Technology%20Innovation%20Action%20Plan

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Technology InnovationAction Plan

• By
• Stephanie Jackson

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Reading A-Z

• What is Reading A-Z?
• Reading A-Z is a website that offers thousands
  of printable teacher materials to teach guided
  reading, phonemic awareness, reading
  comprehension, reading fluency, alphabet, and
  vocabulary. The teaching resources include
  professionally developed downloadable leveled
  books, lesson plans, worksheets, and reading
  assessments (Reading A-Z, 2009).

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What resources are available on Reading
A-Z?(Click on each title to view)

• Leveled Readers
• Benchmark Books and Running Records
• Reading Lessons and Worksheets
• Phonics and Phonemic Awareness Materials
• Poetry Books
• Alphabet Materials
• High-Frequency Word Books (Sight Words)
• Vocabulary Books and Activities
• Fluency Passages
• Reader's Theater Scripts
• Assessments

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Why is it needed?

• Reading A-Z's downloadable books, lessons,
  worksheets and other resources are designed for
  use in various reading settings from whole class
  to small group to individual work whether with
  core, ESOL, special education, RtI (Response to
  Intervention), bilingual and other such programs.
  All materials are research-based,
  standards-based, and results oriented" (Reading
  A-Z, 2009).

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Free Samples

• www.readinga-z.com
• Most books are available in Spanish or French,
  color or black and white.

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Who will collect ongoing data to assess the
effectiveness of the innovation?

• Individual teachers are responsible for
  collecting
• ongoing data and may include any of the
  following
• The General classroom teacher
• The ESOL teacher
• The Special Education teacher
• The Gifted teacher

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Who will review the effectiveness of the
technology innovation?

• Teachers
• The principal and school improvement committee
  may review it for the Curriculum School
  Improvement Plan (CSIP).

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How will accountability for implementation be
assessed?

• While no teacher is held responsible for this
• particular program, it is an innovation to be
  used with
• students to aid with reading which affects
  reading
• ability and test scores.
• The teacher can collect data on a student to show
  progress
• to a student support team or through tiered
  meetings where
• Intervention strategies are discussed with
  colleagues and an
• administrator.

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How will you assess the level of technological
proficiency gained by students and teachers?

• Reading A-Z has an easy-to-use guide that no
  in-service is
• necessary. As long as the teacher and student are
  able to
• access the website on the internet to select a
  book on the
• students reading level and/or is guided by the
  teacher, there
• is not a formal assessment for technological
  proficiency
• beyond basic computer skills.
• For younger students, the teacher may be the
  individual
• selecting the books.

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How will you use technology to evaluate teaching
and learning?

• Reading A-Z creates many opportunities for
• evaluating students reading skills.
• It provides
• Benchmarks to test the students level of
• reading.
• Worksheets to test for comprehension of
• reading.
• Fluency passages
• Vocabulary books
• A variety of high interest topics for reading

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What is an indicator of success with this plan?

• Students are reading independently.
• Students are reading on or above grade
• level.
• Students are excited about reading.
• Students are able to build comprehension,
  vocabulary and fluency through reading.

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What are the funding requirements and how will
this innovation be funded?

• Reading A-Z has a license fee of 59.95
• 84.95 per classroom depending on the
• license requested upon subscription.
• The principal funds this reading program
• with money from Title One funding.

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How will you know if the innovation has failed
and needs to be abandoned?

• Success depends on teacher/student usage since it
  can be
• used with specific students or all students in a
  class.
• Based on reading improvement and test scores the
  teacher
• may consider it a success or a failure.
• If the principal surveys the staff about usage
  and no one is
• using it to supplement reading then it will be
  considered a
• failure and be abandoned.

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How will you analyze implementation decisions to
accommodate for changes as a result of new
information and technologies?

• I would refer to Fullan and Stiegelbauers six
  major issues before
• committing to a change effort.
• Does the change address an important need?
• Is the administration supporting the innovation
  and why or why not?
• Are fellow teachers likely to support the
  innovation?
• What collaborative efforts might I lead, with
  other teachers to support the innovation?
• How will I keep the innovation in perspective if
  I become a leader in its support or opposition?
• What assistance from professional associations
  might I obtain help to support or oppose the
  innovation?

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Reading Extras

• Teacher Training Webinars NEW!Live web
  conferences to integrate our solutions with your
  curriculumTeacher Appreciation Week Open House
  NEW!All of us at Learning A-Z appreciate the
  important work teachers do. To show our
  gratitude, we will be holding an open house to
  each of our websites beginning May 4. Check with
  us later for links and details on
  pre-registration. Please share this news with
  your teacher friends.Multilevel and Leveled
  Readers NEW!Onomatopoeia, twelve, friends, and
  sharks for differentiated instructionEnvironment
  Special Collection NEW!Extend theme units with
  leveled readers and sister websitesWord Play
  Humor Books NEW!Jokes with "ant" words, babies,
  and other insectsBob's Education BlogStudy
  shows decline in critical thinking but increase
  in visual literacySearch ToolEasily find books
  based on topic, level, comprehension skill

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References

• Reading A-Z (2009 ). Retrieved April 4, 2009,
• from http//www.readinga-z.com
• Ellsworth, J.B. (2000). Surviving change A
• survey of educational change models. Eric
• Clearinghouse on Information and
• Technology. Retrieved January 10, 2009
• from http//www.eric.ed.gov.