edtech 551 final grant application

8/12/2019 EdTech 551 Final Grant Application

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Angie KruzichFinal Grant Application

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Enhancing Technology in AP Statistics

Needs AssessmentApproximately five years ago, the Liberty High School (LHS) mathematics teachers discussed

expansion of mathematical courses by offering AP Statistics. Due to lack of teacher availability,

and limited student interest, Liberty did not offer AP Statistics until 2013-2014 when a special

opportunity arose.

In 2013, the College Board in conjunction with Google and DonorsChoose.org offered a grant

to Liberty High School. The College Board identified approximately 500 high schools

throughout the United States as qualifiers for a grant based on PSAT scores. Student PSAT

scores were compared with each school's AP scores in STEM (Science, Technology,

Engineering and Math) courses. These 500 schools had one major attribute in common;

student PSAT scores showed that certain groups of students were qualified to enroll in AP

STEM courses but were not. The College Board identified that females at Liberty were

qualified to take AP Statistics based on PSAT scores, but were not able to do so since LHS did

not offer the course. If LHS offered AP Statistics and increased female diversity in this course,

then the school could accept the grant.

LHS accepted the conditions of the grant and determined a plan to grow the AP Statistics

program over a three-year period. The grant money purchased three tablets, Microsoft Surface

Pros, for use in the new AP Statistics class. This would allow students easier access to

technology during AP Statistics to research data and manipulate data on Microsoft Excel.


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During a time when there is an exponential increase in technological applications for the

classroom, at LHS, there is a decline in accessibility to computer labs. To exasperate the

issue, LHS is experiencing a major remodel. Prior to demolition of the building, Liberty had

three computer labs. Liberty now has 38 portable classrooms with only two computer labs.

There are approximately 1250 students enrolled at LHS, 84 teachers and 64 computers in 2

community labs. This presents a ratio of almost twenty students per computer. Given a two-

month period, there were only 2 days that AP Statistics could have both classes using the

computer lab (see appendix A). On average, 77% of the time the labs are in use by the English

and Social Studies departments. Likewise, in the new building there will only be two computer

labs as there are not enough classroom spaces in the new building. In fact, once the new

building is complete, six teachers will remain in the portables.

The current AP Statistics instructor conducted an evaluation in the fall of 2013, to determine if

purchasing additional tablets for the AP Statistics course was a wise financial decision. The

overall purpose of the evaluation was to determine if tablets help maximize student

involvement in a statistics classroom. The evaluation took place over a four-month period. A

survey of 52 out of the 54 students enrolled in 2013-2014 (see appendix B) revealed that only

23.08% of the students were highly engaged when a group of four students had to share one

tablet. Based on student input, if the school has limited grant money, then a short-term goal

should be to acquire one tablet for every two students. Many students were concerned about

access and on-task behavior when there is only one tablet available in a group and three

people are watching one-person work. Having one tablet for every two students would lesson

this problem and be the next ideal step for AP Statistics.


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However, based on the instructor feedback, the evaluator would recommend that the AP

Statistics program have a long-term goal to acquire one complete classroom set of tablets. As

shown in another survey question, approximately 29% of students were highly engaged in the

computer activities when two students shared a tablet. This is still not a proportion

demonstrating highly engaged students. A one-to-one student-to-tablet ratio can address all

student and teacher concerns identified in the surveys. Additionally, students would have a

better statistics and technology experience in the classroom with greater individual access to

the tablets.

The evaluation also revealed another student concern regarding ease of use and comparison

to a desktop experience. The survey asked students about using Microsoft Excel in AP Stats

class; they indicated it would be more convenient to have a keyboard. The evaluator also

recommended purchasing a keyboard to accompany each tablet, which creates more of a

desktop or laptop feel to the tablet. This purchase would have a large impact on the

effectiveness of the tablets. The tablets would be easier to use in the existing stats classroom

and useful in other math courses, such as geometry. In the end, the evaluation strongly

recommended purchasing more tablets and keyboards until the classroom obtains a student-

tablet ratio of 1:1. This will help to maximize student involvement in the statistics classroom.

The number of sections of AP Statistics is increasing from two to four (or five), given that 147

students signed up for the course during the 2014-2015 school year. It has been very difficult

finding time for two class periods to use the computer lab within the same day. Increasing the

number of AP Statistics classes will make it even more difficult to find available time for all

statistics courses to use the labs and have the same experience for a single lesson.


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Goals and Objectives

Program Introduction

At Liberty High School, the ultimate goal is to make sure all students have the skills they need

to be successful after high school.

"Our students will be prepared for and eager to accept academic, occupational,

personal, and practical challenges of life in a dynamic and global environment"

(Liberty, 2014).

To be certain this happens for all students, Liberty needs to offer STEM related courses, such

as AP Statistics, that connect the course topics to technological and real-life applications. To

accomplish this, all AP Statistic students need to have frequent access to technology by

structuring more portable computer labs. There simply is not enough space to continue

supporting classroom based computer labs. In the end, it will be more cost effective and

convenient to have a portable classroom set of tablets to allow for regular computer access for

all AP Statistics students.

Replacing the computer lab classroom with a class set of tablets will benefit many Liberty

students for years to come. It will also help students learn how to use modern technology who

may not have access to technology at home. Approximately 13% (OSPI, 2014) of Liberty's

student population qualifies for the free or reduced lunch program. It is unlikely that this

population has the hardware, software and the internet available at home creating a digital

divide between students. This makes it even more urgent to have the technology available in

the classroom as often as possible, such that all students have the opportunity to learn about

technology used in multiple career pathways.


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Grant Goal

Students in AP Statistics will experience an enhanced technological curriculum that stimulates

student engagement by providing hands-on learning such that students will be better prepared,

academically and occupational, for the challenges they will face after high school in a dynamic

and global environment.

Objective 1

To increase the in class, student-tablet ratio and the student-keyboard ratio to 1:1

(100%) among AP Statistics students by fall 2014.

o Method 1

The instructor will issue a tablet and keyboard to each student attending AP

Statistics class for their individual use during class on a daily basis. This will

allow students to use Microsoft Word and Excel on a daily basis, rather than

wait for a computer lab to become available for all AP Statistic classes. This

will help to create an environment more similar to the work place where

employees complete their work on the computer, daily.

o Method 2

The mobility of the tablets will allow students to work better in collaborative

environments. Students can move anywhere in the classroom to work with

other students when completing assignments and/or an activity.

o Method 3

The functionality of the keyboards will allow students to use Microsoft Word

more effectively when excessive typing is necessary as well as Excel when

entering large amounts of data.


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o Method 4

A 1:1 student-tablet ratio will also increase student participation and

engagement rates. Students will not be watching other students complete the

work on the computer. By allowing every student a continuous hands-on

experience with the tablet, every student will be better prepared to use

Microsoft Word, Excel and Fathom post-high school.

Objective 2

To increase the number of student based activities that require the use of a tablet by six

activities for AP Statistics students by spring 2015.

o Method 1

Using Complex Instruction (Cohen, 1999), a student centered activity-writing

technique; the instructor will design additional activities that apply the new

information students learn in the statistics course while coordinating the use

of technology. More activities that connect statistic topics with technology will

provide students with an enhanced technological experience and immediate

application in future occupations.

o Method 2

A second teacher will assist in the activity writing process. In the 2013-2014

school year, Liberty offered two sections of AP Statistics, from one instructor,

for 54 students. In the 2014-2015 school year, 147 students have requested

AP Statistics. Because of this increase, Liberty's master schedule will house

five sections of AP Statistics and plans to spread these sections between two

instructors. The second instructor, Kristi Hafferty also trained in Complex


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Instruction, will assist in writing new activities. An additional teacher will

ensure a minimal 30% increase in activities and will help improve current

activity quality.

o Method 3

Both AP Statistics instructors can collaborate with the Honors Physics

instructor, Mark Buchli, to design two activities. The physics instructor has

collected several sources of data from real world scenarios. For example, one

source of data is from a solar panel installed on campus. The AP Statistics

students can analyze real world data using Logger Pro.

o Method 4

Another type of activity the instructor can add to the AP Statistics curriculum

will involve many of the statistical applets referenced in the AP Statistics

training course and the textbook used for the class. Students can quickly

access the tablets in the classroom, work with the applets, and then

determine what happens to distributions of data as more and more samples

are collected.


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Budget

Budget Spreadsheet

Description of Item(s) Unit Price Number Item Cost

Microsoft Surface Pro Tablets (128GB) 958.60 26 24,923.60Free Shipping

Microsoft Surface Pro Type Cover Keyboards 109.07 32 3490.24Free Shipping

SoftwareMicrosoft OfficeLogger ProFathom

Geometer's SketchpadSoftware is already available with site licenses

Wireless Network - already installed in classroomAnthro Tablet Charging and Storage 989.34 1 989.34

Stores 32 unitsShipping 12.14

Teacher Planning Time3 hours for 6 activities for 2 teachers (no tax) 25.47 36 916.92

Subtotal 30,332.24

WA State Tax (8.6%) 2,608.57

Total Grant Request $32,940.81

Budget Narrative

The majority of this grant, $32,023.89, will cover the cost of equipment. A smaller portion of the

grant, $916.92, will pay the AP Statistics instructors for additional time outside of school to

write six additional authentic activities that utilize the tablets. These two components will

support the objectives as follows.

Objective 1- To increase the in class, student-tablet ratio and the student-

keyboard ratio to 1:1 (100%) among AP Statistics students by fall 2014.


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Currently, the AP Statistics classroom has seven Microsoft Surface Pro Tablets, one

keyboard (purchased by the instructor), no storage space or charging station. To meet

the outline of the first objective, the district will purchase 26 more tablets and 32 more

keyboards. This will create a complete class set of 31 tablets plus 1 tablet for each

instructor. The district has site licenses for needed software.

Objective 2- To increase the number of student based activities that require the

use of a tablet by six activities for AP Statistics students by spring 2015.

The two AP Statistics instructors will write the activities throughout the next school year. The

master schedule will have a common prep for the two instructors to complete some of the work

during the paid school day. However, with other workload duties already consuming prep time,

it may be necessary for teachers to work beyond the paid day to complete this task. Creating

excellent and authentic activities requires instructor-meeting time to design the activity,

preparation time to set up the activity and reflection time after the fact to discuss the success

level of each activity. This budget allotted three additional hours of paid time, per activity, per

instructor.


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Evaluation

During the implementation of this grant, ongoing monitoring of progress will occur. Instructors

will collect both quantitative and qualitative data to assess the project. As data is collected, the

instructors of the AP Statistics course will use various methods to check the progress of the

project. The grantor can receive updated data throughout the implementation of the tablet

grant. The data collected can include surveys, observational data, AP test scores, receipts of

purchased equipment, and photos of the realized activities. The internal evaluator will be Angie

Kruzich, one of the AP Statistics instructors. You can reach Angie Kruzich by e-mail,

[email protected],or by phone, 425-837-4943.

Objective 1 -To increase the in class, student-tablet ratio and the student-keyboard ratio to

1:1 (100%) among AP Statistics students by fall 2014.

Methods May Include:

The instructors will complete the purchase orders for 26 tablets, 32 keyboards and

one storage unit upon immediate approval of grant.

Once the equipment arrives, the districts technology department will synchronize

the tablets with the district's network and download software. The school district will

document all equipment serial numbers at this time as well.

The internal evaluator will complete a district gift receipt for all purchases. This will

place all granted equipment into the school district's inventory listing.

The internal evaluator can take pictures of the students using the tablets during their

first activity and send to grantor.
mailto:[email protected]:[email protected]:[email protected]


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Objective 2 -To increase the number of student based activities that require the use of a

tablet by six activities for AP Statistics students by spring 2015.

Methods May Include:

Instructors will create six activities designed for students to utilize the tablets. The

activities will require students to use software such as Excel, Fathom, and Logger

Pro. Activities will also require students to access the internet to use various

statistical applets as well as other statistical websites. Instructors will implement

activities evenly throughout the school year 2014-2015, approximately once every

two chapters. Grantor may have copies of activity task cards.

The internal evaluator will take pictures of students completing each of the six

activities. The grantor can receive photos of the tablet activities in progress.

Instructors will document time needed outside of the workday to develop each

activity. Instructors can report extra time to the grantor at the end of each semester.

Instructors will create student surveys on Survey Monkey to assess each students

participation rates during tablet activities. There will be four surveys conducted

throughout the school year, one each quarter. Grantor can receive all survey results.

During each activity, instructors can document, through observation, which students

were on-task versus off-task while using a tablet in the classroom. Grantor can

receive all observational data as well.

After each tablet activity, survey and observational data collection, the instructors will

discuss any necessary changes that may improve the quality of the next activity and

all activities for the following school year.


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The internal evaluator can assemble the AP test scores from 2013-2014 and 2014-

2015. The evaluator can compare AP test data from 2013-2014, when technology

was limited at a ratio of 1:10, to 2014-2015 when a 1:1 technological ratio was

granted. Grantor can also receive testing data.


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Appendices

Appendix A - Computer Lab Sign Up Calendar


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Appendix B - Survey Questions


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Q8: What else do you want to tell me about tablet use in the classroom for AP Statistics?

for tablets to be fully effective, more of them are necessary

From personal experience, the tablets seem to make analyzing data a little more difficult.

Adjusting to the new technology will take time, so if we use them, we would probably need to

use them very regularly to be able to use them proficiently.If we conduct our own surveys or experiments, we'll have more data which can be analyzed

on the tablets (giving more opportunities to use them)

I really enjoy using the tablets and they make work easy

They are really nice to have and it would be awesome to have more than three

Nothing

The apps on the tablets are typically distracting.

From personal experience, the tablets seem to make analyzing data a little more difficult.

Adjusting to the new technology will take time, so if we use them, we would probably need to

use them very regularly to be able to use them proficiently.It is useful when you are stuck on a problem or need to look up the answer because the

answer button is right next to the question. So you don't need to look through the entire book

for the answers.

They are very useful for doing things like using Excel when so we don't have to go to the lab

for computers and we really only need one per group for the group tasks when something like

Excel is required.

they are pretty cool.

I highly enjoy the tablets

They are helpful for getting to the book in class

Nothing, thanks.

The tablets are nice and fancy. They make me work hard.

Sharing tablets is a little annoying sometimes

The tablet use in the classroom is minimal

It depends on the person if the people are on topic or not.

Hi

It's nice! Maybe more????

They are fun

What else do you want to know about tablet use in the classroom for AP statistics?NA

Nothing

Tablets are a waste of our tax money and do no assist in learning.

So so so not worth it. They're cute little techie toys but there is a lot that could be bought for

that money that would be more useful. A few students whose families happen to be wealthy

know how to use these already; the rest of us spend more time trying to figure out how to use

them than actually doing work.


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The tablets are useful but it would be better if we had more so that all the groups can use it at

the same time.

Nothing

I have a Surface at home and in general I find it really hard to share with others - not out of

selfishness but the need to use it singularly. That's why I think everyone will benefit from theutility of the tablets if they all have equal access to it at all times. I definitely think each group

having their own tablet is the least effective solution.

As convenient as the tablets are, I don't really NEED them. They're just fancy ways to have

books or run programs. The same situation can be solved with a hardback and going to the

library or computer lab.

Need to figure out data transfer so we dont need to email to get the file printed.

They're a cool learning tool

NA

Appendix C - References

Boeing (2014). Boeing's primary competitive advantage is -- and always will be -- our people.

We need a world-class public education system to ensure that the children of our communities

have the skills they need to participate in the exciting work that we do. With a focus on

education reform and real-world learning, we can close the skills gap, ensure continued

innovation and jobs creation, and develop a workforce suited for the challenges of a global

economy. To improve and align systems that advance students' skills and ensure their future

success, we invest in:

Partnerships that strengthen STEM pathways for underserved students by

implementing evidence-based curriculum and high-quality teacher professional

development;

Efforts to improve educational environments for all students and promote excellent

instruction through evidence-based practices and strong school leadership.


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Retrieved from:

http://www.boeing.com/boeing/companyoffices/aboutus/community/nw_region/wa_edu_primar

y.page

Cohen, E. G., Lotan, R. A., Scarloss, B. R., & Arellano, A. R. (1999). Complex instruction:

Equity in cooperative learning classrooms.Theory into Practice, 38(2), 80-86. Retrieved from

http://search.proquest.com/docview/909852737?accountid=9649

Liberty High School (2014). Our students will be prepared for and eager to accept academic,

occupational, personal, and practical challenges of life in a dynamic and global environment.

Retrieved from: http://connect.issaquah.wednet.edu/high/liberty/about/default.aspx

Office of Superintendent of Public Instruction (2014). Retrieved from:

http://reportcard.ospi.k12.wa.us/summary.aspx?schoolId=1454&OrgType=4&reportLevel=Sch

ooll&year=2012-13

edtech 551 final grant application

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