severna park middle school t echnology integration in language arts for special education students
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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. - PowerPoint PPT PresentationTRANSCRIPT
Severna Park Middle School
Technology Integration in Language Arts for
Special Education Students
Severna Park Middle School
Technology IntegrationStrategic Plan
Michele English
Why technology integration?
6th grade Special Education students have demonstrated consistent growth on MSA Reading tests.
7th and 8th grade Special Education students have not demonstrated consistent growth on MSA Reading tests.
The “Matthew Effect” (Stanovich, 1986)
Stronger readers become better readers and poorer readers “become more frustrated and fall further behind.” (Hasselbring and Goin, 2004)
Year Grade 6 Grade 7 Grade
8
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
Digital Voice Recorders (DVR) with Voice to Text (VTT) Software
Will be integrated into Language Arts co-taught Special Education classes
Compact and user friendly
Supported by Research
“…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(continued)
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)
Benefits of the DVR
Increases reading fluency rate and improves reading comprehension
Increases vocabulary
Enhances communication and writing skills
DVR Technology supports SPMS’s SIP
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 (continued)
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
Supports National Educational Technology
Standards (NETS*S)
Performance Indicator 5. Digital Citizenship -
students understand human, cultural and societal issues related to technology and practice legal and ethical behavior.
Supports Three Standards from the Maryland State Voluntary
Curriculum
1.0 - General Reading Process: Fluency and Vocabulary
3. 0 - Comprehension of Literary Text
4.0 - Writing
What if we don’t integrate technology?
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? (continued)
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)
Differentiating with the DVR
Focus Group: fluency
Focus Group: vocabulary
Focus Group: comprehension
Focus Group: communication
Focus Group: writing skills
Source of Financial Support
Grant
PTO: “Mission Possible” Fund Raising Event
Special Education Technology Funds
Staff Development
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
LMS Implementation of the DVR
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
Evaluation of Success
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(continued)
Compare Benchmark scores to all other students’ scores in Achievement Series
In Fall 2010, review MSA Reading scores
Bibliography
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