 after school

<span style="font-family: 'times new roman','serif'; font-size: 16px;">@25.00 for 3 days a week for 30 weeks

<span style="font-family: 'times new roman','serif'; font-size: 16px;">$4,218.00 1.5 x $25.00

<span style="font-family: 'times new roman','serif'; font-size: 16px;">37.50 x 90 days and benefits

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">**Net Books** <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">$4,000

<span style="font-family: 'times new roman','serif'; font-size: 16px;">$349.00 x 60

<span style="font-family: 'times new roman','serif'; font-size: 16px;">Cnet.com/best-netbooks/

<span style="font-family: 'times new roman','serif'; font-size: 16px;">$1,462 each x 2 $2,924

<span style="font-family: 'times new roman','serif'; font-size: 16px;">Nextag.com/Bretford-32-laptop-mobile-cart/stop

<span style="font-family: 'Times New Roman','serif'; font-size: 19px;">**Project Assessment.**

The evaluation and assessment of the performance intervention will be assessed through formative and summative assessments. Students participating in the remediation program and using Net Books will be provided with pre and post test. Results from End of Course test will be analyzed along with Graduation Test. Staff Development training and application of material will be monitored through lesson plans and focus walks. The school curriculum director will evaluate progress monitoring completed by the math coach. The Summative assessment that will be administered to the students will be benchmark test completed and administered in 4 week increments.

<span style="font-family: 'Times New Roman','serif'; font-size: 19px;">Describe how the project objectives will be evaluated.Describe the formative evaluation plan you will use. Include your formative evaluation instrument in an Appendix.Describe the summative evaluation plans you will use. Include your summative evaluation instrument in an Appendix.ReferencesAll references you used to develop your PII should be included in this list. Please remember to use APA 6th formatting for your references.You will also use hanging indentations for your references as shown in this example.**References:**Chevalier, R. (2007). A manager’s guide to improving workplace performance. New York, NY: AMACOM books.gadoe.orgwlhs.lcboe.net West Laurens High School Student Handbook, 2011-2012