1 Aiding Students in Reading with NaturalReader 9.0 Laura Stemler

2 Images from mdreportcard.org Hereford Middle School MSA Reading Proficiency 2009 AYP Met High percentage overall Low percentage in subgroups: African American Special Education

3 Images from mdreportcard.org MSA Reading Proficiency 2010 Decrease in reading proficiency: 6th Grade African Americans 6th Grade Special Education Overall decrease by African Americans Special Education

4 HMS School Improvement Plan Integrate technology in the teaching/learning process, instructional practices resulting in more purposeful and engaging work for students.

5 NaturalReader 9.0 for Education Features Words highlighted as read Read text is converted to MP3 Natural sounding voices Control voice speed Text can be read as typed Word prediction

6 NaturalReader 9.0 for Education Features Toolbar Integration Audio player, recorder, and editor Batch file converter MP3 and WAV converter eBook reader

7 Image from intelligences.jpg Multiple Intelligences Verbal/Linguistic learners Can help improve Vocabulary Writing Proofreading

8 Staff Development Leadership: Media Specialist and Technology Resource Teacher Training Collaboration Support

9 7. RefocusingTeachers consider the benefits of the innovation and think of additional alternatives that might work even better. (I have some ideas about something that would work even better.) 6. CollaborationTeachers cooperate with other teachers in implementing the innovation. (How can I relate what I am doing to what others are doing?) 5. ConsequenceTeachers focus on the innovation's impact on students. (How is my use affecting learners? How can I refine it to have more impact?) 4. ManagementTeachers learn the processes and tasks of the innovation. They focus on information and resources. (I seem to be spending all my time getting materials ready.) 3. PersonalTeachers want to learn about the personal ramifications of the innovation. They question how the innovation will affect them. (How will using it affect me?) 2. InformationalTeachers have a general interest in the innovation and would like to know more about it. (I would like to know more about it.) 1. AwarenessTeachers have little concern or involvement with the innovation. (I am not concerned about it.) Levels of concern Concerns Based Adoption Model or CBAM

10 Differentiating Instruction Content, Process, Product Image from:

11 NETS-S

12 Student Results Assessment of students Grammar, vocabulary, spelling, critical thinking Speed at which students complete assignments Individual frequency of use Accelerated reader scores Speaking with students Next year’s AYP scores

13 Teacher Survey CBAM Survey Use in the classroom Affect on students Students’ test scores Students’ use of software

14 Cost $99.90 per computer Where will we get the money? PTA Graul’s grocery store register receipt money Grants

15 Bibliography Hall, T., Strangman, N., & Meyer, A. (n.d.). CAST: Differentiated instruction and implications for UDL implementation. CAST: Center for Applied Special Technology. Retrieved July 19, 2010, from Hasselbring, T., & Bausch, M. (2005). Assistive technologies for reading. Educational Leadership, 63(4), 72. Retrieved from MasterFILE Premier database July 18, ISTE | NETS for Students (n.d.). International Society for Technology in Education | Home. Retrieved July 20, 2010, from _for_Students_2007.htm _for_Students_2007.htm Stages of concern. (n.d.). North Central Regional Educational Laboratory. Retrieved July 20, 2010, from Technology and Multiple Intelligences. (n.d.). eduScapes: A Site for Life-long Learners. Retrieved July 19, 2010, from The Concerns-Based Adoption Model (CBAM): A Model for Change in Individuals. (n.d.). The National Academies: Advisers to the Nation on Science, Engineering, and Medicine. Retrieved July 20, 2010, from