LoTi Mentor Certification Tasks 19

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LoTi Mentor CertificationTasks 1-9

• Submitted by
• Sharon Harmon, Kevin O'Brien, Donna Marie Rawls
  and Pam Washington

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Task 1 LoTi Observations
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Task 2Individual Teacher Assessment

• Dennee Dorsey
• Ms. Dorsey is a new classroom teacher and should
  be able to handle tasks up to level 2.
• Moving Ms. Dorsey beyond level 2 would overwhelm
  her.
• Ms. Dorsey should attend simple after school
  workshops to learn basic computer operations such
  as electronic lesson plans, grade books, and
  internet researching.
• As the Technology Facilitator we would use
  in-class modeling/support and individual
  one-on-one training to work with students on
  using technology tools like PowerPoint, WebQuest
  and digital cameras.
• Finding and making the time to learn to use all
  of this technology along with all the other
  things, such as, classroom management, district
  and state curriculum standards, etc. can be the
  biggest obstacle for a new teacher.

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Task 3Lesson Plan Assessment
Peer Review of Performance Tasks Performance
Task Title Anthony Came to the Streets that Were
Paved with Gold Reviewer(s) Sharon Harmon,
Kevin OBrien, Donna Marie Rawls, and Pamela
Washington Dimensions Effect of Performance
Task Suggestions for Improvement/ Given the
Intent Reasons Valid 0 1 2 3 4 5 6 Reliable
0 1 2 3 4 5 6 Suggestions for Improvement
Differentiate what the point values are to the
grades Authentic 0 1 2 3 4 5 6 Comments
Engaging and Challenging 0 1 2 3 4 5 6 Comments
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Task 3Lesson Plan Assessment
Clarity of Task and Assessment Criteria 0 1 2 3
4 5 6 Comments Important Content 0 1 2 3 4 5
6 Comments Feasibility 0 1 2 3 4 5 6 Comments
Insufficient information no timeline given High
Level Processes 0 1 2 3 4 5 6 Comments Differen
tiation 0 1 2 3 4 5 6 Comments No evidence of
differentiation Suggestions for Improvement Use
other sources such as filmstrips, movies,
recordings, etc. from the library to obtain
additional information Technology Use 0 1 2 3 4
5 6 Comments
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Task 4Next Steps Action Plan

• Date Created February 10, 2004
• School Site ABC School
• LoTi Data
• Predominate LoTi Level 3 move to Level 4a
• PCU Level 4 move to 100 amongst staff
• CIP Level 4 move to a Level 5
• School Data
• The math and writing scores were below the state
  and well below the district average.
• The campus scores are below the state and well
  below the district
• The social studies score combined for all grade
  level were above the state but below the
  district.
• Sample By the end of the 2002-2003 school year,
  our school site will move
• 25 of our staff from a LoTi Level 1 to a LoTi
  Level 2.
• Goal 1
• By the end of the 2005-2006 year our ABC School
  will move the average LoTi Level staff members
  positioned from a LoTi Level 3 to LoTi Level 4a.
• Goal 2
• By the end of the 2005-2006 year our ABC School
  will move predominate Personal Computer Use LoTi
  Level 4 to 100 percent.
• Goal 3
• By the end of the 2005-2006 year our ABC School
  will move Current Instructional Practices LoTi
  Level 4 to a LoTi Level 5

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Task 4Next Steps Action Plan
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Task 5Professional Development Intervention
Targeted LoTi Level 3 Brief summary of
Professional Development Intervention Teachers
will act as the students while the technology
facilitator will acts as the teachers. Teachers
will apply today training strategies to
implementing into their math lesson. Targeted
Goals and Objectives Goal To increase the
knowledge of probability and how it affects the
toss of the number cubes and then apply computer
skills in using spreadsheets. Objectives
Students will be able to work cooperatively and
create probability outcomes, record data, create
a spreadsheet and a graph using the probability
data. Professional Development Agenda (including
key areas covered and transition activities where
necessary) Students will work cooperatively in
pairs, one will record and one will toss the
number cubes Students will toss the number cubes
50 times and record the results using their tally
sheet. Students add up the results and using the
spreadsheet and graphing software showing their
results in a digital format Required Materials
Computers Microsoft Spreadsheet Graphing
software Tally Sheet Pencils
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Task 6Experiential-based Action Model (EBAM)
Unit
Grade Level Grade 5 EBAM Unit Title Survivor
Skills Cumulating Task Students will relate the
Titanic experience with their personal adversity.
Purpose To prepare students for survivor
skills Unit Duration One Week
Contents Science Language Arts Make
inferences using textual information and provide
supporting evidence. Drawing conclusions from
information gathered Mathematical
reasoning Social Studies comparing and contrast
Technology use to evaluate, collect information
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Task 6Experiential-based Action Model (EBAM)
Unit
Thinking Process Emphasis _______________________
_______________________________________ Performanc
e Task (Student Product) Students will
understand the roles of the various people on
board (crew members, passages, stole always)
Students will engage in writing (Develop an
evacuation plan for home or school) Students will
research the project using the Internet, MS
Encarta, videos, and various books Students will
create their choice of multimedia presentation
(video, film strip, web site, newspaper
etc.) Activity 1 View the movie of the Titanic
Discuss what happen in the movie and the fate of
the survivors and those who perish and how they
feel about it? Technology Integration using VCR
and television
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Task 6Experiential-based Action Model (EBAM)
Unit
Activity 2 Each group needs to determine the
role of each group they are going to assume (crew
member, survivors, and perish) through
discussion. Research if their was evacuation plan
and their role was in the evacuation plan
Technology Integration Internet Activity
3 Develop an evacuation plan for school. (floor
plan with escape root and fastest route)
Technology Integration Using Inspiration, Cmap,
Kids inspiration, Microsoft Word, or mapping
software, Activity 4 Develop an evacuation
plan for school. (floor plan with escape root and
fastest route) Show emergency exits/escape routes
and other important items.
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Task 7Identify Instructional Materials
Classroom Resources http//www.remc11.k12.mi.us/bc
isd/classres/ Access K-12 lessons that use
technology. Written by practicing teachers and
"kid-tested", the lessons encompass Fine Arts,
Language Arts, Mathematics, Science, Social
Studies, Special Education, and
Technology. Technology Integration
(http//www.pwcs.edu/i-tech/Integration.htm)
Provide administrators, teachers and students
access to technology resources that improve
teaching and learning Technology Integration in
the Classroom http//www.educationworld.com/a_tech
/tech/tech146.shtml Education World is a massive
website with multiple links for teachers of all
levels of technology integration
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Task 8Differentiating Instruction

• And Now a Word from Our Sponsor A WebQuest on
  Propaganda
• How would adjustments to the web project improve
  these students language literacy deficiencies?
• With a product in mind the students must develop
  a convincing written ad for consumers. They must
  research advertisements of similar products then
  they must write and create a written ad and
  storyboard promoting their product based on the
  research they found.
• 2. How would adjustments to the web project
  accommodate the students
• interests and learning preferences.
• Students must incorporate elements of song and
  dance into their advertisement.

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TASK 9

• Sharon Harmon Jefferson Elementary School
• Kevin OBrien Columbus Elementary School
• Donna Marie Rawls Robeson Elementary School
• Pam Washington Cadwalader Elementary School

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Task 9Sustaining Organizational ChangeJefferson
Elementary SchoolSharon Harmon Technology
Facilitator

• LoTi Survey Data See web site http//www.learning
  -quest.com/LoTi_Results/5njtrent/JeffersonElementa
  ry.pdf
• Strengths
• What do you see as the strengths of your action
  plan?
• Plan follow-ups with activities from the previous
  school year.
• Plan includes activities that build upon the
  skills acquired in the 2004-05 school year.
• Plan includes goals and activities for all 3
  components of Loti.
• Weaknesses
• What do you see as potential weaknesses of your
  action plan for your constituency?
• Timelines may vary or may not be realistic
• Scope and sequence might not be appropriate.
• Opportunities
• What opportunities does your action plan provide
  your constituency?
• Teachers are offered training on various
  components of MSOffice.
• Teachers are given support in creating electronic
  versions of information about their classroom
  traditionally communicated by paper
• Students are given a broader range of activities
  that involve technology (use of cameras,
  PowerPoint and Excel).
• Reading First
• Threats
• What roadblocks or barriers do you anticipate
  with your action plan?

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Task 9Jefferson Elementary School LoTi Action
Plan 2005-2006
Our Mission All students will graduate with a
vision for their futures, motivated to learn
continually and prepared to succeed in their
choice of college or career. 2.1.3 Technology
ENDS Policy All students individually and
cooperative, demonstrate sufficient knowledge and
skill to be effective users of modern information
technology.
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Task 9Jefferson Elementary School LoTi Action
Plan 2005-2006
District Goal 2 To Create a Community of
Learners Where Stakeholders Have the Skills
Needed to Thrive in a Dynamic Environment. Object
ive 2.1 Provide professional development based
on the results from the Technology survey for
stakeholder groups in different delivery
modalities. LoTi Objective 2.1.1 Enable
Jefferson Elementary School students to achieve
AYP expectations by moving 75 of the staff at a
LoTi Level 0 implementation of technology to a
LoTi Level 2 by June 2006
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Task 9Jefferson Elementary School LoTi Action
Plan 2005-2006
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Task 9Jefferson Elementary School LoTi Action
Plan 2005-2006
LoTi Objective 2.1.2 Enable Jefferson
Elementary School students to achieve AYP
expectations by moving 25 of the staff from a
LoTi Level 1 to 3 by June, 2005
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Task 9Jefferson Elementary School LoTi Action
Plan 2005-2006
Go Back to Task 9
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Task 9Sustaining Organizational ChangeColumbus
Elementary SchoolKevin OBrien Technology
Facilitator

• LoTi Survey Data see http//www.learning-quest.co
  m/LoTi_Results/5njtrent/ColumbusElementarySchool.p
  df
• Strengths
• What do you see as the strengths of your action
  plan?
• Its an aggressive plan that that enforces skills
  learned from the previous school year.
• Weaknesses
• What do you see as potential weaknesses of your
  action plan for your constituency?
• Time is so valuable that you are competing with
  other programs. Staff turnover is exceptionally
  high here that each year you are dealing with a
  new constituency. Staff trepidation over new
  technology.
• Opportunities
• What opportunities does your action plan provide
  your constituency?
• The use of technology for their everyday
  classroom use will greatly increase their quality
  of life.
• Threats
• What roadblocks or barriers do you anticipate
  with your action plan?
• Lack of funding for before/after school training.
  Conflicts with other programs training
  schedules.
• Strategies

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Task 9Columbus Elementary School LoTi Action
Plan 2005-2006
Columbus Professional Development PLAN
2005-2006 Our Mission All students will
graduate with a vision for their
futures, motivated to learn continually and
prepared to succeed in their choice of college or
career. 2.1.3 Technology ENDS Policy All
students, individually and cooperatively,
demonstrate sufficient knowledge and skill to be
effective users of modern information technology.
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Task 9Columbus Elementary School LoTi Action
Plan 2005-2006
District Goal 2 To Create a Community of
Learners Where Stakeholders Have the Skills
Needed to Thrive in a Dynamic Environment. Object
ive 2.1 Provide professional development based
on the results from the Technology survey for
stakeholder groups in different delivery
modalities. LoTi Objective 2.1.1 Enable
Columbus Students in target grades to achieve AYP
indicators by moving 40 of staff at LoTi Level 1
to Level 3 by June, 2006
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Task 9Columbus Elementary School LoTi Action
Plan 2005-2006
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Task 9Columbus Elementary School LoTi Action
Plan 2005-2006
Loti Objective 2.1.2 Enable Columbus Students
in target grades to achieve AYP indicator by
moving 50 of staff at LoTi Level 2 to Level 4a
by June, 2006
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Task 9Columbus Elementary School LoTi Action
Plan 2005-2006
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Task 9Columbus Elementary School LoTi Action
Plan 2005-2006

• LoTi Objective 2.1.3
• Enable Columbus Students in target grades to
  achieve AYP expectations by moving the
  predominate CIP Intensity Level from a CIP
  Intensity Level 4 to a CIP Intensity Level 5 by
  June, 2006

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Task 9Columbus Elementary School LoTi Action
Plan 2005-2006
Go Back to Task 9
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Task 9Sustaining Organizational ChangePaul
Robeson Elementary SchoolDonna Marie Rawls
Technology Facilitator

• LoTi Survey Data See web site http//www.learning
  -quest.com/LoTi_Results/5njtrent/RobesonElementary
  School.pdf
• Strengths
• What do you see as the strengths of your action
  plan?
• To address areas that have been identified as
  needing improvement in the 2004-05 school year
• To target a maximum of two new activities at a
  time for a given school year
• Weaknesses
• What do you see as potential weaknesses of your
  action plan for your constituency?
• Timelines may no be realistic
• Opportunities
• What opportunities does your action plan provide
  your constituency?
• Training will be offered to teachers on using
  Microsoft Office programs for teacher
  productivity.
• Provide in-class support to teachers to
  effectively integrate technology into instruction
• Individualized one-on-one training will be
  offered to teachers at LoTi Level 0
• Threats
• What roadblocks or barriers do you anticipate
  with your action plan?
• Inadequate financial support
• Lack of attendance at staff professional
  development workshops
• Strategies

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Task 9Robeson Elementary School LoTi Action
Plan 2005-2006
Our Mission All students will graduate with a
vision for their futures, motivated to learn
continually and prepared to succeed in their
choice of college or career. 2.1.3 Technology
ENDS Policy All students individually and
cooperative, demonstrate sufficient knowledge and
skill to be effective users of modern information
technology.
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Task 9Robeson Elementary School LoTi Action
Plan 2005-2006
District Goal 2 To Create a Community of
Learners Where Stakeholders Have the Skills
Needed to Thrive in a Dynamic Environment. Object
ive 2.1 Provide professional development based
on the results from the Technology survey for
stakeholder groups in different delivery
modalities. LoTi Objective 2.1.1 Enable
Robeson Elementary School students to achieve AYP
expectations by moving 75 of the staff at a LoTi
Level 0 implementation of technology to a LoTi
Level 1 by June 2006
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Task 9Robeson Elementary School LoTi Action
Plan 2005-2006
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Task 9Robeson Elementary School LoTi Action
Plan 2005-2006
LoTi Objective 2.1.2 Enable Robeson Elementary
School students to achieve AYP expectations by
moving 50 of the staff at a LoTi Level 1
implementation of technology to a LoTi Level 2 by
June 2006
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Task 9Robeson Elementary School LoTi Action
Plan 2005-2006
Go Back to Task 9
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Task 9Sustaining Organizational
ChangeCadwalader Elementary SchoolPamela
Washington Technology Facilitator

• LoTi Action Plan 2005-2006
• Date Created March 4, 2005
• School Site Cadwalader Elementary, Trenton, NJ
• Survey Respondents 26
• School Liaison Miss Pamela Washington,
  Technology Facilitator
• LoTi Survey Data See School Profile at
  http//www.learning-quest.com/LoTi_Results/5njtren
  t/CadwaladerElementary.pdf
• LoTi Level of Technology Implementation The
  majority of teachers at Cadwalader came in at
  Exploration level 3 (23) A Level 3 implies
  technology-based tools including spreadsheet and
  graphing packages multimedia and desktop
  publishing applications and the internet
  complement selected instructional events or
  multimedia/web-based projects at the analysis,
  synthesis, and evaluation levels. Though the
  learning activity may or may not be perceived as
  authentic by students, emphasis is placed on
  using a variety of thinking skill strategies
  (e.g., problem-solving, decision-making,
  experimentation, scientific inquiry) to address
  the content under investigation.
• PCU Personal Computer Use The majority of
  teachers at Cadwalader came in at a level 3. An
  intensity level 3 indicates that the participant
  demonstrates moderate to high skill level using
  computers for personal use. They commonly use a
  broader range of software applications including
  multimedia and spreadsheets.
• CIP Current Instructional Practices The
  majority of teachers at Cadwalader came in at a
  level 4. An intensity level 4 indicates that the
  participant may feel comfortable supporting or
  implementing either a subject-matter or
  learner-based approach to instruction based on
  the content being addressed. This level supports
  a learner-based approach where student projects
  are primarily student-directed and the teachers
  acts as a facilitator.

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Task 9Sustaining Organizational
ChangeCadwalader Elementary SchoolPamela
Washington Technology Facilitator

• School Data
• Cadwalader has met the state passing rate for
  Math
• Cadwalader has met the state passing rate for
  Language Arts
• Modern Red Schoolhouse is the school reform
  model.
• Cadwalader School is a recipient of the
  Governors School of Excellence Award.
• Focus on standards-based lesson plans/units
• Focus on math and writing projects based on
  assessments on the NJ ASK
• Goal Statements
• Move the majority of staff members to level three
  in their LoTi level
• Move the majority of staff members to a level
  three or higher in their PCU level
• Move the majority of staff members to level three
  in their CIP level
• Strengths
• Plan follows-up with activities from the 2004-05
  school year
• Plan includes activities that build upon the
  skills acquired in the 2004-05
• Plan includes goals and activities for all three
  components of LoTi.
• Weaknesses
• Timelines may need to vary due to unforeseen
  circumstances such as connectivity in the mobile
  units.
• Opportunities
• Teachers are offered training on various
  components of Office

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Task 9Cadwalader Elementary School LoTi Action
Plan 2005-2006
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Task 9Cadwalader Elementary School LoTi Action
Plan 2005-2006
39
Task 9Cadwalader Elementary School LoTi Action
Plan 2005-2006
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Task 9Cadwalader Elementary School LoTi Action
Plan 2005-2006