TOSA%20Board%20Presentation%20Sept%2011%202024.pdf

Parent document: Regular Board Meeting-09-11-2024.pdf

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Teachers on Special
Assignment

for
Educational
Technology
Integration



TOSAs

Cynthia Richardson Rebecca Kratzig
6-12 Support, MP3 Technology class PK-5 Support, MP3 Teachers



Examples of Support

e Supporting healthy digital habits and teaching digital citizenship to teachers and students
© MSD tech expectations
© Online footprint
© Online security and privacy
@ Promoting equitable student access to curriculum materials and grade level learning
© Google Classroom
© Google Read and Write
© Chrome accessibility features
© Online platforms for curriculum and assessment (Desmos, Formative, Amplify, etc.)
Helping teachers create engaging classroom activities and assessment that use technology
oO Formative program
© Collaborate tools
o Engaging digital lessons
© Leveraging video and audio resources
e Student assessment and data support
© _ji-Ready diagnostics, personal pathway monitoring, and helping teachers plan for interventions
© Supporting principles and teachers using their data to inform instruction and goal setting



Mission and Vision of Educational Technology

& Meridian strives to be a welcoming place where understanding and respect are priorities. Everyone
will be honored, valued and heard.

e __ Learners experience a community that embraces and honors who they are.
e Eyenyone sees themselves represented in their educational environment.
e = All voices are invited, heard and empowered.

During the 2023-24 School Year,

TOSAs worked on draftin ga Connected Instructional Technology Outcomes: (ISTE, CEL, UDL)
Wh AS ck fa CEC4: Student status

Mission and Vision of SE 4: Participation and meaning making
Educational Technology” aligned pacercel ae

; . . : Norms for learning

with each strategic commitment PCC5: Ethics and advocacy
thro ugh our various frameworks 2.2 b: Advocate for equitable access
and standards. ISTE: Educators | 2.4.D: Cultural competency

2.3.a: Positive experiences, relationships and community

ISTE: Student ee collaborator
1.2: Digital citizen
72: Relevance
8.3: Foster collaboration and community

Core competencies: staff Core competencies: student Core competencies: leaders

Digital collaborative tools e Digital collaborative tools Digital collaborative tools
Monitoring software e Digital citizenship Monitoring software
Teaching digital citizenship Planning for digital citizenship
Cultural competency Cultural competency
Social media impacts on student
belonging, response skills



Helping teachers think outside the standard paper

Escape Rooms for reviewing content

Using Al to leverage modifications/accommodations

Meridian Middle School Student of Concern Form

Highlighted Examples (Cynthia)

Create documents for streamlining data collection and interaction

‘Student Name ‘Grade level [MUL/TEP/S04 [Home Language | Date of Referral Referring staff/ream Next Steps
~ S 1 __ Staffing with parents
‘Reason for Referral Student Strengths ‘Student Needs “Sate Assessment Scores ‘Other Assessments Cl Refer for testing
T1_[Language/Speech 58A Math cickto soled > [IRLA T__ Continue classroom monitoring
O_ [Behavior SBA ELA dlckto select» |wroa CO other:
O_|Heatth concer wcas ick to select_~ ‘Next Mesting/ Check-in
G__|Motor skills (Fine7aros5) Ready Heaith
1 |Reevatuate 504/1€P Fall Ready clekto select > Vision
Impairment
T_ [reading Winter i-Ready dlckto select» |Hearing
Impoirment
O_|ram Spring i Ready dickto select» |Health Plan
[wating Ready profile POF @ fle Health Pion
Deis cit
lepplicable)
‘Staff Notes/Observations Current Grades WIN Interventions ‘Notes for Next Time
(Subject Date(s)/Focus)
ELA ELA > [ELA
Social Social Studies + |Social studies
Studies
Science Science ~ |Science
Math Math + |Math
Elective Elective > |Elective
Elective Elective > [elective
PE PE > |Pe
[ {In-Class Accommedations/Modifications Tried in the past four weeks(check all that apply) Contact & Communication
Strategy ‘Teacher Notes (eg, succes of interventions) |In the pastfour weeks. Ihave Teacher(s)
icontacted and/or collaborated with:
T_ Written & Oral directions together Student
DB Adutt Proximity Parents/quardians
G_ Alternate or Verbal Assessment Schoo! counselor
Alternative Schedule Reduced Case Manager
Alternative Testing Location Drug and alcoho!

ooo aaa

Assignment lesson outline
Cue card or visual routine

Daily oF Weekly School/Home
Communication

Digital access to assignments
Escort to Class
Extra Check for Understanding

BO00 0000 0000)

counselor
Family/Community
services director
Principal or assistant
principal

School Psychologist

Grade level teom
ML Specialist

Reading Specialist

Teachers’ responsibilities: Green sections

BioLab Breakout: Unraveling the
Experiment Gone Awry

The purpose of this activity is to help review the concepts from Unit 4
before doing the transfer task. You may use any and all notes to help you
with this activity. You may also use Google Read and Write to support the
reading portions of this activity. You may complete this as a group or
individually.

crichardson@meridian.wednet.edu Switch account a

* Indicates required question

Email *

Record crichardson@meridian.wednet.edu as the email to be included with my
response

The Situation

Your science teacher is taking your 9th grade biology class on a field trip to
visit the University of Washington's biology laboratory. While there, you
have the opportunity to participate in some experimental research projects
that go terribly wrong. You must solve the puzzles and answer the questions
correctly to reverse the effects of the experiments.



Highlighted Example (Rebecca)

Creating “Topic Tickets” (math quizzes) for all grades

e Allows for translation and other accessibility tools (read aloud)
e Allows teacher to respond to data quickly (quizzes given “once per week)
e Will support teachers in unpacking this data in order to create interventions



Funding

2018-2019 EdTech planning committee identified that a K-5 and 6-12 instructional coach to support core
instruction that integrates technology with strong professional development and collaboration time for all
staff to provide high-quality instruction was necessary for effective use of technology. Only one such position
was able to be funded out of the EdTech Levy and Cynthia Richardson was brought into this position in
August 2021.

With changes in the technology department staffing and targeted cost savings, we were able to start the

2023-2024 school year by adding Rebecca Kratzig as instructional support K-5 with no increase to district
costs. Cynthia was shifted to providing instructional support 6-12.



Questions