New Fort Worth Independent School District District Technology Plan · 2017. 8. 22. ·...

District

Technology

Plan

Fort Worth Independent School District

"Preparing all students for

success in college, career,

and community leadership"

www.fwisd.org

2017-2020

Table of Contents

I. Introduction ................................................................................................. 4

District Information.......................................................................................................... 4

II. Plan Introduction ......................................................................................... 5

Demographics ................................................................................................................ 5

Current Situation ............................................................................................................ 5

BrightBytes Survey Completion ...................................................................................... 5

Years Plan Covers.......................................................................................................... 5

III. Technology Advisory Committee .............................................................. 6

IV. Executive Summary .................................................................................... 9

V. Fort Worth ISD Learning Model ............................................................... 11

VI. Division of Technology ............................................................................. 14

VII. Needs Assessment ................................................................................... 15

Assessment Process-BrightBytes ..................................................................................15

Current Conditions.........................................................................................................16

Data Analysis ................................................................................................................18

VIII. Goal 1-Teaching and Learning ................................................................. 29

Objective 1.1 .................................................................................................................29

Objective 1.2 .................................................................................................................30

Objective 1.3 .................................................................................................................32

Objective 1.4 .................................................................................................................33

IX. Goal 2-Educator Preparation and

Development .............................................................................................. 36

Objective 2.1 .................................................................................................................36

Objective 2.2 .................................................................................................................37

Objective 2.3 .................................................................................................................39

Objective 2.4 .................................................................................................................40

Objective 2.5 .................................................................................................................41

X. Goal 3-Leadership, Administration .......................................................... 43

Objective 3.1 .................................................................................................................43

Objective 3.2 .................................................................................................................45

Objective 3.3 .................................................................................................................47

Objective 3.4 .................................................................................................................48

Objective 3.5 .................................................................................................................51

Objective 3.6 .................................................................................................................52

XI. Goal 4-Infrastructure ................................................................................. 53

Objective 4.1 .................................................................................................................53

Objective 4.2 .................................................................................................................54

Objective 4.3 .................................................................................................................56

Objective 4.4 .................................................................................................................58

Objective 4.5 .................................................................................................................60

Objective 4.6 .................................................................................................................61

Objective 4.7 .................................................................................................................63

XII. Required Details for Staff Development.................................................. 64

XIII. Communication and Dissemination ........................................................ 64

XIV. Evaluation .................................................................................................. 64

XV. References and Resources ...................................................................... 66

DISTRICT TECHNOLOGY PLAN (2017-2020) - AUGUST 2017 4

Introduction

District Information

Fort Worth Independent School District

100 N. University Drive

Fort Worth, Texas 76107

Phone: 817-814-2000

County: Tarrant

District Number: 220905

Superintendent: Kent P. Scribner, Ph.D.

ESC Region XI

Contact Information

Kyle Davie

Chief Information Technology Officer, Division of Technology

District Email: [email protected]

Contact Information

Becky Navarre, Ph.D.

Assistant Superintendent, Division of Technology


Contact Information

Karla Lester, Technology Advisory Committee Chair

3150 McCart Avenue

Fort Worth, Texas 76110

Phone: 817-814-3100



Plan Introduction

Demographics

School District and Students

Total Student Enrollment: 87,080

District Size: 50,000 and over

Number of Campuses: 143 physical campuses

Percent of Economically Disadvantaged: 80.6%

English Language Learner: 30.9%

Current Situation

Number of Campuses with Direct Connection to Internet: 143

Percent of Campuses with Direct Connection to Internet: 100%

Number of Classrooms with Direct Connection to Internet: 5694

Percent of Classrooms with Direct Connection to Internet: 100%

Computer/Student Ratio: Computer/Student 1 Computer: 3 Students

Computer/Teacher Ratio: Computer/Teacher 1 Laptop: 1 Classroom Teacher

BrightBytes Survey Completion

Number of Required Campuses that have Completed the BrightBytes Survey in

2016-17= 134

Percent of Required Campuses that have Completed the BrightBytes Survey in

2016-17= 100%

Years Plan Covers

This three-year plan will cover the 2017-2020 school years.


Technology Advisory Committee

Technology Advisory Committee Members

The committee includes representatives from all stakeholders (administrators, teachers, librarians, parents, and community leaders). The District Technology Advisory Committee consists of 66 members.

Last Name Name Title

Davie Kyle Chief Information Technology Officer

Navarre, Ph.D. Becky Assistant Superintendent, Division of Technology

Lester Karla Director, Instructional Technology & T.A.C. Chair

Anderson Joni Librarian, JP Elder Middle School

Annis Keith Member, Council of PTA

Boswell Lori Senior Officer, Budget & Management

Bradford Khechara Assistant Superintendent, Curriculum/Instruction

Brown Kimberly Director, Technology Integration

Caballero Hilda Director, Elementary School Leadership

Carroll Charles Chief Academic Officer

Castillo Lisa Principal, TCC South-Fort Worth ISD Collegiate

Claunch Suann Director, English as a Second Language

Condit Kendall Assistant Principal, Westpark

Cook Carter Director of Library Media Services

Cox Karen Parent Liaison, Arlington Heights High School

Technology Advisory

Committee

Schools

Curriculum

Parents

Student Support

Community

Technology


Cummings Michael 1:1 Technology Learning Coach

Dankers Sheila Teacher, Rosemont Elementary School

Davis Dr. Chad Director, Accountability and Data Quality

Del Bosque Lori Career and Technical Education Coordinator

Durbin Lisa Director, Customer Experience

Ekrut James EC-8 Technology Learning Coach

Ellason Shana Director, Technology Integration

Flores Keri Principal, Stripling Middle School

Fraire Tom Principal, Meacham Middle School

Garcia Henry Coordinator, Technology Projects

Garcia Miguel Director, Fort Worth After School

Hernandez Shannon Director, Mathematics

Hill Mary Helen Assistant Principal, Daggett Middle School

Hill Susan Principal, Westpark Elementary School

Hyry Molly Parent, Paschal High School

Johnson Cheryl Principal, Handley Middle School

Johnson Steven Director, Secondary School Leadership

Laboon Jennifer Coordinator, Library Media Services

Leon Arcelia Ex. Director of Literacy & Content-Area Literacy

Lewis Dr. Lezley Executive Director, Teacher Learning

Magaña Berty Director, New Teacher Induction

Magin Gerald Principal, Metro Opportunity High School

Marshall Tracy Executive Director, Grants and Development

Martinez Antonio Principal, North Side High School

McCarty Chad Principal, Eastern Hills High School

Mendez Michael Librarian/T.I.E., Rosemont Middle School

Mendez Robert Executive Director, Applications Development

Menger Dinah Director, Choral and Elementary Music

Mojica McDeny Executive Director, Network Services

Molinar Karen Chief, Elementary School Leadership

Morris-Surles Dr. Cassandra Coordinator, Early Childhood

Mossige Dr. Terri Principal, Paschal High School

Niedziela Joseph Director, Social Studies

Ramos Omar Principal, Trimble Tech High School

Rhines Valencia Principal, Como Elementary School

Riddick Christopher Director, Student Engagement & School Comp.


Rodriguez Miriam Parent Liaison, South Hills High School

Rogers Tiffany Member, Council of PTA

Rogers Stephen Manager, Customer Service

Saenz David Executive Director, Career & Technical Education

Sandoval Larry Director, Technology Project Management

Saucedo Lisa President, Council of PTA

Sheffield Dr. Mariagrazia Assistant Superintendent, Special Programs

Sledge Wyatt Executive Director, Customer Service

Steinert Michael Assistant Superintendent, Student Support

Stone Aaron Ex. Director, Strategic Operations-Technology

Vásquez Xavier Director, Bilingual

Walker-Burston Terri Teacher, Forest Oak Middle School

Washington Dr. Cherie Chief, Secondary School Leadership

White Rodney Principal, Young Men's Leadership Academy

Woods Shane Assistant Principal, Handley Middle School


Executive Summary

This document is the Technology Plan for Fort Worth Independent School District (Fort

Worth ISD). Fort Worth ISD is a large, urban, K-12 public school district in Fort Worth,

Texas. Fort Worth ISD spans most of Tarrant County. The district serves a diverse

population of more than 87,000 students, of which 31% are English Language Learners.

As immigrants from Mexico, Central America, the Middle East, and Africa take refuge in

Fort Worth, this demographic is expected to increase. More than 80% of our students

are classified as economically disadvantaged. Campus facilities consist of 13

comprehensive high schools, 3 collegiate high schools, 3 sixth-twelfth grade schools, 24

middle schools, 2 kindergarten-eighth grade campuses, 9 alternative schools, and 81

elementary schools.

During the 2016-2017 school year, the 66-member Technology Advisory Committee

met, analyzed data, and planned for technology implementation and integration for

years 2017-2020. The result of this process is a new long-range plan to address

identified needs. This plan encompasses the District’s view of true technology

integration and is supported by the infrastructure, training, and leadership needed to

transform teaching and learning in meaningful ways and to prepare all students for

college, career, and community leadership.

District Mission and Values Mission “Preparing all students for success in college, career, and community leadership” Values

Student Achievement

Stakeholder Collaboration

Leadership Development

Respect for Diversity

Equity in Access

Perseverance and Commitment

Continuous Improvement


District Goals

Goal 1: Increase Student Achievement

Kindergarten Readiness

Third Grade Reading Levels

Middle Grades Math/Algebra I

State Accountability

Student Participation in Extracurricular Activities

College and Career Readiness

Goal 2: Improve Operational Effectiveness and Efficiency

Fund Balance

District FIRST Rating

Substitute Fill Rate

FWISD Teaching Hiring Process

Percent of Certified Teachers

One-to-One Technology Usage

Maintenance Work Order Response

Continuous Improvement

Goal 3: Enhance Family and Community Engagement

Family Education and Awareness

Community Partnerships

Goal 4: Develop a Workforce that is Student and Customer-Centered

Student Discipline

Racial Equity


Our Employees

Total Employed - 10,673

Full-Time Teachers - 5,633

Auxiliary Staff - 2,357

Professional Support - 1,440

Educational Aides - 876

Campus Administrators - 313

Central Administrators – 54

Board of Education Members

District 1Jacinto 'Cinto'

Ramos, Jr.Trustee

District 2Tobi Jackson

Board President

District 3Christene Chadwick

Moss2nd Vice President

District 4Theophlous

Aron Sims, Sr.Trustee

District 5Judy

Needham Trustee

District 6

Ann Sutherland

1st Vice President

District 7

Norman Robbins

Trustee

District 8

Anael Luebanos

Board Secretary

District 9Ashley Paz

Trustee

Fort Worth ISD Learning Model

Fort Worth ISD designs course syllabi and program frameworks using the backward

design model of Wiggins and McTighe’s Understanding by Design (UbD) framework

and grounds the curriculum in the Texas standards: T.E.K.S., E.L.P.S., and Technology

Application T.E.K.S. Curriculum is designed into four categories: essential questions,

enduring understandings, key performance tasks, and rubrics. Essential questions focus

on big ideas and provide the backbone of courses and programs into individual units.

To provide a more coherent curriculum that focuses on results for all students, the

district is moving from a “content-focused design [to] a results-focused design” (Wiggins

& McTighe, 2006, p. 15). This means designing curriculum with a “statement of the

desired results—the priority learnings—and to derive the curriculum from the


performances called for or implied in the goals” (p. 17). We believe teachers must

create innovative and exciting ways to engage and challenge students to learn through

curiosity, experience and even failure. The Fort Worth ISD curriculum is being enriched

with resources so that teachers can inspire students to continually learn what works

and what does not work.

Our learning model includes teachers challenging students to share their knowledge.

Teachers facilitate and work with students in researching, creating, applying and

communicating their learning. Improvement comes with both students and teachers

reflecting on how they grew their knowledge so that the next cycle of learning occurs

more quickly.

Learner Profile:

Think critically and innovate to solve problems

Communicate and collaborate

Adapt and persevere

Respect and serve others

Learning Model-How they will learn

Students will learn by:

Adding to what they know

Exploring research and creating products

Communicating application of their knowledge

Understanding their progress in mastering what they need to know

Working in partnership with other students and their teacher

Learning Outcomes-What they will be

able to do

Every learner will:

Think critically

Communicate effectively

Grow academically and socially

Gain skills to effectively work with others


Challenge

Daily or unit challenges build on prior knowledge to create a web of meaning for each

learner. These challenges extend personal learning while emphasizing critical

thinking and creativity. Each learner will have targets at the daily or unit level

expressed as team and personal challenges.

Research/Create

The experience involves focused inquiry where learners are engaged in analysis

and critical interpretation of content using a variety of sources. Learners generate

a product that responds to the challenge(s) connected to the desired outcome(s).


Communicate

The experience tasks the learner to communicate and demonstrate progress

towards the learning objective in a format (verbal, non-verbal, written, digital,

kinesthetic, etc.) appropriate to the task.

Reflect/Grow

Best practices will allow learners to analyze progress towards the learning objective,

celebrate growth and find opportunities to improve. Self-reflecting and self-evaluation

are encouraged as a means for students to be more reflective thinkers.

Shared-Ownership, Leadership, Collaboration, Relationships

Students talk to each other and their teachers throughout the learning process,

sharing ideas and being critical friends to each other. An agreed upon set of

interactions occur throughout the learning framework to build community.

Division of Technology

The Division of Technology is temporarily housed in the Metro Opportunity Learning

Center near downtown Fort Worth. The Division of Technology group provides support

for connectivity to 143 physical sites that include schools, community centers, and

administrative buildings in the District. This connectivity includes network connections

for over 50,000 client computers and printers at these facilities. The Division of

Technology supports the computer applications that collect demographics, attendance,

grading, and associated data for the District’s 87,000 students. The division also

supports other computer applications for managing this half-billion-dollar organization

with nearly 10,000 employees. Technology Learning Coaches and Librarians support

teachers by modeling and mentoring in the implementation of digital content resources

and applications.

Customer Experience

• Customer Service

• Instructional Technology

• Library Media Services

Service and Support

• Network Services

• Student Records

Business Systems

• Applications Development

• Strategic Operations


Needs Assessment

To meet the needs of all students, Fort Worth ISD works toward continuous

improvement. Following a comprehensive curriculum audit in 2012, the passing of the

2013 Bond, and the creation of the District Technology Advisory Committee in 2014,

Fort Worth ISD implemented BrightBytes Teaching and Learning Module. BrightBytes

data was used to identify district technology needs.

BrightBytes is a teaching and learning analytics evaluation tool. BrightBytes helps

schools determine the impact of technology on student learning. The framework

provides a medium for all stakeholders to establish a common understanding of

technology use by examining the measurement of student and teacher access to

technology at school and at home, teacher and student skills, and factors in the school

environment, such as relevant policies and administrative support. All three areas

converge to produce the results in the classroom, which closely examines both teacher

and student use of specific technologies for various types of learning. The framework is

used to drive all qualitative and quantitative analyses to determine the links between a

school’s technology use and student learning outcomes.

The heart of the BrightBytes Teaching and Learning Module is CASE™, a research-

based framework developed by a team of educational researchers, higher education

statisticians, and K-12 practitioners. CASE™ measures the impact of technology use

on student learning outcomes by identifying strengths and gaps, writing detailed

planning documents, and delivering the tools needed to take action. C.A.S.E. stands for

Classroom, Access, Skills, and Environment. It provides Fort Worth ISD with insights

into the factors that determine the effectiveness of technology in improving student

achievement (BrightBytes, 2016).

Assessment Process-BrightBytes

Fort Worth ISD began using BrightBytes during the 2014-2015 school year. The most

current survey was administered to school administrators, teachers, and students during

the following windows:

October 3-14, 2016

April 10-21, 2017

The BrightBytes platform is completely online. The platform offers research-based

questionnaires delivered anonymously. Thousands of schools around Texas and the

United States participate in the survey. As a district, Fort Worth ISD is able to view how


employees and students answered compared to other schools in Texas. Data can be

filtered by campus and level. BrightBytes is triangulated and offers a survey for

teachers, students, parents, and school administrators. At this time the parent survey is

optional.

BrightBytes calculates statistical significance from student and teacher population sizes

using a 95% confidence interval and a 15% margin of error. This statistical significance

threshold marks the minimum number of responses we want to see to ensure that the

responses provide a reliable snapshot of the total population. However, the statistical

significance threshold is available not as a rigid requirement, but as a guideline to help

track participation rates. Ultimately, the goal is to gather as much data as possible. We

encourage 100% participation.

Based on the data received, the module calculates Fort Worth ISD’s overall numeric

score (between 800 and 1300), which is aligned to a five-color maturity scale:

Beginning, Emerging, Proficient, Advanced, and Exemplary. This same maturity scale is

used to highlight the organization’s technology readiness and use in each of the

framework’s domains, indicators, and variables.

Current Conditions

In 2013, Fort Worth, Texas voters approved a bond to support goals to transform

teaching and learning through technology. The Capital Improvement Bond is a 5-year

project and includes district-wide security, technology upgrades, a one-to-one high

school student laptop program, Wi-Fi study areas, and funding for a STEM academy.

To ensure this one-time influx of money would have a long-term impact that could shift

the culture of technology education, rather than simply fund another initiative, District

leaders used BrightBytes as a needs assessment. District leaders knew that devices

would come and go, but given the right guidance, the impact of technology on teaching

and learning would continue. They believed that quantifiable data could drive the

success of the planned one-to-one initiative, guide efforts to create digital equity across

a diverse student population, and provide insight on the impact of technology on student

learning outcomes.


Technology Projects (2014-Present)

Replacement of laptops both for IWB (Interactive Whiteboard) support and general classroom use (INSTRUCTION)

Replacement of desktop computers for classroom and administrative offices (INSTRUCTION & ADMININSTRATION.)

Implementation of a one-to-one computing initiative (High School Only) (INSTRUCTION)

Replacement and parts for end-of-service IWB equipment, including projectors (INSTRUCTION)

Installation and maintenance of a distance learning center at identified high schools (INSTRUCTION)

Expansion and upgrade of virtual desktops (INSTRUCTION)

Reduction and management of existing printers and upgrade (INSTRUCTION)

One-to-One Laptop Program

During fall 2014, the district Technology Advisory Committee was formed to help guide

the planning and implementation of the student laptops and other district technology

initiatives. During this time, devices were vetted by the committee and the Student

Education Advisory Council (SEAC). After the Technology Advisory Committee vetted

to ensure compatibility and durability of devices, the SEAC finalized the current device

by vote. High school students participated in a contest to design the logo and name of

the one-to-one laptop program. High school students branded the laptop program with

the name DiG iN (Digital Integration).

DiG iN was implemented in three phases. In summer 2014, six Technology Learning

Coaches were hired to support DiG iN. During fall 2014, six pilot campuses: Arlington

Heights High School, Dunbar High School, Eastern Hills High School, North Side High

School, and South Hills High School were identified and began participating in

professional learning. One-to-One Technology Learning Coaches prepared for the

rollout of the laptops at the six pilot campuses. The first rollout took place in January

2015. The second phase was completed in August/September 2015. The final phase

was completed in January 2016.

DiG iN is fully implemented across the District and all students are equipped with

access to information and the best learning tools modern technology has to offer. This

initiative goes well beyond simply handing devices to students – it’s about preparing

Fort Worth ISD students to succeed in the 21st century, to compete globally, and to be

responsible, informed digital citizens.


DiG iN is structured around the conviction that there should be equity in digital access. It

is the responsibility of the Fort Worth ISD to ensure the competency of its students in

this ever evolving, increasingly relevant medium. It is imperative that we educate our

students to become digitally literate, critical thinkers and problem solvers; able to

engage the world around them through clear, effective communication.

Data Analysis

BrightBytes Results

Four domains form the core structure of the CASE™ framework, each focusing on an

area crucial for successful technology implementation. They also give the framework its

name (BrightBytes, 2016).

Classroom: The ways in which teachers and students are using technology to

support learning

Access: The availability of devices (e.g., laptop, tablet, desktop, etc.) and digital

tools, such as the Internet, in schools and at home

Skills: Teachers’ and students’ confidence in, and frequency of, exercising

foundational, online, and multimedia skills

Environment: The degree to which the organization’s policies and practices

promote and support technology use in the classroom (e.g., through tech support

and professional development) (BrightBytes, 2016).

Data from the Technology & Learning module allows Fort Worth ISD to:

● Identify strengths and gaps in technology

● Adjust technology initiatives to best serve diverse student populations

● Create a common language for stakeholder discussions

● Inform targeted professional learning plans

The district receives an overall score and each school in Fort Worth ISD receives its

own unique score, results, and reports. Results can be viewed by level: elementary

school, middle school, and high school. Users can also target specific schools by

creating cohorts.


The data collected is actionable and enables Fort Worth ISD to prioritize and strategically target opportunities to improve student outcomes.

The following information shows how Fort Worth ISD scored in each domain based on

the survey answers.

CASE™ Area Rating

Classroom Emerging

Access Advanced

Skills Advanced

Environment Proficient

Overall District Case Score: 1063 (Proficient)-April 2017


Beginning (Color: Gray): With an overall score of 800 - 899, schools/districts in this

range may be at an early stage of technology adoption and use. The

focus may be on defining the right role for technology in their schools

and working to expand basic access and skills. Limited classroom

access and use is likely (BrightBytes, 2016).

Emerging (Color: Pink): With an overall score of 900 - 999, schools/districts in this

range may be working to expand basic knowledge and use of

technology. A few enthusiastic champions and a growing level of access

might exist, but overall classroom adoption may remain spotty and focus

heavily on substitution of existing materials or processes with

technology versions (BrightBytes, 2016).

Proficient (Color: Yellow): With an overall score of 1000 - 1099, schools/districts in

this range may have strong access and good skills but continue to

struggle to translate them into consistent classroom practice. To

continue forward, the organization may need to focus on closing gaps in

environment (e.g., ensuring beliefs match to policies and process) and

moving technology from basic substitution to more complex levels of

application and creation (BrightBytes, 2016).

Advanced (Color: Green): With an overall score of 1100 - 1199, schools/districts in

this range may have several brightspots in the Classroom domain and a

strong alignment of beliefs and practices (3Ps). Innovative technology

use can likely be found throughout the school, with students using it for

critical thinking, creation, and analysis (BrightBytes, 2016).

Exemplary (Color: Blue): With an overall score of 1200 - 1300, schools/districts in

this range likely have a number of highly innovative practices going on

at the school. Moreover, the organization’s mindset reflects an

orientation towards the integration of technology in meaningful ways.

Teachers, school leaders, and students are all using technology as a

regular part of their work. For students, technology-based classroom

activities often emphasize open-ended, multi-modal, and collaborative

tasks (BrightBytes, 2016).


Classroom Domain

Classroom Overview: The classroom section displays how teachers and students are

using technology in the classroom, including looking for evidence of the 4Cs

(Communication, Collaboration, Critical Thinking, and Creativity), involvement with

assistive technology, digital citizenship, and digital assessment. It is where access,

skills, and environment come together to improve student outcomes. It is where we can

measure the impact of blended learning programs, flipped learning solutions, the use of

web 2.0 tools and social media (BrightBytes, 2016).

Success Indicators and Variables:

Teacher use of the 4Cs (Communication, Collaboration, Critical Thinking,

Creativity)

Student use of the 4Cs (Communication, Collaboration, Critical Thinking,

Creativity)

Teacher Digital Citizenship

Student Digital Citizenship

Digital Assessment

Assistive Technology

Bright Bytes Survey Dates

Classroom Score Schools

October 2014 968 (Emerging) data from 6 one-to-one high schools

April 2015 1015 (Proficient) data from 6 one-to-one high schools

October 2015 992 (Emerging) all schools

April 2016 978 (Emerging) all schools

October 2016 981 (Emerging) all schools

April 2017 980 (Emerging) all schools


Classroom Success Indicator

Variables Score

Teacher Use of the 4 Cs Teacher Frequency of computer Use in the Classroom

Beginning

Teacher Communication

Teacher Collaboration

Teacher Critical Thinking

Teacher Creativity


Variables Score

Student Use of the 4 Cs Student Frequency of computer Use in the Classroom

Emerging

Student Communication

Student Collaboration

Student Critical Thinking

Student Creativity


Variables Score

Teacher Digital Citizenship

Teacher Yearly Time Spent Teaching Digital Citizenship

Proficient

Teacher Knowledge of Digital Citizenship Topics


Variables Score

Student Digital Citizenship

Student Frequency of Learning Digital Citizenship

Emerging

Student Sources of Internet and Cell Usage Advice


Variables Score

Assessment Teacher Frequency of Digital or Online Assessment

Emerging

Teacher Frequency of Digital Assessment Tool Use

Teacher Frequency of Topical Software Use


Variables Score

Assistive Technology Teacher Frequency of Assistive Technology Use

Proficient

Teacher Involvement in Assistive Technology

Teacher Frequency of Online Use of Course Materials

Teacher Frequency of Digital Textbook Use

Teacher Frequency of Digital Display Device Use


Access Domain

Access Overview: Access at school captures the availability of Internet-connected

devices to teachers and students, as well as important peripherals, such as projectors,

interactive whiteboards, and digital video cameras both at school and at home. Access

measures what is available at school, whether it is down the hall, on a cart, or in the

classroom. It measures what is at home with Internet access: computers, tablets,

smartphones, gaming systems, and eReaders. Access informs the school’s ability to

implement blended learning and BYOT (Bring Your Own Technology) (BrightBytes,

2016).

Success Indicators, Variables, and Data Points:

Access at School-Teachers

Access at School-Students

Access at Home-Teachers

Access at School-Students

BrightBytes Survey Dates

Access Score Schools

October 2014 1138 (Advanced) data from 6 one-to-one high schools

April 2015 1200 (Exemplary) data from 6 one-to-one high schools

October 2015 1180 (Advanced) all schools

April 2016 1179 (Advanced) all schools




Access Success Indicator

Variables Score

Teachers at School Teacher Access to Devices in the Classroom

Advanced

Teacher Ability to Take Home School Mobile Computers

Teacher Ease Obtaining Computers When Needed

Teacher Ease Obtaining Computers on Carts and in Labs

Teacher Access to Technology at Schools

Teacher Access to School Information Systems


Variables Score

Students at School Ratio of Students to Computers at School Advanced

Student Access to Computers in the Classroom

Student Ability to Take Home School Mobile Computers

Student Ease Obtaining Computers When Needed

Student Ease Obtaining Computers on Carts and in Labs

Student Access to Technology at School


Variables Score

Teachers at Home Teacher Access to Computers at Home Exemplary

Teacher Access to Specific Types of Computers at Home

Teacher Access to Internet and Wireless at Home

Teacher Access to a Smartphone at Home

Teacher Access to Personal Technology at Home


Variables Score

Students at Home Student Access to Computers at Homes Advanced

Student Access to Specific Types of Computers at Home

Student Access to Internet and Wireless at Home

Student Access to a Smartphone at Home

Student Access to Personal Technology at Home


Skills Domain

Skills Overview: The Skills section communicates whether teachers and students have foundational skills needed to use technology, the ability to leverage online environments for access to information, and the ability to create presentations, podcasts, videos, and more using multimedia (BrightBytes, 2016).


Foundational Skills-Teachers

Foundational Skills-Students

Online Skills-Teachers

Online Skills-Students

Multimedia Skills-Teachers

Multimedia Skills-Students


Skills Score Schools

October 2014 1136 (Advanced) data from 6 one-to-one high schools

April 2015 1145 (Advanced) data from 6 one-to-one high schools






Skills Success Indicator Variables Score

Teacher Foundational Skills

Teacher Foundational Skill Confidence and Frequency

Exemplary

Teacher Foundational Skills Perceptions

Teacher Frequency of Learning Resource Use


Student Foundational Skills

Student Foundational Skill Confidence and Frequency

Advanced

Student Foundational Skills Perceptions

Student Frequency of Learning Resource Use

Elementary Student Foundational Skill Confidence and Frequency

Elementary Student Foundational Skills Perceptions


Teacher Online Skills Teacher Online Skill Confidence and Frequency

Advanced

Teacher Social Network Use by Network

Teacher Frequency of Social Network Use


Student Online Skills Student Online Skill Confidence and Frequency

Proficient

Student Social Network Use by Network

Student Frequency of Social Network Use

Elementary Student Online Skill Confidence and Frequency


Teacher Multimedia Skills Teacher Multimedia Skills Confidence and Frequency

Advanced


Student Multimedia Skills Student Multimedia Skills Confidence and Frequency

Advanced

Elementary Student Multimedia Skills Confidence and Frequency


Environment Domain

Environment Overview: Environmental factors like the 3Ps (Policies, Procedures,

Practices), technical support, professional development opportunities, and community

beliefs about technology provide guidelines and expectations of use (BrightBytes,

2016).


The 3Ps (Policies, Procedures, Practices)

Support

Professional Learning

Beliefs


Environment Score

Schools

October 2014 1036 (Proficient) data from 6 one-to-one high schools

April 2015 1071 (Proficient) data from 6 one-to-one high schools

October 2015 1072 (Proficient) all schools

April 2016 1072 (Proficient) all schools

October 2016 1073 (Proficient) all schools

April 2017 1076 (Proficient) all schools


Environment Success

Indicator

Variables Score

The 3 Ps: Policies,

Procedures, and Practices

Teacher Frequency of Technology Discussions Proficient

Teacher Ability to Take Home School Mobile

Computers

Student Ability to Take Home School Mobile

Computers

Student Device and Internet Policies

Environment Success

Indicator

Variables Score

Support Quality of Technology Support Services at

School

Proficient

Speed of Technology Support Services at

School

Student Participation in Technology Support at

School

Environment Success

Indicator

Variables Score

Professional Learning Teacher Ed Tech Professional Development Proficient

Teacher Interest in Educational Technology

PD Topics

Environment Success

Indicator

Variables Score

Beliefs Teacher Beliefs About Technology Use for

Learning

Advanced

Student Beliefs About Technology Use for

Learning

Teacher Beliefs About Technology in

Education

Student Perceptions of Obstacles to

Technology Use

Elementary Student Beliefs About Technology

Use


Goal 1-Teaching and Learning

Instructional Technology will facilitate increases in student engagement, the integration of technology into academic tasks and outcomes, as well as connections across the curriculum as part of a well-planned and deployed strategy focused on student growth.

Objective 1.1

Learners, including teachers, students, parents, and stakeholders will be aware of, have access to, and apply technology resources that enhance student learning, the development of the whole child, and digital citizenship.

Strategies Timeline Responsible Person(s) 2017-18 2018-19 2019-20

S_1.1.1 Create opportunities for curriculum personnel and instructional technology to collaborate and develop technology infused lessons that guide student use of digital resources for communication, collaboration, critical thinking, creativity, digital citizenship, research and information fluency, technology operation and concepts, and constructing knowledge.

start √ √ Curriculum and Instruction, Instructional Technology

S_1.1.2 Integrate digital citizenship components into content area curriculum.

start √ √ Curriculum and Instruction, Instructional Technology

S_1.1.3 Provide awareness and access to assistive and adaptive technology (i.e. digital tools for online course materials and digital textbooks).

Start

√ √ Curriculum and Instruction, Instructional Technology, Assessment and Data Quality



S_1.1.4 Create a repository of vetted, exemplar lessons in English and Spanish that utilize digital tools and resources.

start √ √ Curriculum and Instruction, Instructional Technology, Multilingual Programs


Objective 1.2

Curriculum and Instruction will increase awareness of assessment tools and resources, then monitor and coach the application with fidelity of these tools.


S_1.2.1 Develop and provide professional learning to make school administrators aware and build capacity for district assessment tools and resources.

continue √ √ Curriculum and Instruction, Assessment and Data Quality, Instructional Technology

S_1.2.2 Develop an inventory of assessment tools and resources available in classrooms across the district in English and Spanish.

continue √ √ Curriculum and Instruction, Assessment and Data Quality, Instructional Technology

S_1.2.3 Provide an approved menu of supplemental assessment tools and resources for campus consideration in English and Spanish.

start √ √ Curriculum and Instruction Directors, Assessment and Data Quality, Instructional Technology, Multilingual Programs

S_1.2.4 Increase the availability of online local assessments based on the technology accessible on individual campuses in English and Spanish.

continue √ √ Curriculum and Instruction, Assessment and Data Quality, Instructional Technology, Multilingual Programs


Objective 1.3

Within the curriculum, teachers in each classroom will have access to assistive, adaptive, and differentiated technology-inspired content to meet the needs of a diverse student population.


S_1.3.1 Review feedback and trend data from BrightBytes technology assessment.

continue √ √ Curriculum and Instruction Directors, Instructional Technology Directors

S_1.3.2 Conduct an internal content grade level audit of existing performance tasks and its alignment to the BrightBytes data indicators by August 2017.

start √ √ Curriculum and Instruction Directors, Instructional Technology Directors

S_1.3.3 Modify and/or enhance performance tasks and align to the Technology Application T.E.K.S. and I.S.T.E. (International Society for Technology in Education) Standards for Students 2016.


S_1.3.4 Create a vetted, technology tool inventory.

start √ √ Curriculum and Instruction Directors, Instructional Technology Directors, Digital Learning Coordinator, Instructional Technology Coaches


Objective 1.4

The District will incorporate and utilize a learning management system to consolidate curriculum, digital content, assistive technology resources, lesson planning, personalized professional learning, teacher appraisal, data warehousing, and progress monitoring.


S_1.4.1 Determine the availability and usability of the Learning Management System (LMS) platform components and digital content for all stakeholders.

continue √ √ Applications Development, Instructional Technology

S_1.4.2 Evaluate, integrate, and align available digital content, digital curriculum, and assistive technology for the Learning Management System (LMS).

continue √ √ Curriculum and Instruction, Instructional Technology, Digital Learning Coordinator

S_1.4.3 Expand the use of a learning management system for posting course content, homework, and resources.

continue √ √ Digital Learning Coordinator, Instructional Technology, Technology Learning Coaches, School Administrators

S_1.4.4 Build a road map from the curriculum management system to the learning management system.

start √ √ Applications Development Department, Curriculum and Instruction Directors, Digital Learning Coordinator



S_1.4.5 Build a road map from progress monitoring tools to the learning management system.

start √ √ Applications Development Department, Curriculum and Instruction, Digital Learning Coordinator

S_1.4.6 Implement teacher lesson planning into the learning management system.

continue √ √ Curriculum and Instruction Directors, Digital Learning Coordinator, Instructional Technology Directors, Technology Learning Coaches, School Administrators

S_1.4.7 Build a road map from the teacher appraisal system to the learning management system.

start √ √ Applications Development Department, Curriculum and Instruction departments, Digital Learning Coordinator, School Leadership

S_1.4.8 Build a road map from student testing data to the learning management system.

start √ √ Applications Development Department, Curriculum and Instruction Directors, Assessment and Data Quality department, Digital Learning Coordinator



S_1.4.9 Collaborate with Applications Development, Assessment and Data Quality, and Curriculum and Instruction on the development of data warehousing, making it easier to track the academic growth of every student.

start √ √ Applications Development Department, Curriculum and Instruction Directors, Assessment and Data Quality department, Digital Learning Coordinator, School Leadership


Goal 2-Educator Preparation and Development

Instructional Technology and Curriculum and Instruction will provide differentiated professional learning and support to ensure implementation, management, and monitoring of District technology programs aligned to District goals.

Objective 2.1

Instructional Technology will provide diverse and differentiated professional learning opportunities for teachers, school administrators, central administration, and support personnel.


S_2.1.1 Provide differentiated professional learning through micro-credentialing (badging).

continue √ √ Instructional Technology, Curriculum and Instruction

S_2.1.2 Provide online, instructor-led courses, webinars, and self-paced instructional technology classes.


S_2.1.3 Provide face-to-face instructional technology training opportunities.

continue √ √ Instructional Technology, Curriculum and Instruction, Professional Learning and Innovation

S_2.1.4 Provide instructional videos for just-in-time learning.


S_2.1.5 Build capacity within instructional personnel, through professional learning and planning, for integrating technology into the curriculum writing process.

start √ √ Curriculum and Instruction, Instructional Technology, Professional Learning and Innovation Department



S_2.1.6 Implement personalized professional learning plans and badges to incentivize the application of professional learning.

continue √ √ Instructional Technology Directors, Digital Learning Coordinator, Professional Learning and Improvement


Objective 2.2

Instructional Technology will promote professional learning opportunities for teachers, school administrators, central administration, and support personnel.


S_2.2.1 Promote professional learning opportunities through district communication channels (memos, Educator page, district news, flyers, posters, etc…).

continue √ √ Instructional Technology, Curriculum and Instruction, Technology, Technology Learning Coaches, Technology Liaisons, Professional Learning and Innovation

S_2.2.2 Use social media to promote professional learning opportunities.

continue √ √ Instructional Technology, Curriculum and Instruction, Digital Learning Coordinator Technology Learning Coaches, Professional Learning and Innovation Department, Communications Department

S_2.2.3 Coordinate with other central office departments to promote professional learning opportunities for administrative support personnel.

continue √ √ Instructional Technology, Technology Learning Coaches, Professional Learning and Innovation Department, Communications Department


Objective 2.3

Instructional Technology and Curriculum and Instruction will include digital lessons and resources in professional learning pathway classes and courses (required and optional pathways, face to face and online).


S_2.3.1 Develop and provide professional learning to curriculum personnel to support curriculum performance tasks.

start √ √ Instructional Technology Directors, Curriculum and Instruction Directors, Technology Learning Coaches

S_2.3.2 Develop and provide professional learning to support teachers in the implementation of the performance tasks in the classroom.


S_2.3.3 Incorporate digital lessons into professional learning pathway classes that build teacher and student multimedia skills.


S_2.3.4 Incorporate digital lessons into professional learning pathway classes that build teacher and student online skills.



Objective 2.4

Instructional Technology will train teachers and curriculum personnel to implement into teaching the components for safe, responsible, legal, and ethical use (digital citizenship) of digital tools and resources as recommended by grade levels (Digital Citizenship - {K-2 TA 5- A-C} {3-5 TA 5- A-G} {6-8 TA- 5 A-D} and {I.S.T.E. Standards for Students 2 a-d}).


S_2.4.1 Implement digital teaching strategies into professional learning to support teacher knowledge of creating an online presence and sharing personal information online.

start √ √ Instructional Technology Directors, Curriculum and Instruction

S_2.4.2 Implement digital teaching strategies into professional learning to support legal use of web content, including citing online information.

start √ √ Instructional Technology Directors, Curriculum and Instruction Directors

S_2.4.3 Implement digital teaching strategies into professional learning to demonstrate acting respectfully online and how to report cyberbullying.

start √ √ Instructional Technology Directors, Curriculum and Instruction Directors, Student Support Services

S_2.2.4 Promote, encourage, and provide a road map for schools to achieve the Common Sense Certified School distinction.

continue √ √ Instructional Technology Directors


Objective 2.5

Instructional Technology will design training experiences that support enactive learning through assistive, adaptive, and differentiated technology in the classroom (Focus on what teachers should be doing and what students should be doing) by identifying the Technology Application T.E.K.S. and I.S.T.E. Standards for students during professional learning sessions.


S_2.5.1 Identify and promote creative thinking and innovative processes to construct knowledge, generate new ideas, and create digital products as recommended by grade levels (Creativity and Innovation - {K-2 TA 1- A-E} {3-5 TA 1- A-C} {6-8 TA- 1 A-D}).


S_2.5.2 Identify and promote collaboration and communication both locally and globally using digital tools and resources to reinforce and promote learning as recommended by grade levels (Communication and Collaboration - {K-2 TA 2- A-D} {3-5 TA 2- A-F} {6-8 TA- 2 A-C}.


S_2.5.3 Identify and promote acquiring, analyzing, evaluating, and managing digital content from digital resources as recommended by grade levels (Research and Information Fluency - {K-2 TA 3- A-C}{3-5 TA 3- A-D}{6-8 TA- 3 A-D}).




S_2.5.4 Identify and promote the application of critical thinking skills to solve problems, guide research, evaluate projects, and make informed decisions using digital tools and resources as recommended by grade levels (Critical Thinking, Problem Solving, and Decision Making - {K-2 TA 4- A-D} {3-5 TA 4- A-D} {6-8 TA- 4 A-F}).


S_2.5.5 Identify and promote the demonstration of a thorough understanding of technology concepts, systems, and operations as recommended by grade level (Technology Operations and Concepts - {K-2 TA 6- A-G} {3-5 TA 6- A-E} {6-8 TA- 6 A-N}).



Goal 3-Leadership, Administration

All Fort Worth ISD stakeholders will advocate for increased student academic growth by supporting, implementing, managing, and monitoring technologies selected for teaching and learning activities.

Objective 3.1

School administrators will identify, document, and promote the management and integration of technology within instructional settings on their campuses through classroom observations, technology discussions, and professional learning.


S_3.1.1 Be aware of and understand the I.S.T.E. (International Society for Technology in Education) Standards for Administrators.

continue √ √ Instructional Technology Directors, School Leadership Directors

S_3.1.2 Model and develop school/district wide strategies that support a collaborative culture of technology use and reflective thinking of technology use.

start √ √ Instructional Technology Directors, School Leadership, School Administrators

S_3.1.3 Provide time for teachers to share and collaborate about technology use for student learning.

start √ √ School Leadership, School Administrators

S_3.1.4 Allocate time, resources, and access to ensure ongoing professional growth in digital fluency and integration (I.S.T.E. Standards for Administrators 3a).

start √ √ School Leadership, School Administrators



S_3.1.5 Provide and promote technology professional learning opportunities in conjunction with the Technology Learning Coach.

continue √ √ Instructional Technology Directors, School Leadership, School Administrators, Technology Learning Coaches

S_3.1.6 Lead teachers to request digital integration support from the Technology Learning Coach.

continue √ √ Instructional Technology Directors, School Leadership, School Administrators

S_3.1.7 Identify and recognize teachers that are utilizing digital tools with success.

start √ √ Instructional Technology Directors, School Leadership, School Administrators, Technology Learning Coaches, Communication Department

S_3.1.8 Create and implement an informal technology evaluation walk-through tool.

start √ √ Curriculum and Instruction Directors, Instructional Technology Directors School Leadership, School Administrators


Objective 3.2

School administrators will use the BrightBytes survey to guide technology implementation and technology professional learning for staff.


S_3.2.1 Facilitate the administration of the BrightBytes survey twice per year.

continue √ √ Instructional Technology Directors, School Leadership, School Administrators, Technology Learning Coaches, Technology Liaisons

S_3.2.2 Review BrightBytes data and advocate for ways to improve student learning and engagement through the use of digital tools.

start √ √ Instructional Technology Directors, School Leadership, School Administrators, Technology Learning Coaches, Technology Liaisons

S_3.2.3 Work with the campus technology committee to review BrightBytes data; write and implement a campus digital learning plan aligned to a shared vision of technology integration (I.S.T.E. Standards for Administrators 1b).

continue √ √ Instructional Technology Directors, School Leadership, School Administrators, Technology Learning Coaches, Technology Liaisons



S_3.2.4 Require at least two staff technology professional learning opportunities (face-to-face, online, etc…) either whole campus or through various grade levels/departments.

start √ √ School Leadership, School Administrators, Technology Learning Coaches


Objective 3.3

School administrators will advocate for all students by implementing and monitoring, with fidelity, District technology programs.


S_3.3.2 Ensure equitable access to appropriate digital tools and resources (I.S.T.E. Standards for Administrators 2009, 5a).

start √ √ Division of Technology, School Leadership, School Administrators

S_3.3.3 Promote and follow policies and procedures outlined in the Fort Worth ISD Technology Acceptable Use Policy located on the Instructional Technology webpage.

continue √ √ Instructional Technology Directors, School Leadership, School Administrators

S_3.3.4 Promote and model policies and procedures to ensure safe, legal, and ethical use of digital information and technology (I.S.T.E. Standards for Administrators 2009, 5b).

continue √ √ Instructional Technology, School Leadership, School Administrators, Technology Learning Coaches

Promote and model responsible social interactions related to use of technology and information (I.S.T.E. Standards for Administrators 2009, 5c).

continue √ √ Instructional Tech Directors, School Leadership, School Administrators, Technology Learning Coaches


Objective 3.4

School administrators will use a district-provided inventory management system to maintain an accurate and current inventory of allocated technology equipment.


S_3.4.1 Designate personnel to deploy, support, complete, and track technology inventory, in order to protect District assets.

continue √ √ Director-Strategic Operations, School Leadership, School Administrators, Director-Technology Projects

S_3.4.2 Facilitate and approve the completion of inventory records via the inventory validation form.

continue √ √ Director-Strategic Operations, School Administrators, Director-Technology Projects, Technology Learning Coaches, Technology Liaisons

S_3.4.3 Make employees aware of surplus equipment process.

continue √ √ Director-Strategic Operations, Instructional Technology, Director-Technology Projects, Business and Finance, School Leadership, School Administrators



S_3.4.4 Follow district processing for reviewing and approving donated equipment.

continue √ √ School Leadership, School Administrators

S_3.4.5 Create a technology management and working procedures document for school administrators.

start √ √ Instructional Technology, Executive Director-Customer Service, Director-Technology Projects

S_3.4.6 Use district technology procedures for opening and closing of each school year.

continue √ √ Director-Strategic Operations, School Leadership, School Administrators, Technology Liaisons

S_3.4.7 Use end of the year technology procedures to facilitate summer equipment checkout.

continue √ √ Director-Strategic Operations, School Leadership, School Administrators, Technology Liaisons

S_3.4.8 Refine district procedures for tracking and issuing staff laptops.

continue √ √ Director-Strategic Operations, School Leadership, School Administrators, Director-Technology Projects



S_3.4.9 Coordinate with Instructional Technology to monitor technology incentive/equipment as employees transfer to other district locations, resign, or retire.

start √ √ Director-Strategic Operations, School Leadership, School Administrators, Coordinator of Technology Projects, Technology Liaisons


Objective 3.5

School administrators will encourage staff to use district resources and strategies for resolving technical challenges.


S_3.5.1 Promote the district technology help website.

start √ √ Division of Technology, School Administrators, Technology Liaisons

S_3.5.2 Allow time during staff meetings to review the Technology Help Request ticket system and best practices, as needed.

Start √ √ School Administrators, Technology Learning Coaches, Technology Liaisons

S_3.5.3 Schedule basic troubleshooting training sessions with the campus Technology Learning Coach, as needed.

continue √ √ School Administrators, Technology Learning Coaches, Technology Liaisons


Objective 3.6

School administrators will promote and model digital communication tools with staff and stakeholders (I.S.T.E. Standards for Administrators 2009 3c).


S_3.6.1 Promote and model communication and collaboration among stakeholders using digital tools.

start √ √ School Administrators, Instructional Technology Directors

S_3.6.2 Promote, expand, and model the use of the district learning management system as a communication channel.

continue √ √ School Administrators, Instructional Technology, Digital Learning Coordinator

S_3.6.3 Promote and model the use of social media (i.e., Twitter, Facebook) as a community communication strategy.

start √ √ School Administrators, Instructional Technology


Goal 4-Infrastructure

Division of Technology will maintain an infrastructure that is efficient and equitable to support an adaptable, integrated learning and business environment using technology as a tool to deliver and support management, operations, teaching, and learning.

Objective 4.1

Identify, recommend, and maintain a comprehensive and accountable equipment refresh cycle for campuses and administrative facilities.


S_4.1.1 Provide a budget for completing and supporting district goals. (Due at the end of March each year.)

continue √ √ Chief Information Technology Officer, Assistant Superintendent- Technology, Business and Finance

S_4.1.2 Manage approved refresh cycle for completing and supporting district goals.

continue √ √ Director-Technology Projects, Coordinator for Technology Projects

S_4.1.3 Use communication tools and processes to make employees aware of technology refresh and upgrade plans.

continue √ √ Director-Technology Projects,

S_4.1.4 Continue to offer a budget line item for outsourcing work and/or emergency repairs and updates when district human resources are fully engaged and unavailable.

continue √ √ Chief Information Technology Officer, Assistant Superintendent- Technology, Business and Finance


Objective 4.2

Continue to provide students and staff access to approved hardware and software for instructional and operational needs.


S_4.2.1 Refine the hardware and software evaluation process.

start √ √ Assistant Superintendent-Division of Technology, Director-Network Services, Assistant Superintendent-Curriculum and Instruction

S_4.2.2 Collaborate with Curriculum and Instruction and other departments to identify procedures for software and hardware purchases and allocation throughout the District.

start √ √ Division of Technology, Executive Director-Network Services, Assistant Superintendent-Curriculum and Instruction, Executive Director-Strategic Operations, Executive Director-Grants and Development

S_4.2.3 Create a process and workflow to make employees aware of hardware and software purchasing process.

start √ √ Director- Strategic Operations, Executive Director-Grants and Development



S_4.2.4 Provide a list of standard/compatible equipment available for purchase.

start √ √ Executive Director- Strategic Operations, Director-Network Services, Executive Director-Customer Service

S_4.2.5 Update the process for reviewing and approving donated equipment.

continue √ √ Executive Director-Customer Service, Director- Network Services, Strategic Operations Coordinator

S_4.2.6 Update, complete, and maintain an accurate district inventory by using the inventory management system to capacity.

continue √ √ Executive Director-Strategic Operations, School Leadership, School Administrators

S_4.2.7 Use communication tools and processes to make employees aware of inventory management procedures.

start √ √ Executive Director-Strategic Operations, Strategic Operations Coordinator



S_4.2.8 Update and make employees aware of surplus equipment process.

continue √ √ Executive Director-Strategic Operations, Strategic Operations Coordinator, Executive Director-Customer Service, Business and Finance, District Operations


Objective 4.3

Continues to provide access to wireless connectivity and adequate bandwidth for all students and staff in all instructional and administrative areas.


S_4.3.1 Assess current bandwidth utilization based on function and number of computers and users at district locations.

continue √ √ Executive Director-Network Services

S_4.3.2 Provide employees with best practices and information about reasonable expectations for Internet use during peak times (grade reporting, attendance reporting, online testing, etc…).

start √ √ Director-Network Services, Communications Department

S_4.3.3 Explore Internet home access for students.

continue √ √ Director-Network Services, Executive Director-Grants and Development


Objective 4.4

Utilize technology solutions to maintain a safe and secure online environment for all students and staff.


S_4.4.1 Maintain a network content filter in order to appropriately monitor internet usage by District students and employees, collect data, and remain compliant with C.I.P.A. (Child Internet Protection Act) compliance.

continue √ √ Executive Director-Network Services

S_4.4.2 Work with Professional Learning and Innovation to implement required online C.I.P.A. training for district employees.

start √ √ Instructional Technology, Executive Director-Auxiliary Training

S_4.4.3 Work with Curriculum and Instruction to identify filter categories needed for instruction.


S_4.4.4 Make employees aware of internet filter district requirements, access limitations, and the process for requesting access to blocked sites and authenticating.

start √ √ Director-Network Services, Instructional Technology Directors, Communications Department



S_4.4.5 Make employees aware of best practices in technology management (securing devices and reporting lost/stolen equipment).

continue √ √ Executive Director-Customer Service, Instructional Technology Directors, Director-Safety and Security, Business and Finance


Objective 4.5

Collaborate with Curriculum and Instruction to continue providing the equipment necessary for distance learning capabilities in identified classrooms.


S_4.5.1 Make distance learning teachers and Curriculum and Instruction aware of distance learning equipment changes and upgrades.

continue √ √ Network Services, Curriculum and Instruction, Secondary Leadership

S_4.5.2 Make distance learning teachers aware of the process for equipment troubleshooting and receiving technical assistance.

continue √ √ Director-Network Services, Executive Director-Customer Service, Secondary Schools Directors, Instructional Technology


Objective 4.6

Continue to organize and utilize a learning management system focused on district and school improvement.


S_4.6.1 Explore, test, and evaluate open educational resources (OER), in addition to assistive technology tools that support student instruction.

continue √ √ Digital Learning Coordinator, Applications Development Department, Curriculum and Instruction Directors

S_4.6.2 Create a digital resource evaluation and approval process for learning management system content.

start √ √ Digital Learning Coordinator, Curriculum and Instruction Directors

S_4.6.3 Continue to implement a single sign-on portal for staff and students in order to offer ease of access to digital resources.

continue √ √ Digital Learning Coordinator, Applications Development Department, Communications Department

S_4.6.4 Work to create operational and historic student data for data warehousing.

continue √ √ Applications Development Department

S_4.6.5 Work to consolidate the following components into the learning management system- curriculum, lesson planning, teacher appraisal, and progress monitoring.

start √ √ Applications Development Department, Curriculum and Instruction departments, Digital Learning Coordinator



S_4.6.6 Build a road map from the curriculum management system to the learning management system.


S_4.6.7 Build a road map from student testing data to the learning management system.


S_4.6.8 Build a road map from progress monitoring tools to the learning management system.


S_4.6.9 Build a road map from the teacher appraisal system to the learning management system.



Objective 4.7

Provide above average (according to BrightBytes data) hardware and software support (quality and speed) to district students and staff in support of academic achievement.

Strategies Timeline Responsible Person(s) 2017-18 2018-

19 2019-20

S_4.7.1 Evaluate staffing ratio and equipment ratio of help desk personnel and field technicians against industry and public school standards yearly and adjust accordingly to ensure adequate staffing.

start √ √ Chief Information Technology Officer, Assistant Superintendent-Division of Technology, Executive Director-Customer Services

S_4.7.2 Update, consolidate, and maintain the district technology help website.

start Executive Director-Customer Services, Customer Service Managers, Instructional Technology Directors, Coordinator of Digital Learning

S_4.7.3 Continue to offer a stipend to identified teachers and technology liaisons that support and assist with technology use in schools.

continue √ √ Assistant Superintendent-Division of Technology


Required Details for Staff Development

Professional development is an important component of the technology plan. Research

shows that ongoing, sustained, intensive, and high-quality professional development

delivered face-to-face, online, via distance learning, or a combination of delivery

methods have an impact on technology implementation and integration. The

technology plan must have enough detail to clearly demonstrate that the district's

professional development is ongoing, high-quality, and sustained and does prepare

teachers to integrate technology into instruction.

Under Goal 2, the Fort Worth Independent School District’s Technology Plan identifies

the following:

What will be taught (content)

How it will be taught (methodology)

Who will be taught (participant impacted)

How the classes will be structured (length of classes and how often)

Who will teach the sessions (Instructional Technology personnel)

How the impact of the training will be measured? (BrightBytes)

Communication and Dissemination

The Fort Worth Independent School District’s Technology Plan is posted on the district

website to make it available to all stakeholders. In addition, BrightBytes technology

assessment presentations and training for creating campus digital learning plans, that

align to the District’s Technology Plan is provided every September to the Campus

Technology Liaisons. School administrators have the option to bring a BrightBytes

technology presentation and training to their campus.

Evaluation

Evaluation Process

BrightBytes is administered twice per year to teachers, school administrators, and

students. This data will continue to guide planning and implementation of technology

for student learning. The Fort Worth Independent School District’s Technology Plan will

be reviewed annually by the Technology Advisory Committee. Updates will be made as

needed. Evaluation of each goal, objective and strategy will be reviewed and progress


reports provided to the Chief Information Technology Officer and Assistant

Superintendent of Technology.

Campus Technology Liaisons are paid a stipend to convene a campus technology

committee and to write a campus digital learning plan tied to the District plan, in addition

to other duties. The Campus Technology Liaisons are responsible for disseminating

information to the teachers and support staff in their schools in regard to new equipment

and software, changes in procedures, new procedures, and technology inventory.

Evaluation Method

The evaluation of the plan is an on-going process. Tracking and measuring our

progress will be conducted in the following ways as outlined by each goal, objective,

and strategy:

Assessment of teachers and campus administrators (BrightBytes)

Assessment of students (BrightBytes)

Campus digital learning plan monitoring by Campus Technology Liaisons

Professional learning attendance records

Professional learning technology badging records

Data from professional learning surveys

Repository of memos, meeting documents, training documents, etc…

Goal 1 Evaluation Instruments: BrightBytes data, meeting and planning documents, curriculum documents, professional learning records Goal 2 Evaluation Instruments: Planning documents, staff development management system records, sign-in-sheets, training documents, training reports, BrightBytes data, websites, memos Goal 3 Evaluation Instruments: Professional learning records, BrightBytes data, Technology Learning Coach data, badging records, monitoring tool, technology liaison training records, TipWeb inventory, end of the year check-in forms Goal 4 Evaluation Instruments: Planning and implementation documents, meeting documents, documents portal, memos, hardware/software evaluation process documents, document or web accessible list of standard and compatible equipment for purchasing, donated equipment process/procedure documents, inventory management process and documents, technology liaisons training records, technology liaisons stipend records, district applications report, budget


References and Resources

BrightBytes. (2016). BrightBytes Data and Reports. Retrieved August 1, 2016, from http://www.brightbytes.net/

Davies, R. S. (2011). Understanding Technology Literacy: A Framework for Evaluating Educational Technology Integration. TechTrends, 55(5), 45-52. doi:10.1007/s11528-011- 0527-3

Fort Worth Independent School District. (2014). Fort Worth Independent School District- Technology Plan (2014-2017). Retrieved July 11, 2016, from http://www.fwisd.org/Page/2154

Holt, C., & Burkman, A. (2013). LEADING THE DIGITAL DISTRICT. National Forum of Educational Administration & Supervision Journal, 30(3), 29-49

International Society for Technology in Education. (2008). I.S.T.E. Standards for Teachers, 2008. Retrieved July 11, 2016, from https://www.iste.org/standards/standards

International Society for Technology in Education. (2009). I.S.T.E. Standards for Administrators, 2009. Retrieved July 11, 2016, from https://www.iste.org/standards/standards

International Society for Technology in Education. (2011). I.S.T.E. Standards for Coaches, 2011. Retrieved July 11, 2016, from https://www.iste.org/standards/standards

International Society for Technology in Education. (2016). I.S.T.E. Standards for Students, 2016. Retrieved September 12, 2016, from https://www.iste.org/standards/standards

Texas Education Agency. (2012). Chapter 126. Texas Essential Knowledge and Skills for Technology Applications Subchapter A. Elementary. Retrieved July 11, 2016, from http://ritter.tea.state.tx.us/rules/tac/chapter126/ch126a.html#126.6

Texas Education Agency. (2012). Chapter 126. Texas Essential Knowledge and Skills for Technology Applications Subchapter B. Middle School. Retrieved July 11, 2016, from http://ritter.tea.state.tx.us/rules/tac/chapter126/ch126b.html

Texas Education Agency. (2015). Texas Prekindergarten Guidelines. Retrieved July 11, 2016, from http://tea.texas.gov/pkg.aspx

Wiggins, G. & McTighe, J. (2006). Understanding by Design (Expanded 2nd ed.). Upper Saddle River, NJ: Pearson Education, Inc.

http://tea.texas.gov/pkg.aspx

New Fort Worth Independent School District District Technology Plan · 2017. 8. 22. ·...

Documents

Transcript of New Fort Worth Independent School District District Technology Plan · 2017. 8. 22. ·...