Technology Curriculum Review - BoardDocs · 2019. 5. 18. · This final report will outline the...

Technology Curriculum Review

Respectfully submitted to the Board of Education

By the District Technology Committee, Coordinator of Technology, Steve Beauchamp,

Chief Technology Officer, Jeff Puls

and

Assistant Superintendent of Teaching and Learning, Dr. Milena Garganigo

Updated for January 25, 2017

Technology Committee Members

Katie Sandquist, Ed Tech Specialist, Family Center Lucinda Dillon, Early Childhood, Family Center

Jean Das, Early Childhood, Family Center Mark Lynn, Ed Tech Specialist, Captain

Lisa Hehner, 4th Grade, Captain Tom Bober, Librarian, Captain

Denise Stouffer, Ed Tech Specialist, Glenridge Jude Hagene, Librarian, Glenridge Robyn Polizzi, 1st Grade, Glenridge

Sharon Slodounik, Gifted Specialist, Glenridge Tarita Rhimes, Ed Tech Specialist, Meramec

Tracy McKenna, 3rd Grade, Meramec Heather Moomey, Spanish, Meramec Heather Pinson, 2nd Grade, Meramec Scott Osborne, 5th Grade, Meramec

Lisa Jackson-Terry, Principal, Meramec Cathleen Fogarty, Ed Tech Specialist, WMS

Andy Boeyink, Mathematics, WMS Emily Syzman, Social Studies, WMS

Dawn Weber, Integrated Arts/Computer Literacy, WMS Josh Wilmsmeyer, Science, WMS

Gene Gladstone, Ed Tech Specialist, CHS Daniel Glossenger, Social Studies, CHS

Ali Conley, Mathematics, CHS Justin Seiwell, Journalism, CHS

Debra Wiens, Social Studies, CHS Stacy Felps, Instructional Coordinator, CHS

Addam Jones, Technical Operations Manager, Administration Center Chris DeWille, Data Systems Manager, Administration Center

Steve McCandless, Parent

Introduction Prior to the 2014-2015 school year, the Technology Department and the Office of Teaching and Learning did not present a combined instructional/informational technology review to the Board of Education (BOE) and did not work collaboratively on the integration and use of technology within the District. The technology updates that were provided were often centered on the number and kind of devices and staffing particular to the Technology Department, with a smaller portion being devoted to technology instruction in our schools. In 2013-2014, the Office of Teaching and Learning and the Technology Department came together to begin thinking more systemically about technology across the District. The connection of the departments allowed for staff to engage in dialogue around a vision of technology within the District. This work started with the development of a Technology Integration Plan that outlined the assured learning for students K-12 and aligned technology instruction with the ISTE (International Society for Technology in Education) standards and Common Core State Standards. During the 2014-2015 school year, a Technology Curriculum Committee was formed, and that group began a two-year self-study. The curriculum self-study process provides a department the opportunity to reflect on previous recommendations for improvement, present to the BOE the work completed toward those recommendations and set the direction for continued improvement. During the first year of self-study, the assistant superintendent of teaching and learning and the technology coordinator provided two updates to the BOE. These updates centered on highlighting the past work toward previous long-range goals and began to identify potential areas of study. At the beginning of the 2015-2016 school year, the assistant superintendent of teaching and learning, the chief technology officer and the technology coordinator requested (and were granted) a yearlong extension to the normal two-year self-study process. Work within the committee continued throughout the year and centered on developing a plan to address the barriers to effective technology integration within District classrooms and schools. These barriers of access, organization and mobility were identified by the committee as areas of study and ultimately areas for growth. The work of the committee has been large and includes not only devices and organization of those devices, but also curriculum, infrastructure and ultimately the development of a recommended technology toolkit and a professional learning plan to support the toolkit. These components should be seen as being intertwined with one another not as a linear timeline where one follows behind the other. This final report will outline the barriers and the committee’s plans to address these barriers through long-range goals and an implementation plan. Although the Technology Curriculum Committee began its work as a part of the regular curriculum review cycle, technology integration has been an area of concern for District staff for several years. Staff members have expressed significant concern about the lack of progress with technology over the past several years. While other districts around the country were engaging in conversations to move their infrastructure and fleet forward and were discussing 21st century learning, Clayton began to seem behind the times, even stuck in time, in relation to the integration of technology within the content curricula. In the eBook, “Revolutionizing Education Through Technology,” Agnus King comments in the forward about what is working in successful schools. What is working “is ubiquitous technology ... fully integrated into the classroom by well-prepared and well-led teachers. The closer the student–computer ratio gets to 1-to-1, the better the results; the better prepared the teachers are to take full

1

advantage of the potential of the technology, the better the results; and the stronger the leadership of the process by the principal, the better the results.” (p. xviii). Project RED, the research referenced in “Revolutionizing Education Through Technology,” identifies seven major findings around technology implementation. These include: ■ Proper implementation of technology is linked to education success.

■ Properly implemented technology saves money.

■ 1-to-1 schools that properly implement technology outperform all other schools, including all

other 1-to-1 schools. ■ A school principal’s ability to lead is critical to the success of an implementation effort.

■ Technology-transformed intervention improves learning.

■ Online collaboration increases learning productivity and student engagement.

● Daily use of technology delivers the best return on investment (ROI). (p. 10)

These findings have had an influence on the work of the committee and on the long-range goals set by the committee for future work.

2

Self Study Process Barriers At the beginning of the self-study process, the Technology Curriculum Committee identified three main barriers to improving the use of technology within the District curriculum. These barriers were consistent across schools while manifesting themselves differently within the different venues. The following diagram represents the District’s current reality and desired state in relation to these barriers.

Access As the Technology Integration Plan was rolled out to the teaching staff as a way of identifying the necessary technology skills by grade level for achieving proficiency, the teachers were excited to have clearly spelled out expectations. The conversation almost immediately shifted to asking how to ensure the fidelity of the Integration Plan with the current access to devices. The current reality (a reality of the past several years) of the allocation of devices is the following: Family Center: The school has a combination of a handful of desktop computers and iPads. Often times, teacher deployed devices are used within the classroom. In 2016, a set of iPods (18) was purchased to help with audio needs and documentation needs within the classroom. Elementary: Each elementary grade-level classroom has around six desktop computers. Each elementary building has a fixed lab (generally in the library) of about 24 fixed computers. Each school

3

has between one and two full classroom sets of iPads. Finally, each school has a class set of laptop computers generally shared between science and gifted. Middle School: There are currently seven fixed hallway computer labs within the school. In addition to these desktops, there is a desktop lab in the library, one for Coding, one for digital arts, a new lab of laptops for Project Lead the Way (PLTW), and some desktops for gifted. Science labs inherited some older computers during a science curriculum review (four classrooms with five old desktop computers each). Additionally, the middle school has a class set iPads that can be checked out from the library. High School: There are currently several fixed lab settings in the high school, often with a classroom set of desktop computers. The library has iPads on a cart for teachers to check out. There are several specialty labs with desktop computers (PLTW, business, journalism and visual arts). Finally, the math department has a set of iPads and the science department has some desktop computers in each classroom. Access was identified as a barrier in each building for a few reasons. Teachers shared that the availability of devices is oftentimes a challenge. Due to testing and the sharing of labs across groups of teachers or even the whole school, it is extremely difficult to gain access for an entire class. Elementary teachers often can use the computers in their rooms during rotations but this does not help when the entire class needs access. At the middle school, gaining access to the labs is difficult. There is much demand for class time with computers, and again due to testing and the sharing of the labs, it is challenging to gain access for a single class period and almost impossible to gain access for several sequential days. This is again an issue at the high school where there are more classes and students vying for a few labs. Organization As is evident in the current reality, the majority of the student-dedicated technology in District schools is organized in fixed labs where there is a classroom set of (often) desktop computers for multiple classes and teachers to share. Due to the constraints of the District testing matrix, there are solid weeks where no technology access can be depended upon in schools for curriculum. The use of the computer labs in libraries for testing also has an impact on the library curriculum. Classes are unable to participate in the curriculum in order to maintain a conducive testing situation. Teachers also are reluctant to sign up for labs when they cannot be assured that they can use them for extended periods of time (e.g. the duration of a project) either because of demand or testing needs. At the middle school, there is an added challenge of the labs being in hallways. With the overlap in periods at the middle school, some grade levels are in a passing period while others are trying to work in the labs. Mobility Going hand-in-hand with access and organization is the barrier of mobility. Many of the challenges presented in the previous two barriers could be alleviated if the labs and/or devices were mobile and could be temporarily located within different classrooms throughout the day. The fixed form of the lab setup prevents flexibility within and between teachers and classrooms.

4

Visioning Prior to the 2014-2015 school year, there was not a clear vision for technology within the District. Devices were purchased to replace existing devices as the life cycle of the device determined, and new devices were often added to the District fleet as requests came in from staff without a set procedure for determining need or connection to the curriculum. During the 2013-2014 school year, the chief technology officer and the assistant superintendent of teaching and learning began to engage in discussion about the need to tie curriculum and device use and acquisition together and formulate a District vision of technology. The iBook Eight Elements for Success published by Apple Education “...introduces eight elements that are the foundations for successfully creating technology-rich learning environments. ” One of these elements is vision. Eight Elements for Success states, “[a] clear vision captures how a technology-rich environment will support your aspirations for learning.” 1 As the Technology Curriculum Committee has been doing its work, one area identified for growth was the development of this clear vision. Through the committee’s work, some clear priorities around vision were established. First is the idea that in a school system, technology should not drive curriculum, rather the two should be interconnected. The belief is that educators should determine the content to be taught, identify the learner outcomes (what students should know and be able to do) and then technology should help students and teachers meet those outcomes. The Technology Department and the Office of Teaching and Learning have been working collectively since 2015 to ensure a seamless integration of technology and curriculum. When considering the importance of the integration of technology, the District leadership sees a vision statement that states: staff will provide transformative learning opportunities for all students with technology across all grade levels and all content areas. This vision statement allows us area to grow, areas to focus on within the written curriculum and a focus for professional learning. A component of the vision for technology within the District includes a model for integration. The District has begun using the SAM-R model (Appendix A) as a way to talk with teachers about technology integration within the classroom. SAM-R stands for substitution, augmentation, modification and redefinition. This model allows for teachers to make decisions about the use of technology from no use or simple substitution of tool (e.g. word processing instead of handwriting) to completely embedded (e.g. a multimedia presentation that explores a single topic through different media and presentational methods). At the high end of the SAM-R model, teachers are encouraged to make significant changes where appropriate to redefine the activity in a way that encourages students to think critically and create with the technology. A great explanation of the SAM-R model can be found at https://www.youtube.com/watch?v=ZQTx2UQQvbU. International Society for Technology in Education (ISTE) Standards Hand-in-hand with a vision for technology and curriculum integration is the need for standards. Traditional curriculum writing involves a certain level of alignment with national or international standards. Within the last review cycle, the District adopted the ISTE Standards for teachers and for students (http://www.iste.org/standards/standards/iste-standards). 1 Excerpt From: Apple Education. Eight Elements for Success. Apple Inc. - Education, 2015. iBooks. https://itun.es/us/Kpuq_.n

5

ISTE Student Standards The original ISTE student standards (2007) (Appendix B) were a good introduction for the District to begin to engage in conversation about the deliberate integration of technology and curriculum. The main focus of the first standards was to “describe the skills and knowledge [students] need to learn effectively and live productively in an increasingly global and digital society” (http://www.iste.org/standards/standards/standards-for-students). The first Technology Integration Plan (Appendix C) was developed as a tool for teachers to use to achieve this goal. This integration plan was directly aligned to both Common Core State Standards and ISTE student standards from 2007. The ISTE student standards continue to evolve. A new set of standards (Appendix D) were released by ISTE in 2016 and the website states, “the ISTE Standards for Students are designed to empower student voice and ensure that learning is a student-driven process of exploration, creativity and discovery no matter where they or their teachers are in the thoughtful integration of ed tech” (http://www.iste.org/standards/standards/standards-for-students). These new standards are an impressive compilation of student skills and practices that focus on the idea of students being critical thinkers and problem solvers. This new set of standards centers more on the idea of students taking ownership of their learning and leads students toward deeper thinking rather than a set of criteria to meet. “The standards are designed for use by educators across the curriculum, with every age student, with a goal of cultivating these skills throughout a student’s academic career” (https://www.iste.org/standards/standards/for-students-2016). With the development of these new standards, the District Technology Integration Plan needs to be updated. This document should have a greater focus on thinking and problem solving skills as opposed to isolated skills related to technology. Additionally, as Missouri is no longer a Common Core state, the alignment component of the District Technology Integration Plan will need to be adjusted. ISTE Teacher Standards In the last BOE review, the BOE also adopted the ISTE Teacher Standards (Appendix E). These standards have been embedded in work with Initial Career Review teachers and all teachers as they enter Career Review every four years. The current teacher standards mirror the previous student standards (2007). It is assumed that ISTE is currently updating the teacher standards, too. Upon receiving tenure and every fourth year after tenure is granted, a teacher within the District participates in technology professional learning related to ISTE and the integration of technology in the classroom. Teachers are assigned two mentors (the building educational technologist and one central office administrator). For the duration of a year, each teacher participates in differentiated professional learning and completes a project directly related to technology integration. The mentors coach the teacher and provide classroom and professional learning support throughout the year. An important component of this work is learning. The projects are intended to have direct impact on student learning (sometimes the teacher must learn first prior to implementation in the classroom). Additionally, teachers in the ISTE process are responsible for sharing their learning with other teachers.

6

Long-Range Areas of Focus Technology Curriculum Roadmap After the development of the Technology Integration Plan, teachers were excited to have a roadmap of the skills and knowledge particular to technology that they were responsible for teaching and a way to understand better what skills students coming into their classrooms would have been exposed to or understand. The current plan, while the best thinking at the time, is outdated and aligned to standards that no longer are current or valid in the State of Missouri. The Technology Curriculum Committee needs to dedicate work to the development of a new document that encompasses the more powerful ISTE student standards and acknowledges the Missouri Learning Standards. Curriculum Committees / Written Curriculum Prior to the past few years, changes in technology were reactive rather than proactive or maybe minimally considered at the time of another curricular change. Within the visioning work, it became apparent that deliberate conversation about technology within the curriculum review cycle for all content areas is necessary. In this focused embedding of the discussion around technology, we can prevent the District from encountering a system where we fall “behind the times” and can ideally ensure that our teachers don’t encounter the same barriers with which they are currently challenged. Professional Learning Any change with technology requires significant levels of professional learning so that staff integrate the use of technology in a meaningful way within their classes. For teachers to learn effectively, the professional learning must be a combination of experiences that are assured, differentiated, hands-on and personalized. According to the Apple iBook, “professional learning can’t be a series of isolated events—it needs to be an ongoing part of your culture.”2 A long-range plan for professional learning must be developed to ensure movement forward with technology integration within the classrooms. Toolkit Once the Technology Curriculum Committee identified the barriers to improving the use of technology within the District curriculum, the committee began work to develop a toolkit that would address these barriers. Particular attention was devoted to the deliberate role that content curriculum plays within this development. The process used to begin to establish a technology toolkit for the District focused in three areas:

1. Curricular needs 2. A gap analysis 3. Device specifications

Curricular Needs The committee worked in grade level and department groups to develop a comprehensive spreadsheet outlining the assured experiences for students needing technology. These experiences included projects and day-to-day tasks embedded in the overall District written curriculum. 2 Excerpt From: Apple Education. “Eight Elements for Success.” Apple Inc. - Education, 2015. iBooks. https://itun.es/us/Kpuq_.l

7

An example of the spreadsheet shows the areas of information gathered.

This comprehensive study of the District curriculum included both assured experiences for all students and possible extensions (if barriers were resolved) and the connections to technology standards. Gap Analysis Upon completion of this process, the committee began to identify a gap analysis of which technology standards were not addressed within this document and reasoning for the gap. A new spreadsheet was developed to record this information.

This information proved more difficult to capture than the current reality of the curriculum because of the nature of the impact of barriers on the possible expansion of the integration of technology within the curriculum. That being said, some information was gathered to help gain a perspective on how to grow technology integration and use. Device Specifications In order to begin exploring possible devices to address the barriers presented (and to ensure that the entire process was not skewed by devices already owned by the District), a rubric was developed for the curriculum spreadsheet. This rubric allowed committee members to determine what device specifications were necessary to accomplish the project or task. Areas addressed in the device specifications fell into the categories of: connectivity, input, ports, storage, display, integrated sensors, portability and durability. After the committee considered and indicated these specifications, the chief technology officer and the assistant superintendent of teaching and learning consolidated this

8

information to look for patterns and begin to identify potential devices that would meet at least 90 percent of the needs specified within the curriculum. The committee also spent one meeting with a representative from MoreNet exploring a variety of devices new to the District. This opportunity allowed for the Central Office administrators to gather some anecdotal information on a variety of devices prior to using the device specification information to develop the first iteration of a toolkit. The information gathered centered on ease of use, accessibility to tools needed within the curriculum and access to applications. Some clear themes arose from the data within the spreadsheet and the information gathered from the MoreNet visit. It was clear that at earlier stages, students’ needs were more basic in nature and centered on touch screen accessibility and app usage. As students grew, the need for an integrated keyboard became more necessary. Access to the internet was a consistent need throughout the grade levels. While most curriculum could be accessed with less powerful machines (a Chromebook - like device), some content areas and/or projects required more complex applications and/or more powerful machines. The chief technology officer and the assistant superintendent of teaching and learning developed an initial iteration of the toolkit for the District and presented it to the committee. After feedback from the committee, the following was determined to be a toolkit that could address the barriers and could allow for teachers and students to engage with the District’s written curriculum and have the opportunity to expand and grow the opportunities for students to further integrate technology in their learning. Devices Family Center: In order to meet the needs of the Family Center and the early childhood curriculum, access to both tablets and handheld devices will be necessary. This will allow the early childhood teachers and students to document their learning and use these devices to interact with apps in the way they need. Elementary: Across the school, there is a greater need for tablets (devices without a mouse or an integrated keyboard) at the earlier grades. Within key stage 2, there is a greater need for an integrated keyboard. Access to the internet is necessary at all levels. There is a need for full functioning computers across the school to complete certain projects. This need is not an everyday need for each grade level. The recommendation for each elementary building would be a combination of multiple carts of tablets and Chromebooks. Each cart should contain more devices than a typical class size so that if a class is working on a project in a one-to-one situation, others still have access to devices. Additionally, each school should have access to laptop computers that are more powerful than the Chromebooks to allow for more advanced project work. Middle School: Within the middle school construct, there continues to be a good need for tablets. The use of an integrated keyboard becomes even more necessary at the middle school level. That being said, the recommendation is to allocate more Chromebooks than tablets to the middle school. Additionally, there continues to be a need for laptops to complete more complex projects. Finally, at the middle school level, there are specialty classes that will require a more advanced machine (e.g. Coding, Project Lead the Way) and therefore the recommendation would be to maintain some custom labs within the school.

9

High School: Due to the increased nature of the curriculum to require both access to the internet (for research and access to a learning management system like Google Classroom) and access to word processing (the need for an integrated keyboard), the recommendation is for the high school to eventually be a one-to-one school using Chromebooks for student devices. The capabilities of a Chromebook would allow for the majority of the curricular needs to be met. That being said, there is still a need for some access (not at a one-to-one ratio) to some different devices. Tablets would be needed to access certain apps in different content areas, while laptops would allow for more complex projects. Similar to the middle school, there would continue to be a need for certain custom labs for different content areas (e.g. art, Project Lead the Way, etc.).

Toolkit Rollout Plan In order to maximize existing resources and provide for concurrent professional development, a three-year Toolkit rollout plan is proposed. Pending BOE approval, Phase 1 (2017) could begin as early as this winter, and Phases 2 and 3 could occur in the fall of 2017 and 2018, respectively. The values listed below indicate the approximate quantities of each device type to be deployed in each fiscal year for both students and staff. Items listed in the section titled “Infrastructure” are larger-scale projects which are needed to support both the Toolkit rollout and other technology systems District-wide. For example, “WiFi” is listed as a deployment for fiscal year 2017 because it is a required condition of a successful Toolkit rollout. Additional infrastructure projects are scheduled in subsequent years based on the expected need to replace and expand capabilities of District technology resources. Because the student Toolkit rollout plan is spaced across three years, and because different items have different expected lifespans, the estimated deployment counts and patterns fluctuate across the projected fiscal years.

10

General hardware types are listed for illustration purposes, but actual device models are subject to change as technology advances. Not included in the projections above are classroom-based devices such as data projectors, SMARTBoards, document cameras, etc. Replacements for those devices are currently being budgeted at the school level. As new devices are deployed to the schools, older devices may be moved to different schools/locations and will eventually be decommissioned. This provides students with access to a balance of existing hardware and new hardware as the Toolkit rollout progresses. Operational Conditions to Support Toolkit Planning for an increase in student devices and a change in the mobility of student devices will require enhancements in other operational areas as well. The Technology Department has carefully studied the District’s current capacities and identified five specific areas of deficiency which need to be addressed in order to support the plan:

1. Internet Bandwidth 2. Wireless Networking 3. Off-Site Strategies 4. Human Resources 5. Funding

Before the Toolkit can be implemented fully, each of these areas must be addressed. Internet Bandwidth The amount of Internet traffic across the District’s network has steadily increased over the last several years, but the speed of the connection has remained flat. This has presented a variety of challenges to schools, especially at peak times during the school year. This increased usage of Internet services in general, along with the increased number of student devices called for in the Toolkit, will continue to increase the demand for fast, reliable Internet access. To support the increased need for Internet services, the District has upgraded its Internet connection speed to 700Mbps (from 150Mbps). While this change provides a more than 4x increase to overall bandwidth, the impact to the budget is minimal due to the District’s participation in the E-Rate competitive bidding process. The District’s E-Rate discount on these services represents a 40 percent savings. Wireless Networking The District’s existing WiFi system is unable to support a large increase in the quantity and mobility of student devices. The current WiFi design is based on a “coverage” model in which wireless access points (APs) are mounted in strategic locations to provide just enough signal to reach most instructional areas. Having a limited number of mobile devices accessing a particular AP provides a generally acceptable level of performance, but as more devices attempt to access a single AP, the existing hardware is unable to support the required throughput and the connection is often slowed or even dropped. Because so much of what students and staff need to do with devices is reliant on network connectivity, the District’s current system generally meets today’s need but will certainly not meet the future need brought on by the Toolkit plan. What is required is a WiFi system which takes

11

into account the “density” of devices that will be connecting to any given AP. This design requires more APs placed in different locations using newer technologies which allow for many more concurrent, faster connections to wireless devices. To ensure that mobile devices have access to reliable, fast network services, a new WiFi system must be installed. In anticipation of this need, the District engaged in an additional E-Rate competitive bidding process during the 2015-2016 school year. Highlights of the E-Rate timeline include: ● Dec. 16, 2015 - Board of Education approved motion to solicit bids through E-Rate ● Dec. 24, 2015, through Jan. 13, 2016 - District posted Form 470 (RFPs) ● Feb. 17, 2016, through March 8, 2016 - Bid evaluation process ● March 16, 2016 - Board of Education approval of bid awards ● Spring-to-Fall 2016 - Prepare for project implementation (evaluate existing cabling, switching,

etc.) ● Nov. 22, 2016 - E-Rate funding commitment (approx. $60,000)

In the spring of 2016, the BOE voted to approve a contract for the installation of a new WiFi system at a total cost not to exceed $188,855.92. The contract was contingent on E-Rate funding. The District recently received an E-Rate funding commitment for approximately $60,000 of this project, and the remaining cost to complete this project will come from FY2017 funds already budgeted within the District’s operational and TIP funds. No additional money is requested for this project. Off-Site Strategies When District-owned student devices are used on-site within any of our schools, they access both internally- and externally-hosted content via the District’s communication network. This allows for compliance controls such as content filtering to help protect students against harmful Internet content. If District-owned student devices connect to Internet resources at home or at another off-site location, new methods must be employed for content filtering because the Internet connection does not originate within the District’s communication network. This challenge can be overcome, but it is important to understand the District’s responsibilities would be extended if off-site access to student devices is allowed. It is also important to recognize that there are likely some students in the District who would not have access to Internet resources from home. Alternatives for these students must be considered. Tackling the operational challenges associated with off-site student devices will be new for the District, but some initial operational testing has already begun in this area. Next steps would include additional operational testing of both off-site content filtering and alternative Internet access solutions. These steps can occur concurrently with the Toolkit rollout plan. Pending BOE approval of the Toolkit plan, viable solutions for these challenges would first become crucial in the 2018-2019 school year when students at the high school will be provided with devices for “take home” use. Human Resources The District currently employs a total of three technology support staff who are responsible for Tier 2 and 3 (technically skilled) maintenance and support of the District’s staff and student devices. Tier 1 (basic troubleshooting) support is provided by one help desk analyst, one administrative assistant, and, to some extent, six educational technology specialists who are assigned to the District’s five schools and the Family Center. A total of two additional staff provide Tier 2 and 3 support for the District’s

12

data systems, such as our student information system, assessment systems, Missouri state reporting, and more. Combined, the staff currently supports over 2,000 devices, 4,000 students/staff/parents and a host of technology systems required for operational and educational goals District-wide. Given the larger quantity of student devices, the variety of student devices in use, the mobility those devices offer and the expected increase in per-user technology support requirements, we do not believe that the current level of technology support staffing will be sufficient to deploy, maintain, troubleshoot and repair the devices proposed by the Toolkit. However, there are strategies which can be implemented which substantially reduce the need for additional local device support for these new purchases. This includes the use of comprehensive warranties offered by hardware vendors which allow for off-site repair at a vendor support depot. Strategies like this one provide for advanced replacement in which the District is provided with “spares” that can be swapped out while the original device is shipped to the vendor for physical repair. Also possible are arrangements in which the District can be supplied with a parts depot from which parts for simple repairs can be replaced locally. The proposed three-year Toolkit rollout plan provides time to carefully study support patterns to implement new efficiencies via automation and systems, to leverage support from hardware vendors which can significantly reduce the need for additional local staffing, and to incrementally adjust technology support strategies as more devices are deployed. Funding Historically, there have been several ways in which technology operations and improvements have been funded. The large majority of annually allocated technology funds, though, have come from two primary sources: District-level operational and District-level Technology Improvement Plan (TIP) budgets. District-level operating budgets are utilized for software, services and other operational technology expenditures, such as the District’s student information system, financial system and more. District-level TIP budgets have been utilized to provide for a replacement cycle of technology capital items including staff and student devices. Larger-scale technology infrastructure improvements, though, have generally been approached as one-time expenditures outside of the TIP funds. For example, some technology improvements have occurred in tandem with construction projects, while others, like the Voice-Over-IP (VOIP) Telephone project, have been funded with special budget allocations. Appendix F shows a report detailing technology budgets over the last five years in each of these areas. Based upon our cost projection model, which includes Toolkit devices for students, staff devices, and the infrastructure improvements needed over the next five or more years, the current level of technology funding is not sufficient to accommodate the plan. In particular, a significant increase in capital expenditures is projected that will require additional TIP funds. Other operational costs will rise as a result of the Toolkit rollout, but those costs are projected to have a minimal impact to operational budgets. Additional sources of funding can also be pursued. Within the last year, for example, the District has been awarded grants through E-Rate (Internet and WiFi) and the Department of Elementary and Secondary Education’s (DESE) Technology and Engineering Grant (PLTW) totaling over $95,000 for technology expenditures. Tight coordination between the offices of Technology and Teaching and Learning provide the necessary conditions for the District to pursue these external funding sources. In addition to grants, the District could also pursue other possible revenue sources including student

13

activity fees, student device insurance, etc., although these potential sources are not included in the projections below. Contained in the following TIP budget projections below are the following assumptions:

1. No external revenue sources will be obtained (with the exception of the E-Rate funding commitment shown in FY 2017).

2. Costs are estimates based on today’s dollars. 3. No significant shift in the types/quantity of staff devices will be required. 4. The TIP budget for 2018 will be increased from $500,000 to $600,000 with a two percent

increase applied annually for FY 2019 and FY 2020. 5. A $50,000 technology contingency will be made available annually beginning in 2018 to assist

with unforeseen issues which may arise. 6. A one-time additional allowance may be necessary in 2019.

TIP Budget Projections

The bolded amounts indicate “new” money that is proposed as part of this plan. End-of-year (EOY) balances are carried over to subsequent fiscal years, and the TIP Budget row indicates the proposed budget increases beginning in 2018. Note that in 2019, an additional allowance of $50,000 is included in the projections to help offset a potential deficit. It is possible, however, that incremental savings could be realized prior to that budget year which could reduce or eliminate the need for the additional allowance. This determination would be made prior to the FY19 budget cycle. The $50,000 listed in the Contingency row would only be used for unforeseen emergent issues that could arise. Contingency dollars would not carry over to subsequent years. Funds required for professional development would come from existing budgets within the Office of Teaching and Learning. While not included in the projections for FY2018 and beyond, the District would continue to pursue external funding sources such as E-Rate, and other state/federal grants as they pertain to this plan.

14

Future Steps Pending BOE approval of the plan, a variety of additional steps need to be considered. These include the investigation of potential cost-saving measures/innovations such as physical-to-digital resources, student-led repair desk, reallocation of human resources, creative leasing solutions, server virtualization, desktop virtualization and more. Also important is the identification of additional potential revenue sources such as student activity fees and student-purchased insurance. As devices begin going home with students, additional focus areas become important. This could include the exploration and implementation of “take-home” agreements, strategies to help ensure digital equity among students and the potential implementation of a District-wide Learning Management System to serve as a unified platform for curriculum delivery and communication between teachers and students. The committee focus during the spring semester of 2017 will be twofold. First, the committee will need to determine a multiyear professional learning plan that includes assured and differentiated opportunities for teachers to become familiar with hardware and also to gain in depth understanding of the SAM-R integration model and its application within the classroom. The second area of focus will be around the development of a measurement tool/ system to determine the effectiveness of the technology toolkit and implementation of the integration model. Lastly, additional study must be performed to help determine any required shifts in technology for the District’s classrooms and staff. For example, questions should be considered such as: ● What technology tools might be leveraged to help teachers better tailor their instruction and

meet student needs? ● What type(s) of technology should be considered “standard” in our classrooms?

Questions like these are important to study because technology is ever changing and can be a powerful tool to help students access the curriculum and to ultimately enhance student outcomes.

15

Technology Board Goals Board Strategic Goal Connection: Academic Excellence Goal 1: Curriculum Goal: Technology is used to enhance learning across the curriculum by implementing a comprehensive structure for ensuring that technology has an important role within each content area.

2016

-17

2017

-18

2018

-19

2019

-20

2020

-21

2021

-22

Improvement Strategy 1: Develop a Technology Roadmap for students at each grade level Action Steps Update the Technology integration plan to reflect the new ISTE standards and address changes in grade level expectations

Begi

n su

mm

er 2

017

Staf

f tra

inin

g

Com

plet

e

Curri

culu

m R

evie

w B

egin

s Improvement Strategy 2: Develop a plan where staff have ownership of technology integration Action Steps 1. Develop technology goals for each content area 2. Ensure technology representation on curriculum committees

as they are in review or as they consider new curriculum materials

Begi

n su

mm

er 2

017

Ong

oing

Improvement Strategy 3: Develop a plan where technology is integrated in the written and taught curriculum Action Steps 1. Identification of consistent practices/systems across the

District 2. Provide a place to record assured technology integration

projects/activities within the written curriculum 3. Explore the possibility of a Learning Management System to

be used building wide or District wide Begi

n su

mm

er 2

017

Ong

oing

16

Technology Board Goals Board Strategic Goal Connection: Academic Excellence Goal 1: Professional Learning Goal: Staff have a shared understanding of the role technology has in teaching and learning by implementing a comprehensive professional development program to ensure staff are prepared to empower their students to use technology to enhance their own learning. 20

16-1

7

2017

-18

2018

-19

2019

-20

2020

-21

2021

-22

Improvement Strategy 1: Develop a District professional learning plan particular to technology. Action Steps 1. Develop and implement assured experiences for staff around

philosophy and integration strategies 2. Develop and implement differentiated experiences for staff

to enhance experiences around philosophy and integration strategies Be

gin

sum

mer

201

7

Ong

oing

Ong

oing

Curri

culu

m R

evie

w B

egin

s

Improvement Strategy 2: Implement district technology standards for staff. Action Steps 1. Develop technology standards for staff (includes teachers

and administrators) 2. Develop and implement assured experiences for staff around

technology standards for staff at each level and content area Begi

n su

mm

er 2

018

Impl

emen

tatio

n

17

Technology Board Goals Board Strategic Goal Connection: Academic Excellence Goal 1: Technology Resources Goal: Implement a comprehensive system for evaluating and updating the technology hardware and infrastructure needs of the District. 20

16-1

7

2017

-18

2018

-19

2019

-20

2020

-21

2021

-22

Action Steps 1. Identify and implement operational conditions necessary to

support the Toolkit including infrastructure, human resources and management strategies

2. Identify and implement cost-saving measures and innovations and/or pursue potential revenue sources

3. Develop estimated timeline and budget projections for ongoing maintenance and improvement of District technology hardware and infrastructure

Begi

n sp

ring

2017

Ong

oing

Curri

culu

m R

evie

w B

egin

s

Financials for Curriculum Goals Professional Learning / Consultant ● 2017-2018 -- $10,000 ● 2018-2019 -- $10.000 ● 2019-2020 -- $10,000

Materials to support professional learning ● 2017-2018 -- $10,000 ● 2018-2019 -- $10.000 ● 2019-2020 -- $10,000

Summary of Curriculum Goals Financial Impact for Three Years Total for 2017-2018 -- $20,000 Total for 2018-2019 -- $20,000 Total for 2019-2020 -- $20,000

18

Appendix A

19

ISTE Standards Students

International Society forTechnology in Education

1. Creativity and innovationStudents demonstrate creative thinking, constructknowledge, and develop innovative products andprocesses using technology.

a. Apply existing knowledge to generate newideas, products, or processes

b. Create original works as a means of personalor group expression

c. Use models and simulations to explore complexsystems and issues

d. Identify trends and forecast possibilities

2. Communication and collaborationStudents use digital media and environments tocommunicate and work collaboratively, includingat a distance, to support individual learning andcontribute to the learning of others.

a. Interact, collaborate, and publish with peers,experts, or others employing a variety of digitalenvironments and media

b. Communicate information and ideas effectivelyto multiple audiences using a variety of mediaand formats

c. Develop cultural understanding and globalawareness by engaging with learners ofother cultures

d. Contribute to project teams to produce originalworks or solve problems

3. ResearchandinformationfluencyStudents apply digital tools to gather, evaluate,and use information.

a. Plan strategies to guide inquiry

b. Locate, organize, analyze, evaluate, synthesize,and ethically use information from a variety ofsources and media

c. Evaluate and select information sources anddigital tools based on the appropriateness tospecific tasks

d. Process data and report results

4. Critical thinking, problem solving,and decision makingStudents use critical thinking skills to planand conduct research, manage projects, solveproblems, and make informed decisions usingappropriate digital tools and resources.

a. Identify and define authentic problems andsignificant questions for investigation

b. Plan and manage activities to develop a solutionor complete a project

c. Collect and analyze data to identify solutionsand/or make informed decisions

d. Use multiple processes and diverseperspectives to explore alternative solutions

Appendix B

20

http://www.iste.org/standards

iste.org/standards

5. Digital citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

a. Advocate and practice safe, legal, and responsible use of information and technology

b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity

c. Demonstrate personal responsibility for lifelong learning

d. Exhibit leadership for digital citizenship

6. Technology operations and concepts Students demonstrate a sound understanding of technology concepts, systems, and operations.

a. Understand and use technology systems

b. Select and use applications effectively and productively

c. Troubleshoot systems and applications

d. Transfer current knowledge to learning of new technologies

Standards•S © 2007 International Society for Technology in Education.

ISTE® is a registered trademark of the International Society for Technology in Education.

If you would like to reproduce this material, please contact [email protected].

21

http://www.iste.org/standards

1. Empowered LearnerStudents leverage technology to take an active role in choosing,achieving and demonstrating competency in their learninggoals, informed by the learning sciences. Students:

a. articulate and set personal learning goals, develop strategiesleveraging technology to achieve them and reflect on thelearning process itself to improve learning outcomes.

b. build networks and customize their learning environmentsin ways that support the learning process.

c. use technology to seek feedback that informs and improvestheir practice and to demonstrate their learning in a varietyof ways.

d. understand the fundamental concepts of technologyoperations, demonstrate the ability to choose, use andtroubleshoot current technologies and are able to transfertheir knowledge to explore emerging technologies.

2. Digital CitizenStudents recognize the rights, responsibilities and opportunitiesof living, learning and working in an interconnected digitalworld, and they act and model in ways that are safe, legal andethical. Students:

a. cultivate and manage their digital identity and reputationand are aware of the permanence of their actions in thedigital world.

b. engage in positive, safe, legal and ethical behavior whenusing technology, including social interactions online orwhen using networked devices.

c. demonstrate an understanding of and respect for the rightsand obligations of using and sharing intellectual property.

d. manage their personal data to maintain digital privacy andsecurity and are aware of data-collection technology used totrack their navigation online.

ISTE STANDARDS FOR STUDENTS

iste.org/standards

3. Knowledge ConstructorStudents critically curate a variety of resources using digital toolsto construct knowledge, produce creative artifacts and makemeaningful learning experiences for themselves and others.Students:

a. plan and employ effective research strategies to locateinformation and other resources for their intellectual orcreative pursuits.

b. evaluate the accuracy, perspective, credibility and relevanceof information, media, data or other resources.

c. curate information from digital resources using a varietyof tools and methods to create collections of artifacts thatdemonstrate meaningful connections or conclusions.

d. build knowledge by actively exploring real-world issuesand problems, developing ideas and theories and pursuinganswers and solutions.

2016Appendix D

22

4. Innovative Designer Students use a variety of technologies within a design process to identify and solve problems by creating new, useful or imaginative solutions. Students:

a. know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.

b. select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.

c. develop, test and refine prototypes as part of a cyclical design process.

d. exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems.

5. Computational ThinkerStudents develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions. Students:

a. formulate problem definitions suited for technology-assisted methods such as data analysis, abstract models and algorithmic thinking in exploring and finding solutions.

b. collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving and decision-making.

c. break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving.

d. understand how automation works and use algorithmic thinking to develop a sequence of steps to create and test automated solutions.

6. Creative CommunicatorStudents communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals. Students:

a. choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.

b. create original works or responsibly repurpose or remix digital resources into new creations.

c. communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.

d. publish or present content that customizes the message and medium for their intended audiences.

7. Global CollaboratorStudents use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally. Students:

a. use digital tools to connect with learners from a variety of backgrounds and cultures, engaging with them in ways that broaden mutual understanding and learning.

b. use collaborative technologies to work with others, including peers, experts or community members, to examine issues and problems from multiple viewpoints.

c. contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal.

d. explore local and global issues and use collaborative technologies to work with others to investigate solutions.

ISTE Standards•S © 2016 International Society for Technology in Education. ISTE® is a registered trademark of the International Society for Technology in Education. If you would like to reproduce this material, please contact [email protected].

iste.org/standards23

Appendix C

Grade Level Expectations

Table LegendYellow indicates the FIRST time the student will learn this skill

Blue indicates refinement of skills

Orange indicates student proficient with this skill during Key Stage 2

KindergartenGLE Skill Person/dept

Responsible Standards met

K.1 Turn a computer/tablet on/off and utilize mouse, keyboard, or touch screen

CCW#6 ISTE #6

K.2 Understand basic care of computers and other technology CCW#6 ISTE#6

K.3 Identify letters and functions on a keyboard CCW#6 ISTE #6

K.4 Use word processing or presentation software to publish original ideas CCW#6 ISTE #1,2,5,6

K.5 Be able to access the Internet and navigate a website with guidance from teacher

CCW#7 NETS-S 6

K.6 Use digital tools or media to create a project CCW#6, 7 ISTE #1

K.7 Watch a digital version of a book and compare to print version CCW#7 CCSL#2 ISTE #2,4,5,6

K.8 Students will use online tutorials to enhance their understanding of curriculum

CCRI#7 NETS-S 4

24

1st Grade GLE Skill Person/dept


1.1 Produce and publish student writing in a word processing program. CC W #6 NETS-S 1, 2, 5, 6

1.2 Combine images and text into a document to provide additional detail with guidance from teacher.

CC W #6 NETS-S 1, 2, 5, 6

1.3 Students are introduced to resources, both print and online, to locate relevant information to enhance curriculum.

CC W #7 NETS-S 2, 3, 4, 5, 6

1.4 Use a document camera to project a book CC SL #2 NETS-S 2, 4, 5, 6

1.5

Create and listen to audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings with our without guidance.

CC SL #2 NETS-S 2, 4, 5, 6

1.6 Watch a digital version of a book and compare with print. CC SL #2 NETS-S 2, 4, 5, 6

1.7 Be able to access the Internet and navigate a website CCW#7 NETS-S 6

1.8 Students will use online tutorials to enhance their understanding of curriculum. CC RI #7

NETS-S#4

25

2nd Grade GLE Skill Person/dept


2.1 View a story-book in an electronic format or audio. Listen to the same story being read aloud and compare and contrast the two for personal preference.

CC RL #7 NETS-S 3, 4, 5

2.2 Use a computer and multimedia technology for directed learning activities in an appropriate manner including use of passwords and network use

CC W #6 NETS-S 1, 2, 5, 6

2.3 Use correct terminology when talking about computers and multimedia technology. CC W #6

NETS-S 1, 2, 5, 6

2.4 Use a slide presentation software to create a simple presentation. CC W #6 NETS-S 1, 2, 5, 6

2.6 Create a simple word processing document. CC W #6 NETS-S 1, 2, 5, 6

2.7 Use appropriate resources to gather needed information to create a project containing multimedia. CC W #6

NETS-S 1, 2, 5, 6

2.8 Explore a variety of online websites that showcase narrative and expository text.

CC W #7 NETS-S 2, 3, 4, 5, 6

2.9 Begin to apply the very basic steps of a problem-solving model to conduct a search for information, focusing on the big idea.

CC W #7 NETS-S 2, 3, 4, 5, 6

2.10 Conduct keyword and/or subject searches on the library catalog and online source

CC W #7 NETS-S 2, 3, 4, 5, 6

2.11 Discuss plagiarism and basic citation or information used for research. CC W #7 NETS-S 2, 3, 4, 5, 6

2.12 With teacher assistance, construct a simple bibliography with author/title

CC W #7 NETS-S 2, 3, 4, 5, 6

2.13 Explore simulations through interactive software and websites. CC SL #2 NETS-S 2, 4, 5, 6

26

2.14 Respond to a class discussion electronically. CC SL #2 NETS-S 2, 4, 5, 6

2.15 Create a simple podcast. CC SL #5 NETS-S 1, 2, 4, 5, 6

2.16 Use simple graphing software to record the results of a survey in class. CC SL #5 NETS-S 1, 2, 4, 5, 6

2.17 Use concept-mapping software with teacher assistance. CC SL #5 NETS-S 1, 2, 4, 5, 6

2.18 Use software embedded dictionary/thesaurus tools. CC LS #4e NETS-S 3, 5

2.19 Use hyperlinks in existing online text CC LS #4e NETS-S 3, 5

2.20 Use online tutorials to enhance understanding of curriculum. CC RI #7 NETS-S = # 4

3rd Grade

GLE Skill Person/dept Responsible Standards met

3.1 Utilize a web search engine appropriately. CC RI #5 NETS-S #3, 5, 6

3.2 Understand and access databases to find appropriate information.

CC RI #5 NETS-S = #3, 5, 6

3.3 Evaluate information for reliability and relevance to the topic being researched from Internet sources.

CC RI #5 NETS-S = #3, 5, 6

3.4 Collaborate with other students by using an online internal social media format such as a classroom blog or wiki.

CC W #6 NETS-S = #1, 2, 5, 6

27

3.5 Students will be introduced to proper keyboarding techniques when using computers. (Need to have discussion on keyboarding in general - what should this look like with new technology?)

CC W #6 NETS-S = #1, 2, 5, 6

3.6 Produce a media-rich digital story that includes a written narrative. CC W #6 NETS-S = #1, 2, 5, 6

3.7 With guidance, choose the most appropriate format for presenting information by identifying and audience, and considering length of presentation and type of information to share.

CC W #6 NETS-S = #1, 2, 5, 6

3.8 Evaluate information, from both print and digital sources, based on relevance and reliability.

CC W #8 NETS-S = #2, 3, 4, 5, 6

3.9 Conduct advanced keyword and/or subject searches on the library catalog and online sources to locate needed materials on a research topic.

CC W #8 NETS-S = #2, 3, 4, 5, 6

3.10 Understand the difference between information presented as fact versus opinion.

CC W #8 NETS-S = #2, 3, 4, 5, 6

3.11 Discuss plagiarism and basic citation or information used for research using books and and online resources.

CC W #8 NETS-S = #2, 3, 4, 5, 6

3.12 Identify the difference between actual quotations, similar ideas and original thought in constructing a report.

CC W #8 NETS-S = #2, 3, 4, 5, 6

3.13 Utilize correct formatting within word processing document. CC W #8 NETS-S = #2, 3, 4, 5, 6

3.14 Practice responsible use of technology systems by understanding that using other resources, even online, requires giving credit.

CC W #8 NETS-S = #2, 3, 4, 5, 6

3.15 Correctly cite research documentation within a works cited page. Student may use online resources such as www.easybib.org.

CC W #8 NETS-S = #2, 3, 4, 5, 6

3.16 Compare written text and video presentations of the same story, discussing the difference and similarities between the two.

CC SL #5 NETS-S = #1, 2, 4, 5, 6

3.17 Participate in peer editing by listening to a classmate’s recording and providing feedback.

CC SL #5 NETS-S = #1, 2, 4, 5, 6

28

3.18 Collect data and graph results on a local topic (e.g., daily weather) and present findings using a spreadsheet software program.

CC SL #5 NETS-S = #1, 2, 4, 5, 6

3.19 Be able to use an audio recording device (iPod, smartpen, computer, ipad etc.)

CC SL #5 NETS-S = #1, 2, 4, 5, 6

3.20 Create graphic organizers, story maps, thinking maps, etc. electronically to convey understanding of story elements.

CC SL #5 NETS-S = #1, 2, 4, 5, 6

3.21 Use online tutorials to enhance understanding of curriculum. CC RI #7 NETS-S = # 4

3.22 Use an online dictionary/thesaurus. CC LS #4e NETS-S 3, 5

3.23 Use software embedded dictionary tools. CC L #4c NETS-S = # 3, 6

3.24 Practice responsible use of technology with an understanding of basic issues related to use of technology and information and describe the personal consequences of inappropriate use.

4th Grade


4.1 Students will investigate online primary and secondary sources and create a presentation.

CC RI #6 NETS-S = #1,2,4,5,6

4.2 Use a computer created visual aid to assist in a presentation on a book or written work CC RI #7

NETS-S = # 4, 5

4.3 Students will use online tutorials to enhance their understanding of curriculum. CC RI #7

NETS-S = # 4

4.4 Apply the basic steps of a problem-solving model to conduct a search for information. CC W #7

NETS-S = # 4

29

4.5 Conduct advanced keyword and/or subject searches using advanced features on the library catalog and online sources.

CC W #7 NETS-S = # 2, 3, 4, 5, 6

4.6

Evaluate information for reliability and relevance to the topic being researched from Internet sources by checking the copyright date, author’s authority and research base of material.

CC W #7 CC W #2a NETS-S = # 2, 3, 4, 5, 6

4.7 Collect data for a use in a graphic organizer, note cards, outline, or any other product online to meet the students’ needs.

CC W #2a NETS-S = # 3, 4, 5, 6

4.8 Utilize computerized tools to visually display information. CC W #2a NETS-S = # 1, 2, 5, 6

4.9 Use blogs, wikis, etc. to publish written works online for classmates, parents or larger audience..

CC W #6 NETS-S = # 1, 2, 5, 6

4.10 Practice responsible use of technology with an understanding of basic issues related to use of technology and information and describe the personal consequences of inappropriate use.

CC W #6 NETS-S = # 5

4.11 Engage in electronic (via comments, blogs, Google Docs, etc.) peer editing by reviewing classmates presentations and providing feedback.

CC W #6 NETS-S = #2, 4, 5

4.12 Use online data tools to organize information. CC W #8 NETS-S = #3, 6

4.13 Use online bibliography tools to create works cited/bibliography. CC W #8 NETS-S = #3, 6

4.14 Utilize a variety of digital media formats available to them through the Internet. CC SL #2

NETS-S = #

4.15 Add audio, video, or pictures into a presentation. CC SL #5 NETS-S = #1

4.16 With assistance, choose the most appropriate format for presenting information by identifying an audience, and considering length of presentation and type of information to share.

CC SL #5 NETS-S = #1, 2, 3, 4, 6

4.17 Students will utilize hyperlinks in existing online text to clarify meaning of key words. CC L #4c

NETS-S = # 3, 5

30

5th Grade


5.1 Use search engines and determine what sites are appropriate for the information needed.

CC RI #7 NETS-S = # 3

5.2 Use blogs, wikis, etc. to publish written works online for all to view. CC W #6 NETS-S = # 1, 2, 5, 6

5.3 Engage in peer editing by reviewing and responding to classmates work and use the assignment criteria to identify gaps or holes.

CC W #6 NETS-S = # 1, 2, 5, 6

5.4 Understand the responsible use of technology and information presented online through social media sites and relate personal consequences of inappropriate use.

CC W #6 NETS-S = #

5.5 Use a variety of online reference tools, including databases, websites, and any other sites deemed necessary and appropriate.

CC W#2a NETS-S = # 1, 2, 3, 4, 6

5.6 Use research tips such as skimming or scanning information found in print and online sources for relevance to interest using text features such as tables, summaries, subject headings, etc.

CC W#2a NETS-S = # 1, 2, 3, 4, 6

5.7 Verify accuracy of information found (e.g., current and appropriate, according to copyright date and authority, bias present).

CC W#2a NETS-S = # 1, 2, 3, 4, 6

5.8

Define plagiarism and states the full citation or information used for research. Write citation information in appropriate bibliographical format for multiple sources: e.g., audio-visual, Internet, oral resources.

CC W#2a NETS-S = # 1, 2, 3, 4, 6

5.9 Create an audio recording and visual images in a project to enhance writing.

CC SL #5 NETS-S = # 1, 2, 3, 6

5.10 Students will investigate online primary and secondary sources and create a presentation. CC RI #6

NETS-S = #

5.11 Use a computer created visual aid to assist in a presentation on a book or written work. CC RL #7

NETS-S = #

31

6th Grade GLE Skill Person/dept


6.1 Produce and publish student writing in word processing program

Utilize a web search engine appropriately.

Navigate within an online database.

Collaborate with other students by using an online social media format such as a classroom blog or wiki.

Use correct terminology when talking about computers and multimedia technology

Evaluate information, from both print and digital sources, based on relevance and reliability.

Conduct advanced keyword and/or subject searches on the library catalog and online sources to locate needed materials on a research topic.

Utilize software embedded dictionaries and thesaurus’ and online dictionaries and theaurus’

Use a computer created visual aid to assist in a presentation on a book or written work.

Apply the basic steps of a problem-solving model to conduct a search for information.

Conduct advanced keyword and/or subject searches using advanced features on the library catalog and online sources.

32

Evaluate information for reliability and relevance to the topic being researched from Internet sources by checking the copyright date, author’s authority and research base of material.

Collect data for a use in a graphic organizer, note cards, outline, or any other product online to meet the students’ needs.

Use online bibliography tools to create works cited/bibliography.

Utilize a variety of digital media formats available to them through the Internet.

Add audio, video, or pictures into a presentation.

Use search engines and determine what sites are appropriate for the information needed.

Use blogs, wikis, etc. to publish written works online for all to view.

Engage in peer editing by reviewing and responding to classmates work and use the assignment criteria to identify gaps or holes.

Use a variety of online reference tools, including databases, websites, and any other sites deemed necessary and appropriate.

Verify accuracy of information found (e.g., current and appropriate, according to copyright date and authority, bias present).

Students will investigate online primary and secondary sources and create a presentation.

Use a computer created visual aid to assist in a presentation on a book or written work.

33

MS.6.1 Use word processing tools to aid in specific tasks. ISTE- 1.6

CCW-4,6

6.2 Utilize general reference databases as part of the information gathering process to write reports.

Language Arts, Social Studies

ISTE- 1,6 CCW-4,5,6

6.3 Use technology to solve problems, develop decision-making skills, and participate in project-based learning activities that support curriculum objectives.

CC W #6 & CC WHST #6 CC RL #7

6.4 Follow copyright laws and policies concerning acceptable use. CC W #8 & CC WHST #8

Understand the responsible use of technology and information presented online through social media sites and relate personal consequences of inappropriate use.

CC W #6 NETS-S = #

6.5 Use spreadsheets/databases to complete specific tasks and analyze data.

6.6 With teacher guidance, choose the technology most appropriate to solve complex problems and multi-level tasks. CC W #6 & CC

WHST #6

Express critical analysis by questioning the validity and accuracy of digital information

CC RI #7, CC SL #5:CC W #2a, CC W #6, CC WHST #6, CC W #8

34

7th Grade GLE Skill Person/dept


MS.7.1 Use word processing/proper keyboarding techniques in specific tasks and be able to produce a fully edited, finished piece.

CC RI #7, CC SL #5:CC W #2a, CC W #6, CC WHST #6, CC W #8

With teacher guidance, utilize various digital media and formats to create appropriate multimedia presentations. CC RH #7

Utilize general reference databases as part of the information gathering process to write reports.

Use the Internet as a resource.

Use spreadsheets/databases to complete specific tasks.

Follow copyright laws and policies concerning acceptable use. CC W #6 & CC WHST #6

Understand the responsible use of technology and information presented online through social media sites and relate personal consequences of inappropriate use.

Demonstrates knowledge of social, ethical, and human issues associated with technology (ie cyberbullying, social media awareness, privacy laws, etc.).

7.7 With teacher guidance, use the technology most appropriate to solve complex problems and multi-level tasks.

Grade level Teacher

1.2 Grade level Teacher,

1.3 Grade level Teacher

35

8th Grade


MS.8.1 Use word processing tools to aid in specific tasks. Language Arts, Social Studies

ISTE- 1.6 CCW-4,6

2 Utilize general reference databases as part of the information gathering process to write reports.


ISTE- 1.6 CCW-4,5,6

3 Use spreadsheets to aid in completing specific tasks and analyze data. Science, Math ISTE- 1.6

Demonstrate the ability to manipulate spreadsheet data using formulae and graphs. Math, Sc ISTE 1.6 CCMA-

CED-1-4

4 With teacher guidance, create informative and persuasive digital presentations.

Language Arts, Social Studies, Science, Math

ISTE- 1.6 CCW-4,6

5 Analyze data in multiple formats and draw conclusions.


ISTE-1,3,6 CCW-3.6

6 Solve equations using appropriate digital tools. Science, Math ISTE-1,3,5 CCW-5,8 CCM-N-1-9

Follow copyright laws and policies concerning acceptable use. ISTE-1,5,6

Follow personal safety procedures when accessing the Internet. ISTE-1,5,6

Follow account, device, and data security procedures when working with electronic devices. ISTE-1,5,6

Understand Digital Citizenship practices for the use of Social Media. Health ISTE-1,5,6

36

Use technology to produce and publish writing and to interact and collaborate with others.


ISTE- 1,2,6

Create media rich presentations while practicing the ethical use of digital tools and resources.


ISTE- 1,2,4,6 CCW-6,7,8,9

With teacher guidance, choose the technology most appropriate to solve problems independently and collaboratively.


ISTE- 1,2,4,6 CCW-6,7,8,9 CCS-2,4,5

Express critical analysis by questioning the validity and accuracy of digital information


ISTE- 1,3,4 CCW-1,4

When utilizing electronic resources, recognize facts, opinions, and point of view and determine when their use is appropriate.

Language Arts, Social Studies, Science

ISTE- 4.5 CCW-1,4

Engage in writing projects using the design and citation formats as directed by teachers


ISTE- 4.5 CCW-1,4

Engage in teacher assigned research topics requiring data analysis, interpretation, and the formation of conclusions.


ISTE- 1,3,4,6 CCW-1,2,3,10

Utilize multiple systems for organizing and accessing information (e.g., archives, government sources, digital collections, databases, etc.)


ISTE- 1,3,4,6 CCW-1,2,3,7,810

Use presentation technologies to create an engaging and persuasive product incorporating data gathering, analysis, and interpretation.

ISTE-1,3,4,6 CCW-6 CCS-2,4,5 CCM-N

Integrate multiple sources of information and media in order to make informed decisions and solve problems.

ISTE-1,3,4,5,6 CCW-6,8 CCS-2,4,5 CCL-6

With teacher guidance, analyze online data and make predictions. ISTE-1,2,3,4,6 CCW-6-8

Utilize interviews and original online sources to collaborate and share information using multiple forms of technology.

ISTE- 1,2,3,4,6 CCW-6,7,8 CCS-2,4,5 CCL-6

37

Explore various forms of digital media (e.g. textual, graphical, audio, visual, and interactive elements) in presentations to enhance the learning experience.

ISTE-1,2,3,4,5,6 CCW-2,6,8 CCS-2,4,5

With teacher guidance, address a research project by gathering relevant information from multiple print and digital sources. Use advance search techniques to assess the usefulness of sources. Integrate the information into a presentation following a standard format for citation.

ISTE-1,2,3,4,5,6 CCW-1-10 CCL-6

Analyze, synthesize, and ethically use information to develop a solution, make informed decisions, or report results. ISTE-1,2,3,4,5,6

CCW-3,4,5,6

Combine information from separate sources to produce, support, and counter arguments ISTE-1,2,3,4,5,6

CCW-7,8,9

Assess the credibility, validity, and potential bias of online resources. ISTE-3,4 CCW-6

Use multiple applications and digital resources to explore alternative solutions to problems.

Grade level Teacher,

ISTE-1,2,3,4,5,6 CCW-6-8

Collaborate with others to create original content using a variety of digital tools. Utize multiple presentation strategies to communicate this content.

Grade level Teacher

ISTE-1,2,3,4,5,6 CCW-6-8

38

Grades 9 - 12

9th Grade

GLE Skill Person/dept Responsible Standards

HS.1 Demonstrate advanced word processing skills. Language Arts, Social Studies

ISTE- 1,6 CCW-4,6

HS.1.1 Utilize CHS research databases as part of the information gathering process in writing papers.


ISTE- 1,6 CCW-4,5,6

HS.1.2 Demonstrate the ability to create and use spreadsheets to solve problems and enhance presentations. Science, Math ISTE- 1,6

HS.1.3 Demonstrate the ability to manipulate spreadsheet data using formulae. Science, Math ISTE- 1,6

CCMA-CED-1-4

HS.1.4 Gather data in a spreadsheet and present the data graphically. Science, Math ISTE- 1,6 CCMA-CED-1-4

HS.1.5 Demonstrate the skills required to create informative and persuasive digital presentations


ISTE- 1,6 CCW-4,6

HS.1.6 Demonstrate the ability to analyze data in multiple formats and draw conclusions.


ISTE- 1,3,6 CCW-3,6

HS.1.7 Make sense of and solve equations using appropriate digital tools. Science, Math ISTE- 1,3,6 CCW-5,8 CCM-N-1-9

HS.1.8 Follow copyright laws and policies concerning acceptable use.


ISTE- 1,5,6

HS.1.9 Follow personal safety procedures when accessing the Internet.


ISTE- 1,5,6

39

HS.1.10 Follow account, device, and data security procedures when working with electronic devices.


ISTE- 1,5,6

HS.1.11 Demonstrate compliance with Digital Citizenship practices when using social media.


ISTE- 1,5,6

HS.1.12 Use technology to produce and publish writing and to interact and collaborate with others.


ISTE- 1,2,6

HS.1.13 Create media rich presentations while practicing the ethical use of digital tools and resources.


ISTE- 1,2,3,6 CCW-6,7,8,9 CCS-2,4,5

HS.1.14 Choose appropriate computer applications necessary to solve problems independently or collaboratively.


ISTE- 1,2,4,,6 CCM-N-1-9

HS.1.15 Locate, access, and manipulate online applications to solve problems.


ISTE- 1,3,4 CCW-6 CCM-N-1-9

HS.1.16 Express critical analysis by questioning the validity and accuracy of all digital information.


ISTE- 1,3,4 CCW-1,4

HS.1.17 Recognize facts, opinions, and point of view and determine when their use is appropriate when evaluating digital resources.


ISTE- 4,5 CCW-1,4

HS.1.18 Engage in writing projects using the design and citation formats as directed by teachers.


ISTE- 1,6 CCW-1,2,3,10

HS.1.19 Engage in teacher assigned research topics requiring data analysis, interpretation, and the formation of conclusions.


ISTE- 1,3,4,6 CCW-1,2,3,10

HS.1.20 Utilize multiple systems for organizing and accessing information. (e.g., archives, government sources, digital collections, databases, etc.)


ISTE- 1,3,4,6 CCW-1,2,3,7, 8,10

HS.1.21 Use presentation technologies to create an engaging and persuasive product incorporating data gathering, analysis, and

Language Arts, Social

ISTE- 1,3,4,5,6 CCW-6

40

interpretation. Studies, Science, Math

CCS-2,4,5 CCM-N

HS.1.22 Exhibit appropriate social, legal, and ethical behaviors when engaging in the production of original content.


ISTE- 1,3,4,5,6 CCW-6,8

HS.1.23 Choose appropriate technology resources to support research and solve real world problems.


ISTE- 1,3,4,5,6 CCW-1,2,3,5, 8,9 CCM-N

HS.1.24 Integrate multiple sources of information and media in order to make informed decisions and solve problems.


ISTE- 1,3,4,5,6 CCW-6,8 CCS-2,4,5 CCL-6

HS.1.25 Evaluate multiple sources of information presented in different media or formats in order to address a question or solve a problem.


ISTE- 1,2,3,4,5,6 CCW-6,7,8

HS.1.26 Utilize online data to to analyze problems and make predictions. Language Arts, Social Studies,

ISTE- 1,2,3,4,6 CCW-6,8

HS.1.27 Utilize interviews, social media, and original online sources to collaborate and share information using multiple forms of technology.

Language Arts, Social Studies,

ISTE- 1,2,3,4,5,6 CCW-6,7,8 CCS-2,4,5 CCL-6

HS.1.28 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding and increase interest.


ISTE- 1,2,3,4,5,6 CCW-2,6,8 CCS-2,4,5

HS.1.29

Address a research project by gathering relevant information from multiple print and digital sources. Use advanced search techniques to assess the usefulness of sources. integrate the information into a presentation following a standard format for citation.


ISTE- 1,2,3,4,5,6 CCW-1-10 CCL-6

HS.1.30 Analyze, synthesize, and ethically use information to develop a solution, make informed decisions, or report results.


ISTE- 1,2,3,4,5,6 CCW-3,4,5,6

HS.1.31 Combine information from separate sources to produce, support, and counter arguments.


ISTE- 1,2,3,4,5,6 CCW-7,8,9

41

HS.1.32 Assess the credibility, validity, and potential bias of online resources.


ISTE-3,4 CCW-6

HS.1.33 Use multiple applications and digital resources to explore alternative solutions to problems.


ISTE- 1,2,3,4,5,6 CCW-6,8

HS.1.34 Collaborate with others to create original content using a variety of digital tools. Utilize multiple presentation strategies to communicate this content.


ISTE- 1,2,3,4,5,6 CCW-6,8

10th Grade



ISTE- 1,6 CCW-4,6



ISTE- 1,6 CCW-4,5,6



CCMA-CED-1-4




ISTE- 1,6 CCW-4,6



ISTE- 1,3,6 CCW-3,6

42




ISTE- 1,5,6



ISTE- 1,5,6



ISTE- 1,5,6



ISTE- 1,5,6



ISTE- 1,2,6



ISTE- 1,2,3,6 CCW-6,7,8,9 CCS-2,4,5



ISTE- 1,2,4,,6 CCM-N-1-9






ISTE- 1,3,4 CCW-1,4



ISTE- 4,5 CCW-1,4

43



ISTE- 1,6 CCW-1,2,3,10



ISTE- 1,3,4,6 CCW-1,2,3,10



ISTE- 1,3,4,6 CCW-1,2,3,7, 8,10

HS.2.21 Use presentation technologies to create an engaging and persuasive product incorporating data gathering, analysis, and interpretation.


ISTE- 1,3,4,5,6 CCW-6 CCS-2,4,5 CCM-N



ISTE- 1,3,4,5,6 CCW-6,8



ISTE- 1,3,4,5,6 CCW-1,2,3,5, 8,9 CCM-N



ISTE- 1,3,4,5,6 CCW-6,8 CCS-2,4,5 CCL-6



ISTE- 1,2,3,4,6 CCW-6,8


ISTE- 1,2,3,4,5,6 CCW-6,7,8 CCS-2,4,5 CCL-6



ISTE- 1,2,3,4,5,6 CCW-6,7,8



ISTE- 1,2,3,4,5,6 CCW-2,6,8 CCS-2,4,5

HS.2.29 Address a research project by gathering relevant information from multiple print and digital sources. Use advanced search


ISTE- 1,2,3,4,5,6 CCW-1-10

44

techniques to assess the usefulness of sources. integrate the information into a presentation following a standard format for citation.

Studies, CCL-6



ISTE- 1,2,3,4,5,6 CCW-3,4,5,6



ISTE- 1,2,3,4,5,6 CCW-7,8,9



ISTE-3,4 CCW-6



ISTE- 1,2,3,4,5,6 CCW-6,8



ISTE- 1,2,3,4,5,6 CCW-6,8

11th Grade



ISTE- 1,6 CCW-4,6



ISTE- 1,6 CCW-4,5,6



CCMA-CED-1-4


45



ISTE- 1,6 CCW-4,6



ISTE- 1,3,6 CCW-3,6




ISTE- 1,5,6



ISTE- 1,5,6



ISTE- 1,5,6



ISTE- 1,5,6



ISTE- 1,2,6



ISTE- 1,2,3,6 CCW-6,7,8,9 CCS-2,4,5



ISTE- 1,2,4,,6 CCM-N-1-9




46



ISTE- 1,3,4 CCW-1,4



ISTE- 4,5 CCW-1,4



ISTE- 1,6 CCW-1,2,3,10



ISTE- 1,3,4,6 CCW-1,2,3,10



ISTE- 1,3,4,6 CCW-1,2,3,7, 8,10



ISTE- 1,3,4,5,6 CCW-6 CCS-2,4,5 CCM-N



ISTE- 1,3,4,5,6 CCW-6,8



ISTE- 1,3,4,5,6 CCW-1,2,3,5, 8,9 CCM-N



ISTE- 1,3,4,5,6 CCW-6,8 CCS-2,4,5 CCL-6



ISTE- 1,2,3,4,6 CCW-6,8


ISTE- 1,2,3,4,5,6 CCW-6,7,8 CCS-2,4,5 CCL-6

HS.3.27 Utilize interviews, social media, and original online sources to collaborate and share information using multiple forms of


ISTE- 1,2,3,4,5,6 CCW-6,7,8

47

technology. Studies, Science, Math



ISTE- 1,2,3,4,5,6 CCW-2,6,8 CCS-2,4,5

HS.3.29



ISTE- 1,2,3,4,5,6 CCW-1-10 CCL-6



ISTE- 1,2,3,4,5,6 CCW-3,4,5,6



ISTE- 1,2,3,4,5,6 CCW-7,8,9



ISTE-3,4 CCW-6



ISTE- 1,2,3,4,5,6 CCW-6,8



ISTE- 1,2,3,4,5,6 CCW-6,8

12th Grade



ISTE- 1,6 CCW-4,6



ISTE- 1,6 CCW-4,5,6

48



CCMA-CED-1-4




ISTE- 1,6 CCW-4,6



ISTE- 1,3,6 CCW-3,6




ISTE- 1,5,6



ISTE- 1,5,6



ISTE- 1,5,6



ISTE- 1,5,6



ISTE- 1,2,6



ISTE- 1,2,3,6 CCW-6,7,8,9 CCS-2,4,5

49

Science, Math



ISTE- 1,2,4,,6 CCM-N-1-9






ISTE- 1,3,4 CCW-1,4



ISTE- 4,5 CCW-1,4



ISTE- 1,6 CCW-1,2,3,10



ISTE- 1,3,4,6 CCW-1,2,3,10



ISTE- 1,3,4,6 CCW-1,2,3,7, 8,10



ISTE- 1,3,4,5,6 CCW-6 CCS-2,4,5 CCM-N



ISTE- 1,3,4,5,6 CCW-6,8



ISTE- 1,3,4,5,6 CCW-1,2,3,5, 8,9 CCM-N



ISTE- 1,3,4,5,6 CCW-6,8 CCS-2,4,5

50

Science, Math CCL-6



ISTE- 1,2,3,4,6 CCW-6,8

HS.4.26 Utilize online data to analyze problems and make predictions. Language Arts, Social Studies,

ISTE- 1,2,3,4,5,6 CCW-6,7,8 CCS-2,4,5 CCL-6



ISTE- 1,2,3,4,5,6 CCW-6,7,8



ISTE- 1,2,3,4,5,6 CCW-2,6,8 CCS-2,4,5

HS.4.29



ISTE- 1,2,3,4,5,6 CCW-1-10 CCL-6



ISTE- 1,2,3,4,5,6 CCW-3,4,5,6



ISTE- 1,2,3,4,5,6 CCW-7,8,9



ISTE-3,4 CCW-6



ISTE- 1,2,3,4,5,6 CCW-6,8



ISTE- 1,2,3,4,5,6 CCW-6,8

51

GLEs broken down by subject area

Math



CCMA-CED-1-4




ISTE- 1,3,6 CCW-3,6




ISTE- 1,5,6



ISTE- 1,2,3,6 CCW-6,7,8,9 CCS-2,4,5



ISTE- 1,3,4,5,6 CCW-6 CCS-2,4,5 CCM-N

52

Science



CCMA-CED-1-4




ISTE- 1,3,6 CCW-3,6




ISTE- 1,5,6



ISTE- 1,2,3,6 CCW-6,7,8,9 CCS-2,4,5



ISTE- 1,3,4,5,6 CCW-6 CCS-2,4,5 CCM-N


Grade level Teachers

ISTE- 1,3,4,5,6 CCW-1,2,3,5, 8,9 CCM-N

53

Literacy


ISTE- 1,6 CCW-4,6



ISTE- 1,6 CCW-4,5,6



ISTE- 1,6 CCW-4,6



ISTE- 1,5,6 CCW-3,6

HS.1.8 Follow copyright laws and policies concerning acceptable use. Science, Math ISTE- 1,5,6 CCW-3,6



ISTE- 1,5,6 CCW-3,6



ISTE- 1,5,6 CCW-3,6



ISTE- 1,5,6 CCW-3,6



ISTE- 1,2,6



ISTE- 1,2,3,6 CCW-6,7,8,9 CCS-2,4,5

54



ISTE- 1,2,4,,6 CCM-N-1-9






ISTE- 1,3,4 CCW-1,4

HS.1.17 Recognize facts, opinions, and point of view and determine when their use is appropriate.


ISTE- 4,5 CCW-1,4



ISTE- 1,6 CCW-1,2,3,10



ISTE- 1,3,4,6 CCW-1,2,3,10



ISTE- 1,3,4,6 CCW-1,2,3,7, 8,10



ISTE- 1,3,4,5,6 CCW-6 CCS-2,4,5 CCM-N



ISTE- 1,3,4,5,6 CCW-6,8



ISTE- 1,3,4,5,6 CCW-1,2,3,5, 8,9 CCM-N



ISTE- 1,3,4,5,6 CCW-6,8 CCS-2,4,5 CCL-6

55


ISTE- 1,2,3,4,6 CCW-6,8



ISTE- 1,2,3,4,5,6 CCW-6,7,8 CCS-2,4,5 CCL-6



ISTE- 1,2,3,4,5,6 CCW-6,7,8



ISTE- 1,2,3,4,5,6 CCW-2,6,8 CCS-2,4,5

HS.1.29



ISTE- 1,2,3,4,5,6 CCW-1-10 CCL-6



ISTE- 1,2,3,4,5,6 CCW-3,4,5,6



ISTE- 1,2,3,4,5,6 CCW-7,8,9



ISTE-3,4 CCW-6



ISTE- 1,2,3,4,5,6 CCW-6,8



ISTE- 1,2,3,4,5,6 CCW-6,8

56

Social Studies


ISTE- 1,6 CCW-4,6



ISTE- 1,6 CCW-4,5,6



ISTE- 1,6 CCW-4,6



ISTE- 1,5,6 CCW-3,6

HS.1.8 Follow copyright laws and policies concerning acceptable use. Science, Math ISTE- 1,5,6 CCW-3,6



ISTE- 1,5,6 CCW-3,6



ISTE- 1,5,6 CCW-3,6



ISTE- 1,5,6 CCW-3,6



ISTE- 1,2,6



ISTE- 1,2,3,6 CCW-6,7,8,9 CCS-2,4,5

57



ISTE- 1,2,4,,6 CCM-N-1-9






ISTE- 1,3,4 CCW-1,4

HS.1.17 Recognize facts, opinions, and point of view and determine when their use is appropriate.


ISTE- 4,5 CCW-1,4



ISTE- 1,6 CCW-1,2,3,10



ISTE- 1,3,4,6 CCW-1,2,3,10



ISTE- 1,3,4,6 CCW-1,2,3,7, 8,10



ISTE- 1,3,4,5,6 CCW-6 CCS-2,4,5 CCM-N



ISTE- 1,3,4,5,6 CCW-6,8



ISTE- 1,3,4,5,6 CCW-1,2,3,5, 8,9 CCM-N



ISTE- 1,3,4,5,6 CCW-6,8 CCS-2,4,5 CCL-6

58


ISTE- 1,2,3,4,6 CCW-6,8



ISTE- 1,2,3,4,5,6 CCW-6,7,8 CCS-2,4,5 CCL-6



ISTE- 1,2,3,4,5,6 CCW-6,7,8



ISTE- 1,2,3,4,5,6 CCW-2,6,8 CCS-2,4,5

HS.1.29



ISTE- 1,2,3,4,5,6 CCW-1-10 CCL-6



ISTE- 1,2,3,4,5,6 CCW-3,4,5,6



ISTE- 1,2,3,4,5,6 CCW-7,8,9



ISTE-3,4 CCW-6



ISTE- 1,2,3,4,5,6 CCW-6,8



ISTE- 1,2,3,4,5,6 CCW-6,8

59

1. Facilitate and Inspire Student Learning and CreativityTeachers use their knowledge of subject matter, teachingand learning, and technology to facilitate experiences thatadvance student learning, creativity and innovation in bothface-to-face and virtual environments.

a. Promote, support, and model creative and innovativethinking and inventiveness.

b. Engage students in exploring real-world issues and solvingauthentic problems using digital tools and resources.

c. Promote student reflection using collaborative tools toreveal and clarify students’ conceptual understanding andthinking, planning and creative processes.

d. Model collaborative knowledge construction by engagingin learning with students, colleagues, and others in face-to-face and virtual environments.

2. Design and Develop Digital Age LearningExperiences and AssessmentsTeachers design, develop and evaluate authentic learningexperiences and assessments incorporating contemporarytools and resources to maximize content learning in contextand to develop the knowledge, skills and attitudes identifiedin the ISTE Standards•S.

a. Design or adapt relevant learning experiences thatincorporate digital tools and resources to promote studentlearning and creativity.

b. Develop technology-enriched learning environments thatenable all students to pursue their individual curiositiesand become active participants in setting their owneducational goals, managing their own learning andassessing their own progress.

c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies and abilities using digital tools and resources.

d. Provide students with multiple and varied formativeand summative assessments aligned with content andtechnology standards and use resulting data to informlearning and teaching.

3. Model Digital Age Work and LearningTeachers exhibit knowledge, skills and work processesrepresentative of an innovative professional in a global anddigital society.

a. Demonstrate fluency in technology systems and the transferof current knowledge to new technologies and situations.

b. Collaborate with students, peers, parents and communitymembers using digital tools and resources to support student success and innovation.

c. Communicate relevant information and ideas effectivelyto students, parents and peers using a variety of digitalage media and formats.

ISTE STANDARDS FOR TEACHERS

iste.org/standards

Appendix E

60

d. Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate and use information resources to support research and learning.

4. Promote and Model Digital Citizenship and ResponsibilityTeachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices.

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

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

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

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

5. Engage in Professional Growth and LeadershipTeachers continuously improve their professional practice, model lifelong learning and exhibit leadership in their school and professional communities by promoting and demonstrating the effective use of digital tools and resources.

a. Participate in local and global learning communities to explore creative applications of technology to improve student learning.

b. Exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others.

c. Evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning.

d. Contribute to the effectiveness, vitality and self-renewal of the teaching profession and of their school and community.

ISTE Standards•T © 2008 International Society for Technology in Education. ISTE® is a registered trademark of the International Society for Technology in Education.If you would like to reproduce this material, please contact [email protected].

iste.org/standards61

5YR_PROGRAMS*TECHNOLOGY 14:54:19 16 DEC 2016 Page 1SCHOOL DISTRICT OF CLAYTON5YR FINANCIALS - TECHNOLOGY

Report dates 07/01/2012 - thru - 06/30/2017

ACTUAL ACTUAL ACTUAL ACTUAL ACTUAL YTD CURRENT EXPENSES EXPENSES EXPENSES EXPENSES EXPENSES BUDGET

DESCRIPTION 12-13 13-14 14-15 15-16 16-17 16-17________________________________ _____________ _____________ ____________ _____________ _____________ _____________

RMC/COMPUTER SUPPLY 5,148.19 4,219.26 7,451.52 6,802.74 4,214.94 6,430.00 RMC/COMPUTER SOFTWARE 2,885.95 3,847.19 3,769.72 2,586.89 4,547.60 4,800.00 RMC/COMPUTER PRNT SUPPLY 94.95 0.00 0.00 42.40 438.00 50.00

------------- ------------- ------------ ------------- ------------- ------------- SUBTOTAL 8,129.09 8,066.45 11,221.24 9,432.03 9,200.54 11,280.00

GLE/COMPUTER SUPPLY 5,560.09 5,007.84 4,865.99 6,645.75 1,052.65 5,900.00 GLE/COMPUTER SOFTWARE 5,688.16 3,701.57 4,534.75 4,212.60 2,565.00 5,500.00 GLE/COMPUTER PRT.SUP. 1.35 0.00 0.00 35.02 0.00 50.00 GLE/COMPUTER EQUIPMENT 2,111.47 3,108.10 2,425.00 0.00 0.00 0.00

------------- ------------- ------------ ------------- ------------- ------------- SUBTOTAL 13,361.07 11,817.51 11,825.74 10,893.37 3,617.65 11,450.00

MER/COMPUTER PRT.SUP. 0.00 0.00 0.00 67.80 0.00 0.00 MER/COMPUTER SOFTWARE 3,601.90 3,288.68 3,382.60 3,840.95 3,885.40 4,080.00 MER/COMPUTER SUPPLY 7,991.97 6,305.74 9,338.31 4,241.85 3,936.07 5,500.00

------------- ------------- ------------ ------------- ------------- ------------- SUBTOTAL 11,593.87 9,594.42 12,720.91 8,150.60 7,821.47 9,580.00

WMS/COMPUTER SUPPLY 2,204.87 4,687.75 1,449.96 11,548.75 407.23 1,600.00 WMS/COMPUTER SOFTWARE 4,297.55 2,023.99 2,225.00 2,656.99 849.99 5,810.00 WMS/COMPUTER PRT. SUPPLY 283.60 32.37 51.82 57.36 190.91 1,810.00

------------- ------------- ------------ ------------- ------------- ------------- SUBTOTAL 6,786.02 6,744.11 3,726.78 14,263.10 1,448.13 9,220.00

CHS/A.V. EQUIP. REPAIR 375.00 458.92 0.00 1,725.97 1,690.00 1,500.00 CHS/A.V. SUPPLY 2,386.19 4,151.09 3,438.03 3,702.65 1,895.57 2,500.00 CHS/A.V. DURABLE SUPPLY 0.00 0.00 547.00 0.00 0.00 0.00 CHS/A.V. EQUIPMENT 4,402.00 15,670.66 26,591.17 13,764.00 2,198.00 14,500.00 CHS/COMP EQ REPAIR 0.00 37.94 179.98 89.99 0.00 250.00 CHS/COMP PRINTED SUPPLY 0.00 0.00 0.00 0.00 0.00 0.00 CHS/COMP SOFTWARE 909.05 2,138.36 3,084.10 2,693.27 799.99 4,000.00 CHS/COMP SUPPLY 822.52 2,642.77 1,440.55 1,723.04 1,907.64 1,000.00 CHS/COMP DURABLE SUPPLY 1,155.75 199.00 0.00 0.00 0.00 0.00 CHS/COMP EQUIPMENT 2,996.00 0.00 0.00 3,342.00 0.00 0.00

------------- ------------- ------------ ------------- ------------- ------------- SUBTOTAL 13,046.51 25,298.74 35,280.83 27,040.92 8,491.20 23,750.00

ED TECH COORD/PURCH SERVICE 824.00 884.00 0.00 0.00 0.00 0.00 ED TECH COORD/SUPPLIES 0.00 0.00 0.00 0.00 0.00 0.00 ED TECH COORD/PRINTED SUPPL 0.00 0.00 100.00 0.00 0.00 0.00 ED TECH COORD/EQUIPMENT 0.00 0.00 0.00 0.00 0.00 0.00 CTE COORD/PURCHASE SERVICE 0.00 43.15 350.00 170.00 750.00 0.00 CTE COORD/PRINTED SUPPLY 10.88 0.32 0.00 0.00 0.00 0.00 CTE COORD/SUPPLY 79.84 88.40 206.70 656.56 510.46 6,750.00 CTE COORD/EQUIPMENT 0.00 0.00 0.00 0.00 0.00 0.00

Appendix F

62

5YR_PROGRAMS*TECHNOLOGY 14:54:20 16 DEC 2016 Page 2 SCHOOL DISTRICT OF CLAYTON 5YR FINANCIALS - TECHNOLOGY Report dates 07/01/2012 - thru - 06/30/2017

ACTUAL ACTUAL ACTUAL ACTUAL ACTUAL YTD CURRENT EXPENSES EXPENSES EXPENSES EXPENSES EXPENSES BUDGET DESCRIPTION 12-13 13-14 14-15 15-16 16-17 16-17 ________________________________ _____________ _____________ ____________ _____________ _____________ _____________

------------- ------------- ------------ ------------- ------------- ------------- SUBTOTAL 914.72 1,015.87 656.70 826.56 1,260.46 6,750.00 ************* ************* ************ ************* ************* ************* TOTAL 53,831.28 62,537.10 75,432.20 70,606.58 31,839.45 72,030.00 ************* ************* ************ ************* ************* ************* ************* ************* ************ ************* ************* *************

63

5YR_PROGRAMS*TECH_DEPT 15:08:00 16 DEC 2016 Page 1 SCHOOL DISTRICT OF CLAYTON 5YR FINANCIALS - TECHNOLOGY DEPT Report dates 07/01/2012 - thru - 06/30/2017


TECH/DATA MANAGEMENT MAINT 225,121.50 215,320.70 189,449.93 237,528.50 154,081.17 294,600.00 TECH/LAN MGMT MAINT. 330.00 0.00 0.00 0.00 0.00 0.00 TECH/PROFESSIONAL SERVICES 20,836.43 34,644.75 46,739.81 9,166.00 26,755.80 45,170.00 TECH/CONSULTANT 1,317.36 1,983.95 4,160.00 651.07 119.80 3,050.00 TECH/INTERNET 37,360.14 37,893.65 41,560.36 56,063.51 0.00 32,450.00 TECH/TECH-TRAIN TRAVEL 18.90 0.00 0.00 0.00 0.00 0.00 TECH/PD TRAVEL 0.00 0.00 4,914.88 1,559.85 1,039.56 8,240.00 TECH/MAINTENANCE 9,683.22 15,236.47 4,969.15 3,308.00 3,308.00 3,410.00 TECH/MOBILE 0.00 0.00 0.00 711.55 170.32 2,880.00 ------------- ------------- ------------ ------------- ------------- ------------- SUBTOTAL 294,667.55 305,079.52 291,794.13 308,988.48 185,474.65 389,800.00 TECH/SUPPLY/PRINTING 879.54 873.33 530.55 555.03 181.77 930.00 TECH/SUPPLY 9,073.11 7,419.60 8,010.10 10,400.27 2,694.74 8,240.00 TECH/DISTRICT SW LICENSES 37,858.27 35,734.07 61,988.38 22,406.06 64,892.98 52,700.00 ------------- ------------- ------------ ------------- ------------- ------------- SUBTOTAL 47,810.92 44,027.00 70,529.03 33,361.36 67,769.49 61,870.00 TECH/ADMIN EQUIPMENT 0.00 13,347.89 333,466.37 -10,700.01 0.00 100,810.00 TECH/TIP/DEFERRED INFRASTRUCT 0.00 0.00 0.00 0.00 0.00 0.00 ------------- ------------- ------------ ------------- ------------- ------------- SUBTOTAL 0.00 13,347.89 333,466.37 -10,700.01 0.00 100,810.00 ************* ************* ************ ************* ************* ************* TOTAL 342,478.47 362,454.41 695,789.53 331,649.83 253,244.14 552,480.00 ************* ************* ************ ************* ************* ************* ************* ************* ************ ************* ************* *************

64

5YR_PROGRAMS*TECH_TIP 15:06:55 16 DEC 2016 Page 1 SCHOOL DISTRICT OF CLAYTON 5YR FINANCIALS - TECHNOLOGY TIP Report dates 07/01/2012 - thru - 06/30/2017


TECH/TIP/RMC EQUIPMENT 26,628.86 52,959.03 48,134.88 50,916.00 13,882.00 50,000.00 TECH/TIP/FC EQUIPMENT 2,071.64 24,986.94 0.00 3,549.35 6,970.00 5,000.00 TECH/TIP/GLE EQUIPMENT 26,628.86 51,220.52 47,037.48 44,631.00 15,034.00 50,000.00 TECH/TIP/MER EQUIPMENT 26,628.86 51,662.24 45,737.88 30,863.35 12,730.00 50,000.00 TECH/TIP/WMS EQUIPMENT 126,434.88 125,206.30 129,960.00 147,166.51 28,945.00 100,000.00 TECH/TIP/MAINT EQUIPMENT 2,071.64 0.00 0.00 0.00 0.00 0.00 TECH/TIP/CHS EQUIPMENT 222,880.85 148,754.68 154,520.75 126,457.70 53,137.00 120,000.00 TECH/TIP/ADMIN EQUIPMENT 6,476.69 94,712.71 23,392.69 38,499.96 3,514.00 125,000.00 ------------- ------------- ------------ ------------- ------------- ------------- SUBTOTAL 439,822.28 549,502.42 448,783.68 442,083.87 134,212.00 500,000.00 ************* ************* ************ ************* ************* ************* TOTAL 439,822.28 549,502.42 448,783.68 442,083.87 134,212.00 500,000.00 ************* ************* ************ ************* ************* ************* ************* ************* ************ ************* ************* *************

65

Technology Curriculum Review - BoardDocs · 2019. 5. 18. · This final report will outline the...

Documents

Transcript of Technology Curriculum Review - BoardDocs · 2019. 5. 18. · This final report will outline the...