EDUCATION TECHNOLOGY PLAN JULY 1, 2011 … · Contact Title Senior Director of Instructional Technology ... and by effectively integrating technology into ongoing ... a comprehensive

EDUCATION TECHNOLOGY PLAN JULY 1, 2011 – JUNE 30, 2014

Dr. Laurie Kimbrel, Superintendent Tamalpais Union High School District

395 Doherty Drive Larkspur, CA 94939

CDS Code: 21-65482

TUHSD Technology Plan 2011-2014 2

CDE Form J

Education Technology Plan Review System (ETPRS) Contact Information

District Information

District Name Tamalpais Union High School District

CDS Code 21-65482

District Phone Number (415) 945-3600

Ed Tech Plan Contact Name Joel Hames

Contact Title Senior Director of Instructional Technology

Contact Phone Number (415) 945-3798

Contact Fax Number (415) 945-3797

Contact Email [email protected]

Backup Contact Information:

1st Backup Name Rose Chavira

1st Backup Email [email protected]

2nd Backup Name Elizabeth Kaufman

2nd Backup Email [email protected]

mailto:[email protected]




EDUCATION TECHNOLOGY PLAN

Table of Contents

1. Executive Summary ................................................................... 4 2. Plan Duration ............................................................................. 9

3. Stakeholders ........................................................................... 10 3. Curriculum .............................................................................. 11 4. Professional Development ....................................................... 42 5. Infrastructure ............................................................................ 53 6. Funding and Budget ................................................................. 61 7. Monitoring and Evaluation ........................................................ 65 8. Adult Literacy ........................................................................... 68 9. Effective, Research-Based Methods ........................................ 69 Appendix A: ISTE NETS Standards for Students ......................... 73 Appendix C: CDE Criteria for EETT Funded Ed Tech Plans ......... 78


Tamalpais Union High School District Technology Plan July 1, 2011 – June 30, 2014

Executive Summary The Tamalpais Union High School District (TUHSD) Technology Plan has been written to satisfy the California Department of Education requirement (Education Code Section 51871.5) for school districts to develop a comprehensive technology plan. This technology plan will assist the district in qualifying for future state and federal technology funding through the Enhancing Education Through Technology (EETT) formula funding (Title II, Part D, NCLB). The plan satisfies requirements for additional state monies for technology including the federal e-rate program and K-12 Vouchers. The district technology plan is curriculum-based and is focused on the achievement of students. The technology plan provides a framework that supports new models of teaching and learning. It is designed to increase technology literacy across the district to improve student academic achievement. The plan is an integral part of the District‘s vision for student learning and performance at the highest levels by ensuring that all students become technologically literate and by effectively integrating technology into ongoing staff development and instruction. The goals and objectives specified in the plan create a framework for how technology will be used to:

Provide and support a challenging curriculum and instructional program

Provide and support new models for teaching and learning

Provide and support meaningful professional experiences for all staff

Support organizational and administrative structures that are consistent with our vision of learning

Support the district/campus accountability and assessment system

Support positive home-school-community collaborations This district technology plan describes new California legislation and revised Federal laws that will influence district policy, teaching and learning in areas related to cybersafety, cyberethics and digital citizenship. Acceptable use policies, board policies and codes of conduct may need updating to include descriptions of appropriate use of new media. The TUHSD technology plan will be effective from July 1, 2011 – June 30, 2014.


District Overview

The Tamalpais Union High School District is an extremely high performing district in a very active, supportive, and educated community. Annually, 4,000 students are served in three comprehensive high schools and two alternative programs. In addition, the Adult and Community Education courses attract hundreds of community members each year. Students have access to a wide range of programs and courses and perform well above the state and national averages on standardized assessments. Graduates are readily accepted into colleges and universities around the country. Our schools have been recipients of numerous awards, including California Distinguished School and National Blue Ribbon School. The district has three comprehensive high schools and two alternative schools.

Drake High School Drake was a leadership school in the Bay Area School Reform Collaborative (1997). In 1999 and 2005, Drake was designated a California Distinguished School and was recognized by the U.S. Department of Education as a New American High School. Drake received a Smaller Learning Communities Grant to implement ninth grade clusters (2000). A Specialized Secondary Program grant was awarded to Drake in 2002 to develop curriculum for its International Studies Academy. In 2003 Drake was recognized as the nation‘s first Bay Area Green Business School for its environmental enhancements to the school‘s campus. Drake offers site institutes each year, which are attended by educators from around the country. In 2008, the school had an Academic Performance Index (API) of 842, 72% of Drake students stated intentions to attend a four-year college or university and 17% a two-year college, and 80% of the students taking 217 Advanced Placement exams received passing scores. Annually, the school averages a graduation rate of 98% or higher. Redwood High School

Redwood High School has a solid tradition of academic performance resulting from high expectations for students, dedicated teachers and staff, and visible parent support. Redwood is a National Blue Ribbon School and has received the California Distinguished School award four times. In 2008, the school had an Academic Performance Index (API) of 882, 79% of Redwood students stated intentions to attend a four-year college or university and 17% a two-year college, and 89% of the students taking 671 Advanced Placement exams received passing scores. Annually, the school has at least a 98% graduation rate. The school‘s schedule allows students to explore a range of electives from Biomedical Science to a comprehensive drama program. There is strong community support of Redwood High School. Tamalpais High School Tamalpais High School opened in 1908 and is a school rich in history, tradition, and pride. Many of Tam students‘ parents, as well as their grandparents, attended Tamalpais High School. For 100 years, Tamalpais High School‘s school-wide emphasis has been on safety, personalization, active learning, and interdisciplinary instruction. Extensive modernization of the 22-acre campus has recently been completed, including new classrooms and computer labs, a theatre, swimming pool, landscaping, field house, weight room, and tennis courts. The school has received the California


Distinguished School award four times, most recently in 2009, and has an Academic Performance Index (API) of 868. 69% of Tam High students stated intentions to attend a four-year college or university and 26% a two-year college. 78% of the students taking 522 Advanced Placement exams received passing scores. Annually, the school averages a graduation rate of 98.2 – 99.6%.

San Andreas High School San Andreas High School is the accredited small continuation high school for the Tamalpais Union High School District. San Andreas is for students (ages 16-18) who have experienced difficulty attending a traditional high school. The curriculum at San Andreas follows California State standards and Tamalpais Union High School District courses of study. Instruction is primarily in small class groups. San Andreas has a staff that provides a meaningful and relevant curriculum for their students. A clean, safe and caring environment provides the platform for re-engaging students in their pursuit of a high school graduation diploma. San Andreas has extensive Expected School-wide Learning Results (ESLR‘s) covering three major areas: Academics and Standards, Health, and Life Skills. The ESLR‘s correlate and work with the Tamalpais Union High School District‘s expected student learning outcomes. The current San Andreas ESLR‘s were developed in 2005 through meetings with parents, students and staff. Rather than selecting three specific ESLR components, the San Andreas staff worked toward four goals: 1) Improve students‘ academic achievements especially in math, reading and writing; 2) Make curriculum and instruction relevant to postgraduate work and education; and 3) Help students develop positive relationship skills; and 4) Develop a personal learning plan for every student attending San Andreas. Tamiscal High School Tamiscal High School is an accredited small alternative high school that combines independent study and small group instruction for approximately 90 students (most of whom are juniors and seniors) who participate in an academic program designed to meet high school graduation and college entrance requirements. An additional 24 students are enrolled in Team, an experiential program for juniors, which enhances academic coursework with internships, leadership, and wilderness experience. Annually, the school averages a graduation rate between 92% -100%.


District Technology Plan Goals

Curricular Goals

Goal 3d.1: We will integrate instructional technology throughout the curriculum in order to support student achievement of essential content standards and 21st century literacy skills. Goal 3d.2: Students will excel in a rigorous and relevant curriculum that reflects what they need to know and demonstrate in a 21st century global learning environment. Goal 3e: Students will acquire 21st century technology and information literacy skills that enable them to succeed in high school, college and the workplace. Goal 3f: We will increase student, teacher and administrator awareness of safe, secure, legal and ethical use of the Internet and other forms of electronic communication through a Cyber Ethics program of instruction for students. Goal 3g: We will educate all students on how to avoid dangerous, inappropriate or unlawful online behavior. Goal 3i: All teachers and administrators will use technology to improve student achievement through data collection, analysis, reporting and data driven decision-making. Goal 3j: We will use technology to improve communications between school and home.


Professional Development Goals

Goal 4b1: Our teachers, administrators and classified staff will understand the importance of 21st century skills and will know how to integrate them into daily instruction. Goal 4b.2.All staff will have the opportunity to participate in sustained, ongoing professional development in support of Curriculum Goals.


1a. Plan Duration The Tamalpais Union High School District (TUHSD) Technology Plan has been written to satisfy the California Department of Education requirement (Education Code Section 51871.5) for school districts to develop a comprehensive technology plan to qualify for future state and federal technology funding through the Enhancing Education Through Technology (EETT) formula funding (Title II, Part D, NCLB). The plan also satisfies eligible requirements for state monies for technology including the federal e-rate program and K-12 Vouchers. The district technology plan is curriculum-based and is focused on the achievement of students. The TUHSD technology plan will provide the district with a road map for the use of technology to improve student achievement. This support will encompass increased student access to technology, improved home-school communications, effective analysis of data, powerful professional development for teachers and administrators, timely technical support, improved infrastructure, expanded funding efforts, and continuous monitoring. The district technology committee will provide continuous monitoring of the plan so that adjustments can be made to allow for meeting the plan‘s goals. An annual report to the board will be given, keeping the district‘s leadership apprised of the plan‘s status. The benchmarks and timelines in this technology plan will guide our district‘s use of technology from July 1, 2011-June 30, 2014.

1. Plan Duration


2a. Planning Team

District Technology Committee

Elizabeth Kaufman Assistant Superintendent, Curriculum & Instruction

David Sondheim Assistant Principal Joel Hames Senior Director, Instructional Technology Tom Kaun Teacher Librarian Mary O'Leary Administrative Assistant Terrie Crotti Senior IT Data Specialist Jackie Lucero IT Data Specialist Millie Hackworth Classroom Teacher Rod Milstead Classroom Teacher Rose Chavira Supervisor of Network Services Carlos Couto Network Specialist Kris Knutsen IT Systems Specialist Anne Bubnic K-12 Education Technology Specialist

District Technology Sub-Committee Teams Digital & Learning Assessment

Tara Topier, Robert Winkler, Tristan Bodle, David Taripinian

Community, Communications & Engagement

Jen Dolan, Abbey Levine, Bettina Mow, Katy Foster, Mary O‘Leary, Leslie Holt, Claire Ernst

Information Literacy Thomas Kaun, Rose Chavira

Professional Development

Rod Milstead, Chris Erlin, Sheila Souder, Bernadette Rattet, Millie Hackworth

Administration & Policy

Joel Hames, David Sondheim, Lori Parrish, Sally Robert

2. Stakeholders


2b. Stakeholder Narrative The Board of Trustees, Faculty and Administrative Staff are all active stakeholders in the decision-making process. The committee collaborated using a wiki and were involved in the creation of this district technology plan, either through contribution of original ideas, editing and/or implementation. Both students and teachers were surveyed for input into the technology plan and we tried to include their ideas wherever possible in this plan. Teachers, administrators and librarians at all school sites were consulted on their current uses of technology for teaching and learning and helped identify curricular goals; the IT support staff gathered technology information regarding hardware, software and infrastructure, and district administrators worked on the budget. District technology sub-committees reviewed goals and objectives. The final plan will be presented to the Board of Trustees for input and adoption for the next three years.


3a. Description of teachers’ and students’ current access to technology tools both during the school day and outside of school hours. Every classroom in the district has at least one networked computer that has file access, e-mail, and Internet access. Every teacher has a networked computer and access to a printer. Virtually every classroom has an LCD projector with either a screen or SMART Board. Typically the projector is connected to the teacher's computer. Site access to technology is described below.

Technology Access

Access to Technology

Population Description of Access Technology Tools

All Sites Classroom 2020 is a working laboratory where the learning tools and methods of the future are being explored.‖ The environment encourages creativity and flexibility for whole-group, small group, and individual instruction. The room contains portable furniture, laptops for every student, multiple LCD projection systems and other technology tools such as document cameras and digital video cameras. Teachers designing 21st century curriculum can evaluate the impact of different tools on the learning environment.

Laptops

Document cameras

Classroom Response Systems

Interactive Whiteboards

Video cameras

TI-84 calculators

Drake High School

There are 600 computers on site, including laptops. There are 1-5 computers in every classroom available to students. Every classroom has a projector and one or more printers. There are five labs, each with 32 computers. There are four mobile carts available to teachers through a sign-out process. Two laptop carts of 12 are used for math classes. The journalism lab has 12 computers. There are 29 computers available to students in the library with student access available before, during and after school. The school has a dedicated applied technology/engineering lab available to a limited group of students. TUHSD provides wireless access district-wide. Students can bring their own laptops and wireless devices. Teachers and students in the Freshman tech lit program have access to 28 netbooks. There are 20 Elmo Document cameras available to individual teachers. There are three computer labs open for student access during two 50-minute tutorial periods. Teachers can also reserve these labs. Homework Club meets after school in a computer lab.

Desktop

Computers

Netbooks

Laptops

Document Cameras

Digital Cameras

Headphones

Classroom Inkjet printers

Projector

Software for differentiated instruction

Classroom TV‘s

Classroom VCRs

Video camera


30 computers are reserved for ROCK Academy and Communications Academy students. There are 6 netbooks in use by the Counseling Department. Computers are available in Classroom 2020, a learning environment to explore 21st century ideas. There are 15-20 video cameras used in specific program areas like Communications Academy, Galileo GR 9/10 Learning Communities and Art/Tech Literacy Programs.

Redwood High School

There are 750 computers on site. Every teacher has a desktop computer. There are100 classrooms with a minimum of two computers per classroom. Students can bring their own laptops and wireless devices. Journalism class has 15 computers. There are 10-15 computers available for photo and graphic arts. Math teachers have 14 sets of calculators for student usage. There are seven mobile carts: four are available for teacher sign-ups. Three are devoted to Science, Social Studies and Languages. There is a sign-up process for laptops extensively used; teachers can sign up a semester in advance. The library has 26 desktop and 29 laptop computers available to teachers and students. Students have access to library computers before, after school and during lunch, when not otherwise occupied. The library computers are available after school until 4 pm. Counselors have netbooks. Teachers have use of document cameras, flip cameras and projectors. Video cameras are available for Fine Arts, Journalism and Yearbook classes Math teachers have 14 sets of calculators for student usage. Classroom response systems are used for math and science. Some teachers use voice amplification systems. There is an audio video system in the library. Special Education classes use SmartPens, iPods, iPads. School administrators have Blackberry phones. Select staff carry cell phones for accessibility. In Adult Ed classes, there are two interactive white boards and 10 desktop computers for staff. One laptop cart of 15 computers is also available for teachers and students.

Desktop

Computers

Laptop computers

Digital Cameras

Headphones

Classroom Inkjet printers

Classroom Projectors

Remote Responders

Calculators

Smart Boards

Software for differentiated instruction

Wireless access

Digital Textbooks

Copy/PDF Scanner

Library automation software


Tam High School

There are 650 computers on campus. Wireless access is provided for teachers and students. Every teacher has one desktop computer and at least one student computer. There are four primary computer labs: two are class-specific (World Languages and Applied Technology) and two are open labs available for teacher sign-ups. There are five mobile carts available for teacher sign-ups. Computers are used in the AIM program (Academy of Integrated Multimedia Arts) and in other multimedia courses. There are small labs of computers for music and photography classes. Classroom 2020 has a laptop cart Projectors are available and used in most classrooms. The school has 40-50 digital video cameras There is an open computer lab in the library. Computers are also available for journalism and yearbook students. The Library offers computer access to students until 7:30 pm each evening.

San Andreas

There are 110 computers for staff and students. Eighteen computers are available in the computer lab. There are 4-5 computers in the library and two in the career center. One classroom has eleven computers available for math programs and self-paced tutorials online. English class has 15 computers. There are 7 computers available for student access in science.

Tamiscal Every teacher has a computer, Twelve computers are available in the library for students during the school day There is one laptop cart (three machines) in science center. There are five computers available for students in the hub. The TEAM program has 9 MacBooks There are three projectors available to students and teachers. Teachers and students have access to five graphing calculators.


3b. Description of the district’s current use of hardware and software to support teaching and learning The following summary covers a wide range of technology usage for all campuses. The summary is as complete as possible but may exclude some ―unknown‖ efforts and accomplishments in technology use and application.

Current Use of Hardware/Software to Support Teaching & Learning

General Computer Usage

Students have access to computers in the classroom on a daily basis.

Students have access to online resources that provide content for Language Arts, Math, Science, World Languages and Social Studies.

Students have 24/7-access to subscription-based library services.

All students have secure access to view their assignment grades, course grades (if provided by individual teacher) and attendance data

Classroom 2020 provides laptops, digital and document cameras, digital response systems and white boards to teachers and students.

All Grades and Subject Areas

Applied Technology: Grade 9-12 students must pass a Computer Proficiency Exam as a Graduation Requirement. All students must demonstrate their ability to pass five computer exams including MS Office skills, keyboarding and technology terms and concepts.

United Streaming videos are used for whole group instruction.

Students complete full-scale projects in the computer lab during scheduled periods.

Students use word processing software to write reports.

Students create PowerPoint presentations to communicate knowledge and understanding of their units of study.

Social Studies students can access a book companion site for their textbook, America‘s history [APUSH].

Students can access their school files from home.

In Social Issues class, students study media messages and create their own using technology.

Students in Journalism classes produce the campus newsletters in electronic format.

Freshman students use laptops to research and create multi-media projects as part of the visual literacy curriculum developed from the Program of Writing and Rhetoric at Stanford University.

Math students use graphing calculators for classes in Geometry, Intermediate Algebra, Calculus, Statistics, and Economic Principals of Business Math. Class sets are provided but many students have their own.

Students can search the library media center catalogs both from school and from home.

Students have 24/7-access to electronic resources such as films

http://www.rodmilstead.com/intro/index.htm


on demand, Britannica Online, EBSCO databases, and eBooks through the Gale Virtual Reference Library.

Students in SEA-DISC Academy use technology to perform water quality tests and collect and analyze data.

Juniors and seniors in the Communications Academy at Drake combine academic and artistic interests in an integrated, project-based program. A rigorous curriculum in Social Studies and English provides the core content, which is explored thematically.

Students in the Engineering Academy use technology and collaborate proactively to develop original solutions to a traditional engineering challenge.

Students in AP Statistics study ways to analyze data, describe it, and draw conclusions and make predictions from it, using technology.

Use of Google Apps is being piloted in journalism classes at Redwood and Tam High Schools.

Digital filmmaking is taught at both Drake and Redwood.

TRAILS is used as a real-time assessment tool of student information literacy skills.

Questia High School offers student and teacher access to 14,000+ standards-aligned books in the English/Language Arts and Social Studies disciplines. The collection is Lexile™ rated which provides a spectrum of leveled reading opportunities.

Students from all schools within the district can access the web portal at the Bessie Chin Library on the Redwood campus.

Students have access to over 3,500 study guides, question and answer forums, literature criticism, and reference content through eNotes.com

Rosetta Stone is used in Spanish immersion classes, as well as for language learning with ESL students.

Students in World Language classes use recording features in the language lab to record their voices and observe speaking errors.

In French 4 class, students assume imaginary apprenticeships at French Television (TF1) and record interviews with a famous soccer player, using VoiceThread, a collaborative online tool that holds images, documents, video and audio recordings.

Special Ed students have access to smart pens, iPads and the iPod Touch

Tools like Text-To-Speech and the Kurzweil Reader are used with students who have special needs and learning difficulties.

APEX Learning Environment is used to help struggling students and to improve the graduation rate through ―credit recovery.‖ An online module helps with preparation for CAHSEE.

PLATO instructional modules are used to provide individualized instruction and multiple representations of concepts for Special Ed Students.

http://www.comacad.org/cahome/works

http://sites.google.com/site/mrvphysics/

http://www.trails-9.org/

http://www.questiaschool.com/vsp/highSchoolMarketingPage

http://voicethread.com/?#u126208.b1730909.i9109317


Teachers/ Administrators

Teachers use technology for delivery of instruction, assessment of student progress toward achieving proficiency in the standards, keeping records, communicating with the community and meeting the needs of diverse learners.

Teachers use projectors to display computer files, electronic learning resources (ELRs), and Internet sites.

Teachers use document cameras with projectors to model instructional strategies and showcase student work.

Teachers have developed a ―Visual Rhetoric‖ that utilizes laptops made available to students. Curriculum is integrated with the technology of the new ―Classroom 2020.‖

Curriculum Departments post descriptions of courses and content online.

Teachers create web sites to support classroom practice through SchoolWires, Dreamweaver and other platforms.

Some teachers use Moodle for collaboration, communication and learning.

Some teachers use online resources like Quia for online testing systems that provide immediate feedback to students.

In World Languages classes, teachers provide activities and quizzes in the language of study using electronic resources.

Some teachers provide daily agendas, course requirements, class notes and homework assignments online.

Some teachers provide electronic versions of handouts online.

Teachers and administrators use online tools such as eSchool PLUS.

Teachers and administrators can access their files remotely through the district portal.

Teachers prepare access to assignments and grades through the Home Access Center.

School counselors use Naviance for college and career planning and provide access for students and families through the Family Connection web portal.

District administrators make use of the California School Board Association‘s GAMUT Online for policy statements, administrative regulations, and bylaws.

Administrators use technology for school management, including data analysis to assure that there is student progress toward meeting state and district standards.

Technology is also used as an administrator tool to track and analyze district budgets, for scheduling and personal management.

Teachers and administrators can access their email accounts from school and home.

Teachers and administrators also use technology to further their knowledge and skills.

http://learn.tamdistrict.org/

http://www.quia.com/

http://sungard.com/PLUS360/eSchoolPLUS

http://sungard.com/PLUS360/eSchoolPLUS

http://home.tamdistrict.org/

http://www.naviance.com/

http://www.gamutonline.net/pages/framesets/template_top.html


3c. Summary of the District’s curricular goals that are supported by this tech plan The Tamalpais Union High School District‘s adopted academic standards are aligned with the state academic content and performance standards. Curriculum is updated annually based on a five-year curriculum cycle with corresponding opportunities to select standards-based textbooks and instructional materials. The members of the Board of Trustees, District administration, and school site staff regularly review assessment results to monitor the academic progress of students. Because the District has established graduation outcomes that are over and above the state CASHEE, local assessments are administered annually in addition to the state required assessments. Each year, a Tamalpais Union High School District Student Performance Report is developed and reviewed by the Board of Trustees, District administration, and site administrators and staff. In addition, each year, each school site develops a School Accountability Report Card (SARC) that reports academic achievement progress for their school.

District Goals Supported by the District Technology Plan Classroom 2020 Project

The district‘s goal in exploring and implementing the Classroom 2020 project is to create environments where new technology can be thoughtfully used in classroom teaching. Classroom 2020 will be an avenue for the District to understand deeper the connections between educational environment, technology, and student learning. We will emphasize learning and innovation skills that will help prepare our students for increasingly complex work environments, and will include use of curriculum-driven technology for:

- Creativity and Innovation - Critical Thinking and Problem Solving - Communication and Collaboration

Student Learning Outcomes

Use of technology has become one of the basic skills for the 21st century. Our community has identified technology as one of the 14 Student Outcomes: "Students will be able to use technology as a tool to access information, analyze and solve problems, and to communicate ideas." Other student learning outcomes that may be supported by this plan include the ability to ―communicate articulately, effectively and persuasively when speaking and writing.‖

Common Assessments

District Goal: We will develop and analyze common assessments as the most effective way to monitor growth in student achievement. Guiding Questions: 1. What do we want students to learn?

2. How will we know if they learned it?

3. What will we do if they didn’t learn?

4. What will we do if they already know it?

http://www.tamdistrict.org/17071027194956980/blank/browse.asp?a=383&BMDRN=2000&BCOB=0&c=57351


3d. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan for using technology to improve teaching and learning by supporting the district curricular goals and academic content standards.

Our graduating students will have the necessary technology skills to be successful in the world of work and/or higher education. Business leaders report that while the three ―R‘s‖ are still fundamental to every employee‘s ability to do the job, applied skills such as teamwork, critical thinking, and communication are essential for success at work. At all educational levels, these applied skills trump basic knowledge skills such as reading and mathematics in importance in the view of employers. In order to succeed in the workplace of the 21st Century, high school and college graduates will need to master basic academic skills as well as a complement of applied skills. Ken Kay, President of the Partnership for 21st Century Skills, has defined workplace readiness in the 21st century as ―the basics plus an array of applied and social skills – from critical thinking to collaboration to communications.‖ Tamalpais Union High School District is moving toward adoption of a 21st century curriculum that blends thinking and innovative skills; digital literacy (information, media and ICT literacy); and life and career skills in the context of core academic subjects and across interdisciplinary themes. Classroom 2020 Based on four years of research and ideas inspired by Wallenberg Hall at Stanford University, the first classroom opened at Tamalpais High School in the Fall of 2009. Classroom 2020 environments will open at both Drake and Redwood High Schools in the 2011/2012 school year. Teachers using these classrooms have tools at their disposal throughout the year, along with professional development and support designed to help them explore new methodologies and pedagogies of teaching and learning. From ubiquitous writing and display surfaces, to content capture and electronic delivery, Classroom 2020 will be an avenue for teachers to create powerful learning experiences and for the District to understand deeper the connections between educational environment, technology, and student learning.

Our 21st century instruction will integrate innovative and research-proven strategies, modern learning technologies, and real world resources and contexts.

We will emphasize learning and innovation skills that will help prepare our students for increasingly complex work environments, and will include use of curriculum-driven technology for:

- Creativity and Innovation - Critical Thinking and Problem Solving - Communication and Collaboration

Students will construct their own knowledge by posing questions, planning investigations, conducting their own experiments and analyzing and communicating their findings.

TUHSD students will use personal development and productivity tools (such as e-learning, time managers, and collaboration tools) to enhance productivity and personal development.

Students will responsibly use the appropriate technology to communicate, solve problems, access, manage, integrate, design and create information to improve learning in all subject areas and to acquire lifelong knowledge and skills.


Our students will engage with others using both digital media and face-to-face interactions as they work to master content, learn about themselves and their environment and contribute to their own success and that of others.

Goal 3d.1: We will integrate instructional technology throughout the curriculum in order to support student achievement of essential content standards and 21st century literacy skills. Objective 3d.1: By June, 2014, 100% of all teachers will demonstrate increased use of technology to differentiate learning, improve their delivery of instruction and support student achievement in reading, writing and communicating across the curriculum.

Year 1 Benchmark: 70% of all teachers will demonstrate increased use of technology to differentiate learning, improve their delivery of instruction and support student achievement in reading, writing and communicating across the curriculum.



3d.1. Activities & Implementation Timeline Person(s) Responsible

Monitoring & Evaluation

Design methods and strategies for teaching concepts and skills that support integration of technology productivity tools.

Aug ‗11, Aug ‗12 Aug ‗13

Classroom teachers, Teacher Leaders

District, and school site administrators track the development and implementation of all activities and accomplishments monthly and report progress at regular district/ site administration meetings. Modifications to our district activities will be made as needed in order to insure that we meet or exceed measurable objectives.

Design methods and strategies for teaching concepts and skills that support integration of communication tools.

Aug ‗11, Aug ‗12 Aug ‗13


Design methods and strategies for teaching concepts and skills that support integration of problem solving/decision making tools.

Aug ‗11, Aug ‗12 Aug ‗13


Design methods and strategies for teaching concepts and skills that support use of media-based tools such as television, audio, video, print media and graphics.

Aug ‗11, Aug ‗12 Aug ‗13


Evaluate methods and strategies for teaching concepts and skills that support use of distance learning systems appropriate in the school environment.

Aug ‗11, Aug ‗12 Aug ‗13


Design methods and model strategies for teaching concepts and skills that support use of web-based authoring tools in a school environment.

Aug ‗11, Aug ‗12 Aug ‗13


Design methods and strategies for teaching concepts and skills that support the needs of diverse learners, including use of adaptive and assistive technologies, where indicated. Adapt principles and practices of universal design.

Aug ‗11, Aug ‗12 Aug ‗13


Increase use of cloud-based applications for teachers and students (Google Apps, VoiceThread, Moodle etc) across all curriculum areas.

Sep ‘11, Ongoing


Prepare all video, audio and resources in advance of Moodle courses. Use blended learning spaces where about 20% of class time is spent online.

Jan ‗12 Aug ‗13 Aug ‗14


Expand ways of using digital media in the schools: audio/video production, recording and posting of lectures, video conferencing with outside experts for authentic learning experiences.

Ongoing Director of Instructional Technology, 2020 classroom teachers


Use classroom interactive white boards, projectors and video clips to explain difficult concepts and/or to reinforce standards-based concepts already in the lesson plans

Ongoing Classroom teachers, Teacher Leaders

Monitor use of online subscription databases, renew and add licenses as needed.

Ongoing Site Administrators, Teacher Librarians

Provide time at department staff meetings for teachers to develop and share engaging and motivating technology resources and instructional strategies.

Ongoing Site Principals, Teacher Leaders

Provide shared network storage and online space for teachers to develop and share technology resources and instructional strategies that align with academic standards.

Ongoing Instructional Tech Director

3d.1 Evaluation instruments and data

Training materials, workshop sign-in sheets, workshop evaluations, examples of technology-enriched lesson plans, classroom observations, unit assessment, student and teacher log-in records for subscription services, class rubrics, student assessments, examples of student work.


Goal 3d.2: Students will excel in a rigorous and relevant curriculum that reflects what they need to know and demonstrate in a 21st century global learning environment.

Objective 3d.2: By June, 2014, 100% of all students will use appropriate technology as a tool to master content standards, support higher level thinking skills, increase collaboration, and participate in global learning communities

Year 1 Benchmark: 60% of all students will use appropriate technology as a tool to master content standards, support higher level thinking skills, increase collaboration, and participate in global learning communities



Implementation Plan 3d.2

3d.2. Activities & Implementation Timeline Person(s) Responsible


Assess where the district‘s schools stand in implementing 21

st century skills and develop strategies

for improvement.

Fall 2011 School Administrators Digital & Learning Assessment Team Teacher Librarians

District, and school site administrators track the development and implementation of all activities and accomplishments monthly and report progress at regular district/ site administration meetings. Modifications to our district activities will be made as needed in order to insure that we meet or exceed measurable objectives.

Create and implement assignments and activities that give students opportunities for creativity, innovation and risk-taking.

Fall 2011-ongoing

Teacher Leaders, Classroom teachers Teacher Librarians

Create and implement authentic learning activities that incorporate research, writing and communication.

Fall 2011-ongoing


Create opportunities for authentic publication of student work for consumption by real audiences.

Fall 2011-ongoing


Work in subject area teams to design one or more lesson plans each trimester that specifically uses elements of technology for student collaborations and problem solving around significant human issues.

Fall 2011-ongoing


Provide access and instruction in use of appropriate technology tools.

Fall 2011-ongoing

Tech Leaders, IT Staff, Teacher Librarians

Provide professional development for teachers to learn strategies for integrating 21

st century literacies into the

curriculum.

Fall 2011-ongoing

2020 Classroom Teachers, Teacher Librarians Professional Experts

Develop local student standards to guide educators in teaching appropriate 21

st century skills using academic

content standards and Model School Library Standards (CDE), Standards for Learning in the Digital Age (ISTE) and 21

st Century Learning Standards (AASL).

Fall 2011 Teacher Librarians, Teacher Leaders

Teach students skills and strategies to work effectively in collaborative groups and teams online.

2011-2014 Classroom Teachers Teacher Librarians

Require all students to participate in an online class before graduation.

Fall 2011 Dir of Instructional Tech, Digital Learning & Assessment Team


Use Web 2.0/cloud-based technology in student products and processes (Google Apps, Voicethread, Blogs, Wikis, etc.)

2011-2014 Classroom Teachers, Teacher Leaders

Increase our use of supplemental instruction systems and online providers of CAHSEE instruction; Identify students for which online instruction would work well.

2012-2014 Asst Superintendent, Dir of Instructional Tech., Digital Learning & Assessment Team

Explore ways to use online learning for other testing like the SAT prep.

2012 Asst Superintendent, Dir of Instructional Tech., Digital Learning & Assessment Team

Provide opportunities for students to learn how to access, evaluate, and use information in the context of classroom work.

Ongoing Classroom Teachers Teacher Librarians

Develop and/or adopt rubrics or other assessment tools to guide teachers in the assessment of critical thinking and problem-solving skills.

Fall 2012 Classroom teachers, Teacher Leaders Teacher Librarians

Develop self-assessment and educational goal setting tools to encourage student responsibility for their own learning.

Fall 2012 Classroom teachers, Teacher Leaders Teacher Librarians

Investigate a high school graduation requirement of an electronic portfolio and evidence of 21

st century learning

skills. Develop pilot program.

Fall 2012 District Administrators, Dir of Instructional Tech, Digital Learning and Assessment Team

Provide infrastructure to support electronic/digital portfolios.

Ongoing Director of Instructional Tech., IT Staff

Provide students with opportunities for peer feedback to help them internalize the characteristics of quality work.

Ongoing Classroom teachers, Teacher Leaders Teacher Librarians

Provide students with opportunities to reflect and assess their own progress, thinking, and learning and reflect on methods for improvement.

Ongoing Classroom teachers Teacher Librarians

3d.2 Evaluation instrument and Data:

Training materials, portfolio models, core subject area meeting notes, lesson plans, student portfolios, teacher observation, student entries in blogs and digital journals, formative and summative assessments, rubric scores, evidence of lesson plans that incorporate technology standards.


3e. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan as to how and when students will acquire technology and information literacy skills needed to succeed in the classroom and the workplace This section identifies how students will acquire the technology and information literacy skills appropriate for high school. Today‘s secondary school students must have the technology and information literacy skills to ensure a successful future in a technology rich work environment and/or to pursue a successful post-secondary education. TUHSD addresses these needs in the following ways:

Computer Proficiency Exam Technology and information literacy skills are essential for our students. Increasingly, high school students are being required to keyboard and word process papers and reports, conduct research via telecommunications, prepare multimedia presentations, and prepare graphic displays of data. Students who do not have basic computer skills will be at a disadvantage in their course work. At the Tamalpais Union High School District, students must meet the standard for each of five computer proficiency areas. The requirements for each component are described in detail (including sample questions and study guides) and can be reached by following the links below:

1. Keyboarding 2. Objective Test (terms and concepts) 3. Word Processing Exercise 4. Spreadsheet Exercise 5. PowerPoint Task

Students may either enroll in the Introduction to Computers class where the five areas of proficiency are covered – or they can satisfy the computer proficiency requirement by taking a challenge exam in the Spring of 8th grade or during high school. The Basic Skills course content and Computer Proficiency Exam will be revised to closer align with the new ISTE-NETS for students and 21st century skills. Information Literacy Information literacy processes have become increasingly complex in the 21st century with the explosion of online information output and resources. Students must learn how to acquire, manage and analyze large quantities of information from multiple sources and do it quickly. Our teachers will work together to teach the essential knowledge and skills that prepare students to locate, analyze, evaluate, interpret and communicate information and ideas in an information-intensive environment. Authentic practice of these skills will enable our students to realize their potential as informed citizens who think critically and solve problems.

Information literacy at TUHSD translates into effectively searching the library catalog, online databases, reference sources, Internet critical evaluation of authority, credibility and currency of information, note taking, and the presentation of information in a variety of formats such as word processing and multimedia.







Information and media literacy skills are taught informally through assignments which students are given in the classroom. The only exception is the 9th grade orientation that all students receive upon entering the three comprehensive high schools.

Skills such as developing search topics, search strategies, identifying potential resources, information resource evaluation, the ethical and legal use of information, are taught as students work on projects. There is no well-developed curriculum for teaching such skills.

The Teacher Librarian at Redwood has developed an Advanced Library Research (pdf) course for independent study but it has not yet been implemented.

The ISTE Student NETS were revised in June 2007 to meet the demands of Digital Age learning. (See: Appendix A). These standards focus on skills and knowledge that students need to learn effectively and live productively in an increasingly digital society. Cognitive and learning skills, as well as creativity and innovation, are the focus now--and information and media literacy are also elevated in importance. The changes shift away from a focus on competency with technology tools and emphasize skills required in a digital world to produce and innovate using technology.

The district‘s computer proficiency requirement currently focuses on technology skills but will be revised to include a component that addresses digital citizenship issues such as digital identity, digital footprint, and other social issues in an online environment.

The district will explore use of digital literacy assessment tools like SimpleK12, which is a free resource based on the International Society for Technology in Education (ISTE) National Educational Technology Standards for Students (NETS-S). Assessments currently target Grade 8 students in order to meet NLCB requirements. In 2012, 9th grade assessments will also be available. Results can be exported into Excel. SimpleK12 also offers an Internet Safety Online Curriculum with assessments and quizzes that will be discussed in section 3G.

Sample Simple K12 Questions and alignment with ISTE NETS:

http://www.tamdistrict.org/tamdistrict/lib/tamdistrict/_shared/instr/cos/misc/adv_library_research.pdf

http://simplek12.com/you-asked-it-more-engaging-assessment

http://www.simplek12.com/ps21


Goal 3e: Students will acquire 21st century technology and information literacy skills that enable them to succeed in high school, college and the workplace. Objective 3e: By June 2014, 100% of the students currently enrolled will demonstrate mastery of the ISTE NETS-S and/or will meet high school proficiency standards as defined by the district.

Year 1 Benchmark: By June 2012, 60% of the students currently enrolled will demonstrate mastery of the ISTE NETS-S and/or will meet high school proficiency standards as defined by the district.



Implementation Plan 3e

Activities and Implementation

Raise teacher awareness of the ISTE NETS for Students and analyze how they apply it to the curriculum.

Timeline

Ongoing

Person(s) Responsible

Classroom 2020 teachers and Instructional Technology Director Teacher Librarians


Classroom teachers and the technology teacher will evaluate the students‘ progress and modify as needed to attain the goals.

Create an universal approach to digital literacy that is centered around national standards (ISTE)

Ongoing Teacher Librarians Classroom Teachers

Formalize a way for students to acquire information literacy skills in connection with research-based projects.

Monthly Classroom Teachers, Dept Chairs, Teacher Librarians

Explore and use online rubrics to assess information literacy. (e.g. http://www.trails- 9.org/)

Annual Classroom teachers, Dept Chairs, Information Literacy Team

Update the current Computer Proficiency Course and Exam required by the district to include components of digital citizenship such as digital identity and global communication using the framework from Nine Elements of Digital Citizenship.

8/11-1/12 Applied Technology Curriculum Instructors, Dir of Instructional Tech, Information Literacy Team

Integrate elements of digital citizenship in the Social Issues classes for all students.

1/12 Director of Instructional Technology, Dept. Chairs.

Develop student standards (or use ALA standards) to guide educators in teaching appropriate 21

st century skills.

Annual

Teacher Librarians, Information Literacy Team

Implement the Advanced Library Research course developed within the district.

2012-2014 Teacher Librarians

Investigate use of Simple K12 and Learning.com as assessment tools for information literacy. Choose appropriate tool for student assessments and pilot usage.

2012 Instructional Technology Director, Information Literacy Team

3e. Evaluation Instruments and data:

Teacher workshop materials, Course Curriculum, Simple K-12 assessment data, student portfolios, formative and summative assessments.

http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007_Standards.pdf

http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007_Standards.pdf

http://www.digitalcitizenship.net/Nine_Elements.html

http://www.digitalcitizenship.net/Nine_Elements.html

http://www.ala.org/ala/mgrps/divs/aasl/guidelinesandstandards/learningstandards/standards.cfm

http://simplek12.com/you-asked-it-more-engaging-assessment


3f. List of goals and an implementation plan that describe how the district will address ethical use of information technology so they can distinguish lawful from unlawful uses of copyrighted works, including: the concept and purpose of copyright and fair use; lawful and unlawful downloading and peer-to-peer file sharing; and avoiding plagiarism Tamalpais High School District teachers have ample experience teaching about plagiarism of the written word, especially in the context of library research. District parent/student handbooks explicitly define a policy regarding the consequences of plagiarism, and students are well aware of the meaning and the unethical nature of using the work of others without permission. Copyright confusion is more prevalent as it relates to media. Studies have shown that it greatly affects the quality of teaching and learning. Teachers are hesitant to use media with their students because they are fearful of violating copyright law. Media literacy is mandated in nearly all of state curriculum frameworks. The purpose of media literacy education is to help 21st century learners develop the habits of inquiry and skills of expression that they need to be critical thinkers, effective communicators and active citizens in today‘s world. Media literacy education vitally depends on the ability of educators to be able to use and manipulate copyrighted materials from digital media, mass media and popular culture. Students are creating their own content as well. Students and teachers need to understand concepts of Fair Use. In recent years, leading media literacy educators at Temple University developed a new Code of Best Practices in Fair Use for Media Literacy Education. Both the National Council of Teachers of English (NCTE) and the Association of College and Research Libraries (ACRL) have adopted this code of best practices as their official policy. With funding from the MacArthur Foundation, Temple media literacy experts have developed curriculum specifically for elementary, middle and high school students so that they can learn to use a wide range of media forms and technology tools that connect to contemporary culture in an appropriate fashion. TUHSD will need to provide training of both teachers and students to dispel copyright confusion and clarify user rights and responsibilities under the law. Some of the training for students can be embedded directly into curriculum in core subject areas. Training materials would also be appropriate for inclusion in the Social Issues classes and in Introduction to Computers courses offered at Tam under the area of ethical use of information technology. The following pages cover new state and federal mandates related to the teaching of cybersafety and cyberethics and help define our goals and objectives in this area.

http://mediaeducationlab.com/

http://mediaeducationlab.com/


New Laws and Standards Related to CyberSafety and CyberEthics Several new pieces of legislation may help drive cybersafety/digital citizenship education efforts forward in our school district and across the state.

I. Federal and State Legislation This district technology plan describes new California legislation and revised Federal laws that will influence district policy, teaching and learning in areas related to cybersafety, cyberethics and digital citizenship. Acceptable use policies, board policies and codes of conduct may also need to be updated.

Assembly Bill 86

Effective January 1, 2009, California Education Code 48900 has been amended to authorize school districts to suspend or expel students for bullying, including cyberbullying. AB 86 will influence not only tech plan development, but also development of individual site plans. Each year, every school in California is required to review their School Safety Plan in order to be eligible for Safe School funding. Safe School Planning teams are now authorized to include training on cyberbullying awareness in their plan.

Grounds for student suspension or expulsion were amended to include bullying by electronic means:

… While on school grounds … While going to or coming from school … During the school lunch period whether on or off campus … During or while going to/coming from a school activity

Assembly Bill 307 [Chavez Bill] (Education Code Section 51871.5) The guidelines and criteria for federal funding shall include a component to educate pupils and teachers on the appropriate and ethical use of information technology in the classroom, Internet safety, the manner in which to avoid committing plagiarism, the concept, purpose, and significance of a copyright so that pupils are equipped with the skills necessary to distinguish lawful from unlawful online downloading, and the implications of illegal peer-to-peer network file sharing

S. 1492 [Broadband Data Improvement Act]

Signed into law on October 10, 2008, the Broadband Data Improvement Act requires schools receiving federal E-Rate discounts on telecommunications services and internet access to educate their students ―about appropriate online behavior, including interacting with other individuals on social networking sites and in chat rooms and cyberbullying awareness and response.‖


State & Federal Legislation (cont’d)

CIPA Compliance Schools and libraries must have an Internet safety policy. For schools, the policy must include monitoring the online activities of minors. The policy must address the following issues:

The safety and security of minors when using email, chat and the Internet

Unauthorized access, including hacking and other unlawful activities by minors online.

Access by minors to inappropriate matter on the Internet and World Wide Web

The safety and security of minors when using electronic mail, chat rooms, and other forms of direct electronic communication

Unauthorized disclosure, use, and dissemination of personal information regarding minors

Measures designed to restrict minors' access to material harmful to minors


II. Digital Citizenship/New ISTE Standards ISTE is the International Society for Technology in Education. The updated ISTE Standards for Students and Teachers include digital citizenship components, which will also influence the directions of this district technology plan.

Standard V - Students

Digital Citizenship

Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students will:

a. Exhibit leadership for digital citizenship b. Advocate and practice safe, legal, and responsible use of information and technology c. Exhibit a positive attitude toward using technology that supports collaboration, learning,

and productivity. d. Demonstrate personal responsibility for lifelong learning.

Standard IV - Teachers

Promote and Model Digital Citizenship and Responsibility

Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. Teachers will:

a. Advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources.

b. Address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources.

c. Promote and model digital etiquette and responsible social interactions related to the use of technology and information.

d. Develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools.


Goal 3f: We will increase student, teacher and administrator awareness of safe, secure, legal and ethical use of the Internet and other forms of electronic communication through a Cyber Ethics program of instruction for students.

Students will be able to distinguish lawful from unlawful uses of copyrighted works, including the following topics: the concept and purpose of both copyright and fair use; distinguishing lawful from unlawful downloading and peer-to-peer file sharing; and avoiding plagiarism. [AB 307]

3f. Activities & Implementation Timeline Person(s) Responsible



Establish a digital citizenship committee of staff and students.

Sep 2011

Director of Instructional Technology, site administrators Teacher Librarians

District and site administrators will track development and implementation of all activities and accomplishments through progress reports at regular district/ site administration meetings. Modifications to our district activities will be made as needed in order to insure that we meet or exceed measurable objectives.

Build digital citizenship concepts into all academic practices

Sep 2011 Classroom Teachers Teacher Librarians

Expand on teaching of digital citizenship principles in the Introduction to Computers and Social Issues classes.

Classroom Teachers, Applied Technology teachers, Teacher Librarians

Incorporate principles of digital citizenship (as described in the new ISTE Standards) into student work.

2011-2014 Classroom Teachers Teacher Librarians

Incorporate principles of copyright and fair use and media literacy into student work.

Ongoing Classroom Teachers, Teacher Librarians

Provide opportunities for students to collaborate globally online and to apply norms of appropriate, responsible behavior with regard to technology use.

2011-2014 Classroom teachers, Teacher Leaders Teacher Librarians

Make all parents, teachers, and students aware of the policy on cyberethics.

2011-2014 Site administrators, classroom teachers Teacher Librarians

Provide training for teachers on the code of best practices in copyright and fair use.

2011-2014 Director of Instructional Technology, Teacher Librarians

Create a District Acceptable Use Policy to include all forms of electronic communication and to outline the consequences for bullying behaviors.

2011-2014 District and site administrators

3f Evaluation Instruments and Data

Board policies on cyberbullying and cyberethics, Acceptable Use Policy, logs of teacher trainings, digital citizenship curriculum materials, examples of student work.


3g. List of clear goals and an implementation plan that describe how the district will address Internet safety, including how to protect online privacy and avoid online predators

Current instruction on Internet safety depends on the knowledge, interest and ability of teachers to integrate it into the curriculum. There is no set curriculum for Internet safety.

Administrators and classroom teachers have attended training events on Cyberbullying, Internet Safety and other Digital Citizenship topics through CTAP and Yahoo.

Netiquette discussions are included in the curriculum for computer proficiency.

TUHSD is a partner in Generation Safe™, a new pilot program from IKeepSafe.org that helps schools navigate the digital environment and integrate technology into existing whole school initiatives. Because experiences online affect school climate, Generation Safe™ teaches schools how to build a network of support for all stakeholders—teachers, administrators, school counselors, network administrators, technology and media specialists, public health and medical professionals (e.g., school nurse), law enforcement, parents and students. Generation Safe™ promotes prevention, detection, bystander awareness, intervention and reporting of digital incidents. Generation Safe Teams ™ at schools receive professional development by recognized subject matter experts in the form of online video training and supporting resources.

The District provides web content-filtering services with a proxy server for CIPA compliance to prevent exposure to websites that are considered harmful to students.

Marin County Office of Education offers parent workshops on Internet Safety issues, including mobile safety.

The district is investigating use of Internet Safety assessment tools such as those provided by SimpleK-12: “21st Century Safety – What Teens Need to Know”


We have identified models of digital citizenship programs at other high schools and will explore their appropriateness for adaptation within curriculum at TUHSD.

o http://globalcom.wetpaint.com/page/Digital+Citizenship%3A+Code+of+Ethics?t=anon o http://digiteen.ning.com/ o http://digiteen.wikispaces.com o http://digiteen.wikispaces.com/Action+Vienna+International+School o http://qataracademy-it.wikispaces.com/Grade+9+Sem2 o http://www.pensacolachs.org/webpages/capplications/index.cfm?subpage=428865

http://globalcom.wetpaint.com/page/Digital+Citizenship%3A+Code+of+Ethics?t=anon

http://digiteen.ning.com/

http://digiteen.wikispaces.com/

http://digiteen.wikispaces.com/Action+Vienna+International+School

http://qataracademy-it.wikispaces.com/Grade+9+Sem2

http://www.pensacolachs.org/webpages/capplications/index.cfm?subpage=428865


Goal 3g: We will educate all students, teachers and administrators on how to avoid dangerous, inappropriate, or unlawful online behavior.

Students will understand how to protect online privacy and avoid online predators [AB 307]

3g. Activities & Implementation Timeline Person(s) Responsible


Make digital citizenship a priority in our district by emphasizing its importance in society.

Ongoing Classroom Teachers Teacher Librarians

District and site administrators will track development and implementation of all activities and accomplishments through progress reports at regular district/ site administration meetings. Modifications to our district activities will be made as needed in order to insure that we meet or exceed measurable objectives.

Form a Generation Safe Team at each school site and provide them with free training through IKeepSafe, Yahoo and the Santa Clara County Office of Education.

2011-ongoing

Director of Instructional Technology, Site Administrators

Learn how to use the eSafe Self Assessment Tool to review each school site‘s e-safety competence and identify areas of concern and rates of compliance with e-safety policies.

Fall 2011 Classroom Teachers

Learn how to use the Incident Reponse Tool and Flow Chart that walks administrators and stake holders through all of the steps of incident management.

2011-2014 Site Administrators, Director of Instructional Technology

Teach students that online actions have offline consequences and that a digital footprint will follow them for the rest of their lives.

Fall 2011-ongoing

Classroom Teachers Teacher Librarians

Explore embedding digital citizenship topics into Social Issues classes and other areas.

Fall 2011 Dept Chairs, Dir of Instructional Tech Teacher Librarians

Evaluate ways that digital citizenship topics have been implemented into course work at other high schools.

Fall 2011 Dir of Instructional Tech, classroom teachers Teacher Librarians

Students will use assessment resources from Simple K-12 to verify internet safety knowledge and 21

st Century Skills.

Spring 2011-ongoing

Classroom Teachers, Site Administrators Teacher Librarians

As responsible digital citizens, students will learn that they must protect their information from outside forces that might cause disruption or harm.

Fall 2011-ongoing

Classroom Teachers Teacher Librarians

Review CSBA Sample Board Policy on Internet Safety and distribute a standardized District-wide Acceptable Use Agreement at the start of each school year.

Fall 2011 Site Administrators, Director of Instructional Technology

Develop specific board policies on cyber-bullying, cell phones, social networking, etc. beyond the Acceptable Use Policy (AUP) for parents.

Fall 2011 Site Administrators, Director of Instructional Technology

3g. Evaluation Instruments and Data

Board policies, teacher training materials, lesson and class meeting plans, student projects, digital citizenship materials, parent/student handbook, promotional flyers, parent education materials, parent communication and discipline logs.

http://www.simplek12.com/student-technology-assessments-are-now-simple-finally-0

http://www.pasadena.k12.ca.us/docs/technologybr.pdf


3h. Describe district policy, practices or goals that ensure equitable technology access for all students

Accessibility to technology is made available in lab and classroom settings on a scheduled rotation, by appointment or by drop-in basis.

All sites use technology in classrooms, libraries, and computer labs.

A Homework Club provides students with access to computers in a lab setting after school.

Library Media Centers are staffed before, during and after school in order to allow students access to technology during non-instructional time.

The school cafeteria has six computers available during lunch.

Each campus is totally wireless. Students can bring their own laptops and other wireless devices.

All students in our district will have equal access to technology to support differentiated achievement of the academic standards in the classroom, district curricular goals, and ultimately for lifelong learning and success in our digital society.

Reading, writing and math intervention software and web supports are available in classrooms and computer labs.

Every school library has several computers with network access to share learning resources, electronic catalogs and the Internet both at school and at home.

Subscription-based services such as EBSCO, Britannica Online, Gale Virtual Reference Library and other reference-based search engines, are made available to students for anywhere/anytime access.

Students with an active Individualized Education Program have appropriate access to technology hardware, peripherals, and software including assistive technology as deemed appropriate and defined by the IEP site team and the students‘ IEP goals.

Technology is consistently integrated into the ESL classroom. Beginning and early intermediate students use Rosetta Stone to build language skills. Intermediate to advanced students use computers to write essays and research information. Students create digital poems and stories. They use Photoshop to create images and write about them.


3i. List clear goals, measurable objectives, annual benchmarks, and an implementation plan to utilize technology to make student record keeping and assessment more efficient and supportive of teachers’ efforts to meet individual student academic needs. TUHSD has embraced a culture that prioritizes making data accessible to the right people at the right time and in the right form to streamline efficiency and improve student achievement and instructional practices. We are using technology for student record-keeping and assessment in the following ways:

Student records are accessible from anywhere in the district rather than just at the school site or the district office. Transfer of information is easy when students change schools. Technology allows us to become more and more data driven in our decision-making and instruction, as we are able to pull data from many sources to compile reports for Federal and State reporting, principals, teachers and administrators on all students or specific populations of students.

The district has adopted use of eSchoolPLUS, a web-based student information system that allows educators, teachers and parents to support student achievement by providing accurate, real-time and accessible student data.

Teachers use Quia extensively for online quizzes because they like the simplicity of execution and immediacy of results. Assessments are not visible outside the classroom. The district needs to develop a way to easily import these assessments into DataDirector.

The district is investigating use of Study Island to provide student assessments in math and language arts for intervention students.

District assessments of student progress are provided using several instruments, including the Computer Proficiency Challenge Exams and the High School Exit Exam (CAHSEE).

Student response systems are becoming increasingly popular and effective as formative assessment tools. Devices referred to as "clickers" - are small remote handheld controls that engage students and allow them to respond to teachers‘ quizzes or polls. Teachers can record and save student responses.

TUHSD is piloting use of InfoSnap Registration Services to ease the paperwork burden and significantly streamline the annual student registration process. It integrates with our SIS system and pre-populates returning students' registration forms with existing data. It also provides reporting and communication tools to easily track the outstanding forms and follow-up with families. All school registrations will be processed electronically using InfoSnap.

Teachers participate in professional learning communities where sharing data about student achievement is a critical component of the PLC process.

http://esp.tamdistrict.org/

http://www.studyisland.com/demoAsk.cfm?myState=CA

http://www.infosnap.com/


The district has recently retired its core literacy student portfolios and plans to develop a 21st century e-portfolio set of standards and implement it as a graduation requirement.

The data team supports use of Naviance, a web-based toolkit and portal for college and career planning

DataDirector

The Tamalpais Union High School District is able to automate data collection and analyze data through participation in use of a countywide data warehousing system.

The district is in the process of developing cornerstone assessments. Data from the common assessments will be collected across the district and imported into DataDirector at specified intervals for analysis and reporting of student progress. It will be shared with teachers in a meaningful and clear manner and used for instructional planning.

DataDirector will be used extensively for benchmark assessments and standards-aligned exams to track student achievement and differentiate instruction. Assessment Reports generated by student, class, teacher, grade level, school site, or district composition will provide the foundational data for analysis and goal-setting as well as identification of students at risk of not meeting grade level expectations and needing supplemental instruction.

Data Director allows teachers and administrators to filter by period, course, or any of the NCLB filters such as ethnicity, gender, or second language learners to compare student achievement and identify strengths and weaknesses.

The district plans to pilot a project that uses Data Director data for math placement and as an assessment tool for algebra readiness.

School administrators use DataDirector to disaggregate data. Administrators are able to understand whether variables such as student mobility, professional development for teachers, course sequencing or parental involvement are affecting student performance.



Goal 3i: All teachers and administrators will use technology to improve student achievement through data collection, analysis, reporting and data driven decision-making.

Objective 3i: By June 2014, all teachers will use data driven methods to deliver differentiated instruction and track progress.

Year 1 Benchmark: By June 2012, 80% of all teachers will use data driven methods to deliver differentiated instruction and track progress.



3i Activities & Implementation Steps Timeline Person(s) Responsible


Improve timely access to student data by establishing district-wide standards and expectations for data entry.

Fall 2011 Superintendent, Asst Superintendent

District administrators and school site administrators will track the development and implementation of all activities and accomplishments through monthly progress reports at regular district/ site administration meetings. Modifications to our district activities will be made as needed in order to insure that we meet or exceed measurable objectives

Train teachers to be local data experts. Create stipend positions for data coordinator/teachers who will master analysis of data so they can help others.

2012-2014 District and Site Administrators, Dir of Instructional Tech

Expand on a DD pilot program for benchmark assessments, basing assessments on essential learning in core subject areas.

2012-ongoing

Superintendent, Asst Superintendent

Develop and standardize common assessments for core subject areas to improve student achievement. (Identify desired learning outcomes, determine acceptable evidence; plan learning experiences and instruction).

Winter 2012

Superintendent, Asst Superintendent, Data Specialists

Import common assessments into DataDirector. 2012 Data Specialists

Reinforce collaborative student information sharing practices among teachers within Professional Learning Communities at the sites.

Ongoing Site Administrators

Provide training and develop goal-monitoring reports for administrators and teachers

Ongoing PLC Teams, Classroom Teachers

Ensure that administrators have the fundamental skills to interpret data at the site level.

Ongoing Superintendent

Identify useful data. Expand the types of data collected and used for school improvement efforts

Annually Site Administrators Tech Leaders

Investigate solutions for bringing Quia online Assessments into DataDirector

2011-2012 Dir of Instructional Tech

Develop standards for a new 21st century digital

portfolio for students, provide training for teachers and implement it as a graduation requirement. Expand the current EFolio pilot project.

2012 Dir of Instructional Tech, Digital Learning & Assessment Team

Teach staff to use data thoughtfully. Sustain a culture of continuous improvement through data driven decision-making.

Ongoing Classroom Teachers, Teacher Leaders, Teacher Librarians

Gather details on the process in which teachers are differentiating instruction in response to students who need additional support.

Annually in June

Site Principals, Resource Teachers

Investigate alternatives to eSchoolPLUS (such as School Loop) for the analysis and collection of data.


3i. Evaluation Instruments and Data

Administrator and teacher training materials, sign-in sheets, log-ins to DataDirector site and usage records, DataDirector Custom Reports.

http://www.schoolloop.com/


3j. List clear goals, measurable objectives, annual benchmarks, and an implementation plan to use technology to improve two-way communication between home and school

Strategies for two-way communication between school and home currently in use in the district:

All staff members are provided with district email accounts for access 24/7 from school and at home.

All teachers communicate with parents by email and phone.

Teachers are provided with cell phone and email information from parents through the registration process at the start of the school year.

infosnap replaces the paper-based annual registration process for students and families with a secure online registration system. The online product is integrated with school databases to eliminate duplication of information required from parents and to ease the burden of work for school administrators.

Teachers can email all of their students in one class, all classes or individual classes through eSchoolPLUS.

The district maintains a Web site to communicate with parents and the community.

Each school has their own web site. Web templates have been created for teacher usage. However, participation is sporadic since there is no district policy for participation. Some teachers post class assignments, curriculum requirements and handouts.

The district uses TxtWire in a pilot program to send mass emergency text alerts to students and families. However, not all students have cell phones.

eSchoolPLUS provides a parent portal for grades, homework assignments and attendance records as part of the district‘s Home Access Center. Parents and students have requested that teacher usage expectations be standardized to increase reliability.

An online course management system (Moodle) is currently being piloted. One teacher has been trained as a certified Moodle instructor and is helping others to bring courses online that can be accessed from school or at home.

The district uses SchoolWires as a platform and social medium for district and school web sites.

School counselors use Naviance for college and career planning and provide access for students and families through the Family Connection web portal.

https://www.infosnap.com/

http://www.txtwire.com/

http://home.tamdistrict.org/homeaccess/

http://learn.tamdistrict.org/

http://www.schoolwires.com/



Goal 3j We will use technology to increase home/school communication with parents. Objective 3j: 100% of teachers will publish coursework and student grades online.

Year 1 Benchmark: 60% of teachers will publish coursework and student grades online.



3i Activities & Implementation Steps Timeline Person(s) Responsible


Develop district-wide standards for electronic home-school communication.

Fall 2011 District Administrators, Director of Instructional Tech., Communications Team

District administrators and school site administrators will track the development and implementation of all activities and accomplishments through monthly progress reports at regular district/ site administration meetings. Modifications to our district activities will be made as needed in order to insure that we meet or exceed measurable objectives

Define expectations for teacher placement of course outlines, homework assignments and posting of grades online and refresh rate.

Fall 2011 District Administrators, Dir of Instructional Tech., Communications Team

Encourage librarians to use social media to link school libraries (programs, resources, tutorials) to home.

Fall 2011 Site administrators, Director of Instructional Tech

Establish a Website Standards team that will create the web design and a template for teacher.

Fall 2011 District Administrators, Dir of Instructional Tech., Communications Team

Provide staff training and support on the web-based interfaces (School Wires etc) via a combination of vendor training and local site training.

2011-2014 Dir of Instructional Tech., IT Staff, Vendors

Provide parents with access to the course syllabus, course outlines, homework assignments and posting of grades online.

Ongoing Dir of Instructional Tech., IT Staff

Collect data on how parents are accessing school information (voicemail, email, blogs, listserv, other) in annual survey to parents.

2011-2014 District and Site Administrators

Implement use of Google Apps for Education to standardize student email addresses.

Fall 2011 Dir of Instructional Tech

Train and coordinate school and District office staff to maintain public and private event calendars on their web sites.

Fall 2011 Dir of Instructional Tech, Administrative support staff.

Develop a policy for providing essential communications to families without access to the internet and to non-English speaking families.

2011-2014 School Administrators, Admin & Policy Team

Investigate feasibility of alternative systems of communication such as School Loop or similar systems.

2011-2014 School Administrators, Dir of Instructional Tech, Communications Team

3j. Evaluation Instruments and Data

Web, email and RSS feed logs; district downloads of information. Number of logins and visits to teacher and administrator websites, number of parents subscribing to RSS feeds, volume of email traffic to parent listserves. Annual parent and staff surveys of communication use.


3k. Description of the process that will be used to monitor whether the strategies and methodologies utilizing technology are being implemented according to the benchmarks and timeline The process for monitoring curriculum goals has been included in each of the charts in sections 3d-3j. The degree to which the technology is integrated into the learning environment and supports classroom and school management will be measured using indicators such as student-computer ratios, student and teacher surveys (CBEDS data and EDTECHPROFILE), and classroom observations of student engagement with technology resources.

CST and CELDT scores will be analyzed on an annual basis to assess academic growth.

We will develop and analyze common assessments as the most effective way to monitor growth in student achievement.

DataDirector will be used to track student progress on benchmark assessments.

Students and teachers will participate in an annual student survey on technology perceptions and use.

Simple Assessment or a similar tool will be used to analyze student technology proficiencies in fulfillment of the NCLB requirement that all students be technology literate.

Teachers will participate in the EdTechProfile survey annually to access technology proficiencies and growth.

District Technology Sub-Committee Teams will meet quarterly to assess needs and report on progress in their areas of interest. District administrators, school site administrators and the Director of Instructional Technology will track the development and implementation of all activities and accomplishments quarterly and report progress at regular district/ site administration meetings. Modifications to our district activities will be made as needed in order to insure that we meet or exceed measurable objectives. Annually, the team will review synthesized and analyzed data and make adjustments to Single Plans for Student Achievement, Site and District Technology Plans, as well as provide data analysis for the Superintendent and the Board of Trustees.


4a. Summary of the teachers’ and administrators’ current technology proficiency and integration skills and needs for professional development

The Tamalpais Union High School District annually schedules three full day and two minimum day staff development days during each school year. These days are instituted in primarily three ways: District-wide, district department level, and school site staff development opportunities. Recently, the district-wide staff development days have been focused on the District‘s Professional Learning Communities and strategic plan work. District department meetings are used to review the course of study, select textbooks, analyze student performance data, develop new programs, and participate in staff development trainings. Department-based professional learning communities use staff development days to work on improving curriculum and instruction. The time is used to agree on the skills and knowledge students should learn, create assessments used to evaluate student learning, analyze assessment data and make adjustments and improvements to instruction and student support structures. Staff development days are also used for training in technology and instructional methodologies. In addition, administrators, counselors, and teachers participate in numerous other staff development opportunities each school year. TUHSD teachers have been encouraged to utilize private and public resources for professional development related to technology. Training has occurred as whole group instruction, small group and individualized instruction. Teachers have acquired essential classroom management skills for using technology. Mobile labs are in demand and there is a system in place for reserving them.

Teachers and the director of instructional technology have attended the CUE conference and the ISTE/NECC conference when funding was available.

Teachers have attended Digital Citizenship workshops at Yahoo headquarters.

One teacher is a certified Moodle Trainer and trains others.

Some teachers are trained in Google Apps and use them with their students.

All teachers and school administrators have received training in eSchoolPLUS and many have been trained in basic use of DataDirector.

Administrators have been trained in use of resources from the California School Boards Association including Gamut Online, a computerized policy information service that provides access to all state educational policies, plus allows districts to store their own school policies online. Minutes of the meetings of the Tamalpais Union High School District Board of Trustees, the Board agenda and packet are available in a paperless format. Using software and a web site supported by the California School Boards Association (CBSA) Agenda Online program, documents are created online and uploaded to the web site on the Friday prior to each regular board meeting.

4. PROFESSIONAL DEVELOPMENT

http://www.gamutonline.net/


This section of the Education Technology Plan provides a summary of the teacher current technology skills from the EdTechProfile Survey developed by the California Department of Education‘s State Educational Technology Service (SETS). Greater than 50% of TUHSD teachers completed the Ed Tech Profile Self-Assessment of Technology in Winter 2011, prior to development of this district technology plan. Aggregate data from all teacher self-assessments was analyzed for the three comprehensive high schools and two alternative schools within the district. The survey findings are summarized by specific skills in order to help classroom teachers, schools and districts plan technology-infused professional development, based on identified needs. The EdTech Profile survey data and teacher input is reviewed annually at the district and site levels to better define the following year‘s professional development activities and to measure progress. In addition to self-assessment, the teachers are surveyed annually for site-specific staff development data. The charts on the next page compare teacher proficiencies in basic computer skills and two standards from the California Commission on Teacher Credentialing, Standards 9 and 16. Standard 9 relates to using technology in the classroom while Standard 16 addresses using technology to support student learning. Teachers at all three schools demonstrated high proficiency levels in general computer knowledge, email, Internet and word processing skills. Standard 16 is based on demonstration rather than knowledge and the focus of our staff development goals will be on raising those demonstrable proficiency levels, specifically 16 (a), (c), (d) and (e). The tables on the following pages show the specific areas addressed by Standard 9 and Standard 16 and the percentage of our teachers currently at the intermediate and proficient levels.

http://www.edtechprofile.org/


TUHSD Teacher Proficiency Results – Basic Skills

Summary of Teacher Proficiencies in Basic Computer Skills

1. General Computer Knowledge & Skills

2. Internet Skills

3. Email Skills

4. Word Processing Skills

5. Presentation Skills

6. Spreadsheet Skills

7. Database software skills


TUHSD Teacher Proficiency Results – Standard 9

Standard 9: Using Technology In the Classroom

1. Able to select appropriate technological resources to support, manage, and enhance

student learning in relation to prior experiences and level of academic accomplishment.

2. Able to analyze best practices and research findings and design lessons accordingly.

3. Able to use computer applications to manage records and communicate through print

media.

4. Interacts with others using email; familiar with a variety of computer-based collaborative

groups.

5. Uses established selection criteria to evaluate materials, for example, multimedia, Internet

resources, telecommunications, computer-assisted instruction, and productivity and

presentation tools.

6. Able to choose software for its relevance, effectiveness, alignment with content standards,

and value added to student learning.

7. Demonstrates competence in the use of electronic research tools and the ability to assess the

authenticity, reliability, and bias of the data gathered.

8. Demonstrates knowledge of copyright issues and of privacy, security, safety issues and

Acceptable Use Policies.


TUHSD Teacher Proficiency Results – Standard 16

Standard 16: Using Technology to Support Student Learning

1. Communicates through a variety of electronic media.

2. Interacts with other professionals through a variety of methods, including use of computer-based

collaborative tools to support technology-enhanced curriculum.

3. Uses technology resources available inside the classroom, library media centers, computer labs, local and

county facilities to create technology-enhanced lessons aligned with the curriculum.

4. Designs, adapts and uses lessons that address the students’ needs to develop information literacy and

problem-solving skills for life-long learning.

5. Uses technology in lessons to increase student ability to plan, locate, evaluate, select, and use information

to solve problems and draw conclusions; Creates or makes use of learning environments that promote

effective use of technology aligned with the curriculum inside the classroom, in library media centers or in

computer labs.

6. Uses computer applications to manipulate and analyze data as a tool for assessing student learning and for

providing feedback to students and their parents.

7. Demonstrates competence in evaluating the authenticity, reliability and bias of the data gathered,

determines outcomes, and evaluates the success or effectiveness of the process used. He/she frequently

monitors and reflects upon the results of using technology in instruction and adapts lessons accordingly.


TUHSD Teachers

CCTC Program Standard 9: Using Technology in the Classroom

CCTC Standard

Brief Description % at Intermediate

Level

% at Proficient Level

9a.1. Management and alignment of technological resources with lesson content.

53% 26%

9a.2. Knowledge of student level of technology use and academic accomplishment.

35% 27%

9b. Knowledge of research and best practices in technology in education

48% 14%

9c. Record management with technology. 36% 45%

9d. Communication through technology generated printed media

45% 33%

9e. Online collaboration 31% 47%

9f. Use of technology to address student learning needs

41% 18%

9g Evaluation and selection of educational software.

44% 8%

9h Use of electronic research tools and assessment of data gathered (Information Literacy)

23% 23%

9i Knowledge of state and federal laws for uses of computer-based technologies (Copyright etc)

39% 19%

TUHSD Teachers

CCTC Program Standard 16: Using Technology to Support Student Learning

CCTC Standard

Brief Description % at Intermediate

Level

% at Proficient Level

16a. Communicates through a variety of electronic media

65% 15%

16b. Uses technology to interact with other professionals

28% 16%

16c. Uses technology resources to support student learning

54% 15%

16d. Uses technology to improve Information Literacy

34% 37%

16e. Chooses and uses technology tools to increase student problem solving skills to meet standards

32% 18%

16f. Uses data to assess and communicate learning.

28% 26%

16g. Uses technology to evaluate results 37% 9%


Professional Development Needs: The following areas of need for teacher training have been identified in this district technology plan

o Use of appropriate 21st century tools to increase student achievement and learning motivation

o Best practice examples of 21st century instruction

o Integration of 21st century literacies into standards-based instruction

o Training in creation and management of digital portfolios. o Assessment of 21

st century learning

o Make use of distance learning professional development opportunities o Technology training in creation of VoiceThread albums, digital storytelling, etc. o Use of Web 2.0/cloud-based technology in student products and processes

(Google Apps, Voicethread, Blogs, Wikis, etc.) o Use of Social learning networks like Edmodo, Twiducate, K12HSN Calaxy o Media Literacy training (Code of Best Practices for Copyright and Fair Use) o Common Sense Media/Generation Safe digital citizenship training o Digital Literacy assessment training o DataDirector training o Universal Instructional Design principles for Moodle o Creation and management of teacher web pages o Google Apps for Educators o Teacher and student use of social bookmarking tools like Diigo, for collaborative research

purposes. Include use of student accounts and the ability to comment on bookmarks shared by others.

o Online professional development through external webinars.

Professional Development Options:

The Internet has revolutionized the way we acquire education. Taking an online education course has now become one of the most popular and quickest ways of instruction. Many options are available for teachers and some are free. TUHSD will investigate these avenues of online learning for continuing education needs of our teachers.

TUHSD teachers have missed out on many excellent professional development opportunities available online for free, including those offered at MyCTAP.org, Technology & Learning, PBS Teachers and Classroom 2.0 – most likely because the information has not been well distributed locally. The district office staff will create a calendar of professional development opportunities for educators and make it available online.

An example of an upcoming webinar from Technology & Learning that would be appropriate for TUHSD teachers is “The What and How of Cloud Computing and 24/7 Learning.” Registration for this event is free.

California Technology Assistance Project workshops are broadcast as webinars online and are free to every teacher in the state of California. Classes are typically held from 4-6 pm and the topics change frequently. Each two-hour class is accompanied by one hour of homework and teachers earn certificates of completion that can be turned in to the district office as evidence of professional growth. Live chat is part of the workshop

http://voicethread.com/#q

http://www.edmodo.com/

http://www.twiducate.com/

http://www.k12hsn.org/calaxy/

http://www.diigo.com/index

http://myctap.org/index.php/professional-development/25/54-ctap-live-online-workshops

http://www.techlearning.com/section/UpcomingWebinars

http://www.pbs.org/teachers/webinar/

http://www.classroom20.com/events/event/listByType?type=pbs

http://www.myctap.org/index.php/professional-development/live-online-workshops


so teachers can interact with colleagues from other areas. Some of the workshops are recorded and available in the archives for any time viewing.

ISTE offers an entire season of 30 webinars that can be purchased individually or as a season‘s pass. Discount prices are offered to members. The All-Access Pass only costs $795 per year for ISTE members and grants educators access to all thirty-four of the 2010-11 Technology in Practice webinars as well as the archives for the current year, which they can access at their convenience, as many times as they want. Using a projector, these webinars can be shared with colleagues for one low price. Webinars remain in the ISTE archives and can be purchased at a later date by non-season‘s pass holders.

4b. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan for providing professional development opportunities based on district needs assessment data (4a) and the Curriculum Component objectives (sections 3d through 3j) of the plan.

Goal 4b1: Our teachers, administrators and classified staff will understand the importance of 21st century skills and will know how to integrate them into daily instruction.

Objective 4b1: By the 2013-2014 school year, 70% of all classroom teachers will make use of 21st century learning strategies in daily instruction in order to support our curriculum objectives. Year 1 Benchmark: By the 2011-2012 school year, 30% of classroom teachers will make use of 21

st century

learning strategies in daily instruction.

Year 2 Benchmark: By the 2012-2013 school year, 50% of classroom teachers will make use of 21st century


Year 3 Benchmark: By the 2013-2014 school year, 70% of classroom teachers will make use of 21st century


4b.1 Activities and Implementation Steps Timeline Person(s) Responsible

Monitoring and Evaluation

Define 21st century literacies Summer/Fall

2011 Information Literacy Team, Teacher Librarians, Dir of Instructional Tech

District and site administrators will track development and implementation of all activities and accomplishments through progress reports at regular district/ site administration meetings. Modifications to

Develop student standards (or use ALA standards) to guide educators in teaching appropriate 21

st

century skills.

Fall 2011 Information Literacy Team, Teacher Librarians, Dir of Instructional Tech

Align ISTE Standards and Content Standards with projects and activities that address digital literacy and 21

st century skills.

2011-2012 Information Literacy Team, Teacher Librarians, Dir of Instructional Tech

Develop a common understanding about evidence-based practices, and clear expectations that such practices will be used

2011-2014 Dept Chairs, Digital Learning & Assessment Team

Design methods and model strategies for teaching concepts and skills that support use of web-based authoring tools in a school environment.

Aug 2011 Aug 2012 Aug 2013

Classroom Teachers, Dept Chairs

http://www.myctap.org/index.php/recorded-online-workshops

http://www.iste.org/store/webinars/webinar-archives.aspx

http://www.ala.org/ala/mgrps/divs/aasl/guidelinesandstandards/learningstandards/standards.cfm


Provide training in use of cloud computing apps with students.

Aug 2011 Aug 2012 Aug 2013

Director of Instructional Tech, Technology leaders

our district activities will be made as needed in order to insure that we meet or exceed measurable objectives

Create a culture where PLC teams work together to design and facilitate collaborative 21

st century

learning activities with students.

Ongoing District and site administrators

Provide training on integration of 21st century

literacies into standards-based instruction 2012-2014 Professional

Development Team, Dir of Instructional Tech

Encourage teacher participation in distance learning/webinars for PD

Ongoing Professional Development Team, Dir of Instructional Tech

Establish expectations for web site updates. Provide training in development and management of teacher web pages.

Jan 2012 Professional Development Team, Dir of Instructional Tech

Develop a pilot project on use of digital portfolios across the curriculum for product and process.

2012 Digital Learning & Assessment Team

Integrate technologies that support technology literacy into all subject areas, including but not limited to use of multimedia, video, digital storytelling, and online tools such as blogs, wikis and voicethread.

2012-2014 Classroom teachers, Dept Chairs

Create and implement assignments that give students opportunities for creativity, innovation and risk taking.


Create and implement authentic learning activities that incorporate research, writing and communication.


Schedule training on teacher and student use of social bookmarking tools like Diigo, for collaborative research purposes. Include use of student accounts and the ability to comment on bookmarks shared by others.

2012 Professional Development Team, Dir of Instructional Tech, Teacher Librarians

Develop common assessments in PLC groups and record testing results in DataDirector.

2012-2013 PLC groups

Investigate solutions for bringing Quia online Assessments into DataDirector and provide training for teachers.

2012 Dir of Instructional Tech

Provide digital citizenship training for teachers and develop a strategy for integrating digital citizenship training into all student work.

Ongoing Professional Development Team, Dir of Instructional Tech

Provide media literacy education training for teachers, according to the new code of best practices for copyright and fair use.

Fall 2011 Professional Development Team, Dir of Instructional Tech

Establish a plan and a schedule for sharing one 21

st century idea at staff or PLC meetings.

Fall 2011 Site Administrators, Dept Chairs

Establish a plan for sharing schedules and information about webinars offered through outside professional organizations.

Fall 2011 Site Administrators

4b.1 Evaluation Instruments and Data

Data: Sign in sheets, workshop flyers, workshop attendance, lesson plans with demonstrations of 21st century

strategies, workshop evaluations, webinar certificates of completion.

http://www.diigo.com/index


Goal 4b.2.All staff will have the opportunity to participate in sustained, ongoing professional development in support of Curriculum Goals.

Objective 4b.2:By June 2014, 60% of classroom teachers will have registered for and completed one or more webinars (including MyCTAP.org) that highlight practical tools and strategies that can effectively improve the educational experience for teachers and students.

Year 1 Benchmark: By June 2012, 20% of classroom teachers will have registered for and completed one or more webinars that highlight practical tools and strategies that can effectively improve the educational experience for teachers and students.

Year 2 Benchmark: By June 2013, 40% of classroom teachers will have registered for and completed one or more webinars that highlight practical tools and strategies that can effectively improve the educational experience for teachers and students.

Year 3 Benchmark: By June 2014, 60% of classroom teachers will have registered for and completed one or more webinars that highlight practical tools and strategies that can effectively improve the educational experience for teachers and students. 4b.2 Activities and Implementation Steps Timeline Person(s)

Responsible Monitoring and Evaluation

Promote free professional development opportunities available through webinars.

2011-2014 Site Administrator District and site administrators will track development and implementation of all activities and accomplishments through progress reports at regular district/ site administration meetings. Modifications to our district activities will be made as needed in order to insure that we meet or exceed measurable objectives

Create and publish a calendar of professional development opportunities available through MyCTAP.org, Technology & Learning, PBS Teachers and Classroom 2.0

2011-2014 Site administrator, support staff, Teacher Librarians

Promote online trainings for teachers on use of Web 2.0 tools like Google Apps, Calaxy, Ed.VoiceThread, Twiducate and Edmodo that would give students opportunities to practice good digital citizenship behaviors in a protected environment.

2011-2014 Site administrator, IT Staff, Online Educators

Send monthly reminders to teachers about professional development opportunities.

2011-2014 Site Administrator

Share use of technology to improve teaching and learning at staff meetings.

2011-2014 Site Administrator, teachers

Participate in DataDirector webinar trainings offered by MCOE

2011-ongoing

Site Administrator, Classroom teachers

Have teachers include one technology PD goal in their personal plan for each year.

2011-2014 Site Administrator

4b.2 Evaluation Instruments and Data

Data: Sign in sheets, webinar certificates, samples of technology-enriched lesson plans.

http://www.myctap.org/index.php/professional-development/live-online-workshops

http://myctap.org/index.php/professional-development/25/54-ctap-live-online-workshops

http://www.pbs.org/teachers/webinar/

http://www.classroom20.com/events/event/listByType?type=pbs

http://www.google.com/a/help/intl/en/edu/k12.html

http://www.k12hsn.org/edzone/

http://ed.voicethread.com/

http://www.twiducate.com/

http://www.edmodo.com/


4c. Describe the process that will be used to monitor the Professional Development (Section 4b) goals, objectives, benchmarks and planned implementation activities including roles and responsibilities. Administrators, teachers and administrative staff will include a technology goal in their list of annual goals. Site administrators will evaluate and monitor progress. Sign-in sheets, workshop evaluations and examples of teacher uses of technology in curriculum will collected and used to track professional development in the district and to monitor how well the training is implemented into daily instruction. Teachers will complete the EdTech Profile assessment of technology proficiencies annually. As indicated in the Monitoring column of the goal tables in Section 4b, the site Technology Specialists and school Site Administrators will track the development and implementation of all professional development activities and accomplishments monthly and report progress at regular District and Site administration and technology meetings. Modifications to technology plan activities will be made as needed in order to insure that the District meets or exceeds measurable objectives. Annually, the District Technology Committees will review summary data and make adjustments to Single Plans for Student Achievement, and District Technology Plan, as well as provide data analysis for the Superintendent and the Board of Trustees.


5a.Describe the existing hardware, Internet access, electronic learning resources, and technical support already in the district that will be used to support the Curriculum and Professional Development Components (sections 3 & 4) of the plan

The Tamalpais Union High School District has 5 high schools and one adult school. The District has a student population of over 3,800 students and approximately 2,000 computers for students and administrators. Current Infrastructure The Tamalpais Union High School District has a well-designed state-of-the-art network infrastructure that supports the curriculum and professional development components of its technology plan.

Supporting 5 schools and associated administrative offices, the district‘s wide area network (WAN) currently utilizes Opt-E-MAN technology as well as inter-site fiber connectivity to provide high-speed access to all schools.

Routers connect each Opt-E-MAN circuit to the site local area network (LAN).

A high-speed 1000 mbps Ethernet switch is installed between the router, servers, and workstations. The network is evaluated annually and upgraded as needed to address user needs.

All workstation network paths are running at a minimum of 100-megabits per second, with backbone paths running at a speed of 1000 megabits per second.

Data and phone lines are in each modernized classroom using Enhanced Category 5 cable (Cat 5e).

Each classroom has a minimum of six network drops. A Cat 5e cabling system provides additional performance margins to help ensure the cabling infrastructure meets the demands for a Gigabit network.

The classroom network plan is designed around the concept of a smart classroom.

Resources are available through the use of computers, video and collaboration to enhance students‘ learning.

Computer based teaching using basic applications and Internet research sites may be used for individual or workgroup projects.

Projection systems and video monitors in classrooms are used to instruct an entire class from a single computer or video output source.

Video conferencing may provide remote interactive learning across the network.

5. Infrastructure


The district provides wireless access at all campuses. Current Hardware

The district supports several platforms of computers. Microsoft Windows-based servers are used for Web servers and to host the district domain and provide domain name services (DNS) to users when accessing the Internet.

Windows-based PCs are the district standard for both desktops and servers, and are used throughout the district. Apple Macintosh computers are authorized in specific environments.

The internal network of the district is protected by a firewall. This protects the internal network from outside and provides filtering of unwanted web sites.

Most of the district‘s server infrastructure is housed on virtual servers, providing a robust, fault-tolerant environment for data and data access.

The district uses a Cisco Voice-over-IP telephone system. The system provides state-of-the-art voice-mail, auto-attendant, call accounting, custom dial plans, and web-based management. This system was implemented in 2007. It uses the existing computer network backbone to transport voice calls internally and route across the district WAN to access regular telephone circuits. The district continues to upgrade the current software version to provide additional features.

Teachers and staff remotely access their voice-mail from any phone or computer to retrieve their messages.

School sites have multiple printers, digital cameras, video cameras, projectors and

other digital devices. Equipment is typically available on as needed basis to each classroom.

Current Software All software purchases must meet a minimum set of standards consistent with the California Learning Resource Network (CLRN), as well as the needs and standards of the district. The

district coordinates purchasing of site and district licenses to obtain the best values. District software licenses include:

Microsoft Office

Follett Destiny – library and textbook circulation

eSchoolPLUS

SchoolWires

School Messenger

Adobe Master Collection PLATO

Apex Virtual Learning

Study Island

All required server licensing

http://www.clrn.org/

http://www.clrn.org/


DataDirector, Plato, Apex, Discovery Streaming

Rosetta Stone

Annual licensing program: Follett, School Wires, School Messenger (attendance and communication with students and parents).

TxtWire – text messaging to students and parents.

Naviance web-based portal for college and career planning

Current Technical Support The district provides a web-based service desk for users to submit requests for assistance. As the network expands into more areas to integrate technology and instruction, more servers are needed, more workstations deployed, and more software installed for all the computers. As more students make use of the network, additional peripherals are needed to support printing, multimedia and other curriculum needs. The Tech Support Department is currently comprised of four and a half (4.5) FTE staff members: 3.5 IT Systems Specialists, and 1 Network Specialist.

The IT Systems Specialist is responsible for most issues/problems at the local sites involving classroom and teacher computers, printers, phones and general technical issues.

The Network Specialist is responsible for all network and infrastructure performance and maintenance issues that affect the district office as well as all of the school sites.

A data analyst currently inputs data and produces reports for the sites.

Tech Support Response Time District support staff will, whenever possible, prioritize support of classroom instruction ahead of other support duties to insure that instruction is the primary focus of technology support in the district. The average response time depends on factors, internal and external, project load and time of year. However, the technology team has a target goal of repair anywhere between two and five days, excluding exceptional circumstances outside the team's control. According to data collected in EdTech Profile [February 2011], 9% of teachers say response time is within 2-5 days. An additional 89% of teachers indicated that response time was significantly quicker.

Response time for technical support at TUHSD:


5b. Describe the technology hardware, electronic learning resources, networking and telecommunications infrastructure, physical plan modifications, and technical support needed by the district’s teachers, students, and administrators to support the Curriculum and Professional Development Components of the plan

Hardware needs

By Fall 2012, all campuses will have high definition video conferencing equipment (Life Size or equivalent) so that some classes may be recorded for later viewing.

The refresh rate on all computers is five years. Twenty percent of all computers will be replaced each year, as funding permits.

We will investigate migration toward tablet and netbook computing. Software Needs

The student information system (SIS) has been migrated to eSchoolPLUS, which meets all requirements for state CALPADS reporting and provides the pre-ID files needed for CELDT, STAR, and Physical Fitness testing.

Investigate available systems to assure that our teachers and students have the best possible collaboration and communication tools.

Use technology to manage and track the district‘s valuable asset inventory. In Fall 2011, we will implement use of Follett Destiny Textbook Manager.

Google Apps for Education will be implemented for all students in Fall 2011. We will provide student email accounts by Fall 2012.

We will fully implement InfoSnap as our online registration system by Fall 2011.

Expand the use of Moodle

Implement a universal single sign-on solution for all students and staffs to simplify access to all resources.

Increase home/school communication by providing parent portal access to attendance, homework assignments and grades.

Upgrade to Microsoft Server Exchange 2010 from Exchange Server 2003 (Summer 2011)

The district‘s digital learning and assessment team will meet at least quarterly to identify and evaluate emerging technologies.

http://www.lifesize.com/

http://www.lifesize.com/

http://www.follettsoftware.com/pg3/resource-management?gclid=CO7_iqi_4qcCFRx3gwoddzic-w


Infrastructure Needs

The infrastructure (all systems) will be secure, stable, reliable, inventoried, and well maintained, including the use of appropriate back-up systems.

Virtualization will enable us to run multiple servers on less hardware while keeping failures from affecting us. The system will be able to instantly move a server image to another server blade in case of failure.

Continue to implement virtualization on our server infrastructure, as appropriate.

The district has already upgraded to the Cisco Voice Over IP System (VoIP). The system provides state-of-the-art voice-mail, auto-attendant, call accounting, custom dial plans, web based management, and user-friendly programming on the main system. It also integrates into the email system.

o Teachers and staff will be able to remotely access their voice-mail from any phone or email.

Implement a bandwidth management and network traffic analysis tool, such as Blue Coat‘s Package Shaper. This will help us understand current traffic patterns and project future bandwidth needs (Summer 2011). The data will also help determine equipment replacement and circuit updates in future years.

o Measure network application performance, categorize and manage Web traffic based on its content, guarantee quality-of-service for preferred applications and content, and contain the impact of undesirable traffic.

Improve productivity with better performance of backup services that stabilize the environment.

o Evaluate current storage environment and backup routines. o Ensure adequate disaster recovery environment (2011-2012) by evaluating

current storage environment and backup routines. o Assess critical data to determine appropriate frequency process and location for

data recovery. Technical Support Technical support, as previously described, is adequate.

The district plans to provide professional development for teachers that enables them to become proficient in using data to support classroom instruction.

We will create stipend positions for data coordinators (teachers) who are willing to master analysis of data.

Five teachers will be given release time or a stipend to be instructional technology support for their peers.

http://www.bluecoat.com/products/packetshaper


5c. List of clear annual benchmarks for obtaining the hardware, infrastructure, learning resources and technical support required to support the other plan components.

Tech Area Benchmarks Timeline Person(s)

Responsible

Hardware Conduct complete technology related inventory for all sites annually.

2011-2014 IT Staff

Develop hardware obsolescence policies and procedures

2012 IT Staff

Install high definition video conferencing equipment at all sites.

Fall 2012 IT Staff

Increase access. Investigate the use of new mobile technologies like IPADS and netbooks for teaching and learning.


Replace 20% of old computers annually, as funds become available

2010-2013 Dir of Instructional Tech , IT Staff

Software Purchase, install and use Follett Destiny technology to manage and track the district‘s textbook asset inventory.

In process Dir of Instructional Tech, IT Staff

Expand access to the portal for the student information system (eSchoolPLUS) for parents and students.

In process Dir of Instructional Tech, IT Staff

Implement InfoSnap as our student online registration system and as a method for updating contact info.

Fall 2011 Dir of Instructional Tech, IT Staff

Use Data Director assessment data for placement of students in Algebra and pre-Algebra classes.

Fall 2011, ongoing

Dir of Instructional Tech, IT Staff

Expand use of cloud computing in the district for teaching and learning (Google Apps, Moodle etc).

2011 - 2014 IT Staff, Finance Committee

Consider MS ESS licensing program for all computers. (Annual licensing program).

2012 Dir of Instructional Tech

Renew licensing to web based applications like DataDirector, Study Island, Plato Learning, Rosetta Stone etc.

Annual Dir of Instructional Tech

Maintain subscriptions and licensing to online products, including subscriptions to online search engines and databases that allow differentiated access to information/research sites (Discovery Education Streaming etc).

Annual Dir of Instructional Tech

Conduct an annual evaluation by a committee of teachers and tech support personnel of open source and/or web-based alternatives to commercial software and operating systems, especially in the areas of assistive technology, collaboration, note taking,

Annual Dir of Instructional Tech, IT Staff Digital Learning & Assessment Committee


creativity, critical thinking, expression, and other core student competencies.

Upgrade from to Microsoft Server Exchange 2010 from Exchange Server 2003

Summer 2011 IT Staff

Decide on software purchases each spring and purchase licenses before the end of the fiscal year, so that computer images can be created and tested in early summer

Annual Dir of Instructional Tech, IT Staff

Infrastructure Establish a universal/single sign-on solution for all students and staffs to simplify access to all resources.

2012 Dir of Instructional Tech, IT Staff

Expand virtualization on our server infrastructure.

Fall 2011

Conduct a detailed annual review of network bandwidth requirements at the classroom level, to determine whether the wired and wireless network equipment will have adequate bandwidth for the coming year.

Annual Dir of Instructional Tech, IT Staff

Ensure that security problems do not result in loss of efficiency, productivity other costs.

Ongoing Dir of Instructional Tech, IT Staff

Ensure an adequate disaster recovery environment by evaluating current storage environment and backup routines.

2011-2012 Dir of Instructional Tech, IT Staff

Update staff and student AUP‘s. Assure that policies deal with unacceptable behavior in a generic manner rather than singling out Web 2.0 applications.

Annual Dir of Instructional Tech and District Tech Committee

Technical Support

Create stipend positions for data coordinators (teachers) who are willing to master analysis of data.

Fall 2011 Dir of Instructional Tech

Develop a searchable database of text, screenshot and screencast "how-to‘s" for student and teacher self-help.

2011-2014 Dir of Instructional Tech, Teacher Leaders

Establish appropriate ratio for tech support. Quantify how much IT support will be needed --including adding additional platforms.

2011-2014 Dir of Instructional Tech, IT Staff


5d. Description of the process that will be used to monitor whether the annual benchmarks including roles and responsibilities. Realizing that all equipment purchases will be made according to budgetary constraints for that year, the Director of Instructional Technology, Site Administrators and District technology sub-committees will meet annually to establish the funding priorities and to map out a plan. The Director of Instructional Technology and staff will support the monitoring and evaluation of this section of the plan with the following actions:

Identify computers older than five years.

Monitor and evaluate help desk records and staffing requirements

Develop and adopt a process for purchasing hardware and software as funds become available.

Monitor and evaluate District survey results to measure progress on benchmarks district-wide

Identify physical plant modifications to support new hardware and expanded network

Identify sufficient funding to support computer replacement and needed upgrades of infrastructure, hardware, and needed applications.

Identify and apply for potential technology funding

Monitor input from teachers

Monitor web site and parent portal usage

Monitor voice mail usage

Monitor teacher usage of classroom web pages for timely communications with students and parents.

The data analyst and site administrators will monitor usage of DataDirector. The District Technology Sub-Committees will review progress toward our goals in the Curriculum and Professional Development sections. They will also look at the data gathered in the survey of staff needs, and will work with the Director of Instructional Technology to make recommendations for infrastructure changes that will lead us more directly toward student achievement. Review of progress will be reported annually to the Superintendent and Board of Trustees.


6a. List established and potential funding sources E-Rate E-Rate is the commonly used name for the Schools and Libraries Program of the Universal Service Fund, which is administered by the Universal Service Administrative Company (USAC) under the direction of the Federal Communications Commission (FCC). The program provides discounts to assist most schools and libraries in the United States (and U.S. territories) to obtain affordable telecommunications and Internet access. It is one of four support programs funded through a Universal Service fee charged to companies that provide interstate and/or international telecommunications services.

The program allows for subsidy of expenditures for these categories of E-Rate Services:

o Plain old telephone service (POTS) o Voice-over IP (VOIP) Telephony o Wireless data services such as Blackberry o Long Distance telephone services o Email, automated voice notification, and safety related services o Internet access and Internet services, including fiber-optics (Opt-E-Man) o Other SLD services congruent with implementation of the current technology plan.

Paragraph 59 of the Schools and Libraries Fifth Order, states that the Universal Service Administrative Company (USAC) has ―been treating technology plans approved under the [United States] Department of Education‘s Enhancing Education Through Technology (EETT) as acceptable technology plans subject to one qualification. Consistent with the [Federal Communications] Commission requirement that program applicants demonstrate that they have the necessary resources required to utilize E-Rate discounts, USAC has required that the EETT technology plans be supplemented by an analysis that indicates that the applicant is aware of and will be able to secure the financial resources it will need to achieve its technology aims, including technology training, software, and other elements outside the coverage of the Commission‘s support program.‖

The E-Rate addendum is maintained separately by the district and not required for inclusion in the technology plan.

6. Funding and Budget

http://www.eratecentral.com/applicationTips/discRate/Discount_Rate_Optimization.asp


Other potential funding sources: Currently our funding comes from:

Enhancing Education Through Technology Grant (25% staff dev.)

School Improvement Program (SIP - State)

Title II Staff Development

K-12 Voucher Program

General Fund

ERate Each of the comprehensive high schools has their own school foundation, which raises money through an annual giving campaign and special events. The Redwood High School Foundation has recently raised money for two new open access computer labs and 60 new desktop computers.


6b. Estimate implementation costs for the term of the plan (3-5 years)

TUHSD Technology Budget 2011-12 2012-13 2013-14 Total Cost Funding

Source

Hardware Computer replacement $150,000 $175,000 $200,000 $525,000 General Fund

Network enhancements/upgrades

$50,000 $50,000 $50,000 $150,000 General Fund

Virtualization project $25,000 $15,000 $15,000 $55,000 General Fund

Disaster Preparedness project $50,000 $25,000 $0 $75,000 General Fund

Classroom technology, including interactive whiteboards and classroom response systems

$35,000 $50,000 $50,000 $135,000 General Fund/Site and department budgets

HD Video Recording/Conferencing

$45,000 $45,000 $45,000 $135,000 General Fund / Modernization-Classroom 2020

Mobile Device pilot $15,000 $25,000 $50,000 $85,000 General Fund

Software, Electronic Learning Resources, Materials & Supplies

Moodle and related Web 2.0 collaboration services

$15,000 $15,000 $15,000 $45,000 General Fund

Data Director and related data systems

$20,000 $20,000 $20,000 $60,000 General Fund

E-Learning systems, including Apex and PLATO

$25,000 $35,000 $50,000 $110,000 General Fund


Atomic Learning and related online services

$20,000 $20,000 $20,000 $60,000 General Fund/EETT Title II

Internal Professional Development

$25,000 $25,000 $25,000 $75,000 General Fund

External Professional Development Services

$10,000 $10,000 $10,000 $10,000 General Fund

Contracted Services

VoIP and Wireless Support Services

$15,000 $15,000 $15,000 $45,000 General Fund

Specialized software support services

$25,000 $25,000 $25,000 $25,000 General Fund

Marin COE – Internet and support services

$60,000 $60,000 $60,000 $180,000 General Fund


6c. Description of the district’s replacement policy for obsolete equipment

The district will keep all hardware and software as current as possible based on available funding to do so.

The District Replacement Policy is to replace obsolete equipment when equipment cannot be repaired cost effectively and/ or is older than 5 years of age.

The District will make every effort to purchase uniform technologies, in order to make replacement, parts replacement, and repair easier and less expensive (for the Total Cost of Ownership).

Computers are the property of the district and are provided as tools to support the district‘s mission. A computer being replaced will be evaluated to determine if it is obsolete or if it is useful for repurposing.

E-waste should be disposed of when it has come to the end of its useful life cycle for the users and/or the district. It will be disposed of so as to have the least impact on the environment.

6d. Describe the process that will be used to monitor Ed Tech funding, implementation costs and new funding opportunities and to adjust budgets as necessary

The Director of Instructional Technology, site and district administrators will review the technology needs of the district.

We will take advantage of cost savings through purchase of district and site vs. individual licenses.

Wherever possible, the district will make use of State purchasing power through Cal-Save.

The District will make every effort to purchase uniform technologies, in order to make replacement, parts replacement, and repair easier and less expensive (for the Total Cost of Ownership).

The Director of Instructional Technology will be the lead contact for E-Rate and other governmental grants.

During April, May and June of each year, the Board's Finance Committee reviews technology spending-requests as part of the process of setting an overall budget that is formally adopted in June. If adjustments to technology spending become necessary due to increases or decreases in available funds granted by the Board of Trustees, the Director of Instructional Technology will determine what adjustments to this plan should be made.


This educational technology plan is meant to be a ―living‖ document that will guide district decision making over the three-year duration of the plan. It will be monitored, evaluated and revised by the Technology Committee as needed. Any revisions to the plan will be presented to the Board of Trustees annually. The District Technology Committee will provide overall coordination and oversight of the technology planning process. Coordination will include the implementation of goals and objectives set forth in this plan to integrate technology to meet core curriculum goals. The Director of Instructional Technology and the district technology sub-committees will provide information and oversight to guide the Curriculum, Professional Development and Infrastructure components of this plan, while the District Assistant Superintendent of Finance and Facilities and the District Superintendent will provide coordination and oversight of all related budget issues. School Principals will provide site-based updates on technology plan implementation and needs; site based training support; input on efforts, outcomes and needs to support implementation of the plan to meet district curricular goals.

7a. Describe the process for evaluating the plan’s overall progress and impact on teaching and learning. Every effort will be made to collect relevant measurable objective data that can be documented, referenced and reviewed, as outlined in the implementation step tables' Monitoring column and in the Evaluation section attached to each goal in Sections 3-5. To create a view of the overall impact of the Technology Plan data will be drawn from the following sources (and others):

Academic performance data

Sociological data

CBEDS data

CELDT Data

CALPADS

Surveys of teachers, students and parents

Classroom observations

Database of technology integration activities and lesson plans

Local benchmarks in DataDirector

Correlations to State or National standards

Digital Literacy Assessments

EdTech Profile teacher proficiency data

7. MONITORING & EVALUATION


Documentation of staff development plans and objectives

Professional development evaluation data

Correlations to research

Email and website traffic analysis

Database of student- and teacher-created electronic resources

Technology inventory data

Help desk ticket records

Total cost of ownership analysis

Responsibility for the evaluation of the overall effectiveness of this plan on teaching and learning will be assigned to many stakeholders.

Individual teachers will provide data by correlating the use of technology with student outcomes using DataDirector or other measures.

Teacher leader groups at each school will analyze data for strengths and weaknesses in content and grade-specific areas, as part of the District‘s professional learning communities initiative.

Site Administrators will examine data at the site, grade level, subject, teacher and student levels, and use DataDirector information, teacher observations and other data to determine where technology use has been effective and where it has not. Principals will focus on where intervention is needed and which interventions have been successful in the past.

The Director of Instructional Technology will gather data from these and other stakeholders to identify areas in which technology may have positively affected results and areas in which technology might support future improvement. The Technology Committee will publish its findings in annual reports to the Board of Trustees and make recommendations for the effective use of technology to support curricular goals, and amend the Technology Use Plan as necessary.

The Director of Instructional Technology, school administrators and the District Technology Committee will communicate the overall progress and impacts back to the stakeholders, so that positive impacts can be maximized. Communication may occur via meetings of the Board of Trustees, staff meetings, media and press releases, parent education workshops, tours of the district and articles posted on district websites and/or distributed in electronic and print newsletters.


7b. Schedule for evaluating the effect of plan implementation The Director of Instructional Technology and the District Technology sub-committee teams will serve as primary evaluators of the technology plan and will dedicate at least two meetings each year to review progress in meeting benchmarks for each goal and objective in Sections 3-5. The Technology Committee semi-annual review will highlight action items for teachers and administrators that remain to be carried out. At a more detailed level, regular meetings at each school site may have at least one agenda item per meeting to discuss the progress of one or more technology plan implementation steps or goals. Discussions that raise significant problems or successes will be shared with the larger community through discussion time at school staff meetings, at Site Council meetings, or at a weekly District Admin meeting (Superintendent and Site Principals). The Director of Instructional Technology will prepare recommendations for modifications to the plan and present them to the Board of Trustees annually. After review and comment on these recommendations the plan will be updated on an annual basis. When mid-course corrections are necessary, the Director of Instructional Technology and Site Administrators will have the authority to request, approve and allocate resources to effect change in technology initiatives.

7c. Describe the process and frequency of communicating evaluation results to tech plan stakeholders. The Superintendent and the Director of Technology will prepare a formal implementation status report on the progress toward the plan goals and the completion of activities and will submit the report and budget recommendation to the Superintendent and the Board of Trustees on an annual basis. Other District Advisory Committee members will make occasional presentations and board reports during the year highlighting different aspects of plan implementation. Reports at all board meetings will be posted online and disseminated to the local community. In addition, administrators, teachers, students, parents and community members will be asked for feedback and comments on technology use through annual surveys, and the results of these surveys will be included in articles posted on district websites and/or distributed in electronic and print newsletters.


8a. Effective Collaborative Strategies with Adult Literacy Providers to Maximize the Use of Technology

The Tamalpais Union High School District Adult School serves local, state and national interests by providing educational opportunities and support services to all adults in our community. Our Marin Learn programs address the distinctive and developing needs of individuals and communities in our district by providing adults with the information and proficiencies essential to participate successfully as dynamic citizens, employees, and family members in Marin County.

Tamalpais Adult School participates in the federal Adult Education and Family Literacy Act, enacted as Title II of the Workforce Investment Act, which provides federal funding to supplement adult education programs in both public and private non-profit institutions. The goal of this program is to enable adults to become more employable, productive, and responsible citizens through literacy. State funding sustains our school based on average daily attendance (ADA), which equals 525 hours of student attendance per unit of ADA. Classes categorized in the following program areas can be funded by state apportionment: • High School Diploma/GED • English as a Second Language (ESL) • Career and Technical Education

Many Adult and Community Education Courses are held at our high school campuses. In addition, the district provides access to hundreds of other course offerings through Ed2Go.com, an online adult and continuing education provider.

8. ADULT LITERACY PROVIDERS

http://www.marinlearn.com/

http://tamdistrict.schoolwires.net/170710714174744343/blank/browse.asp?A=383&BMDRN=2000&BCOB=0&C=57245

http://tamdistrict.schoolwires.net/170710714174744343/blank/browse.asp?a=383&BMDRN=2000&BCOB=0&c=56468

http://www.marinlearn.com/

http://www.ed2go.com/


9a. Summarize the relevant research and describe how it supports the plan’s curricular and professional development goals The goals, objectives, benchmarks and timelines presented or described in the previous sections of the plan are derived from proven strategies and methods for student learning, teaching and technology management and are based on relevant research and effective practices. The following relevant research was examined and integrated into our plan. The research we selected emphasizes best practices for technology integration in the curriculum, 21st century skills and important factors that contribute to successful staff development. Tamalpais Union High School District agrees that technology should be integrated into the curriculum at all levels in order to improve student achievement. We have vigorously explored research on topics related to 21st century learning so that we can take the lead in making sure our students master the knowledge and skills they will need as citizens participating in a global society.

Relevant Research that supports curricular and professional development goals

Curriculum 21st Century Skills: Learning for Life in Our Times

Introduces a framework for 21st century learning that maps out the skills needed to survive in a complex world. This title includes the basic subjects of reading, writing and arithmetic and emphasizes on global awareness, financial/ economic literacy and health issues. It explores the learning and innovations, digital literacy, and life skills. Trilling, Bernie, and Charles Fadel. 21st Century Skills: Learning for Life in Our Times. 1st ed. San Francisco: Jossey-Bass, 2009.

Teaching Digital Natives: Partnering for Real Learning

Prensky presents a model for 21st-century teaching and learning, in which students become learners and creators of knowledge through technology while teachers guide and assess student learning. Prensky, Mark. Teaching Digital Natives: Partnering for Real Learning. 1st ed. Thousand Oaks, CA: Corwin/Sage Publishing, 2010.

Leading 21st

Century Schools: Harnessing Technology for Engagement and Achievement

The authors define the skills and a learning framework to be used by educators in assisting students acquisition of 21

st century skills. The text details each "21st century

skill" with descriptors of what students should be able to do. Schrum, Lynne, and Barbara B. Levin. Leading 21st Century Schools: Harnessing Technology for Engagement and Achievement. 1st ed. Thousand Oaks, CA: Corwin/Sage Publishing, 2009. Print.

Researching Electronic Portfolios and Learner Engagement: The REFLECT Initiative

After providing an overview of the limited research on portfolios in education, the author (Helen Barrett) discusses the accepted definitions, multiple purposes, and conflicting theoretical paradigms of electronic portfolios. Principles of student motivation and engagement are covered, and the philosophical issues related to portfolio assessment and reflection are outlined—paying particular attention to the difference between assessment for learning and assessment of learning. Researching Electronic Portfolios and Learner Engagement: The REFLECT Initiative. Journal of Adolescent & Adult Literacy, 50(6), 436–449.

9. RESEARCH-BASED PRACTICES


Balancing the Two Faces of ePortfolios

Helen Barrett, national authority on digital portfolios examines the two purposes of creating portfolios (process and product) and suggests ways to balance approaches to enhance learner engagement. http://electronicportfolios.org/balance/index.html

Technology In The Schools: What Does the Research Say: 2009

In this update to the 2006 study, the authors cover 14 types of technologies used in education including white boards, clickers, simulations mobile devices, calculators, virtual learning and 1:1 ratio of computers to students. Lemke, C., Coughlin, E., & Reifsneider, D. (2009). Technology in schools: What the research says: An update. Culver City, CA: Commissioned by Cisco.

The CEO Forum on Education and Technology (2001) studied the impact of

technology over a five-year period to inform educational decision makers about effective uses of educational technology. The CEO Forum report recommends that schools develop strategic technology and educational plans that ensure alignment across the curriculum, learning standards and objectives. ―Technology can have the greatest impact when integrated into the curriculum to achieve clear, measurable educational objectives.‖ The CEO Forum included 21st Century Skills as a ―new set of skills necessary to prepare students for life and work in the digital age. These skills include digital literacy, inventive thinking, effective communication and high productivity abilities.‖ (CEO Forum on Education and Technology, June 2001).

Curriculum Inside the Black Box: Raising Standards Through Classroom Assessment

Research shows that high quality formative assessment does have a powerful impact on student learning. Black and William report that studies of formative assessment show an effect size on standardized tests of between 0.4 and 0.7, which is larger than most known educational interventions. Formative assessment is particularly effective for students who have not done well in school, thus narrowing the gap between low and high achievers while raising overall achievement. Inside the Black Box: Raising Standards Through Classroom Assessment P Black, D William - Phi Delta Kappan, 1998

Confronting the Challenges of Participatory Culture: Media Education for the 21st

Century

This report aims to shift the conversation about the "digital divide" from questions about access to technology to questions about access to opportunities for involvement in participatory culture and how to provide all young people with the chance to develop the cultural competencies and social skills needed. Fostering these skills, the authors argue, requires a systemic approach to media education; schools, afterschool programs, and parents all have distinctive roles to play. Jenkins, Henry. Confronting the Challenges of Participatory Culture: Media Education for the 21st Century. MIT Press, 2009. Print.

Planning for 21st

Century Instruction

In his book, Clay Shirky describes a "ladder of activities that are enabled or improved by social tools" in which "The rungs on the ladder, in order of difficulty, are sharing, cooperation, and collective action." Shirky, Clay. Here Comes Everybody: The Power of Organizing Without Organizations.

1st ed. Penguin Press, 2008. Print.

The digital disconnect: The widening gap between internet-savvy students and their schools.

A study of the attitudes of Internet-using public middle and high school students toward ―use of the Internet for schoolwork and the broader learning that can take place online.‖ shows that students want to be assigned activities that are relative to their daily lives and they want access to computers beyond that available in computer labs and only at specific times of the day. The digital disconnect: The widening gap between internet-savvy students and their schools. (2003) Levin, D, & Arafeh, S., American Institutes for Research for Pew Internet & American Life Project.

http://electronicportfolios.org/balance/index.html


National Technology Plan

The TUHSD district technology plan follows the model of the National Technology Plan [released in March 2010] in proposing to provide engaging and powerful learning content, resources, and experiences and assessment systems that measure student achievement in more complete, authentic and meaningful ways. National Technology Plan, http://www.ed.gov/technology/netp-2010

Using Technology with Classroom Instruction that Works

Robert Marzano identified nine essential strategies that are most likely to improve student achievement across all content areas and across all grade levels. Using educational technology applications and resources, we can build on these recommendations and advance student learning through inquiry, collaborative projects, games, and other activities that will capture student interest and make school exciting and meaningful. We can help TUHSD students take notes, summarize content and make comparisons and we can use technology to engage them in cooperative learning. We can also reinforce their efforts through formative assessment, feedback and recognition. Using Technology with Classroom Instruction that Works, Howard Pitler, Elizabeth R. Hubbell, Matt Kuhn, Kim Malenoski, Published by ASCD, 2007



While our profession more than ever needs to build capacity in its teachers, we also need to be sure that time, energy, and resources are used only on "quality programs that teach with and about best practice" Dede, C. (2006). Online professional development for teachers: Emerging models and methods. Cambridge, Massachusetts:Harvard Education Press

Professional Learning Communities

Bielaczyc & Collins (1999) identify the defining quality of a learning community as one in which: there is a culture of learning, in which everyone is involved in a collective effort of understanding. There are four characteristics that such a culture must have: (1) diversity of expertise among its members, who are valued for their contributions and given support to develop, (2) a shared objective of continually advancing the collective knowledge and skills, (3) an emphasis on learning and how to learn, and (4) mechanisms for sharing what is learned. If a learning community is presented with a problem, then the learning community can bring its collective knowledge to bear on the problem. It is not necessary that each member assimilate everything the community knows, but each should know who within the community has relevant expertise to address any problem. (Bielaczyc & Collins, p. 272)

Cloud Computing

The K-12 Edition of the Horizon Report (2010) identifies Cloud Computing as a technology to watch with time to adoption in the schools of one year or less. Teachers and school administrators use cloud-based applications to manage calendars, rosters, grade books, and communication between school and home. Still under-utilized are student usages of cloud-based applications for course work, homework and as media authoring tools. (Johnson, L., Levine, A., Smith, R., & Stone, S. (2010). The 2010 Horizon Report. Austin, Texas: The New Media Consortium). TUHSD plans to formalize use of cloud-based applications with students, starting with Google Apps in Fall 2011. Teacher training will be provided.

http://www.ed.gov/technology/netp-2010



The greatest gains in student achievement occurred when teachers were trained in the use of technology (Schacter, 1999). Intensive and ongoing staff development that provides opportunities for modeling, practice, and reinforcement of technology use with curricula should be linked to curriculum goals and objectives from the onset of technology implementation efforts (Roschelle et al.,2000). Being mentored by an experienced teacher who is proficient with technology is a strategy that builds teacher confidence and interest in technology (Zhao, Pugh, Sheldon, & Byers, 2002). Extensive research conducted by the Office of Technology Assessment reports that ―Districts may be well advised to use multiple training and support strategies tailored to the educational goals of the local site‖ (OTA, 1995).

Information such as that above has prompted TUHSD to provide on-going professional development, to provide more than one time workshops, to build capacity by designating Technology Leaders and identifying technology mentor teachers to provide “just-in-time” training.


9b. Describe the district’s plans to use technology to extend or supplement the district’s curriculum with rigorous academic courses and curricula, including distance-learning technologies Distance education supports visions of 21st-century schooling. In an era of increased complexity of information, careers, and global relationships, groups such as the Partnership for 21st Century Skills advocate for new school and curriculum designs. We are in an ongoing evaluation process of products that differentiated learning. We remain committed to the eLearning platform as a delivery system to address student learning and teacher training needs.

o The district provides access to a credit recovery program for students who don‘t succeed in a traditional classroom environment. The Apex Learning digital curriculum allows students to work at their own pace to complete challenging coursework and earn the credits they need. Direct instruction incorporates multimedia — in the form of images, audio, video, animations, and interactive elements — along with instructional text to provide students with multiple representations of concepts as well as address their different learning styles.

o Study Island allows intervention students to engage in rigorous academic content that

is both fun and engaging. The web-based instruction, assessment and reporting are built from California Content Standards.

o PLATO Learning is used in the district to provide mastery-based learning solutions

that combine curricula and professional development resources in order to help special needs learners acquire fundamental skills. Plato Learning is also being piloted as a solution for SAT preparation.

o Teachers take advantage of webinars for professional development opportunities being

streamed through the county office of education. We intend to expand use of webinars for professional development through MyCTAP.org and other professional development services.


Appendix A: ISTE Technology Standards for Students Page 1 of 3



Appendix A: ISTE Technology Standards for Teachers Page 3 of 3



CDE Appendix C: Criteria for EETT Funded Technology

Page 1 of 9

The table below provides an index for reviewers to relevant sections of the technology plan. Refer to the "Page in District Plan" column for location of referenced text.

1. PLAN DURATION CRITERION

Page in District

Plan

Example of Adequately Addressed

Example of Not Adequately Addressed

The plan should guide the district’s use of education technology for the next three to five years. (For new plan, can include technology plan development in the first year).

9 The technology plan describes the districts use of education technology for the next three to five years. (For new plan, description of technology plan development in the first year is acceptable). Specific start and end dates are recorded (7/1/xx to 6/30/xx).

The plan is less than three years or more than five years in length. Plan duration is 2011-2014.

2. STAKEHOLDERS CRITERION Corresponding EETT Requirement(s): 7 and 11 (Appendix D).

Page in District

Plan


Not Adequately Addressed

Description of how a variety of stakeholders from within the school district and the community-at-large participated in the planning process.

10-11 The planning team consisted of representatives who will implement the plan. If a variety of stakeholders did not assist with the development of the plan, a description of why they were not involved is included.

Little evidence is included that shows that the district actively sought participation from a variety of stakeholders.



Page 2 of 9

3. CURRICULUM COMPONENT CRITERIA Corresponding EETT Requirement(s): 1, 2, 3, 8, 10, and 12 (Appendix D).

Page in District

Plan



a. Description of teachers’ and students’ current access to technology tools both during the school day and outside of school hours.

12-14 The plan describes the technology access available in the classrooms, library/media centers, or labs for all students and teachers.

The plan explains technology access in terms of a student-to-computer ratio, but does not explain where access is available, who has access, and when various students and teachers can use the technology.

b. Description of the district’s current use of hardware and software to support teaching and learning.

15-17 The plan describes the typical frequency and type of use (technology skills/information literacy/integrated into the curriculum).

The plan cites district policy regarding use of technology, but provides no information about its actual use.

c. Summary of the district’s curricular goals that are supported by this tech plan.

18 The plan summarizes the district‘s curricular goals that are supported by the plan and referenced in district document(s).

The plan does not summarize district curricular goals.

d. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan for using technology to improve teaching and learning by supporting the district curricular goals.

19-23 The plan delineates clear goals, measurable objectives, annual benchmarks, and a clear implementation plan for using technology to support the district‘s curriculum goals and academic content standards to improve learning.

The plan suggests how technology will be used, but is not specific enough to know what action needs to be taken to accomplish the goals.

e. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan detailing how and when students will acquire the technology skills needed to succeed in the classroom and the workplace.

24-25 The plan delineates clear goal(s), measurable objective(s), annual benchmarks, and an implementation plan detailing how and when students will acquire technology skills and information literacy skills.

The plan suggests how students will acquire technology skills, but is not specific enough to determine what action needs to be taken to accomplish the goals.



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f. List of goals and an implementation plan that describe how the district will address the appropriate and ethical use of information technology in the classroom so that students can distinguish lawful from unlawful uses of copyrighted works, including the following topics: the concept and purpose of both copyright and fair use; distinguishing lawful from unlawful downloading and peer-to-peer file sharing; and avoiding plagiarism (AB 307: Optional in 2007-08, required July 1, 2008).

27-31 The plan describes or delineates clear goals outlining how students will learn about the concept, purpose, and significance of the ethical use of information technology including copyright, fair use, plagiarism and the implications of illegal file sharing and/or downloading (as stated in AB 307).

The plan suggests that students will be educated in the ethical use of the Internet, but is not specific enough to determine what actions will be taken to accomplish the goals.

g. List of goals and an implementation plan that describe how the district will address Internet safety, including how to protect online privacy and avoid online predators. (AB 307: Optional in 2007-08, required July 1, 2008)

32-34 The plan describes or delineates clear goals outlining how students will be educated about Internet safety (as stated in AB 307).

The plan suggests Internet safety education but is not specific enough to determine what actions will be taken to accomplish the goals.

h. Description of or goals about the district policy or practices that ensure equitable technology access for all students.

35 The plan describes the policy or delineates clear goals and measurable objectives about the policy or practices that ensure equitable technology access for all students. The policy or practices clearly support accomplishing the plan‘s goals.

The plan does not describe policies or goals that result in equitable technology access for all students.


i. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan to use technology to make student record keeping and assessment more efficient and supportive of teachers’ efforts to meet individual student academic needs.

36-38 The plan delineates clear goal(s), measurable objective(s), annual benchmarks, and an implementation plan for using technology to support the district‘s student record-keeping and assessment efforts.


j. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan to use technology to improve two-way communication between home and school.

39-40 The plan delineates clear goal(s), measurable objective(s), annual benchmarks, and an implementation plan for using technology to improve two-way communication between home and school.


k. Describe the process that will be used to monitor the Curricular Component (Section 3d-3j) goals, objectives, benchmarks and planned implementation activities including roles and responsibilities.

41 The monitoring process, roles, and responsibilities are described in sufficient detail.

The monitoring process either is absent, or lacks detail regarding procedures, roles, and responsibilities.



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4. PROFESSIONAL DEVELOPMENT COMPONENT CRITERIA Corresponding EETT Requirement(s): 5 and 12 (Appendix D).

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a. Summary of the teachers’ and administrators’ current technology proficiency and integration skills and needs for professional development.

42-49 The plan provides a clear summary of the teachers‘ and administrators‘ current technology proficiency and integration skills and needs for professional development. The findings are summarized in the plan by discrete skills that include CTC Standard 9 and 16 proficiencies.

Description of current level of staff expertise is too general or relates only to a limited segment of the district‘s teachers and administrators in the focus areas or does not relate to the focus areas, i.e., only the fourth grade teachers when grades four to eight are the focus grade levels.

b. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan for providing professional development opportunities based on district needs assessment data (4a) and the Curriculum Component objectives (sections 3d through 3j) of the plan.

49-51 The plan delineates clear goal(s), measurable objective(s), annual benchmarks, and an implementation plan for providing teachers and administrators with sustained, ongoing professional development necessary to reach the Curriculum Component objectives (sections 3d through 3j) of the plan.

The plan speaks only generally of professional development and is not specific enough to ensure that teachers and administrators will have the necessary training to implement the Curriculum Component.

c. Describe the process that will be used to monitor the Professional Development (Section 4b) goals, objectives, benchmarks and planned implementation activities including roles and responsibilities.


The monitoring process either is absent, or lacks detail regarding who is responsible and what is expected.



5. INFRASTRUCTURE, HARDWARE, TECHNICAL SUPPORT, AND SOFTWARE COMPONENT CRITERIA Corresponding EETT Requirement(s): 6 and 12 (Appendix D).

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a. Describe the existing hardware, Internet access, electronic learning resources, and technical support already in the district that will be used to support the Curriculum and Professional Development Components (sections 3 & 4) of the plan.

53-55 The plan clearly summarizes the existing technology hardware, electronic learning resources, networking and telecommunication infrastructure, and technical support to support the implementation of the Curriculum and Professional Development Components.

The inventory of equipment is so general that it is difficult to determine what must be acquired to implement the Curriculum and Professional Development Components. The summary of current technical support is missing or lacks sufficient detail.

b. Describe the technology hardware, electronic learning resources, networking and telecommunications infrastructure, physical plant modifications, and technical support needed by the district’s teachers, students, and administrators to support the activities in the Curriculum and Professional Development Components of the plan.

56-57 The plan provides a clear summary and list of the technology hardware, electronic learning resources, networking and telecommunications infrastructure, physical plant modifications, and technical support the district will need to support the implementation of the district‘s Curriculum and Professional Development Components.

The plan includes a description or list of hardware, infrastructure, and other technology necessary to implement the plan, but there doesn‘t seem to be any real relationship between the activities in the Curriculum and Professional Development Components and the listed equipment. Future technical support needs have not been addressed or do not relate to the needs of the Curriculum and Professional Development Components.

c. List of clear annual benchmarks for obtaining the hardware, infrastructure, learning resources and technical support required to support the other plan components as identified in section 5b.

58-59 The annual benchmarks are specific and realistic. Teachers and administrators implementing the plan can easily discern what needs to be acquired or repurposed, by whom, and when.

The annual benchmarks are either absent or so vague that it would be difficult to determine what needs to be acquired or repurposed, by whom, and when.

d. Describe the process that will be used to monitor the annual benchmarks including roles and responsibilities.




6. FUNDING AND BUDGET COMPONENT CRITERIA Corresponding EETT Requirement(s): 7 & 13, (Appendix D).

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a. List established and potential funding sources.

61-62 The plan clearly describes resources that are available or could be obtained to implement the plan.

Resources to implement the plan are not clearly identified.

b. Estimate annual implementation costs for the term of the plan.

63 Cost estimates are reasonable and address the total cost of ownership, including the costs to implement the curricular, professional development, infrastructure, hardware, technical support, and electronic learning resource needs identified in the plan.

Cost estimates are unrealistic, lacking, or are not sufficiently detailed to determine if the total cost of ownership is addressed.

c. Describe the district’s replacement policy for obsolete equipment.

64 Plan recognizes that equipment will need to be replaced and outlines a realistic replacement plan that will support the Curriculum and Professional Development Components.

Replacement policy is either missing or vague. It is not clear that the replacement policy could be implemented.

d. Describe the process that will be used to monitor Ed Tech funding, implementation costs and new funding opportunities and to adjust budgets as necessary.





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7. MONITORING AND EVALUATION COMPONENT CRITERIA Corresponding EETT Requirement(s): 11 (Appendix D).

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a. Describe the process for evaluating the plan’s overall progress and impact on teaching and learning.

65-66 The plan describes the process for evaluation using the goals and benchmarks of each component as the indicators of success.

No provision for an evaluation is included in the plan. How success is determined is not defined. The evaluation is defined, but the process to conduct the evaluation is missing.

b. Schedule for evaluating the effect of plan implementation.

67 Evaluation timeline is specific and realistic.

The evaluation timeline is not included or indicates an expectation of unrealistic results that does not support the continued implementation of the plan.

c. Describe the process and frequency of communicating evaluation results to tech plan stakeholders.

67 The plan describes the process and frequency of communicating evaluation results to tech plan stakeholders.

The plan does not provide a process for using the monitoring and evaluation results to improve the plan and/or disseminate the findings.

8. EFFECTIVE COLLABORATIVE STRATEGIES WITH ADULT LITERACY PROVIDERS TO MAXIMIZE THE USE OF TECHNOLOGY CRITERION Corresponding EETT Requirement(s): 11 (Appendix D).

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a. If the district has identified adult literacy providers, describe how the program will be developed in collaboration with them. (If no adult literacy providers are indicated, describe the process used to identify adult literacy providers or potential future outreach efforts.)

68 The plan explains how the program will be developed in collaboration with adult literacy providers. Planning included or will include consideration of collaborative strategies and other funding resources to maximize the use of technology. If no adult literacy providers are indicated, the plan describes the process used to identify adult literacy providers or potential future outreach efforts.

There is no evidence that the plan has been, or will be developed in collaboration with adult literacy service providers, to maximize the use of technology.



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9. EFFECTIVE, RESEARCHED-BASED METHODS, STRATEGIES, AND CRITERIA Corresponding EETT Requirement(s): 4 and 9 (Appendix D).

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Not Adequately Addressed

a. Summarize the relevant research and describe how it supports the plan’s curricular and professional development goals.

69-72 The plan describes the relevant research behind the plan‘s design for strategies and/or methods selected.

The description of the research behind the plan‘s design for strategies and/or methods selected is unclear or missing.

b. Describe the district’s plans to use technology to extend or supplement the district’s curriculum with rigorous academic courses and curricula, including distance-learning technologies.

73 The plan describes the process the district will use to extend or supplement the district‘s curriculum with rigorous academic courses and curricula, including distance-learning opportunities (particularly in areas that would not otherwise have access to such courses or curricula due to geographical distances or insufficient resources).

There is no plan to use technology to extend or supplement the district‘s curriculum offerings.

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EDUCATION TECHNOLOGY PLAN JULY 1, 2011 … · Contact Title Senior Director of Instructional Technology ... and by effectively integrating technology into ongoing ... a comprehensive