Smuhsd technology plan draft aug 11

SAN MATEO UNION HIGH SCHOOL DISTRICT

EDUCATION TECHNOLOGY PLAN

Scott Laurence, Superintendent650 North Delaware Street

San Mateo, CA 94401

August 2011

Table of Contents

Background and Demographic Profile............................................................................................1

1. Plan Duration..........................................................................................................................2

2. Stakeholders............................................................................................................................3

3. Curriculum Component..........................................................................................................4

3a. Description of teachers and students current access to technology tools both during the school day and outside of school hours..................................................................................4

3b. Description of the district’s current use of hardware and software to support teaching and learning...................................................................................................................................5

3c. Summary of the district’s curricular goals that are supported by this technology plan.........9

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....................................................................................9

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....................................................................11

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............14

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. 3g is optional (but strongly encouraged) for 2007- 08. It is required July 1, 2008 when AB 307 comes into law). ...................................................................................................................16

3h.Equitable Access...................................................................................................................18

3i. Utilization of technology for assessment and data analysis to meet individual student needs...............................................................................................................................................22

3j. Use of technology to improve two-way communication between home and school...........28

3k.Monitoring and Evaluation...................................................................................................30

4. Professional Development....................................................................................................31

4a. Current Skill Level...............................................................................................................31

4b.Providing Professional Development Opportunities (Measurable Objectives, Benchmarks)..............................................................................................................................................37

4c. Implementation and Monitoring of Professional Development...........................................41

5. Infrastructure, Hardware, Technical Support and Software Component.............................42

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 of the plan.................................................................................42

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......................................................44

5c. List of clear annual benchmarks for obtaining the hardware, infrastructure, learning resources and technical support required to support the other plan components.................44

5d.Describe the process that will be used to monitor Section 5b. and the annual benchmarks and timeline of activities including roles and responsibilities..............................................47

6. Funding and Budget Component..........................................................................................49

6a. List of established and potential funding sources and cost savings, present and future.......49

6b.Estimate implementation costs for the term of the plan (3-5 years).....................................49

7. Monitoring and Evaluation...................................................................................................61

8. Effective collaborative Strategies with Adult literacy providers to maximize the use of technology......................................................................................................................................62

8a. If the district has identified adult literacy providers, this is a description of how the program will be developed in collaboration with those providers.......................................62

9. Research................................................................................................................................63

9.a Research in the area of assessment indicates:.......................................................................63

9b.Technology Rich...................................................................................................................67

Background and Demographic Profile

The San Mateo Union High School District (SMUHSD) consists of six award-winning comprehensive high schools, a continuation high school, Middle College, and an adult school. Five of the high schools have been recognized as “California Distinguished Schools” (Aragon, Burlingame, Capuchino, Hillsdale, and Mills), and two of the high schools (Hillsdale and San Mateo) have been recognized as national “Blue Ribbon Schools”. Five of the high schools (Aragon, Burlingame, Hillsdale, Mills and San Mateo) are listed in Newsweek Magazine’s top 2% of schools nationwide. Three of the six comprehensive high schools (Aragon, Burlingame and Mills) have API scores over 800 and the other three schools are above 700 and growing towards 800.

Enrollment in the district is 8,549 (4,330 male and 4,256 female) students. The comprehensive high schools vary in size from 1,174 to 1,649 and reflect the diversity of the Bay Area. The student ethnic breakdown is as follows: African American, 2.8 %; American Indian, 0.4%; Asian, 23.1; Filipino, 5.6%; Hispanic, 24.5%; Pacific Islander, 3.7; White, 35.5%; and Multiple or No Response, 2.7%. These percentages have varied over the last five years. There are 1,536 Socioeconomically Disadvantaged students, 897 Special Education students, and 937 English Learners. For 40% of the students in the District, English is a second language.

(From LEA Plan Addendum)

Mission...a statement of system purpose and critical means

The mission of the San Mateo Union High School District is to challenge and motivate each student to achieve full potential as a responsible member of our diverse community, in a safe learning environment that promotes intellectual growth, health, creativity, and respect for self and others.

Beliefs...fundamental convictions and basic values

We believe that:

Each individual has equal inherent dignity and worth. Family is essential to the development of an individual's values. Learning develops the aesthetic, emotional, intellectual, practical, and social aspects of the whole person. Learning is a unique, personal, and a lifelong experience. Motivation is essential for reaching one's potential. Higher expectations yield higher results. Communities have a responsibility to the individual as individuals have a responsibility to the community. Diversity enriches the community.

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1. Plan Duration

The goals and timelines in this technology plan will guide the San Mateo Union High School District, use of technology from July 2012-June 2015.

Technology has changed our world in the past decade and continues to change methods of communication and instruction. The uses of technology in the district have changed dramatically since the last technology plan was written. Students have greater access to technology and thus more access to information and connections with others.

In education the changes in the use of assessment and data to determine students’ mastery of standards has become an essential component of teaching and meeting the needs of students. Students in SMUHSD have access to online classes, lectures and demonstrations with people across the country and around the world. Students are able to work cooperatively and collaborate on online projects. Teachers are able to assist students in evaluation of information and the best methods for communicating the information they have learned.

Communication with parents has increased as the district has reached out to parents through online grades, student work and school/class site websites. Parents are able to choose how to receive information from teachers and administrators. Parents also have multiple ways to communicate with teachers and the school site.

The district technology plan supports the district’s goals to have all students’ master state standards and to meet student achievement goals for all students. The plan also supports the district’s need to enhance communication with parents and students.

Having a current State certified technology plan allows the district to apply for federal e-rate discounts and to apply for any other federal or state grants which become available during the duration of the plan.

The plan also guides the district in determining what will be needed fiscally to implement the plan and to prioritize available funds for the most critical technology needs.

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2. Stakeholders

Candy Bandong, Computer Lab Aide/AHSMatt Biggar, Associate Superintendent, InstructionDominic Bigue, District Technology Coordinator/CHSValerie Cintas, Math Teacher and Site Technology Coordinator/SMHSLinda Colloran, District School to Career CoordinatorMichelle Dudley, School Attendance Records Clerk/MHSMaureen Gisler, Staff Secretary‐Guidance/BHSRichard Hardt, District Director of TechnologyJanice Harui, Student Data Analyst/CHSMonique Krouer‐Redmond, ParentSteve Hanson, ParentAnna Lapid, Librarian/Media Specialist/AHSCheryl Lawton, Assistant Principal/HHSPlamen Micovic, Systems Support Specialist, Technology Support GroupValerie Miller‐ Business ServicesDon Scatena, Principal/PHSMaureen Sharkey, Instructional Services SpecialistJim Smith, District Social Science Coordinator and Site Technology Coordinator/AHSAkiko Soda, District World Languages Coordinator/MHSDaryl Jackson, Technology Support Specialist/MHS

The district technology plan committee with representatives from all school sites and including parents, administrators, teachers and classified staff met throughout the 2010-2011 school year to discuss how best to support teaching, learning and communicating. The members collected feedback and information from school site staff, parents, school site technology coordinators and students. The group met for more than 20 hours to discuss the current and future needs of SMUHSD and how the use of technology could assist in meeting the identified needs.

The committee used the district’s communication tool, SchoolLoop, to provide a place for committee members to share articles and planning documents. Members participated and continue to participate in forum discussions related to educational technology.

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The plan committee will continue to act as the district technology committee. This committee will be monitoring this plan and updating the plan throughout the duration of the plan. The committee has discussed meeting as smaller subcommittees to address specific areas of the plan and meeting bimonthly as a full committee to provide updates and ensure the district remains current in the integration of technology into the educational systems of SMUHSD.

3. Curriculum Component

3a. Description of teachers and students current access to technology tools both during the school day and outside of school hours

Currently all SMUHSD students and teachers have access to technology in their schools. Each site has computer labs, netbook carts, and library/media centers. Students have access to these computers in varying degrees across the school sites. Library/media centers are open at lunch and at varying times before and after school. Library/media centers provide online databases, Internet access and subscription services. Each school has specialized equipment to meet the needs of programs provided at each school site. At all levels students are using technology to communicate and to enhance their learning. Students in need of intervention/support classes have access to netbooks and software to support mastery of content standards. Students with disabilities are provided access to appropriate assistive devices. Currently the ratio of students to computers is __________________ district-wide. The ratio of students to computers varies across school sites with ____________ having a ratio of ____ and ______________site having a much higher student to computer ratio of _____________________.

All classrooms have a connection to the district network and to the Internet. Each classroom has a minimum of one computer for each teacher to use. Other technology tools, such as interactive whiteboards, projectors, document cameras and response systems are available at each school. Teacher computers are aging and a plan is in place to replace them with laptops during the next 4 years. Teachers use the computer to report grades, communicate with parents and students, and create lessons.

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Table 1: Student Use of School Technology Tools

3b. Description of the district’s current use of hardware and software to support teaching and learning.

As part of this plan, the District has created a new professional development structure for teachers and staff. Specifically, the Director of Technology, along with the District Instructional Technology Coordinator and Instructional Technology Coordinators at each of the school sites will provide professional development sessions for teachers in the use of technology to enhance teaching and learning. A new training facility will be created at the District Technology Center to provide training sessions for small groups of teachers. Technology is used by teachers and administrators to support learning. Teachers use technology to communicate with colleagues, parents and students. Teachers report regularly using technology to create lesson plans, create instructional materials and to deliver classroom instruction. More than 90% of teachers use technology to manage student grades and attendance. Compared to 4 years ago, most teachers have more technology tools available to them and the use of these tools is reflected in Table 2 and Table 3 below. Teachers have access to collaboration spaces, software and assessment data. As teachers become more familiar with the use of the data assessment tool, Data Director, they are using the information to analyze instruction and to provide differentiated instruction to meet state standards.

Students have access to technology tools to enhance their learning and to provide multiple ways to access the standards. Various courses are available at school sites which are technology intensive, courses such as art and multimedia, animation, digital photography, video arts, architectural design and ROP courses.

Students are using technology tools to support their learning in intervention classes and support classes for Algebra and English/ Language Arts. Students with disabilities have increasing access to technology tools to support their learning. Students also are using

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technology for credit recovery during the school year and during summer school. The district is expanding its use of online courses/distance learning yearly. Students have home access to grades, homework assignments and subscription databases and electronic resources.

Table 2: Teacher Use of Technology Tools

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Table 3: Types of Work in Which Teachers Use Technology

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Table 4: Teacher Assigning of Work Using Technology Tools

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3c. Summary of the district’s curricular goals that are supported by this technology plan.

The District has a long history of implementing technology in the achievement of the District’s curricular goals. The District has long standing partnerships with a variety of partners to develop programs to support student achievement. Partnerships with the Regional Occupational Program (ROP) and the establishment of Career and Technical Educational programs have enabled the District to have highly developed programs in Biotechnology, Digital Photography, Art and Multimedia, Video Production and Audio Production. The District is also in the process of implementing support and credit recovery programs using ALEX, CompassLearning and MyCoach EDGE software applications. The District has also been a leader in the implementation of collaborative initiatives, which allow students, their families and the school to collaborate in real time using tools like School Loop and Google Apps for Education. Another of the district’s curricular goals is to increase proficiency on AYP tests with special focus on English Language Learners, Students with Disabilities and socio-economically disadvantaged students. Achiving curricular goals also include the use of intervention classes, credit recovery, the use of specialized software to assist students with disabilities and the creation of benchmark assessments and the use of this data to inform instructional practice. Additional curricular goals center on ensuring all graduating students are ready for college, vocational training or entry level professions.

This plan supports the curricular goals in very specific ways. The intervention courses are being supported with various technology tools. English Language Learners are being provided with additional tools to allow these students to acquire proficiency in the use of English. Economically disadvantaged students will have more equitable access to technology as the one-to-one devices become available. This plan also addresses providing additional support to teachers and administrators in the use of assessment data. Time has already been allotted in school schedules to allow time for analysis of data. In addition this plan provides additional onsite support in the use of data in the design of instructional plans. Time has also been allotted to provide additional support for teachers in integrating technology into their standards based lessons. This plan also ensures adequate bandwidth and wireless access in all schools. These two areas have been identified as limiting factors to the advancement of curricular needs in the district. With the infrastructure in place more classes will be able to move towards support of various student needs and access to more online courses and technology rich instruction will be possible.

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.

Goal 1

Teachers will integrate technology into the curriculum to enhance student learning.

Objective 1.1 Page 9

By June 30, 2014, 80% of all teachers will have integrated technology into one project.

Year 1 Benchmark: By June 2013, 60% of all teachers will have integrated technology into one project.Year 2 Benchmark: By June 2014, 75% of all teachers will have integrated technology into one project.Year 3 Benchmark: By June 2015, 90% of all teachers will have integrated technology into one project.Activities Timeline Person

ResponsiblePD Staff -

SupportInfrastructure

Objective 1.1.1: Provide instructional technology support at school site and district level.

DITC- ITC- LMT

a. Redefine roles of instructional technology support at the school and district level.

March 2011-May 2011

ASI –DOT x

b. Provide training for instructional technology coordinators.

May 2011-June 2011

DITC x

c. Create instructional technology team at each school site which includes site instructional technology coordinator, library/media specialist and at least two additional teachers and an administrator.

August 2011 ITC-PRN x

d. Provide training for school site instructional technology team.

September 2011 DITC-ITC x

Objective 1.1.2: Create digital clearinghouse for best practices and resources for curriculum, instruction and assessment.

DITC-ITC-CC-DCA-

a. Teacher team, data coordinators and technology support staff determine best format for clearinghouse.

Septmber 2011-May 2012

DOT – DITC - ITC

x x Google Apps for Education

b. Technology staff create location of clearinghouse and format.

September 2011-May 2012

DOT – DITC - ITC

x x Google Apps for Education

c. Determine incentive for teachers who contribute projects and lessons.

September 2011 – May 2012

DOT – DITC - ITC

x Google Apps for Education

d. Provide training for teachers who are interested in contributing projects and lessons.

First training October 2011 and then ongoing through 2013

DOT – DITC - ITC


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Activities Timeline Person Responsible

PD Staff - Support

Infrastructure

e. Train teacher teams in resources available to meet standards.

February 2012 DOT – DITC - ITC


f. Provide professional development on the use of the digital clearinghouse.

May 2012 DOT – DITC - ITC


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.

The district believes all students need to acquire 21st century information literacy skills. Students need to continue to graduate with a strong foundation in reading; math and other core subjects but they also must have 21st century skills. 21st century skills include creativity and innovation, critical thinking and problem solving, communication and collaboration, information literacy, media literacy and use of information and communication literacy technology.

“Information Literacy is the ability to identify what information is needed, understand how the information is organized, identify the best sources of information for a given need, locate those sources, evaluate the sources critically, and share that information. It is the knowledge of commonly used research techniques.” – University of Idaho – Information Literacy Portal.

Goal 2

Students will master information literacy skills which will prepare them to enter college or other vocational training.

Objective 2.1

By June 2014, all students will use 21st century information literacy skills for effective communication, research and presentation.

Benchmark 1: By June 2013, 60% of all students will demonstrate information literacy skills in class assignments.Benchmark 2: by June 2014, 75% of all students will demonstrate information literacy skills in class assignments.Benchmark 3: By June 2015, 90% of all students will demonstrate information literacy skills in class assignments.

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PD Staff - Support

Infrastructure

Objective 2.1.1: Implement plan for integration of information literacy skills into current curriculum.

LMT-DITC-ITC-DCA-DAC-API

a. District instructional technology (coordinator) creates training for school site technology coordinators in technology integration skills and resources.

April 2012 LMT-DITC-ITC- API

x x Digital Clearinghouse – Training Facility

b. Technology coordinators meet to create technology professional development for teacher leads.

May 2012 LMT-DITC-ITC

x x Digital Clearinghouse

c. Teacher lead from each content area trained in technology integration skills and resources for supporting teachers in the use of technology skills.

June 2012 LMT-DITC-ITC

x x Digital Clearinghouse– Training Facility

d. Teacher team in each content area reviews skills to be mastered in each grade span and recommends lessons and activities which would enhance learning of two technology integration skills. School site technology coordinators provide support.

July 2012 LMT-DITC-ITC

x x Digital Clearinghouse– Training Facility

e. Professional development overview for all teachers in technology integration skills.

August-October 2012

LMT-DITC-ITC

x Digital Clearinghouse– Training Fac.

f. Student literacy skills included in class syllabus.

January 2013 API x Digital Clearinghouse

g. Teacher teams create rubrics to measure literacy skills.

December 2012 LMT-DITC-ITC- DAC-API

x Digital Clearinghouse

h. Rubrics piloted in at least 10 classrooms per subject area.

January 2013- June 2013



i. Professional development training August- DITC-ITC x Digital

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PD Staff - Support

Infrastructure

created by technology coordinators on technology integration skills.

December 2012 Clearinghouse

j. Professional development offered for teachers in six of technology integration skills.

January 2013-August 2013

DITC-ITC-DCA-DAC-API


k. Teacher team in each content area reviews skills to be mastered in each grade span and recommends lessons and activities which would enhance learning of two additional technology integration skills. School site technology coordinators provide support.

June 2013 LMT-DITC-ITC-DCA-DAC-API


l. Professional development training created by technology coordinators on technology integration skills identified by teacher teams.

August 2013 LMT-DITC-ITC-DCA-DAC-API

x x Digital Clearinghouse – Training Facility

m. Rubrics used in 50% of all classrooms to evaluate selected literacy skills.

August 2013-June 2014



n. Professional development offered for teachers in six additional areas of the technology integration skills.

August 2013-July 2014



o. Teacher team in each content area reviews skills to be mastered in each grade span and recommends lessons and activities which would enhance learning of two additional technology integration skills. School site technology coordinators provide support.

June 2014 LMT-DITC-ITC-DCA-DAC-API


p. Professional development training created by technology coordinators on technology integration skills identified by teacher teams.

July 2014 LMT-DITC-ITC-DCA-DAC-API


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PD Staff - Support

Infrastructure

q. Professional development offered for teachers in six additional areas of the technology integration skills.



x Digital Clearinghouse – Training Fac.

Objective 2.1.2: Students will display information literacy skills through portfolios.

LMT-DITC-ITC-DCA-CC-API-ITS

a. Technology support staff will assist instructional services staff in the design of the portfolio.

December 2011- February 2012


x Digital Clearinghouse GAFE

b. Grade 9 teachers and classes will pilot portfolio projects.

February 2012-June 2012


x x Digital Clearinghouse - GAFE

c. Grades 9 and 10 teachers and classes will implement portfolios.




d. Grades 11 and 12 teachers and classes will implement portfolios,




e. Portfolios will be reviewed by district technology committee and modifications made, as needed.

Once per year LMT-DITC-ITC-DCA-CC-API-ITS


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.

The San Mateo Union High School District firmly believes that all students need to be prepared to meet the challenges of an ever expanding amount of information that is accessible using technology tools. As part of our technology plan we have identified several resources dealing with ‘cyber ethics’ and digital citizenship for teachers to use in their classrooms.

Goal 3 Teachers in all disciplines will address the appropriate and ethical use of information technology in the classroom so that students can distinguish lawful from unlawful uses of technology.

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“Digital Citizenship is a concept which helps teachers, technology leaders and parents to understand what students/children/technology users should know to use technology appropriately. Digital Citizenship is more than a teaching tool, it is a way to prepare students/technology users for a society full of technology.” Digital Citizenship Website – Mike Ribble

Objective 3.1

By June 30, 2015, 90% of teachers will include digital citizenship skills as part of all courses in the core curriculum.

Benchmark 1: By June 2013, 60% of teachers will include digital citizenship skills as part of all courses in the core curriculum.Benchmark 2: By June 2014, 75% of teachers will include digital citizenship skills as part of all courses in the core curriculum.Benchmark 3: By June 2015, 90% of teachers will include digital citizenship skills as part of all courses in the core curriculum.

Implementation Plan

This is the plan to assure process on the goal, objective and benchmarks.Activities Timeline Person(s)

ResponsiblePD Staff Support Infrastructure

Objective 3.1.1 – Implement a plan to provide resources for teachers to teach and model digital citizenship skills.

LMT – DICT – ICT - API

a. Library Media Teachers will provide initial training for students in digital citizenship and ethical usage of information


LMT – DICT - ICT

X Teachers in Core Subjects

Network Infrastructure- GAFE

b. Teachers in core subjects in the 9th and 10th grade will be trained in the incorporation of Digital Citizenship skills in their curriculum.

October 2011 – May 2012

LMT – DICT - ICT



c. Each School site will implement specific digital citizenship skills taught within the core curriculum. (Digital Footprints, Digital Media, Cyber Bullying, Self Expression and Identity, Copyright and Fair Use.)

March 2012 – October 2012

API X Teachers in Core Subjects


d. Each School site will update and align the core curriculum to incorporate digital citizenship skills.

October 2012 – May 2013

Core Curriculum Teachers - API



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e. Each school site will incorporate digital citizenship skills as part of their Academic Integrity Policy and use technology resources with students to assess plagiarism within student work.

September 2011 - Ongoing

Core Curriculum Teachers, DICT – ICT- API



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.

SMUHSD will delineates clear goals outlining how students will be educated about Internet safety (as stated in AB 307).

Goal 4

Provide training for students and parents on Internet Safety, predator and privacy issues.

Objective 4.1

By June 30, 2015, 90% of teachers will integrate and model responsible online behavior into all courses, including ‘cyber safety’ issues.

Benchmark 1: By June 2013 all students will receive instruction in at least one class on responsible online behavior and ‘cyber safety’ issues. Benchmark 2: By June 2014, 70% of teachers will integrate and model responsible online behavior and ‘cyber safety’ into all courses. Benchmark 3: By June 2015, 90% of teachers will integrate and model responsible online behavior and ‘cyber safety’ into all courses.

Implementation Plan

This is the plan to assure progress on the goal, objective and benchmarks

Activities Timeline Person(s) Responsible

PD Staff Support Infrastructure

Objective 4.1.1 – Create and implement a plan to provide resources to students, parents

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and teachers on Internet Safety, predator and privacy issues. a. Research programs dealing with Internet safety and privacy issues (CommonSenseMedia, SweetyHigh and other web sites)

September 2011 – March 2012

DOT – DICT- ICT

X X Internet Access – Digital Clearinghouse

b. Develop professional development activities that provide teachers with material and skills to model ethical usage of technology for students.

February 2012 – May 2012

DOT – DICT - ICT


c. Review and revision of the current Acceptable Use Policy, which will include policies to address cell phones and other mobile devices.


DOT – DICT - ICT

d. Each school site will incorporate “cyber safety” and other ethical usage topics into their behavior and academic integrity policy.

January 2012 – September 2012

DICT – ICT - API


e. Create a forum for parent education on digital citizenship.

January 2012 – October 2012

DOT - DICT

X Digital Clearinghouse accessible to Families

f. Provide a safe Internet experience by reviewing and upgrade current content filtering software.

October 2011 – October 2012

DOT - SSS X Content Filtering Softrware – Internet Access

f. Review and revise materials on an annual basis to keep curriculum up to date for students, families and staff.

September 2012 – July 2015

DICT - ICT X X Internet Access – Digital Clearinghouse

3h. Equitable Access

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Equitable access to technology includes ensuring all students have access to technology equipment and exposure to 21 st century learning skills with access to classes incorporating technology into the curriculum. Equitable access to technology is more than a computer lab or a ratio of computers. Students must have access to equipment to be able to participate in these learning activities and each school has created a standard set of technology resources for each classroom. At a minimum, this would include a computer in each classroom as well as wireless Internet access, a digital projector and a document camera. The students would have access to the library media center before and after school. In reviewing the access to technology the technology planning committee reviewed access across school sites as well as the access available at each school.The review of equipment available at each school indicated the access to technology is not equitable for all students.

According to the inventory of technology hardware:School Desktops Laptops Netbooks Projectors Interactive

WhiteboardsDocument Cameras

Aragon 348 26 0Burlingame 310 62 0Capuchino 355 12 0Hillsdale 245 0 1

Mills 261 14 0Peninsula 152 0 0San Mateo 428 11 0

Students also have varying levels of computers available to them at home. The District is in the process of investigating a variety of ways to make student access to technology and learning materials easier for students. Part of this process is an investigation of 1 to 1 learning programs as well as a “Bring Your Own Device” (BYOD) program for students. Teacher assignments expect, at a minimum, for written reports to be typed. Internet research is also an expectation. Some students have limited access to computers for research and composition of reports and other assignments.

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Equity also depends on the instruction provided by teachers and this involves providing teachers with the professional development, support and collaboration time to create strong lessons with 21st century learning skills. In this vein, the District, through the Instructional Technology Coordinators, has established a “District Standard Classroom,” which includes; a desktop or laptop computer, a digital projector, document camera and wireless network access. While, not all classrooms currently meet this standard, the District through a recent bond measure has secured funding to bring every classroom to this standard by the completion of this plan.

The District has also established several Teacher’s On Special Assignment (TOSA’s) to provide training and support for teachers in Blended Learning, Data and Assessment and Instructional Technology. The goal is to provide support for classroom teachers to use the available resources to enhance and inform instructional practice. The District TOSA’s will also investigate and review new learning materials and processes and make recommendations to the Curriculum and Instruction Council. In evaluating the needs of the district for equitable access to be achieved it was determined that students need access to varying types of technology for different classes. As curriculum becomes available via digital textbooks the district will review and consider the use of one-to-one devices in lieu of textbooks. The district will also evaluate methods for provision of the devices so that all students have at least the minimum level of technology needed to achieve the district’s curricular goals.

Goal 5

All students will develop 21st century learning skills through equitable access to classes incorporating technology into their classrooms.

Objective 5.1

By 2014, 80 % of all classrooms will have access to equipment, programs and support to access the curriculum and 21st century skills.

Year 1 Benchmark: By August 2013, 90% of all classrooms will have access to a wireless network.Year 2 Benchmark: By August 2014, digital textbooks will have been piloted in all schools in accordance with the digital textbook pilot program.Year 3 Benchmark: By August 2015, all students will have access to technology tools needed for classroom instruction including digital texts and other needed equipment.

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PD Staff – Support

Infrastructure

Objective 5.1.1 – Ensure students have access to equipment, programs and support to access the curriculum and 21st Century skills.

DICT – ITC – PRN – CC – DCA

API- DOT a. Verify and document each school is offering lab access at a minimum after school, but preferably including access before school and at lunch

May 2012 API - ICT X

b. Review possible digital text books for pilot subject areas. December 2012

DCA – CC - DICT

c. Review possible equipment to use with digital textbooks December 2012

DICT - ICT X

d. Select digital textbook and digital equipment for pilot classes.

March 2013 DCA – DOT - CC - DICT

X X

e. Establish Technology Innovation grants to promote investigation and evaluation of new technologies and applications.

January 2013 DOT - DICT X X

f. Insure wireless connectivitity available in all pilot classrooms.

March 2012 DOT – SSS - TSS X

g. Purchase digital equipment to pilot and, if needed digital texts.

March 2013 DOT - DICT X

h. Train teachers who will pilot digital textbooks June – July 2013

DICT - ICT X X

i. Provide training for parents of students in pilot classes on the use of digital text.

DICT - ICT X X

j. Provide digital texts to students in pilot classes August 2013 ASI - DCA X k. Monthly meetings with teachers and support staff to review pilot progress of digital textbooks.

August 2013 – May 2014

DCA - DICT X X

l. Committee to determine if digital textbook pilot should be expanded to additional classes.

December 2013

DCA – CC - DICT X X

m. If after pilot the decision is to continue using digital text books, select next subject area to pilot digital texts.

January 2014 ASI – DCA - DICT X

o. Insure wireless connectivity available in all pilot classrooms March 2013 SSS-TSS x

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p. Provide training for parents of students in pilot classes on the use of the digital text

August 2013 DCA - DICT - ICT x

q. Provide digital texts to students in pilot classes. August 2013 DCA - DICT - ICT x

r. Monthly meetings with teachers and support staff to review pilot progress of digital textbooks

August 2013-May 2014

DICT - DCA x x

s. Determine feasibility for digital textbooks district wide May-2014 DOT - DICT – ICT- ASI -

x x

Objective 5.1.2. Design wireless network for district.

a. Survey one high school and design wireless network. March 2011 DOT – SSS – TSS x

b. Take project proposal to install wireless network at one pilot school to the school board for funding approval.

April 2011 DOT – SSS – TSS x

c. Install wireless network at pilot high school. October 2011 DOT – SSS – TSS x

d. Survey and design wireless network for all school sites. November 2011 – March 2012

DOT – SSS – TSS x

e. Bid wireless network contract. November 2011 DOT – SSS – TSS x

f. Install wireless network at all school sites. January 2012 – March 2012

DOT – SSS – TSS x

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PD Staff - Suppor

t

Infrastructure

Objective 5.1.3. Provide adequate technology hardware for classroom use SSS-DITC-ITC-DOT

a. Review network design, filtering and policies to accommodate student equipment brought from home.

May 2011-April 2012

ASI-DCA-DITC-DOT

x x x

b. Pilot equipment brought from home in digital textbook classrooms August 2012-December 2012

DICT - ICT x x

c. Pilot equipment brought from home in 10 additional classrooms. May 2013-June 2013

DICT - ICT x x

d. Determine if equipment brought from home can be supported with current technology and support staff

June 2013 DICT - ICT x

e. Provide training for students, teachers and parents in the use of home equipment in school

August 2013 DICT - ITC x x

f. Allow student equipment in schools which have wireless access points installed

August 2013 DICT - ITC x x

Objective 5.1.4. Provide or facilitate adequate technology to effectively attain 1:1 computing

DITC-ITC

a. Inventory equipment yearly to determine sufficiency of equipment. This includes age of devices and access to this equipment.

Summer 2011 then January each

year

SSS - TSS x

b. Determine what equipment would be best used in subject area classrooms such as web and productivity applications and advanced computer programs for multimedia, engineering etc.

Jan-12 DICT - DOT x x x

c. Evaluate use of student provided equipment to meet the goal of 1:1 access to technology

August 2012-June 2013 - ONGOING

DICT – ICT - DOT x x

d. Evaluate the cost of providing equipment to meet the 1 to 1 ratio to establish a baseline for future funding needs

Jan-12 ASI - DOT x x

e. Replace 25% of all teacher computers to allow district to move to Windows 7 and Office 2010.

Mar-12 DOT x x

f. Prioritize and purchase equipment based on subject area needs and "fill in" where student devices will not meet 1:1 goal.

Sep-13 DOT - SSS x x

g. Establish and continually review replacement standards for all types of equipment

January 2014 and continuing yearly

DOT - SSS x x

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h. Replace 25% of teacher computers each year. Annual DOT x

3i. Utilization of technology for assessment and data analysis to meet individual student needs.

SMUHSD has been working to assist teachers in the creation of common assessments and in the process to analyze assessment data to determine the best methods of assisting students in meeting state standards. Each school has support in the form of Data and Assessment Coordinator who has one release period per day to assist teachers in analyzing data and creating lessons to meet specific students’ needs.

In reviewing the needs of the district, a study was undertaken on the use of data. This study indicated that teachers need broader and more immediate access to student assessment data and having the data specifically tied to the California Content Standards. The District is committed to providing additional and timely access to student achievement data by providing support through the Data and Assessment Coordinator as well as additional hardware resources at each school site to support the inclusion of the data into the district data analysis tool.

Goal 6

Teachers will effectively use assessment data and data analysis tools to analyze student needs and inform instruction.

Objective 6.1

By July 2014, 100% of all staff will use assessment data to monitor student progress and modify instruction to meet student needs. Benchmark 1: By June 2013, all data and assessment coordinators will have designed training for all teachers and administrators in the use of assessment data.Benchmark 2: By June 2014, 50% of all teachers will be using assessment data to determine the needs of students and inform classroom instruction.Benchmark 3: By June 2015, 80% of all teachers will be using assessment data to determine the needs of students and inform classroom instruction.

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PD Staff - Support

Infrastructure

Objective 6.1.1: Train education staff on how to use assessment data and how to create formative assessments

DCA-DAC-API-ITS

x

a. Establish and define Data and Assessment Coordinator role at the school level

June 2011 ASI-DCA x

b. Data and assessment coordinators review assessment data available in current forms.

June 2011 ITS x

c. Data and assessment coordinators create training for staff in the analysis of assessment data and creation of formative assessments

September 2011 DCA-DAC-ITS x

d. Professional development is provided for administrators in the use of assessment data and the creation of formative assessments

October 2011 DCA x

e. Ongoing professional development for teachers and other support staff in the use of assessment data and creation of formative assessments


DCA-DPDC-DITC

x

f. Technology Support Group and Instructional Services staff create standardized template reports as requested by data coordinators

May 2011 and ongoing

ITS

Objective 6.1.2. Improve Integration of Data Resources ITS-SSS-DITC

a. Information Technology Specialist will create method for sharing information between Aeries and Data Director.

March 2011-April 2011

ITS x x

b. Information Technology Specialist will create method for sharing information between Aeries and Destiny (library/textbook database)

May 2011-July 2011

ITS x x

c. Information Technology Specialist will create method for sharing information between Aeries and nutrition services database

May 2011-July 2011

ITS x x

d. Explore method for common attendance and grade management platform

January 2012 - Feb 2013

ITS x x

d. Technology Support Staff will create a method of sharing information between Aeries and Novell.

June 2011-July 2011

ITS x x

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Activities TimelinePerson

ResponsiblePD

Staff - Support

Infrastructure

Objective 6.1.3: Portal Phase 1 – Make all applications accessible via Support Home Page

a. Instructional services staff, data coordinators, technology coordinators and district technology staff, review data which will meet to review student information to be included in the single point of access with links to student information data bases.

September - November 2012

ASI-PRN-DITC-DOT

x

b. Technological Support staff will create a single point of access with links to all student information.

September 2012 - January 2013

SSS-ITC x x

Objective 6.1.4: Portal Phase 2 – Make all applications accessible via Single Sign On

a. District wide technology committee and instructional services staff review single sign on program solutions and select single sign on program.

November 2011-March 2012

DITC-DCA-DOT-SSS

x x

b. Technological Support staff will implement single sign on program May 2013-June 2013

SSS-ITC x x

c. Technology coordinators train staff on the use of single sign onAugust 2013 DITC-ITC x

d. Teachers and administrators use single sign onAugust 2013 ASI-PRN x

e. Students use single sign on for all District resources using portalAugust 2013 DICT - ICT x x


PD Staff - Support

Infrastructure

Objective 6.1.5: Create query and report library that is accessible district wide. ITS-DCA-SDA-API

a. Conduct data management and use needs analysis February 2011-April 2011

DOT – ITS - SDS x

b. Information Technology Specialist will meet with district office staff to discuss the creation of standard queries and reports.

Mar-11 ASI – ITS- DCA x

c. Information Technology Specialist will meet with school data analysts and school staff to discuss the creation of standard queries and reports.

Mar-11 ITS – SDS - SDA x

d. Create standard queries and reports. April 2011-May 2011

ITS – SDS - SDA x

e. Pilot standard queries and reports. May 2011-June 2011

ITS – SDS - SDA x

f. Create standard query and report library June 2011-July 2011

ITS – SDS - SDA x

g. Train school and district staff in the use of the query and report library August 2011 and ongoing

ITS – SDS - SDA x

h. Assist sites with additional queries and reports. September 2011-September 2014

ITS – SDS - SDA x

Objective 6.1.6: Establish data system which will meet the CALPADS requirements

a. Provide Professional Development in CALPADS reporting ITS - SDS x

b. Review and update data fields in Aeries to ensure accurate CALPADS reporting.

March 2011 ITS - SDS x

c. Create “Fall 2” 2010 CALPADS report including master schedule and staffing.

July 2011 ITS - SDS x

d. Create “Fall 3” 2010 CALPADS report including discipline information. November 2011 ITS - SDS x


PD Staff - Support

Infrastructure

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Objective 6.1.7: Create and maintain a data dictionary with processes protocols for data input and maintenance

a. Provide Professional Development in data standards ITS x

b. Create basic CALPADS data dictionary for use in the Fall 2 report March 2011 ITS - SDS x

c. Meet with English Language Learner team to establish data dictionary fields and terms.

Mar-11 ITS – SDS – EL Director

x

d. Meet with Special Education team to establish data dictionary fields and terms.

Apr-11 ITS – SDS – Director of Special

Education

x

e. Meet with English Language Learner team to review data dictionary and to determine responsibility for data input and data management.

Apr-11 EL Director - ITS - SDS

x

f. Meet with Special Education team to review data dictionary and to determine responsibility for data input and data management.

May-11 Director of Special Education - ITS -

SDS

x

g. Instructional staff and technology support staff will create a draft calendar that includes report due dates and data input times

June 2011-August 2011

ITS - SDS x

h. Instructional services staff, student data analysts and technological support staff will meet to create categorized course catalog

March 2011-August 2011

DCA - Assistants x

i. Information Technology Specialist and student data analysts will meet to create processes and procedures for data input and updates.

September 2011-November 2011

ITS – SDS - SDA x

j. Instructional services staff, student data analysts and technology support staff will create new course catalog with integrated data dictionary.

November 2011-January 2012

ITS – SDS - SDA x

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3j. Use of technology to improve two-way communication between home and school.

In order to provide the most current and accurate information about students’ academic and personal development and academic environment, a communication channel between home and school must exist. Technology is an essential component of that communication channel. Every technology resource should be engaged in gathering, processing and delivering relevant data. It is critical that the information obtained is up-to-date and easily retrieved and/or delivered when needed.

SMUHSD uses SchoolLoop to facilitate communication among school staff, students and parents. Parents need to be able to select from various methods of communicating with teachers and administration. Currently parents and staff must use several passwords and access data in several places. An easier method of accessing information and communicating would be to provide better home school communication.

Goal 7

Technology will be used to provide current and accurate information about student academic progress and personal development and to provide resources to parents to support their student’s learning.

Objective 7.1

By 2014, a portal will be operational to facilitate communication between parents, students and staff.

Benchmark 1: by August 2013, the information to be included in the portal and the frequency of providing information will be determined.Benchmark 2: By August 2014, 75% of all parents will use the portal.Benchmark 3: By August 2015, 90% of all parents will use the portal.

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PD Staff - Support

Infrastructure

Objective 7.1.1. Determine common information to share through the district portal (current portal is SchoolLoop)

Nov-11 DITC-DAC-DCA

a. Principals and district leadership discuss what information should be provided to all parents through portal

Jan-12 ASI – PRN – DOT - DCA

x x

b. Parents provide preference for contact through, text, phone e-mail and paper

Jan-12 DOT – DITC - ITC

x

c. Portal information and frequency of updates are discussed with teachers and parents to determine necessary information.

February 2012- April 2012

DITC - ITC x x

d. Portal will be piloted. April - June 2012 DOT – SSS - DITC

x x

e. Teachers are provided with professional development on the use of the portal and on advanced features available.

Aug-12 DITC - ITC x

f. Teachers and administrators begin to use portal Aug-12 x

g. Parents are provided training on the use of the portal. Training could include back to school night presentation, parent group presentations, DELAC presentations, written manual, and online training with video instruction

August 2012 and ongoing

x

Objective 7.1.2. Provide information for parents on how to support student and parents provide information on how they can support school site.

a. Provide professional development on how parents can support their student.


DCA - DITC - ICT x

b. District staff and school staff discuss and create list of resources which could help parents support their student

Sep-11 DCA - DITC x x

c. Place list of support resources in portal and also on school district web site.

Oct-11 DCA - DITC x x x

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3k. Monitoring and Evaluation

Plans are only as effective as the monitoring of the plan implementation. Technology plan implementation has often struggled because the necessary time to evaluate and the systems for evaluation have been limited. A single technology coordinator group or even a large technology committee alone cannot effectively monitor the action plans and assist in modifying the plans to meet the current needs.

An effective plan requires monitoring by groups of people who are interested in the specific area of the plan. To ensure success, monitoring of this plan will occur in several ways:

1. District Coordinators and the Management Policy Group will assist in implementing and monitoring areas such as equitable access, parent-home communication and 21st century skills. The interest groups will be supported by the Director of Technology and the Director of Instructional Technology. Interest groups will determine the frequency of their meetings with a minimum of once per quarter.

2. Instructional Technology Coordinator meetings. Currently, Instructional Technology Coordinators meet monthly and this group will review the plan areas assigned to Instructional Technology Coordinators.

3. District Technology committee will meet at minimum quarterly to hear the interest groups and technology coordinator reports and to assist in overall guidance of the technology plan.

4. The Assistant Superintendent of Education Services will supervise the implementation of the plan as led by the Director of Technology, the Director of Curriculum and the District Instructional Technology Coordinator.

5. School board meeting, a yearly report on the progress made in meeting the technology goals will be made to the school board.

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4. Professional Development

4a. Current Skill Level

Teachers

A representative sample of teachers took a technology proficiency and use survey in the spring of 2011. The survey is a self-assessment which covers the ability to use technology in the classroom and the ability to select technology and assist students in the use of that technology in the classroom curriculum. The survey reported indicated that more than 75% of teachers use technology to create instructional materials, communicate with colleagues and parents, assist in grading and report cards and to deliver classroom instruction.

Teachers report their usage of technology is less in assessment and in accessing online lessons. The survey indicates that staff felt they need the most assistance in the area of using technology to support student learning. This includes selection of technology, adapting of lessons to address student information literacy needs, and the ability to evaluate the authenticity and reliability of data. Teachers indicated in the survey a desire for professional development in many areas. (see Table 5 below)

In addition to the survey, the technology plan committee discussed the need for teachers to receive training in Internet safety and copyright/fair use issues. The survey will continue to be administered to staff members each year. Data from this survey will be used to determine the technology skill-based professional development offered in the district.

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Table 5

Page 32

Administrators

Administrators report the use of e-mail for communication with staff, parents and the community, the Internet for research and computer applications to present materials and information. Administrators requested professional development in the areas of use of Aeries, video conferencing, Data Director, Excel and Google docs.

Administrators will complete the technology survey yearly. This survey will be used to design professional development for administrators. Administrators will also receive professional development in the areas identified in specific curricular areas, such as Internet safety and copyright/fair use issues.

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Classified Staff

Classified staff members report the use of e-mail and list serves as areas in which they are comfortable using technology. Classified staff members indicated an interest in professional development in all areas of technology use. Many classified staff members have not received ongoing technology training and the survey indicates a strong desire for additional professional development in the use of technology.

Classified staff will complete the technology survey yearly. This survey will be used to design professional development for administrators. Classified staff will also receive professional development in the areas identified specific to their skills their job requires and will include the areas of Internet safety and copyright/fair use issues. The District is currently providing self-paced professional development activities through the Adult School. In some instances, classified staff members are provided a stipend for completing specific programs.

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Goal 8

Teachers and administrators will become proficient in the use and instruction of 21st century literacy skills.

Objective 8.1

By June 2015, 90% of all teachers will indicate proficiency in instructing students to support 21st century literacy skills.

Benchmark 1: By June 2013, 50% of teachers and administrators will demonstrate proficiency in 21 st century skills to guide instructional practice. Benchmark 2: By June 2014, 70% of teachers and administrators will demonstrate proficiency in 21 st century skills to guide instructional practice. Benchmark 3: By June 2015, 90% of teachers and administrators will demonstrate proficiency in 21 st century skills to guide instructional practice. Goal 9

Teachers and administrators will use assessment data to determine student instructional needs and design instruction to assist students in mastering standards.

Objective 9.1

By June 2015, 80% of all teachers and administrators will demonstrate proficiency in the use of assessment data to determine student instructional needs and design instruction to assist students in mastering standards.

Benchmark 1: By June 2013, 50% of all teachers and administrators will demonstrate proficiency in the use of assessment data to determine student instructional needs and design instruction to assist students in mastering standards.Benchmark 2: By June 2014, 70% of all teachers and administrators will demonstrate proficiency in the use of assessment data to determine student instructional needs and design instruction to assist students in mastering standards.Benchmark 3: By June 2015, 90% of all teachers and administrators will demonstrate proficiency in the use of assessment data to determine student instructional needs and design instruction to assist students in mastering standards.

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Goal 10

Teachers, administrators and parents will know how to use the district portal to improve two-way communication between home and school.

Objective 10.1

By June 2015, 90% of all teachers and administrators will consistently use the district portal to communicate with parents and students.

Benchmark 1: By June 2013, 30% of all teachers and administrators will consistently use the district communication system to communicate with parents and students regarding attendance, class requirements and grades.Benchmark 2: By June 2014, 50% of all teachers and administrators will consistently use the district communication system/portal to communicate with parents and students regarding attendance, class requirements and grades.Benchmark 3: By June 2015, 70% of all parents will use the district portal to improve two-way communication between school and home.

Goal 11

All district staff members will increase their knowledge of technology skills needed to be proficient in their position.

Objective 11.1

By June 2015, 80% of district office staff and classified staff will indicate on the district technology survey an increase in the proficiency of technology skills used in their positions.

Benchmark 1: By June 2013, 40% of district office staff and classified staff will indicate on the district technology survey an increase in the proficiency of technology skills used in their positions.Benchmark 2: By June 2014, 60% of district office staff and classified staff will indicate on the district technology survey an increase in the proficiency of technology skills used in their positions.Benchmark 3: By June 2015, 80% of district office staff and classified staff will indicate on the district technology survey an increase in the proficiency of technology skills used in their positions.

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4b. Providing Professional Development Opportunities (Measurable Objectives, Benchmarks)Activities Timeline Person

ResponsiblePD Staff -

SupportInfrastructure

Provide instructional technology support at school site and district levela. Provide training for instructional technology coordinators

May 2011-Ongoing

DITC x

b. Provide training for school site instructional technology team.

September 2011 - Ongoing

DITC-ITC x

.Create digital clearinghouse for best practices and resources for curriculum, instruction and assessment.

a. Teacher team, data coordinators and technology support staff determine best format for clearinghouse

August 2011 - Ongoing

DITC - ITC x x Google Apps for Education Domain

b. Technology staff create location of clearinghouse and format

September 2011 DOT - DITC x x Google Apps for Education Domain

c. Provide training for teachers who are interested in contributing projects and lessons

October 2011 - ongoing

DOT - DITC x Google Apps for Education Domain

d. Train teacher teams in resources available to meet standards

November 2011 DOT - DITC x Google Apps for Education Domain

e. Provide professional development on the use of the digital clearinghouse

January 2012 DOT - DITC x Google Apps for Education Domain

Implement plan for integration of information literacy skills into current curriculuma. District instructional technology coordinator) creates training for school site technology coordinators on information literacy skills and resources

April 2012 DITC - ICT x x

b. Technology Coordinators meet to create technology professional development for teacher leads.

May 2012 DICT - ICT x x

c. Teacher lead from each content area trained in Information literacy skills and resources for supporting teachers in the use of technology skills

June 2012 DICT – ICT - Teachers

x x

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PD Staff - Support

Infrastructure

e. Professional development overview for all teachers in information literacy skills

August, September

October 2012

DICT - ICT x

f. Student literacy skills included in class syllabus January 2013 Teachers x

g. Teacher teams create rubrics to measure literacy skills

December 2012 DICT – ICT - Teachers

x

h. Rubrics piloted in at least 10 classrooms per subject area

January 2013- June 2013

DICT – ICT - Teachers

x

j. Professional development Training created by technology coordinators on information literacy skills

August-December 2012

DICT – ICT – Teachers

x

k. Professional development offered for teachers in 6 of the information literacy skills

January 2013-August 2013

DICT - ICT x

l. Teacher team in each content area reviews skills to be mastered in each grade span and recommends lessons and activities which would enhance learning of 2 additional information literacy skills. School site technology coordinators provide support.

June 2013 API - DICT - ICT

x x

m. Professional development training created by technology coordinators on information literacy skills identified by teacher teams.

August 2013 DICT - ICT x x

n. Rubrics used in 50% of all classrooms to evaluate selected literacy skills.


API x x

o. Professional development offered for teachers in 6 additional areas of the information literacy skills.


DICT - ICT x

p. Teacher team in each content area reviews skills to be mastered in each grade span and recommends lessons and activities which would enhance learning of 2 additional information literacy skills. School site technology coordinators provide support.

June 2014 DICT - ICT x x

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PD Staff - Support

Infrastructure

q. Professional development Training created by technology coordinators on information literacy skillsidentified by teacher teams.

July 2014 DICT - ICT x

e. Provide training for students, teachers and parents in the use of home equipment in school

August 2013 DICT - ICT x x

r. Professional development offered for teachers in 6 additional areas of the information literacy skills.


x

Train education staff on how to use assessment data and how to create formative assessmentsa. Establish and define Data and Assessment Coordinator role at the school level

ASI-DCA x

b. Data and assessment coordinators review assessment data available in current forms.

June 2011 ITS x

c. Data and assessment coordinators create training for staff in the analysis of assessment data and creation of formative assessments

August 2011 DCA-DAC-ITS

x

d. Professional development is provided for administrators in the use of assessment data and the creation of formative assessments

August 2011 DCA x

e. Ongoing professional development for teachers and other support staff in the use of assessment data and creation of formative assessments


DCA-DPDC-DITC

x

Teachers will effectively use assessment data and data analysis tools to analyze student needs and inform instruction

l. Technology coordinators train staff on the use of single sign on

August 2012 DITC-ITC x

j. Teachers and administrators use single sign on August 2012 ASI-PRN x

g. Train school and district staff in the use of the query and report library


DITC – ITS - ITC

x

h. Assist sites with additional queries and reports. September 2011-

September 2014

ITS – SDS - SDA

x

Determine common information to share through the district portal (current portal is SchoolLoop)e. Teachers are provided with professional development on the use of the portal and on advanced features available.

August 2012 DITC - ITC x

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PD Staff - Support

Infrastructure

f. Teachers and administrators begin to use portal August 2012 PRN - API x

g. Parents are provided training on the use of the portal. Training could include back to school night presentation, parent group presentations, DELAC presentations, written manual, and online training with video instruction


PRN – DITC - ITC

x

Provide information for parents on how to support student and parents provide information on how they can support school site.a. Provide professional development on how parents can support their student.


PRN – API – DITC - ITC

x

b. District staff and school staff discuss and create list of resources which could help parents support their student

September 2012

PRN – API – DITC - ITC

x x

4c. Implementation and Monitoring of Professional Development

New teachers, as they enter the SMUHSD, go through a two year Beginning Teacher Support and Assessment program (BTSA), specifically to meet Standard 16. As part of this program, teachers develop personalized plans to guide their professional development. Integration of technology into their teaching repertoire is a requirement of this program.

At the end of each school year, SMUHSD teachers complete the district technology survey, which provides valuable feedback in the need for additional professional development activities. The district Technology Coordinator, who is responsible for technology professional development, can use the data generated from these surveys to address success of the current professional development program and the needs for future activities of district teachers.

The district technology committee will monitor implementation and progress of the entire technology plan including professional development.

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5. Infrastructure, Hardware, Technical Support and Software Component

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 of the plan.

The SMUHSD is comprised of seven schools interconnected to a district network operations center (NOC). Each campus connects to the district NOC through a variety of leased lines at 50 mbps. The District NOC is connected to the Internet through a 100 mbps OPT-E-MAN connection to the County Office of Education. The district is currently in the initial fact-finding stages to identify current and future bandwidth needs for all district schools. All modernized facilities have Category 6 cable installed and the required infrastructure to install wireless access points in the future. Presently, the district is entering a second round of modernization and will be upgrading the network access in areas that were not addressed in the initial round of modernization.

All of the schools in the SMUHSD have a variety of technology assets available to students and staff. Each campus has at least two servers to manage data for Administrators, Teachers, Staff and Students. Everyone using the technology assets of the SMUHSD must authenticate themselves through a Novell NetWare system. At the present time, the District is in the initial stages of migrating user data to a server system using Microsoft’s Active Directory system. The current student to computer ratio is 4.1 to 1, yet this number fluctuates between 2.9 to 1 and 5.0 to 1 depending upon the school. As you can see from the Computer Age chart below, the technology assets of the SMUHSD have reached an age where a large scale overhaul of district computers is necessary. Each comprehensive high school is supported through a full-time Technology Support Specialist and a period per day release time by a Instructional Technology Coordinator. At the present time the district formulating a plan to retire and replace aging technology assets.

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The latest District Bond, Measure O, will make $500,000 a year available for technology replacement and new purchases.

Each school has the autonomy to employ different electronic learning resources to meet the learning needs of their students. Currently, the District is moving away from sever – client based electronic learning resources and toward Internet-based resources. The district has also invested in applications, like: MyCoach – EDGE training, Compass Learning, and APEX learning systems. The District is also in the process of piloting Google Apps for Education at several of the schools. Google Apps gives students access to a variety of online tools that are available to students any time.

Each SMUHSD school employs traditional computer applications in their subject areas. Teachers at all schools require students to word process formal reports and use other applications for students to apply the skills taught in class.

Table 6

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Academic Discipline Word Processing / Report Authoring Spreadsheets / Databases Message Boards / e-mail Search Strategies and Evaluating Web Sites Web Pages / Presentation Software Art X X X X English X X X X X Mathematics X X X X

Physical Education X X X X Science X X X X X Social Science X X X X X World Languages X X X X

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.

The SMUHSD, through its modernization program has met many of the infrastructure and internal networking needs. The most pressing need for Administrators, Teachers, Staff and Students is greater bandwidth to access the electronic resources within and outside the SMUHSD network. As teachers and students have expanded their use of technology the need for additional bandwidth has increased significantly. The SMUHSD is in the process of a fact-finding process to develop a process to expand the available bandwidth to SMUHSD schools. Opt-e-man and other services are currently in the process of being upgraded by the SMUHSD to increase the available bandwidth to SMUHSD schools.

The professional development program to support the access to the electronic learning resources will take on a variety of forms, including: wiki's, video, podcasts, face to face sessions and hands-on training. District Technology Coordinators and other resources will provide access to these resources at their specific school, as well as providing access to professional development programs at home via the Internet. As the amount of electronic learning resources continues to expand, the SMUHSD is in the process of investigating storage and presentation options for these resources, including Google Apps for Your Domain and purchasing additional servers to host video, podcasts and other online materials to make them accessible to teachers and students during and after the school day.

As part of the most recent bond measure (Measure O) passed by local voters in 2010, the district is in the process of determining the appropriate use of these funds to replace outdated hardware. It is anticipated that the district may be able to fund approximately $500,000 per year from this source.

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

Implementing the curriculum and professional growth components of this plan requires a variety of technologies and technology resources which are described below. Provisions of this section will be analyzed on a priority basis relating to available funding resources.

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Infrastructure and Networking:

Page 44

Recommended Actions/Activities Timeline Person(s) Responsible Monitoring and Evaluation Upgrade of School infrastructure with Cat 6 cabling. 2008-2011Ongoing through modernization projects. Director of Technology , Modernization, Systems Support Specialist, Technology Support Specialist. School Survey of cabling to each classroom Increase available bandwidth to each school site and from the district to the County Office of Education. 2008 in June/JulyOctober 2011 – ongoing. Director of Technology, Technology Management Group Bandwidth surveys for connections to each school site and from the district survey Install wireless access points in all SMUHSD libraries. 2008-2009 Director of Technology and District Technology CoordinatorSystems Support Specialist Site survey of all SMUHSD schools for available wireless connections. Collect usage statistics.

Hardware and Electronic Resources: Annual 2009-2012 Benchmark: This plan is revised annually through each school’s ‘Single Plan for Student Achievement.’

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Recommended Actions/Activities Timeline Person(s) Responsible Monitoring and Evaluation District computers will be replaced annually based on computer age and the requirements of the software used in each location guided by our replacement policy. 2008-20112013-2015 in June Director of Technology, District Instructional Technology Coordinator, Site Instructional Technology Coordinators Survey of school computers to decrease student to computer ratio to 4.5 to 1 district-wide Purchase additional routers and switches to provide network access to all teaching facilities. 2010 in JuneSeptember 2011 – January 2012 Director of Technology, System Support SpecialistSurvey of each school site to document available connections. Purchase and maintain subscriptions to online databases, parent-teacher communication tools and electronic resources.Implement Microsoft Active Directory system to manage user data and decrease network overhead. 2008November 2011-April 2012-2012 Director of Curriculum Services, Technology, District Technology CoordinatorSystems Support Specialist, Technology Support SpecialistDocument subscriptions of electronic learning resources at each school site. Install and manage new wireless access points at all school sites. October 2011 – March 2012Director of Technology, System Support SpecialistSchool Surveys and electric monitoring

Tech Support: Annual 2012-2015 Benchmark: Each school has a Instructional Technology Coordinator with a single period of release time daily to coordinate the use of technology, provide professional development and assess future needs. There is also a District Instructional Technology Coordinator with two release periods. Each school also has a full time Technology Support Specialist to maintain the technology.

5d. Describe the process that will be used to monitor Section 5b. and the annual benchmarks and timeline of activities including roles and responsibilities.

The SMUHSD will on an annual basis, as part of the CBEDS enrollment data and Annual State Technology Survey, inventory and review the technology assets of the district. The site Instructional Technology Coordinators will meet to review progress toward the annual benchmarks set forth in this Technology Plan and the current status of district technology assets. Instructional Technology Coordinators will identify district needs for the coming year and report them to the Associate Superintendent for Instruction. The Director of Technology, District Instructional Technology Coordinator, Associate Superintendent for Instruction and the Director of Curriculum and (Tech Management Group) will review the recommendations of the Technology Coordinators and create a priority list of activities for the coming school year. Projects on the priority list will be funded based on available district funding sources.

The Instructional Technology Coordinator at each school site, in collaboration with the District Instructional Technology Coordinator and Technology Support Specialist will implement projects at their respective school sites. As part of this process, the site Instructional Technology Coordinator will report back to the Instructional Technology Coordinators Committee annual progress toward annual benchmarks and implementation projects.

August – Start projects for the current school year. Instructional Technology Coordinators and the District Instructional Technology Coordinator will review timeline and implementation toward completing projects and meeting benchmarks.

October – CBEDS initial inventory competed and submitted to the Director for Curriculum Services. Initial progress report toward annual benchmarks and current year projects will be submitted by site Instructional Technology Coordinators.

December – Midyear status report on annual benchmarks and current year projects completed and submitted to the District Instructional Technology Coordinator.

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February – Report on the status of current year projects and progress toward annual benchmarks by site Technology Coordinators to the Instructional Technology Coordinators Committee.

March – Review of current inventory by each school site by the Technology Support Specialist in collaboration with the Systems Support Specialist. Proposals for projects to be undertaken during the next school year submitted to Instructional Technology Coordinators Committee.

April – Final report on the status of current year projects and progress toward benchmarks to be submitted to Associate Superintendent for Instruction.

May – Finalization of projects to be undertaken during the next school year and report back from Tech Management Group.

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6. Funding and Budget Component 6a. List of established and potential funding sources and cost savings, present and future. The SMUHSD is currently looking into a variety of funding sources to retire and replace technology assets. Potential sources include Measure O bond monies and reallocation of current district resources. The district has already seen significant cost savings in their telephone bills through the implementation of a Voice-Over-Internet-Protocol (VoIP) phone system. The district, through the leadership of a new Superintendent is in the process of investigating new funding sources and redefining district priorities relating to technology services and infrastructure. The reallocation of Measure O funds has been identified as one potential funding source, particularly to purchase new hardware to modernize the districts aging fleet of computers. The K-12 Voucher program is another potential source of funding to replace aging hardware and update existing software applications. Currently, all seven high schools are eligible for K-12 Voucher monies. E-rate funding has not traditionally been available to the SMUHSD, therefore the District has been using the California Teleconnect Fund to provide access to the County Office of Education. EETT funding has been available, but is limited because of the low percentage of students qualifying for free or reduced lunch.

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

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7. Monitoring and Evaluation

Plans are only as effective as the monitoring of the plan implementation. Technology plan implementation has often struggled because the time to evaluate and systems for evaluation have been limited. A single Instructional Technology Coordinator group or even a large technology committee alone cannot effectively monitor the action plans and assist in modifying the plans to meet the current needs.

An effective plan requires monitoring by groups of people who are interested in the specific areas of the plan. To ensure success, monitoring of this plan will occur in several ways:

1. Interest groups will be formed to assist in implementing and monitoring areas such as equitable access, parent-home communication and 21st century skills. The interest groups will be supported by the Director of Technology and the Instructional Technology Coordinator. Interest groups will determine the frequency of their meetings with a minimum of once per quarter.

2. Instructional Technology Coordinators meetings. Currently Instructional Technology Coordinators meet monthly and this group will review the plan areas assigned to technology coordinators.

3. District Instructional Technology committee will meet at minimum, quarterly to hear the interest groups and Instructional Technology Coordinator reports and to assist in overall guidance of the technology plan.

4. The Associate Superintendent of Instruction will supervise the implementation of the plan as led by the Director of Technology and the Instructional Technology Coordinator.

5. School board meeting, a yearly report on the progress made in meeting the technology goals will be made to the school board.

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8. Effective collaborative Strategies with Adult literacy providers to maximize the use of technology.

The San Mateo Union HSD is a medium-sized, suburban union high school district. The SMUHSD adult school is operated as an adjunct to the SMUHSD and does provide some adult literacy services. The adult school has representation on the district technology committee. The adult school provides online classes. The adult school provides distance learning classes in writing, grammar for ESL, career courses, personal finance and business, technical MCSE and technical web development. Several schools in the SMUHSD also have Regional Occupation Program classes on their campuses. The SMUHSD and ROP work closely with each other to provide services to adults in the community.

The San Mateo community college district offers adult computer literacy courses, ESL courses and writing courses to adults in our community. The Peninsula libraries also offer computer literacy courses and literacy tutors. Support for Spanish-speaking community members and community members with special needs are available.

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9. Research

This plan focuses on four essential areas:

1. Increase in student achievement through the use of assessment and data analysis2. Integration of 21st century skills which include technology literacy skills into the curriculum in all subjects.3. Strong parent/ student/ teacher communication4. Equitable Access

9.a Research in the area of assessment indicates:

1. Using Student Achievement Data to Support Instructional Decision Making, practice guide by What Works Clearinghouse Summary

“The recommendations in this guide create a framework for effectively using data to make instructional decisions. This framework should include a data system that incorporates data from various sources, a data team in schools to encourage the use and interpretation of data, collaborative discussion sessions among teachers about data use and student achievement, and instruction for students about how to use their own achievement data to set and monitor educational goals. A central mes sage of this practice guide is that effective data practices are interdependent among the classroom, school, and district levels.”

SMUHSD has begun using assessment data to analyze student mastery of state standards. This plan includes using the assessment data to determine intervention needs, and to assist teachers in creating plans for reteaching standards to meet the needs of all students.

2. Research in the area of 21st century skills indicates:

Teaching 21st Century Skills: What Does It Look Like in Practice? September/ October 2008; Walser, N.; Harvard Education Letter; 4 pages.

Source: General internet search using Google (http://www.siprep.org/prodev/documents/21stCenturySkills.pdf)

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http://www.siprep.org/prodev/documents/21stCenturySkills.pdf

“In this newsletter article, the author describes 21st century skills as “those needed to make the best use of rapidly changing technologies; the so-called „soft skills‟ that computers can‟t provide, like creativity; and those considered vital to working and living in an increasingly complex, rapidly changing global society” (p. 1). The article goes on to provide specific instructional examples that can help students develop 21st century skills.” Description by Regional Education Laboratory 21 st century skills were a guiding parameter of the technology planning group. The standards and lesson

3. Research in the area of strong parent/school communication indicates:

Learning in the 21st Century: Parent Perspectives 2009, Parent Priorities, Project Tomorrow Summary

“This report, based on the Speak Up 2008 National Research Project, puts the spotlight on parents by examining their views on the role of technology in education. It also explores the parents’ beliefs on how well the schools are doing to prepare the students for the jobs and careers of the future.”

Home to School Connections Guide by Edutopia Summary

“The National Coalition for Parent Involvement in Education reports that family-school partnerships lead to gains for just about everyone involved in education. According to the coalition, “Students do better in school and in life. Parents become empowered. Teacher morale improves. Schools get better. Communities grow stronger.” In short everyone wins”.

4. Research in the area of equitable access indicates:

Implementation and Effects of One to One Computing Iniatives: A Research Snthesis by William R Penuel, SRI International Summary

“More widespread access to computers makes it possible for students and teachers in schools to transition from occasional, supplemental use of computers for instruction to more frequent, integral use of technology across a multitude of settings (Roschelle & Pea, 2002). Ubiquitous, 24/7 access to computers makes it possible for students to access a wider array of resources to support their learning, to communicate with peers and their teachers, to become fluent in their use of the technological tools of the 21st century workplace. When students are also able to take computers home, the enhanced access further facilitates students keeping their work organized and makes the computer a more “personal” device (Vahey & Crawford, 2002).

Beyond facilitating more frequent use of technology in class, many argue that providing students with better access to computers can provide students with more equitable access to resources and learning opportunities. Educational leaders have argued that providing

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students with a computer with Internet access gives everyone the ability to use up-to-date learning resources that before were available only to those who lived close to a library or benefited from school budget that allowed for regular purchases of new textbooks” (Penuel et al., 2001).

The annotated bibliography that is included in Section 9a describes the research that was used in the preparation of this plan and how the district has used and will use the research findings in the development and implementation of the plan. The research was selected for its focus on strategies and methods to integrate technology in order to improve learning, teaching, management and home /school communication.

Research Literature:

1. July 2010, Technology Leadership Group Position Paper, Association of California School Administrators

Conclusion of this report; “It is now time to revisit the fundamental concepts that underlie the constructs of our educational system. Revising content standards to reflect the information-rich, turbulent, global, and digital society is a necessary step. Aligning the assessment and accountability with the updated standards which provide integrity and increase relevance and utility of the feedback systems. Expanding instructional materials to include the use of mobile platforms and online information resources is also an important move in helping to transition out of the industrial-age approach to schooling.

These systemic changes must be facilitated at all levels of the complex network of the educational system. District leaders must be open to new approaches to student grouping, promoting web 2.0 interactive platforms, and building from meaningful, challenge-based learning experiences into their local assessment systems.

Site leaders must also promote technology integration, coupled with challenge-based learning experiences and be advocates for optimal balance of difficulty and ability to improve student engagement and flow experiences in their learning. Site leaders must also organize, support, and nurture ongoing learning from staff to adjust teaching strategies that promote collaborative and meaningful student learning. These learning experiences must go beyond right and wrong answers, printed textbooks, and confinement to a conventional classroom environment.

Armed with anytime, anywhere access to the abundant interactive world-wide web, students should spend their time working with one another to master the updated standards and demonstrate their capacity through application of problem-solving on authentic projects.

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Their experience must be fluid, dynamic, and evolving based on their progress, interests, and passions. With more engaged students that are developing meaningful knowledge and skills that are better aligned with the information age, we can realize the ambitious vision of building capacity for our nation to thrive in this new age.

2. Revolutionizing Education, What We’re Learning from Technology Transformed Schools, Project Red Mission: “We named this national research and advocacy plan Project RED (Revolutionizing Education) because we believe there is the need to revolutionize the way the U.S. looks at technology as part of teaching and learning. We believe that technology can help us re-engineer our educational system. Through the efforts of Project RED and our partners we believe that technology will transform learning, just as it has transformed homes and offices in almost every other segment of our society.”

3. Framework for 21st Century Learning by The Partnership for 21st Century Skills. (2010). Retrieved February 05, 2010, from http://www.21stcenturyskills.org/index.php?option=com_content&task=view&id=254&Itemid=119.

“The framework presents a holistic view of 21st century teaching and learning that combines a discrete focus on 21st century student outcomes (a blending of specific skills, content knowledge, expertise and literacies) with innovative support systems to help students master the multi-dimensional abilities required of them in the 21st century. “

These three documents were used to discuss the research based on student learning and the need to integrate the 21 st century skills students need to become successful as students and as adults. Each of the documents were discussed within the planning committee, school site meetings, students and parents. These groups were asked to determine ways to meet the needs of students, teachers, administrators and parents.

9b. Technology Rich

Technology is being used to allow students to direct their own learning, synthesize information and use tools to do real work.

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http://www.21stcenturyskills.org/index.php?option=com_content&task=view&id=254&Itemid=119

Schools use technology for video creation, virtual field trips, online collaboration wikis, blogs and conceptual modeling.

Schools are using interactive response systems to measure student comprehension and to target the individual needs of students. Schools have interactive whiteboards, document cameras, video and digital photography equipment, netbooks and wireless access.

The district plans to increase wireless access in all schools to allow connection from any location on a school site. The district is also increasing network bandwidth to allow easier access to media rich sites and to cloud-based programs.

This plan includes designs to increase the use of digital textbooks and begin a one-to-one computing design. Students will have access to online spaces to jointly work on projects and access to the curriculum and the Internet both at home and at school.

The district has begun using online courses to allow students to maximize credit recovery possibilities. This year plans were made to increase the type and number of online learning courses available to all students, not only students in need of credit recovery options.The district will be working on a home/school portal to facilitate more opportunities for communicating between parents/ students and school.

This technology plan will increase the amount of technology integration through the increased access to technology, better network and in-depth professional development program.

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Smuhsd technology plan draft aug 11

Education

Transcript of Smuhsd technology plan draft aug 11