Michelle+Martens-Dragalin

Executive Summary The students in the classroom need to develop their technological skills in order to college ready and globally prepared for society. Currently, a new digital resource teacher will be hired in order assist the teachers. The idea is to include technological tools in the classroom in order to access the curriculum via the computer. A new digital resource teacher is a good step in the right direction; however, the students need use technology in their classroom on a daily basis. They need recognize that this is standard tool in the classroom and as necessary as a pencil.A performance gap in the building is between the amount of exposure that the students currently have to technology and what is considered meeting the technology standards listed in the Colorado State Department of Education. The students need more than just a resource teacher who will assist on special projects. This just makes technology special and fun to the students not part of the education. Technology is important to me as a teacher and student. Technology, specifically my iPad and Smartphone, allows me to stay connected to my classroom, my school and my studies. It also allows me to stay connected to my family who are in different states. Just this weekend, I spoke and saw my sister and parents on screen. I was even able to show them my son’s graduation pictures. In some ways I feel more connected to them then in the past. One reason is that I am used to technology and feel comfortable in using it on a regular basis. I would outfit my office with an internet, printer, laptop, iPad and smart phone, in addition to pencils, paper and books. All items in my opinion are part of my connection to my family, my daily studies and work. The students need to be as comfortable with technology as I am and work with it in a secure environment. A classroom is the best basis for this type of instruction. Technology Training for the Classroom Teacher State Elementary School State Elementary school is located in the far northeast portion of DEF School District. The students live in a low socio-economic neighborhood where 87% are on free lunch. Most of the students are members of Hispanic, White and African American ethnic group. The original school structure was built in 1973 and instruction began in 1974. In 2010, DEF determined that the original school organization would be discontinued after the 2010-11 school year. The new school organization would be renamed and begin k-5 during the school year 2011-12. The administration team has determined that teachers need to utilize technology in their instruction and have the student use technology as part of their curriculum. In order to help the student become college ready our students’ needs to be proficient in the technology. One of the reasons that technology (programs) is not used is because the teachers are not trained in all areas of technology and thus instruct their students in using technology as part of their class work. The school leader will hire a digital resource teacher next year who will assist in developing projects for students. However, the problem remains because the students will not view technology as part of their curriculum. They view them as games or notable events. Students need to use technology in the classroom. The setting, for this performance improvement intervention project, is an organization located in a small section in metropolitan school district. The school is located in a neighborhood where most people economic level is just above the poverty level. People who live in this area are from at least four different cultural and ethnic backgrounds. The original group of citizens is African Americans, whose grandparents were former slaves. They moved to this area in order develop a positive environment for their children. The cultural and ethnic backgrounds consist of African American, Mexican Americans, and unrelated second generation of African American and Mexican American group and staff who work in the school. The first generation African American has lived in the area for 40 years. These individuals were responsible for ensuring that the schools were built in the area and promoted their own culture by naming the schools of the activists involved in this process. The first generation Mexican Americans sued the school district, 20 years ago, in order to make sure their children received Native instruction and Sheltered English instruction. The unrelated younger generation of both ethnic groups brought gang violence into the area that has resulted in the destruction of one church, school vandalizes and 12% rise in crime rate (The Denver Post, 2011). Finally, the latter group is the school staff, who works at the school but do not live in the neighborhood. The diversity of the neighborhood is an aspect that impacts The people who affected my plan directly are the classroom, resource, and support staff in the organization. These are the people who need to develop the skills so that technology can be used regularly in their classrooms. However, the people who make the final decision are the administration and turnaround committee. The key people that will make the final decision are the personal in district who determine the final budget for the organization. The district wants data to back up the purpose for this innovation. The key people who would be able to help provide the data to persuade the district to provide the information are Mary*, a classroom teacher whose husband has helped design an interactive lesson plan, Brooke* the technology representative, and Mark* the leader from the administrative team. (*designates a reproduction) These people will be able to help convince the leaders that the digital resource teacher can provide training for the students and the teachers in the organization. The current performance gap is the teachers use docu cameras to illustrate visuals and videos. They use the computer to keep track of attendance and email the staff in the organization. One teacher has developed an interactive lesson plans. The students currently used the computer to play games, instructional games, but they do not use technology to design anything for their class work. The teachers do not know how to instruct their student in the use of technology as part of their class work. Teachers use technology to illustrate visuals. Students use technology to play games. The students would use technology to communicate with the teacher on the blog, email or through the website. The students would design their project using the word processing programs; excel programs, video programs, power point and other programs in order to illustrate their comprehension of the instruction. The teachers would be able to design instruction around this technology, in order to help the students use in their class work. Technology is used as a reward, slightly more than a center in most of the classrooms. The teachers need training in order to develop lessons where the student would use to technology as they would a pencil. This would assist them in developing their goal of becoming college ready because they would be able to use technology skills to complete their work. The computer room was discontinued and the computers were put in the library. In addition, the problem goes back to people in the district thinking of technology as an extra, a perk. Technology needs to be thought of as tool, much in the same way we view a pencil or paper in the classroom. In addition, most teachers are not comfortable with instruction that includes curriculum assessment that involves the use of technology. **State Elementary School Mission Statement** State Elementary School is committed to preparing ALL students for success in a school and life by developing high achieving, multilingual students who engage in and contribute to culturally diverse communities. All State Elementary School students will have the knowledge, dispositions and skills they need to connect, collaborate, and compete in a highly independent world.
 * Problem Summary**
 * Background of Organization**
 * Stakeholders and Decision-Makers**
 * Performance Gap: Cause Analysis**
 * Actual Current Performance**
 * Desired Performance**
 * Performance Gap**
 * Cause Analysis.**

State Elementary School students are //College Ready// and //Globally Competent//. //College Ready// means that they are //Globally Competent// means that they **Three Intervention Strategies** The goals and objectives in the State Elementary School Education’s (all names are pseudonyms) mission statement require quantitative and qualitative data to determine the type and level of interventions to close the performance gap. Data gathered through surveys, interviews, progress monitoring and observation. This data will determine the level of interventions necessary to close the performance gap. Information will determine how the much technology used in their instructional design in order to gather evaluative data from their students. Interventions cannot be identified or conducted without data. Data will determine the level, intensity and type of resources and materials that used for the interventions. Strategic Interventions can be assigned to either a low, mid, or high level from of strategy based on intensity and cost. Interventions at this level will not cost the district any money since they are covered by a technology grant obtained from the federal government. This intervention is conducted at the organizational level by the stakeholders; which makes this a low level intervention. The change agent will request that a district technology instructor conduct a workshop illustrating technology in an instructional design. The School District has funds from a technology grant from the federal government which provides for a change agent to gather data to determine the skill levels of district staff in the area of instructional design assessment. Instructional design also includes an evaluative portion which can either be formative or summative depending on the objective of the lesson. (Popham, 2008) The workshop is conducted by district personal during a professional development period will demonstrate how technology is used in instructional design. After the workshop, the staff will fill out a survey about the value of the workshop, what needs the workshop has met and what the teachers will do with the information. This data gathered will establish a baseline to determine the result of this intervention. The next six weeks will include data from surveys, interviews, progress monitoring and observation over the next six weeks. The evaluation from this data is presented during a professional development day, where the staff will discuss what to do in order to improve from the baseline. This low level intervention is conducted over the year in order to close the academic gap. The district personal will determine which interventions will be used, since skills levels will vary from teacher to teacher. The majority of interventions will result in having teachers attend workshops to develop the skills that are necessary. SED technology personnel gather the data and implement the mid level interventions. This is a mid level intervention because personal from a state educational are not considered an outside agency and costs are partially covered by a state grant. Interventions at this level will be paid for by a state grant that schools whose test scores are below a certain level qualify. The school organization will pay for the technology, travel and lodging costs of the personal from the state department of educational technology division. The average cost is $2000 to $5000 per day. The change agent will invite members from the SED technology department to come and evaluate the teachers’ instructional design. They will present their findings to the teachers during a professional development day. In addition, they will suggest the necessary interventions. SED will collect the necessary data to apply for a state grant to implement the interventions. At this stage, the data gathered by the district will be evaluated by the State Education Department (SED) personal, who have an objective view of this situation. Although this person is not part of the SES, they have an interest in a positive outcome because State Elementary School is part of their job to help the teachers integrate technology in their instructional design. The academic gap needs to be closed in order for the school to be considered a success. Stakeholders conduct the mid level intervention, but these stakeholders are at a different level. (SED) technology department personal may not have the same attachment that the State Elementary School (SES) stakeholders have in closing this performance gap, but it is still to their advantage to make sure the interventions work.(Cheverliar, 2007) SES is at the bottom of the list when it comes to successful schools in School District. A mid level intervention cannot be conducted until the change agent can show that low level interventions have not works. This will establish another base line for progress. This technology intervention will help close the academic gap, as teachers learn to integrate technology into their lesson design. This use of technology will allow them more time to work with individual students and design better lesson. The organization will be eligible for grant from the state,if the data determines the effective of the interventions. This grant will provide resources to buy technology, hire an independent consultant, or provide workshops for teachers who need additional training in developing their lessons. The grant is not unlimited, so each need determined by the gathered quantitative and qualitative data. Data determine what resources are needed to help the teachers’ incorporate technology in their instructional design. . Once low and mid level interventions have been in place and the data prove unsuccessful, the a new level of interventions are put in place. A high level intervention means that a budget is put in place of anywhere from $500,000 to 2 million dollars. Included in the budget is the directive to hire an outside agency, provided the teachers with a bonus and funds to purchase necessary technology for their classroom and training. Grant money will not pay for the interventions, but the change agent will apply for federal government assistance in order to implement technology into the teachers’ instructional design. In addition, the change agent will work with an outside personal to implement the technology goals of the organization; teachers use technology as part of their instruction. The closure of this performance gap is aligned with local, district, state and national technology goals. Integrating technology within the instructional design of the lesson includes stating the objectives, the entire body of the lessons and evaluation and technology should be part of this lesson. The use of technology should be integrated to the point that it could be interchangeably with a pointer. In order to provide justification for intervention it is important to determine why each intervention in necessary. In this section of the performance improvement interventions the I will describe the strengths and limitations of each of the three strategies, why one is more likely to succeed above the other interventions and why this strategy best meets the organizational goals. Strengths and Limitations of the Three Strategies There are three interventions that are suggested in order to make the necessary changes in order to encourage implement technology among the teachers. There are the low level interventions where the resources are from the district. The next level, a mid level intervention which will involve resources from the state and federal level. The final level is a high level intervention which will include resources from the federal government and an independent consulting firm. Low level Intervention: This intervention is conducted at the organizational level by the stakeholders; which makes these low level interventions. The change agent will request that a district technology instructor conduct a workshop illustrating technology in an instructional design. This intervention is less likely to succeed because of the personal power of the change agent. Although data will be gathered and presented to the staff, the administrative team needs to support the change and encourage the change. Even with this assistance the staff may be resistance to change because they are using basic technology (email, lesson plans, school and district web page). The innovation is encourage the teachers to use technology for all of the work load. Mid Level Intervention SED technology personnel gather the data and implement the mid level interventions. The change agent will invite members from the SED technology department to come and evaluate the teachers’ instructional design. This intervention that is most likely to work because it is based on the fact that outsiders, the personal from CDE will respond to the direct issues that the teachers are having and can illustrate which technology the teachers are using to deliver their instruction as based upon whether they are using technology to design their instruction. In other words are they using the docu camera simply because it is in the classroom or are they using it because the majority of their students are visual learners and determine that this is the best form of delivery. In addition, the fact that personal from the state department of education are the individuals who are gathering the data from the teachers and putting it together from evaluation is often the way that that the teachers will accept change when outsiders present the material. Often an insider’s or someone that the teachers regard as one of their own, they will view it as to why be person the one to make the changes. In addition sometimes an n administrator will just let someone use their data when they are willing not to accept material from them. However, when they see an outsider present the same data or more of the same data then they are more willing to accept that materials and data and start to use technology within their instruction to ghee best advantage of their students. However, when they see an outsider present the same data or more of the same data then they are more willing to accept that materials and data and start to use technology within their instruction to the best advantage of their students. High Level Intervention The high level intervention would be to receive resources from the federal government which will be used to engage an independent consulting firm. This firm will be responsible to getting the data that the change agent and SED in order to develop a baseline. The consulting firm will implement their own interventions based on the data. This will determine what change need to be made in order for the innovation to be successful. **Module 4: The Manager's Many Roles** The manager has many roles as they initiate a change in an organization. The manager must be the cheerleader, the counselor, the coach and many other roles. Some of the roles need to be incorporated into the style of the manager. The initiative has a better chance of success when the stakeholders are aware of the reason for change and committed to making it a success. The success of this innovation depends on how each group of stakeholders needs to work together to on fielding, implementation, sustainment plans, and a program assessment. The stakeholders include the administration, classroom teachers and support staff in the organization. In order to close the performance gap, they need recognize technology as a standard tool in the classroom and as necessary as a pencil. A performance gap in the building is between the amount of exposure that the students currently have to technology and what is considered meeting the technology standards listed in the Colorado State Department of Education. The manager needs to make the change and the first role is that of a motivators. The change begins with communication with the stakeholders. Communication needs to begin with the change agent (an informal leader) and the administration in order to receive their support. The change agent needs to prepare a proposal to show the administration the importance of closing the performance gap in the building, which is between the amount of exposure that the students currently have to technology and what is considered meeting the technology standards listed in the Colorado State Department of Education. The proposal as it is presented to the administration includes a copy of the mission statement, including the objectives, reasoning and available resources that the teachers could be using in the classroom as part of their instruction and why it is important to exposed the children to more technology and the uses of this technology. The conference with the administration would be needed in order to pass out a survey that can be used to determine their use and comfort level of technology that is in their classroom. Once the administration is on board with the idea to find out how much technology is used in instructional design. The change agent can make a presentation to the staff about the importance of using technology to close the performance gap in the building. The available resources, how technology can help their instruction and how this can be used to correlated their students’ skills development. This information can connect directly to the other teachers (resource teachers, special education, interventionists, etc.) so that they are aware of what is used in the classroom and how they can design their lessons to include technology with all of the students’ education. This presentation would be like a sales pitch to the staff, in order to get them on board with innovation. Once the initial “sales pitch” is made to the administration and staff, the change agent needs to begin talking with the staff, daily about their use and comfort level of the use of technology. The medium that will be used will consist of the composing and distributing a survey, via email, in order to determine the needs of the stakeholders. In addition, workshops will be set up with the district technology representative in order to inform the staff about the technology and what related resources are available to the stakeholders. This can be done during the weekly staff meeting at our school. After the presentation as the change agent I will document the results of the survey from the Survey Monkey website. This website will tally the results of the survey. In addition, I will set up a site on ProjectMaange in order to set up the documentation from the survey. There will also be a coded section that will analyze the discussion between the stakeholders. Hord and Hall (2011) make an excellent suggestion about keeping track by utilizing a coding system to keep track of who they talk with, what they talk about, and analyze their communication between the staff. This is important because the “talk that occurs among the various members of social system (Chevalier, 2007),” can illustrate how much cooperation the change agent will receive from all of the stakeholders. The change agent can use this information to determine who the opinion leaders in the organization are and the best approach to the organization staff with the information that they have obtained from the needs assessment. Why they are agreeing and what they are saying about the innovation is important part in helping the change agent to determine the different use levels of technology in the various classrooms. After the change agent has evaluated the communication between the stakeholders, this information can be used to determine what forms of collaboration can be used to track the technology that is being used, what types of professional development would be best and the stakeholders’ needs in order to use technology in the classroom. This is important because the way people communicate is part of culture of the organization. Culture forms the superglue that bonds and organization, unites people, and helps an enterprise accomplish desired ends (Chevalier, 2007). The way the stakeholders in the organization have learned to work together as a group affects the change agent’s analysis of the communication and what type of collaboration tools would be affective in promoting the innovation. In addition, the culture helps the change agent to determine the best way to keep track of the use of technology in the classroom. Collaboration is the best way to keep track of the technology used in the classroom. It is time consuming for a change agent to meet with the stakeholders, to determine the technology that is needed in the classroom. There are many ways to collaborate with the use of technology. Listed below are examples of different types of internet accessible programs to use for collaborating on how, when or what additions can be used to close the performance gap and to help the teacher let one another know who has different types of technology or resources. In addition, to using the web to document the use of technology or state their needs, each staff member would need to have their own laptop or tablet in order to communicate and bring it with them to various staff meetings or just keep mobile.
 * Goals**
 * on grade level in reading, writing and math, and
 * high level thinkers
 * are inquisitive about the world,
 * are inter-culturally skilled
 * can communicate their ideas well
 * are empowered to take action to make the world a better place
 * Module Three: Human Performance Technology (HPT) Model
 * Low level Intervention**
 * Mid Level Intervention**
 * High level Intervention**
 * Justification of Interventions**
 * Engagement**
 * Communication**
 * Collaboration Tools**
 * //Google Docs// is an excellent application for collaboration. This is used by various online classes where students live in different geographical and time zones. It is possible for people to work on a document in real times that are in not in the same room. You can share documents and spreadsheets and collaborate in real-time. This is a browser-based application – the requirements to get up and running is very minimal. Storing your work online means they’re readily available anywhere with an internet connection. This is an area for staff to put their lesson plans, evaluations, and whatever needs to be included in order to promote the innovation.
 * //Stixy// is a flexible, online “bulletin board”/drawing board. There’s little structure and it’s up to you how you want to use it, so it’s a great white boarding application. One of the useful ways to use Stixy is mocking up or wire framing web – the stakeholders can then go in and modify the design or post notes on what they need. It can be used a trade in so that the stakeholders are aware of what staff needs are and they can help one another.
 * //Project2Manage// is a fully-featured, free, hosted solution for project management and collaboration. You can set up different roles and permissions to limit what stakeholders, write in your milestones to show everyone your goals, and be able to manage unlimited projects.

**PII – Required Documentation** **Financial and Budget Information** The data and technical material proved that a budget of $40,000 in order to provide the necessary technology, training and miscellaneous material. This money will come from grants and awards from various organizations. In addition, the district associated with the organization will provide a secondary source of finances and finally the organization will be a small tertiary source of funding, although they will provide be responsible for the management of the finances. The following is a breakdown of the available funding: the district will provide $10,000 from the technology grant provided from an outside source to implement technology into the district’s organizations. The district will also provide trainers and training suggestions to the organization. In addition, the organization will provide miscellaneous materials, limited financing and data collection. The remaining funds will come from grants and awards from the federal government and outside organizations. The initial financing will cover the low level intervention since the data collection will be a technology grant obtained from the federal government. This intervention is conducted at the organizational level by the stakeholders; which makes this a low level intervention. The change agent will request that a district technology instructor conduct a workshop illustrating technology in an instructional design. The School District has funds from a technology grant from the federal government which provides for a change agent to gather data to determine the skill levels of district staff in the area of instructional design assessment. Instructional design also includes an evaluative portion which can either be formative or summative depending on the objective of the lesson. (Popham, 2008) The workshop is conducted by district personal during a professional development period will demonstrate how technology is used in instructional design. After the workshop, the staff will fill out a survey about the value of the workshop, what needs the workshop has met and what the teachers will do with the information. This data gathered will establish a baseline to determine the result of this intervention. The next six weeks will include data from surveys, interviews, progress monitoring and observation over the next six weeks. The evaluation from this data is presented during a professional development day, where the staff will discuss what to do in order to improve from the baseline. This low level intervention is conducted over the year in order to close the academic gap. The district personal will determine which interventions will be used, since skills levels will vary from teacher to teacher. The majority of interventions will result in having teachers attend workshops to develop the skills that are necessary. A stage of concern questionnaire will be completed and sent to each teacher via email for completion. Based upon the results of these questionnaires and series of workshops will be set up from the district technology department. The low level intervention will include updating current technology in the organization. They included the following: **Project Assessment/Evaluation** The change agent will be responsible for conducting the project assessment/evaluation from the implementation of the low level intervention, collecting and analyzing all of the data, managing the costs, setting up the necessary training and determining the overall evaluation of the project. In order to close the performance gap the following objectives need to be met:
 * In order to promote an intervention that will close the performance gap a change agent needs to be aware of the practical aspects of the modifications. The practical aspects include the financial and evaluation aspect of the change.**
 * Intervention strategy**:
 * 1) Cost:
 * Actual workshop: $0
 * Materials: $50.00
 * Technology source; $30.00
 * iTunes Card per teacher: $1350.0
 * //The iTunes cards will help the teachers access the necessary apps for their iPads.//
 * $279.00 upgrade iPad 2 per teachers: $17055.00
 * Objectives**
 * 1) The organization will meet the goals of the district within a year of implementing the innovation.
 * 2) The organization will make available the necessary training for the teachers in order to close the performance gap.
 * 3) The stakeholders will include technology within their classroom on a daily basis.

The project objectives will be evaluated through the use of formative and summative assessments. The formative evaluation plan that will be used will be surveys, emails and self assessments. The surveys will be used to determine what technology teachers feel and believe about technology engagement in their instructional design. In addition, a computer software tool will access the amount of technology involved in the instructional design of the teachers lessons. The teacher will submit their lesson plans to a website. The software will correlate between the website and the other software that monitors the use of technology in the classroom to provide a formative measurement of the teachers use in the classroom. The ongoing evaluation tool would allow for the change agents assess the technology and increased technology in the instructional design over a six month period. A form of summative assessment used in order to access whether or not the technology has increased the amount of technology that students are using as a result of the increased use within the instructional design. Software may resolve the issue that will make comparisons of data related to the number of teachers who have increased their use of technology in their instructional design. Data can be collected from the current year that shows the amount of students have increased their use of technology.
 * Formative Evaluation plan**
 * Summative Evaluation**

References Chevalier, R. D. (2007). //A manager's guide to improving workplace performance.// New York, NY: American Management Association.

Hall, G. E., & Hord, S. M. (2011). //Implementing change: Patterns, principles, and potholes.// (3rd ed.). Upper Saddle River, NJ: Pearson Education

Januszewski, A., & Molenda, M. (Eds.). (2008). //Educational technology: A definition with// //commentary.// New York, NY: Lawrence Erlbaum Associates, Taylor & Frances Group.

Kaufman, R., Guerra, I., & Platt, W.A., (2006). //Practical evaluation for educators.// Thousand Oaks, CA Corwin Press: A sage publication company.

Survey Monkey retrieved on SurveyMonkey.com State elementary school website //EDUC-7103-2/EDUC-8843-2 Leading and Managing Educational Technology// **PII – Required Documentation** Michelle MartensDragalin michelle.martens-dragalin@waldenu.edu Student ID # A00113550 Program: PhD. In Education Specialization: Special Education Dr Carla Lane May 13, 2012 Walden University May 13, 2012

Executive Summary The students in the classroom need to develop their technological skills in order to college ready and globally prepared for society. Currently, a new digital resource teacher will be hired in order assist the teachers. The idea is to include technological tools in the classroom in order to access the curriculum via the computer. A new digital resource teacher is a good step in the right direction; however, the students need use technology in their classroom on a daily basis. They need recognize that this is standard tool in the classroom and as necessary as a pencil.A performance gap in the building is between the amount of exposure that the students currently have to technology and what is considered meeting the technology standards listed in the Colorado State Department of Education. The students need more than just a resource teacher who will assist on special projects. This just makes technology special and fun to the students not part of the education. Technology is important to me as a teacher and student. Technology, specifically my iPad and Smartphone, allows me to stay connected to my classroom, my school and my studies. It also allows me to stay connected to my family who are in different states. Just this weekend, I spoke and saw my sister and parents on screen. I was even able to show them my son’s graduation pictures. In some ways I feel more connected to them then in the past. One reason is that I am used to technology and feel comfortable in using it on a regular basis. I would outfit my office with an internet, printer, laptop, iPad and smart phone, in addition to pencils, paper and books. All items in my opinion are part of my connection to my family, my daily studies and work. The students need to be as comfortable with technology as I am and work with it in a secure environment. A classroom is the best basis for this type of instruction. Technology Training for the Classroom Teacher State Elementary School State Elementary school is located in the far northeast portion of DEF School District. The students live in a low socio-economic neighborhood where 87% are on free lunch. Most of the students are members of Hispanic, White and African American ethnic group. The original school structure was built in 1973 and instruction began in 1974. In 2010, DEF determined that the original school organization would be discontinued after the 2010-11 school year. The new school organization would be renamed and begin k-5 during the school year 2011-12. The administration team has determined that teachers need to utilize technology in their instruction and have the student use technology as part of their curriculum. In order to help the student become college ready our students’ needs to be proficient in the technology. One of the reasons that technology (programs) is not used is because the teachers are not trained in all areas of technology and thus instruct their students in using technology as part of their class work. The school leader will hire a digital resource teacher next year who will assist in developing projects for students. However, the problem remains because the students will not view technology as part of their curriculum. They view them as games or notable events. Students need to use technology in the classroom. The setting, for this performance improvement intervention project, is an organization located in a small section in metropolitan school district. The school is located in a neighborhood where most people economic level is just above the poverty level. People who live in this area are from at least four different cultural and ethnic backgrounds. The original group of citizens is African Americans, whose grandparents were former slaves. They moved to this area in order develop a positive environment for their children. The cultural and ethnic backgrounds consist of African American, Mexican Americans, and unrelated second generation of African American and Mexican American group and staff who work in the school. The first generation African American has lived in the area for 40 years. These individuals were responsible for ensuring that the schools were built in the area and promoted their own culture by naming the schools of the activists involved in this process. The first generation Mexican Americans sued the school district, 20 years ago, in order to make sure their children received Native instruction and Sheltered English instruction. The unrelated younger generation of both ethnic groups brought gang violence into the area that has resulted in the destruction of one church, school vandalizes and 12% rise in crime rate (The Denver Post, 2011). Finally, the latter group is the school staff, who works at the school but do not live in the neighborhood. The diversity of the neighborhood is an aspect that impacts The people who affected my plan directly are the classroom, resource, and support staff in the organization. These are the people who need to develop the skills so that technology can be used regularly in their classrooms. However, the people who make the final decision are the administration and turnaround committee. The key people that will make the final decision are the personal in district who determine the final budget for the organization. The district wants data to back up the purpose for this innovation. The key people who would be able to help provide the data to persuade the district to provide the information are Mary*, a classroom teacher whose husband has helped design an interactive lesson plan, Brooke* the technology representative, and Mark* the leader from the administrative team. (*designates a reproduction) These people will be able to help convince the leaders that the digital resource teacher can provide training for the students and the teachers in the organization. The current performance gap is the teachers use docu cameras to illustrate visuals and videos. They use the computer to keep track of attendance and email the staff in the organization. One teacher has developed an interactive lesson plans. The students currently used the computer to play games, instructional games, but they do not use technology to design anything for their class work. The teachers do not know how to instruct their student in the use of technology as part of their class work. Teachers use technology to illustrate visuals. Students use technology to play games. The students would use technology to communicate with the teacher on the blog, email or through the website. The students would design their project using the word processing programs; excel programs, video programs, power point and other programs in order to illustrate their comprehension of the instruction. The teachers would be able to design instruction around this technology, in order to help the students use in their class work. Technology is used as a reward, slightly more than a center in most of the classrooms. The teachers need training in order to develop lessons where the student would use to technology as they would a pencil. This would assist them in developing their goal of becoming college ready because they would be able to use technology skills to complete their work. The computer room was discontinued and the computers were put in the library. In addition, the problem goes back to people in the district thinking of technology as an extra, a perk. Technology needs to be thought of as tool, much in the same way we view a pencil or paper in the classroom. In addition, most teachers are not comfortable with instruction that includes curriculum assessment that involves the use of technology. **State Elementary School Mission Statement** State Elementary School is committed to preparing ALL students for success in a school and life by developing high achieving, multilingual students who engage in and contribute to culturally diverse communities. All State Elementary School students will have the knowledge, dispositions and skills they need to connect, collaborate, and compete in a highly independent world.
 * Problem Summary**
 * Background of Organization**
 * Stakeholders and Decision-Makers**
 * Performance Gap: Cause Analysis**
 * Actual Current Performance**
 * Desired Performance**
 * Performance Gap**
 * Cause Analysis.**

State Elementary School students are //College Ready// and //Globally Competent//. //College Ready// means that they are //Globally Competent// means that they **Three Intervention Strategies** The goals and objectives in the State Elementary School Education’s (all names are pseudonyms) mission statement require quantitative and qualitative data to determine the type and level of interventions to close the performance gap. Data gathered through surveys, interviews, progress monitoring and observation. This data will determine the level of interventions necessary to close the performance gap. Information will determine how the much technology used in their instructional design in order to gather evaluative data from their students. Interventions cannot be identified or conducted without data. Data will determine the level, intensity and type of resources and materials that used for the interventions. Strategic Interventions can be assigned to either a low, mid, or high level from of strategy based on intensity and cost. Interventions at this level will not cost the district any money since they are covered by a technology grant obtained from the federal government. This intervention is conducted at the organizational level by the stakeholders; which makes this a low level intervention. The change agent will request that a district technology instructor conduct a workshop illustrating technology in an instructional design. The School District has funds from a technology grant from the federal government which provides for a change agent to gather data to determine the skill levels of district staff in the area of instructional design assessment. Instructional design also includes an evaluative portion which can either be formative or summative depending on the objective of the lesson. (Popham, 2008) The workshop is conducted by district personal during a professional development period will demonstrate how technology is used in instructional design. After the workshop, the staff will fill out a survey about the value of the workshop, what needs the workshop has met and what the teachers will do with the information. This data gathered will establish a baseline to determine the result of this intervention. The next six weeks will include data from surveys, interviews, progress monitoring and observation over the next six weeks. The evaluation from this data is presented during a professional development day, where the staff will discuss what to do in order to improve from the baseline. This low level intervention is conducted over the year in order to close the academic gap. The district personal will determine which interventions will be used, since skills levels will vary from teacher to teacher. The majority of interventions will result in having teachers attend workshops to develop the skills that are necessary. SED technology personnel gather the data and implement the mid level interventions. This is a mid level intervention because personal from a state educational are not considered an outside agency and costs are partially covered by a state grant. Interventions at this level will be paid for by a state grant that schools whose test scores are below a certain level qualify. The school organization will pay for the technology, travel and lodging costs of the personal from the state department of educational technology division. The average cost is $2000 to $5000 per day. The change agent will invite members from the SED technology department to come and evaluate the teachers’ instructional design. They will present their findings to the teachers during a professional development day. In addition, they will suggest the necessary interventions. SED will collect the necessary data to apply for a state grant to implement the interventions. At this stage, the data gathered by the district will be evaluated by the State Education Department (SED) personal, who have an objective view of this situation. Although this person is not part of the SES, they have an interest in a positive outcome because State Elementary School is part of their job to help the teachers integrate technology in their instructional design. The academic gap needs to be closed in order for the school to be considered a success. Stakeholders conduct the mid level intervention, but these stakeholders are at a different level. (SED) technology department personal may not have the same attachment that the State Elementary School (SES) stakeholders have in closing this performance gap, but it is still to their advantage to make sure the interventions work.(Cheverliar, 2007) SES is at the bottom of the list when it comes to successful schools in School District. A mid level intervention cannot be conducted until the change agent can show that low level interventions have not works. This will establish another base line for progress. This technology intervention will help close the academic gap, as teachers learn to integrate technology into their lesson design. This use of technology will allow them more time to work with individual students and design better lesson. The organization will be eligible for grant from the state,if the data determines the effective of the interventions. This grant will provide resources to buy technology, hire an independent consultant, or provide workshops for teachers who need additional training in developing their lessons. The grant is not unlimited, so each need determined by the gathered quantitative and qualitative data. Data determine what resources are needed to help the teachers’ incorporate technology in their instructional design. . Once low and mid level interventions have been in place and the data prove unsuccessful, the a new level of interventions are put in place. A high level intervention means that a budget is put in place of anywhere from $500,000 to 2 million dollars. Included in the budget is the directive to hire an outside agency, provided the teachers with a bonus and funds to purchase necessary technology for their classroom and training. Grant money will not pay for the interventions, but the change agent will apply for federal government assistance in order to implement technology into the teachers’ instructional design. In addition, the change agent will work with an outside personal to implement the technology goals of the organization; teachers use technology as part of their instruction. The closure of this performance gap is aligned with local, district, state and national technology goals. Integrating technology within the instructional design of the lesson includes stating the objectives, the entire body of the lessons and evaluation and technology should be part of this lesson. The use of technology should be integrated to the point that it could be interchangeably with a pointer. In order to provide justification for intervention it is important to determine why each intervention in necessary. In this section of the performance improvement interventions the I will describe the strengths and limitations of each of the three strategies, why one is more likely to succeed above the other interventions and why this strategy best meets the organizational goals. Strengths and Limitations of the Three Strategies There are three interventions that are suggested in order to make the necessary changes in order to encourage implement technology among the teachers. There are the low level interventions where the resources are from the district. The next level, a mid level intervention which will involve resources from the state and federal level. The final level is a high level intervention which will include resources from the federal government and an independent consulting firm. Low level Intervention: This intervention is conducted at the organizational level by the stakeholders; which makes these low level interventions. The change agent will request that a district technology instructor conduct a workshop illustrating technology in an instructional design. This intervention is less likely to succeed because of the personal power of the change agent. Although data will be gathered and presented to the staff, the administrative team needs to support the change and encourage the change. Even with this assistance the staff may be resistance to change because they are using basic technology (email, lesson plans, school and district web page). The innovation is encourage the teachers to use technology for all of the work load. Mid Level Intervention SED technology personnel gather the data and implement the mid level interventions. The change agent will invite members from the SED technology department to come and evaluate the teachers’ instructional design. This intervention that is most likely to work because it is based on the fact that outsiders, the personal from CDE will respond to the direct issues that the teachers are having and can illustrate which technology the teachers are using to deliver their instruction as based upon whether they are using technology to design their instruction. In other words are they using the docu camera simply because it is in the classroom or are they using it because the majority of their students are visual learners and determine that this is the best form of delivery. In addition, the fact that personal from the state department of education are the individuals who are gathering the data from the teachers and putting it together from evaluation is often the way that that the teachers will accept change when outsiders present the material. Often an insider’s or someone that the teachers regard as one of their own, they will view it as to why be person the one to make the changes. In addition sometimes an n administrator will just let someone use their data when they are willing not to accept material from them. However, when they see an outsider present the same data or more of the same data then they are more willing to accept that materials and data and start to use technology within their instruction to ghee best advantage of their students. However, when they see an outsider present the same data or more of the same data then they are more willing to accept that materials and data and start to use technology within their instruction to the best advantage of their students. High Level Intervention The high level intervention would be to receive resources from the federal government which will be used to engage an independent consulting firm. This firm will be responsible to getting the data that the change agent and SED in order to develop a baseline. The consulting firm will implement their own interventions based on the data. This will determine what change need to be made in order for the innovation to be successful. **Module 4: The Manager's Many Roles** The manager has many roles as they initiate a change in an organization. The manager must be the cheerleader, the counselor, the coach and many other roles. Some of the roles need to be incorporated into the style of the manager. The initiative has a better chance of success when the stakeholders are aware of the reason for change and committed to making it a success. The success of this innovation depends on how each group of stakeholders needs to work together to on fielding, implementation, sustainment plans, and a program assessment. The stakeholders include the administration, classroom teachers and support staff in the organization. In order to close the performance gap, they need recognize technology as a standard tool in the classroom and as necessary as a pencil. A performance gap in the building is between the amount of exposure that the students currently have to technology and what is considered meeting the technology standards listed in the Colorado State Department of Education. The manager needs to make the change and the first role is that of a motivators. The change begins with communication with the stakeholders. Communication needs to begin with the change agent (an informal leader) and the administration in order to receive their support. The change agent needs to prepare a proposal to show the administration the importance of closing the performance gap in the building, which is between the amount of exposure that the students currently have to technology and what is considered meeting the technology standards listed in the Colorado State Department of Education. The proposal as it is presented to the administration includes a copy of the mission statement, including the objectives, reasoning and available resources that the teachers could be using in the classroom as part of their instruction and why it is important to exposed the children to more technology and the uses of this technology. The conference with the administration would be needed in order to pass out a survey that can be used to determine their use and comfort level of technology that is in their classroom. Once the administration is on board with the idea to find out how much technology is used in instructional design. The change agent can make a presentation to the staff about the importance of using technology to close the performance gap in the building. The available resources, how technology can help their instruction and how this can be used to correlated their students’ skills development. This information can connect directly to the other teachers (resource teachers, special education, interventionists, etc.) so that they are aware of what is used in the classroom and how they can design their lessons to include technology with all of the students’ education. This presentation would be like a sales pitch to the staff, in order to get them on board with innovation. Once the initial “sales pitch” is made to the administration and staff, the change agent needs to begin talking with the staff, daily about their use and comfort level of the use of technology. The medium that will be used will consist of the composing and distributing a survey, via email, in order to determine the needs of the stakeholders. In addition, workshops will be set up with the district technology representative in order to inform the staff about the technology and what related resources are available to the stakeholders. This can be done during the weekly staff meeting at our school. After the presentation as the change agent I will document the results of the survey from the Survey Monkey website. This website will tally the results of the survey. In addition, I will set up a site on ProjectMaange in order to set up the documentation from the survey. There will also be a coded section that will analyze the discussion between the stakeholders. Hord and Hall (2011) make an excellent suggestion about keeping track by utilizing a coding system to keep track of who they talk with, what they talk about, and analyze their communication between the staff. This is important because the “talk that occurs among the various members of social system (Chevalier, 2007),” can illustrate how much cooperation the change agent will receive from all of the stakeholders. The change agent can use this information to determine who the opinion leaders in the organization are and the best approach to the organization staff with the information that they have obtained from the needs assessment. Why they are agreeing and what they are saying about the innovation is important part in helping the change agent to determine the different use levels of technology in the various classrooms. After the change agent has evaluated the communication between the stakeholders, this information can be used to determine what forms of collaboration can be used to track the technology that is being used, what types of professional development would be best and the stakeholders’ needs in order to use technology in the classroom. This is important because the way people communicate is part of culture of the organization. Culture forms the superglue that bonds and organization, unites people, and helps an enterprise accomplish desired ends (Chevalier, 2007). The way the stakeholders in the organization have learned to work together as a group affects the change agent’s analysis of the communication and what type of collaboration tools would be affective in promoting the innovation. In addition, the culture helps the change agent to determine the best way to keep track of the use of technology in the classroom. Collaboration is the best way to keep track of the technology used in the classroom. It is time consuming for a change agent to meet with the stakeholders, to determine the technology that is needed in the classroom. There are many ways to collaborate with the use of technology. Listed below are examples of different types of internet accessible programs to use for collaborating on how, when or what additions can be used to close the performance gap and to help the teacher let one another know who has different types of technology or resources. In addition, to using the web to document the use of technology or state their needs, each staff member would need to have their own laptop or tablet in order to communicate and bring it with them to various staff meetings or just keep mobile.
 * Goals**
 * on grade level in reading, writing and math, and
 * high level thinkers
 * are inquisitive about the world,
 * are inter-culturally skilled
 * can communicate their ideas well
 * are empowered to take action to make the world a better place
 * Module Three: Human Performance Technology (HPT) Model
 * Low level Intervention**
 * Mid Level Intervention**
 * High level Intervention**
 * Justification of Interventions**
 * Engagement**
 * Communication**
 * Collaboration Tools**
 * //Google Docs// is an excellent application for collaboration. This is used by various online classes where students live in different geographical and time zones. It is possible for people to work on a document in real times that are in not in the same room. You can share documents and spreadsheets and collaborate in real-time. This is a browser-based application – the requirements to get up and running is very minimal. Storing your work online means they’re readily available anywhere with an internet connection. This is an area for staff to put their lesson plans, evaluations, and whatever needs to be included in order to promote the innovation.
 * //Stixy// is a flexible, online “bulletin board”/drawing board. There’s little structure and it’s up to you how you want to use it, so it’s a great white boarding application. One of the useful ways to use Stixy is mocking up or wire framing web – the stakeholders can then go in and modify the design or post notes on what they need. It can be used a trade in so that the stakeholders are aware of what staff needs are and they can help one another.
 * //Project2Manage// is a fully-featured, free, hosted solution for project management and collaboration. You can set up different roles and permissions to limit what stakeholders, write in your milestones to show everyone your goals, and be able to manage unlimited projects.

**PII – Required Documentation** **Financial and Budget Information** The data and technical material proved that a budget of $40,000 in order to provide the necessary technology, training and miscellaneous material. This money will come from grants and awards from various organizations. In addition, the district associated with the organization will provide a secondary source of finances and finally the organization will be a small tertiary source of funding, although they will provide be responsible for the management of the finances. The following is a breakdown of the available funding: the district will provide $10,000 from the technology grant provided from an outside source to implement technology into the district’s organizations. The district will also provide trainers and training suggestions to the organization. In addition, the organization will provide miscellaneous materials, limited financing and data collection. The remaining funds will come from grants and awards from the federal government and outside organizations. The initial financing will cover the low level intervention since the data collection will be a technology grant obtained from the federal government. This intervention is conducted at the organizational level by the stakeholders; which makes this a low level intervention. The change agent will request that a district technology instructor conduct a workshop illustrating technology in an instructional design. The School District has funds from a technology grant from the federal government which provides for a change agent to gather data to determine the skill levels of district staff in the area of instructional design assessment. Instructional design also includes an evaluative portion which can either be formative or summative depending on the objective of the lesson. (Popham, 2008) The workshop is conducted by district personal during a professional development period will demonstrate how technology is used in instructional design. After the workshop, the staff will fill out a survey about the value of the workshop, what needs the workshop has met and what the teachers will do with the information. This data gathered will establish a baseline to determine the result of this intervention. The next six weeks will include data from surveys, interviews, progress monitoring and observation over the next six weeks. The evaluation from this data is presented during a professional development day, where the staff will discuss what to do in order to improve from the baseline. This low level intervention is conducted over the year in order to close the academic gap. The district personal will determine which interventions will be used, since skills levels will vary from teacher to teacher. The majority of interventions will result in having teachers attend workshops to develop the skills that are necessary. A stage of concern questionnaire will be completed and sent to each teacher via email for completion. Based upon the results of these questionnaires and series of workshops will be set up from the district technology department. The low level intervention will include updating current technology in the organization. They included the following: **Project Assessment/Evaluation** The change agent will be responsible for conducting the project assessment/evaluation from the implementation of the low level intervention, collecting and analyzing all of the data, managing the costs, setting up the necessary training and determining the overall evaluation of the project. In order to close the performance gap the following objectives need to be met:
 * In order to promote an intervention that will close the performance gap a change agent needs to be aware of the practical aspects of the modifications. The practical aspects include the financial and evaluation aspect of the change.**
 * Intervention strategy**:
 * 1) Cost:
 * Actual workshop: $0
 * Materials: $50.00
 * Technology source; $30.00
 * iTunes Card per teacher: $1350.0
 * //The iTunes cards will help the teachers access the necessary apps for their iPads.//
 * $279.00 upgrade iPad 2 per teachers: $17055.00
 * Objectives**
 * 1) The organization will meet the goals of the district within a year of implementing the innovation.
 * 2) The organization will make available the necessary training for the teachers in order to close the performance gap.
 * 3) The stakeholders will include technology within their classroom on a daily basis.

The project objectives will be evaluated through the use of formative and summative assessments. The formative evaluation plan that will be used will be surveys, emails and self assessments. The surveys will be used to determine what technology teachers feel and believe about technology engagement in their instructional design. In addition, a computer software tool will access the amount of technology involved in the instructional design of the teachers lessons. The teacher will submit their lesson plans to a website. The software will correlate between the website and the other software that monitors the use of technology in the classroom to provide a formative measurement of the teachers use in the classroom. The ongoing evaluation tool would allow for the change agents assess the technology and increased technology in the instructional design over a six month period. A form of summative assessment used in order to access whether or not the technology has increased the amount of technology that students are using as a result of the increased use within the instructional design. Software may resolve the issue that will make comparisons of data related to the number of teachers who have increased their use of technology in their instructional design. Data can be collected from the current year that shows the amount of students have increased their use of technology.
 * Formative Evaluation plan**
 * Summative Evaluation**

References Chevalier, R. D. (2007). //A manager's guide to improving workplace performance.// New York, NY: American Management Association.

Hall, G. E., & Hord, S. M. (2011). //Implementing change: Patterns, principles, and potholes.// (3rd ed.). Upper Saddle River, NJ: Pearson Education

Januszewski, A., & Molenda, M. (Eds.). (2008). //Educational technology: A definition with// //commentary.// New York, NY: Lawrence Erlbaum Associates, Taylor & Frances Group.

Kaufman, R., Guerra, I., & Platt, W.A., (2006). //Practical evaluation for educators.// Thousand Oaks, CA Corwin Press: A sage publication company.

Survey Monkey retrieved on SurveyMonkey.com State elementary school website