SAN MATEO UNION HIGH SCHOOL DISTRICT     EDUCATION TECHNOLOGY PLAN    Scott Laurence, Superintendent      650 North Delawa...
Table of ContentsBackground and Demographic Profile..........................................................................
Background and Demographic ProfileThe San Mateo Union High School District (SMUHSD) consists of six award-winning comprehe...
1. Plan DurationThe goals and timelines in this technology plan will guide the San Mateo Union High School District, use o...
2. StakeholdersCandy Bandong, Computer Lab Aide/AHSMatt Biggar, Associate Superintendent, InstructionDominic Bigue, Distri...
The district technology plan committee with representatives from all school sites and including parents, administrators, t...
Teachers use the computer to report grades, communicate with parents and students, and create lessons.Table 1: Student Use...
ago, most teachers have more technology tools available to them and the use of these tools is reflected in Table 2 and Tab...
Table 3: Types of Work in Which Teachers Use Technology                                                          Page 7
Table 4: Teacher Assigning of Work Using Technology Tools                                                            Page 8
Page 9
3c. Summary of the district’s curricular goals that are supported by this technology plan.The District has a long history ...
Objective 1.1By June 30, 2014, 80% of all teachers will have integrated technology into one project.Year 1 Benchmark: By J...
Activities                                             Timeline             Person      PD        Staff - Infrastructure  ...
Benchmark 3: By June 2015, 90% of all students will demonstrate information literacy skills in class assignments.Activitie...
Activities                               Timeline           Person        PD   Staff -   Infrastructure                   ...
Activities                                    Timeline           Person           PD      Staff -     Infrastructure      ...
Goal 3Teachers in all disciplines will address the appropriate and ethical use of information technology in the classroom ...
citizenship skills taught within the core curriculum.       2012 –                      Core Subjects   Infrastructure-(Di...
List of clear goals and an implementation plan that describe how the district will address Internet safety, including how ...
that provide teachers with material and skills to   May 2012           DICT - ICT                   Access –model ethical ...
3h. Equitable AccessEquitable access to technology includes ensuring all students have access to technology equipment and ...
learning programs as well as a “Bring Your Own Device” (BYOD) program for students. Teacher assignments expect, at a minim...
Page 22
Activities                                 Timeline         Person          PD    Staff –   Infrastructure                ...
o. Insure wireless connectivity available in all pilot classrooms              March 2013          SSS-TSS                ...
Activities                                      Timeline            Person          PD    Staff -   Infrastructure        ...
h. Replace 25% of teacher computers each year.                        Annual              DOT                             ...
Activities                                           Timeline            Person      PD    Staff -   Infrastructure       ...
Person            Staff -                                Activities                                          Timeline     ...
Activities                                         Timeline           Person        PD    Staff -   Infrastructure        ...
Objective 6.1.7: Create and maintain a data dictionary with processes protocols for data                                 i...
3j. Use of technology to improve two-way communication between home and school.In order to provide the most current and ac...
Activities                                         Timeline             Person         PD    Staff -   Infrastructure     ...
Page 33
3k. Monitoring and EvaluationPlans are only as effective as the monitoring of the plan implementation. Technology plan imp...
4. Professional Development4a. Current Skill LevelTeachersA representative sample of teachers took a technology proficienc...
Table 5          Page 36
AdministratorsAdministrators report the use of e-mail for communication with staff, parents and the community, the Interne...
Classified StaffClassified staff members report the use of e-mail and list serves as areas in which they are comfortable u...
Goal 8Teachers and administrators will become proficient in the use and instruction of 21st century literacy skills.Object...
Goal 10Teachers, administrators and parents will know how to use the district portal to improve two-way communication betw...
4b.    Providing Professional Development Opportunities (Measurable Objectives, Benchmarks)                        Activit...
Activities                                Timeline        Person       PD    Staff -   Infrastructure                     ...
Activities                                                        Timeline         Person       PD      Staff -     Infras...
Activities                                                      Timeline        Person      PD         Staff -    Infrastr...
5. Infrastructure, Hardware, Technical Support and Software Component5a. Describe the existing hardware, Internet access, ...
Smuhsd technology plan draft aug 11
Smuhsd technology plan draft aug 11
Smuhsd technology plan draft aug 11
Smuhsd technology plan draft aug 11
Smuhsd technology plan draft aug 11
Smuhsd technology plan draft aug 11
Smuhsd technology plan draft aug 11
Smuhsd technology plan draft aug 11
Smuhsd technology plan draft aug 11
Smuhsd technology plan draft aug 11
Smuhsd technology plan draft aug 11
Smuhsd technology plan draft aug 11
Smuhsd technology plan draft aug 11
Smuhsd technology plan draft aug 11
Smuhsd technology plan draft aug 11
Smuhsd technology plan draft aug 11
Smuhsd technology plan draft aug 11
Smuhsd technology plan draft aug 11
Smuhsd technology plan draft aug 11
Smuhsd technology plan draft aug 11
Smuhsd technology plan draft aug 11
Smuhsd technology plan draft aug 11
Smuhsd technology plan draft aug 11
Smuhsd technology plan draft aug 11
Smuhsd technology plan draft aug 11
Smuhsd technology plan draft aug 11
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Smuhsd technology plan draft aug 11

  1. 1. SAN MATEO UNION HIGH SCHOOL DISTRICT EDUCATION TECHNOLOGY PLAN Scott Laurence, Superintendent 650 North Delaware Street San Mateo, CA 94401 August 2011
  2. 2. Table of ContentsBackground and Demographic Profile.........................................................................................................11. Plan Duration...........................................................................................................................................22. Stakeholders...........................................................................................................................................33. Curriculum Component..........................................................................................................................4 3a. Description of teachers and students current access to technology tools both during the school day and outside of school hours........................................................................................................4 3b. Description of the district’s current use of hardware and software to support teaching and learning. ...........................................................................................................................................5 3c. Summary of the district’s curricular goals that are supported by this technology plan...................10 3d. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan for using technology to improve teaching and learning by supporting the district curricular goals and academic content standards. ..........................................................................................................10 3e. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan as to how and when students will acquire technology and information literacy skills needed to succeed in the classroom and the workplace. .............................................................................................12 3i. Utilization of technology for assessment and data analysis to meet individual student needs........26 3 31 j. Use of technology to improve two-way communication between home and school.........................31 3k. Monitoring and Evaluation..............................................................................................................344. Professional Development.....................................................................................................................35 4a. Current Skill Level............................................................................................................................35 4b. Providing Professional Development Opportunities (Measurable Objectives, Benchmarks)..........417. Monitoring and Evaluation....................................................................................................................658. Effective collaborative Strategies with Adult literacy providers to maximize the use of technology.. . .669. Research................................................................................................................................................67 9.a Research in the area of assessment indicates:................................................................................67 9b. Technology Rich ..............................................................................................................................71
  3. 3. Background and Demographic ProfileThe San Mateo Union High School District (SMUHSD) consists of six award-winning comprehensive high schools, a continuationhigh school, Middle College, and an adult school. Five of the high schools have been recognized as “California DistinguishedSchools” (Aragon, Burlingame, Capuchino, Hillsdale, and Mills), and two of the high schools (Hillsdale and San Mateo) have beenrecognized as national “Blue Ribbon Schools”. Five of the high schools (Aragon, Burlingame, Hillsdale, Mills and San Mateo) arelisted in Newsweek Magazine’s top 2% of schools nationwide. Three of the six comprehensive high schools (Aragon, Burlingame andMills) have API scores over 800 and the other three schools are above 700 and growing towards 800.Enrollment in the district is 8,549 (4,330 male and 4,256 female) students. The comprehensive high schools vary in size from 1,174 to1,649 and reflect the diversity of the Bay Area. The student ethnic breakdown is as follows: African American, 2.8 %; AmericanIndian, 0.4%; Asian, 23.1; Filipino, 5.6%; Hispanic, 24.5%; Pacific Islander, 3.7; White, 35.5%; and Multiple or No Response, 2.7%.These percentages have varied over the last five years. There are 1,536 Socioeconomically Disadvantaged students, 897 SpecialEducation students, and 937 English Learners. For 40% of the students in the District, English is a second language.(From LEA Plan Addendum)Mission...a statement of system purpose and critical meansThe mission of the San Mateo Union High School District is to challenge and motivate each student to achieve full potential as aresponsible member of our diverse community, in a safe learning environment that promotes intellectual growth, health, creativity,and respect for self and others.Beliefs...fundamental convictions and basic values We believe that: • Each individual has equal inherent dignity and worth. • Family is essential to the development of an individuals values. • Learning develops the aesthetic, emotional, intellectual, practical, and social aspects of the whole person. • Learning is a unique, personal, and a lifelong experience. • Motivation is essential for reaching ones potential. • Higher expectations yield higher results. • Communities have a responsibility to the individual as individuals have a responsibility to the community. • Diversity enriches the community. Page 1
  4. 4. 1. Plan DurationThe goals and timelines in this technology plan will guide the San Mateo Union High School District, use of technology from July2012-June 2015.Technology has changed our world in the past decade and continues to change methods of communication and instruction. The usesof technology in the district have changed dramatically since the last technology plan was written. Students have greater access totechnology and thus more access to information and connections with others.In education the changes in the use of assessment and data to determine students’ mastery of standards has become an essentialcomponent of teaching and meeting the needs of students. Students in SMUHSD have access to online classes, lectures anddemonstrations with people across the country and around the world. Students are able to work cooperatively and collaborate ononline projects. Teachers are able to assist students in evaluation of information and the best methods for communicating theinformation they have learned.Communication with parents has increased as the district has reached out to parents through online grades, student work andschool/class site websites. Parents are able to choose how to receive information from teachers and administrators. Parents also havemultiple ways to communicate with teachers and the school site.The district technology plan supports the district’s goals to have all students’ master state standards and to meet student achievementgoals for all students. The plan also supports the district’s need to enhance communication with parents and students.Having a current State certified technology plan allows the district to apply for federal e-rate discounts and to apply for any otherfederal or state grants which become available during the duration of the plan.The plan also guides the district in determining what will be needed fiscally to implement the plan and to prioritize available funds forthe most critical technology needs. Page 2
  5. 5. 2. StakeholdersCandy Bandong, Computer Lab Aide/AHSMatt Biggar, Associate Superintendent, InstructionDominic Bigue, District Technology Coordinator/CHSValerie Cintas, Math Teacher and Site Technology Coordinator/SMHSLinda Colloran, District School to Career CoordinatorMichelle Dudley, School Attendance Records Clerk/MHSMaureen Gisler, Staff Secretary‐Guidance/BHSRichard Hardt, District Director of TechnologyJanice Harui, Student Data Analyst/CHSMonique Krouer‐Redmond, ParentSteve Hanson, ParentAnna Lapid, Librarian/Media Specialist/AHSCheryl Lawton, Assistant Principal/HHSPlamen Micovic, Systems Support Specialist, Technology Support GroupValerie Miller‐ Business ServicesDon Scatena, Principal/PHSMaureen Sharkey, Instructional Services SpecialistJim Smith, District Social Science Coordinator and Site Technology Coordinator/AHSAkiko Soda, District World Languages Coordinator/MHSDaryl Jackson, Technology Support Specialist/MHS Page 3
  6. 6. The district technology plan committee with representatives from all school sites and including parents, administrators, teachers andclassified staff met throughout the 2010-2011 school year to discuss how best to support teaching, learning and communicating. Themembers collected feedback and information from school site staff, parents, school site technology coordinators and students. Thegroup met for more than 20 hours to discuss the current and future needs of SMUHSD and how the use of technology could assist inmeeting the identified needs.The committee used the district’s communication tool, SchoolLoop, to provide a place for committee members to share articles andplanning documents. Members participated and continue to participate in forum discussions related to educational technology.The plan committee will continue to act as the district technology committee. This committee will be monitoring this plan andupdating the plan throughout the duration of the plan. The committee has discussed meeting as smaller subcommittees to addressspecific areas of the plan and meeting bimonthly as a full committee to provide updates and ensure the district remains current in theintegration of technology into the educational systems of SMUHSD.3. Curriculum Component3a. Description of teachers and students current access to technology tools both during the school day and outside of school hoursCurrently all SMUHSD students and teachers have access to technology in their schools. Each site has computer labs, netbook carts,and library/media centers. Students have access to these computers in varying degrees across the school sites. Library/media centersare open at lunch and at varying times before and after school. Library/media centers provide online databases, Internet access andsubscription services. Each school has specialized equipment to meet the needs of programs provided at each school site. At all levelsstudents are using technology to communicate and to enhance their learning. Students in need of intervention/support classes haveaccess to netbooks and software to support mastery of content standards. Students with disabilities are provided access to appropriateassistive devices. Currently the ratio of students to computers is __________________ district-wide. The ratio of students tocomputers varies across school sites with ____________ having a ratio of ____ and ______________site having a much higherstudent to computer ratio of _____________________.All classrooms have a connection to the district network and to the Internet. Each classroom has a minimum of one computer for eachteacher to use. Other technology tools, such as interactive whiteboards, projectors, document cameras and response systems areavailable at each school. Teacher computers are aging and a plan is in place to replace them with laptops during the next 4 years. Page 4
  7. 7. Teachers use the computer to report grades, communicate with parents and students, and create lessons.Table 1: Student Use of School Technology Tools3b. Description of the district’s current use of hardware and software to support teaching and learning.As part of this plan, the District has created a new professional development structure for teachers and staff. Specifically, the Directorof Technology, along with the District Instructional Technology Coordinator and Instructional Technology Coordinators at each of theschool sites will provide professional development sessions for teachers in the use of technology to enhance teaching and learning. Anew training facility will be created at the District Technology Center to provide training sessions for small groups of teachers.Technology is used by teachers and administrators to support learning. Teachers use technology to communicate with colleagues,parents and students. Teachers report regularly using technology to create lesson plans, create instructional materials and to deliverclassroom instruction. More than 90% of teachers use technology to manage student grades and attendance. Compared to 4 years Page 5
  8. 8. ago, most teachers have more technology tools available to them and the use of these tools is reflected in Table 2 and Table 3 below.Teachers have access to collaboration spaces, software and assessment data. As teachers become more familiar with the use of thedata assessment tool, Data Director, they are using the information to analyze instruction and to provide differentiated instruction tomeet state standards.Students have access to technology tools to enhance their learning and to provide multiple ways to access the standards. Variouscourses are available at school sites which are technology intensive, courses such as art and multimedia, animation, digitalphotography, video arts, architectural design and ROP courses.Students are using technology tools to support their learning in intervention classes and support classes for Algebra and English/Language Arts. Students with disabilities have increasing access to technology tools to support their learning. Students also are usingtechnology for credit recovery during the school year and during summer school. The district is expanding its use of onlinecourses/distance learning yearly. Students have home access to grades, homework assignments and subscription databases andelectronic resources.Table 2: Teacher Use of Technology Tools Page 6
  9. 9. Table 3: Types of Work in Which Teachers Use Technology Page 7
  10. 10. Table 4: Teacher Assigning of Work Using Technology Tools Page 8
  11. 11. Page 9
  12. 12. 3c. Summary of the district’s curricular goals that are supported by this technology plan.The District has a long history of implementing technology in the achievement of the District’s curricular goals. The District has longstanding partnerships with a variety of partners to develop programs to support student achievement. Partnerships with the RegionalOccupational Program (ROP) and the establishment of Career and Technical Educational programs have enabled the District to havehighly developed programs in Biotechnology, Digital Photography, Art and Multimedia, Video Production and Audio Production.The District is also in the process of implementing support and credit recovery programs using ALEX, CompassLearning andMyCoach EDGE software applications. The District has also been a leader in the implementation of collaborative initiatives, whichallow students, their families and the school to collaborate in real time using tools like School Loop and Google Apps for Education.Another of the district’s curricular goals is to increase proficiency on AYP tests with special focus on English Language Learners,Students with Disabilities and socio-economically disadvantaged students. Achiving curricular goals also include the use ofintervention classes, credit recovery, the use of specialized software to assist students with disabilities and the creation of benchmarkassessments and the use of this data to inform instructional practice. Additional curricular goals center on ensuring all graduatingstudents are ready for college, vocational training or entry level professions.This plan supports the curricular goals in very specific ways. The intervention courses are being supported with various technologytools. English Language Learners are being provided with additional tools to allow these students to acquire proficiency in the use ofEnglish. Economically disadvantaged students will have more equitable access to technology as the one-to-one devices becomeavailable. This plan also addresses providing additional support to teachers and administrators in the use of assessment data. Timehas already been allotted in school schedules to allow time for analysis of data. In addition this plan provides additional onsite supportin the use of data in the design of instructional plans. Time has also been allotted to provide additional support for teachers inintegrating technology into their standards based lessons.This plan also ensures adequate bandwidth and wireless access in all schools. These two areas have been identified as limiting factorsto the advancement of curricular needs in the district. With the infrastructure in place more classes will be able to move towardssupport of various student needs and access to more online courses and technology rich instruction will be possible.3d. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan for using technology to improve teaching and learning by supporting the district curricular goals and academic content standards.Goal 1Teachers will integrate technology into the curriculum to enhance student learning. Page 10
  13. 13. Objective 1.1By June 30, 2014, 80% of all teachers will have integrated technology into one project.Year 1 Benchmark: By June 2013, 60% of all teachers will have integrated technology into one project.Year 2 Benchmark: By June 2014, 75% of all teachers will have integrated technology into one project.Year 3 Benchmark: By June 2015, 90% of all teachers will have integrated technology into one project.Activities Timeline Person PD Staff - Infrastructure Responsible SupportObjective 1.1.1: Provide instructional technology DITC- ITC-support at school site and district level. LMTa. Redefine roles of instructional technology March 2011-May ASI –DOT xsupport at the school and district level. 2011b. Provide training for instructional technology May 2011-June DITC xcoordinators. 2011c. Create instructional technology team at each August 2011 ITC-PRN xschool site which includes site instructionaltechnology coordinator, library/media specialist andat least two additional teachers and anadministrator.d. Provide training for school site instructional September 2011 DITC-ITC xtechnology team.Objective 1.1.2: Create digital clearinghouse for DITC-ITC-best practices and resources for curriculum, CC-DCA-instruction and assessment.a. Teacher team, data coordinators and technology Septmber 2011- DOT – x x Google Appssupport staff determine best format for May 2012 DITC - ITC for Educationclearinghouse.b. Technology staff create location of clearinghouse September 2011- DOT – x x Google Appsand format. May 2012 DITC - ITC for Educationc. Determine incentive for teachers who contribute DOT – x Google Appsprojects and lessons. September 2011 – DITC - ITC for Education May 2012 Page 11
  14. 14. Activities Timeline Person PD Staff - Infrastructure Responsible Supportd. Provide training for teachers who are interested First training DOT – x Google Appsin contributing projects and lessons. October 2011 and DITC - ITC for Education then ongoing through 2013e. Train teacher teams in resources available to February 2012 DOT – x Google Appsmeet standards. DITC - ITC for Educationf. Provide professional development on the use of May 2012 DOT – x Google Appsthe digital clearinghouse. DITC - ITC for Education3e. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan as to how and when students will acquire technology and information literacy skills needed to succeed in the classroom and the workplace.The district believes all students need to acquire 21st century information literacy skills. Students need to continue to graduate with astrong foundation in reading; math and other core subjects but they also must have 21st century skills. 21st century skills includecreativity and innovation, critical thinking and problem solving, communication and collaboration, information literacy, media literacyand use of information and communication literacy technology.“Information Literacy is the ability to identify what information is needed, understand how the information is organized, identify thebest sources of information for a given need, locate those sources, evaluate the sources critically, and share that information. It is theknowledge of commonly used research techniques.” – University of Idaho – Information Literacy Portal.Goal 2Students will master information literacy skills which will prepare them to enter college or other vocational training.Objective 2.1By June 2014, all students will use 21st century information literacy skills for effective communication, research and presentation.Benchmark 1: By June 2013, 60% of all students will demonstrate information literacy skills in class assignments.Benchmark 2: by June 2014, 75% of all students will demonstrate information literacy skills in class assignments. Page 12
  15. 15. Benchmark 3: By June 2015, 90% of all students will demonstrate information literacy skills in class assignments.Activities Timeline Person PD Staff - Infrastructure Responsible SupportObjective 2.1.1: Implement plan for LMT-DITC-integration of information literacy ITC-DCA-skills into current curriculum. DAC-APIa. District instructional technology April 2012 LMT-DITC- x x Digital(coordinator) creates training for school ITC- API Clearinghousesite technology coordinators in – Trainingtechnology integration skills and Facilityresources.b. Technology coordinators meet to May 2012 LMT-DITC- x x Digitalcreate technology professional ITC Clearinghousedevelopment for teacher leads.c. Teacher lead from each content area June 2012 LMT-DITC- x x Digitaltrained in technology integration skills ITC Clearinghouseand resources for supporting teachers in – Trainingthe use of technology skills. Facilityd. Teacher team in each content area July 2012 LMT-DITC- x x Digitalreviews skills to be mastered in each ITC Clearinghousegrade span and recommends lessons and – Trainingactivities which would enhance learning Facilityof two technology integration skills.School site technology coordinatorsprovide support.e. Professional development overview August-October LMT-DITC- x Digitalfor all teachers in technology integration 2012 ITC Clearinghouseskills. – Training Fac.f. Student literacy skills included in class January 2013 API x Digitalsyllabus. Clearinghouseg. Teacher teams create rubrics to December 2012 LMT-DITC- x Digitalmeasure literacy skills. ITC- DAC-API Clearinghouse Page 13
  16. 16. Activities Timeline Person PD Staff - Infrastructure Responsible Supporth. Rubrics piloted in at least 10 January 2013- LMT-DITC- x Digitalclassrooms per subject area. June 2013 ITC-DCA- Clearinghouse DAC-API i. Professional development training August- DITC-ITC x Digital created by technology coordinators on December 2012 Clearinghouse technology integration skills. j. Professional development offered for January 2013- DITC-ITC- x Digital teachers in six of technology integration August 2013 DCA-DAC-API Clearinghouse skills.k. Teacher team in each content area June 2013 LMT-DITC- x x Digital reviews skills to be mastered in each ITC-DCA- Clearinghouse grade span and recommends lessons and DAC-API activities which would enhance learning of two additional technology integration skills. School site technology coordinators provide support.l. Professional development training August 2013 LMT-DITC- x x Digital created by technology coordinators on ITC-DCA- Clearinghouse technology integration skills identified DAC-API – Training by teacher teams. Facilitym. Rubrics used in 50% of all classrooms August 2013-June LMT-DITC- x x Digital to evaluate selected literacy skills. 2014 ITC-DCA- Clearinghouse DAC-APIn. Professional development offered for August 2013-July LMT-DITC- x Digital teachers in six additional areas of the 2014 ITC-DCA- Clearinghouse technology integration skills. DAC-APIo. Teacher team in each content area June 2014 LMT-DITC- x x Digital reviews skills to be mastered in each ITC-DCA- Clearinghouse grade span and recommends lessons and DAC-API activities which would enhance learning of two additional technology integration skills. School site technology coordinators provide support. Page 14
  17. 17. Activities Timeline Person PD Staff - Infrastructure Responsible Supportp. Professional development training July 2014 LMT-DITC- x Digital created by technology coordinators on ITC-DCA- Clearinghouse technology integration skills identified DAC-API by teacher teams.q. Professional development offered for August 2014-July LMT-DITC- x Digital teachers in six additional areas of the 2015 ITC-DCA- Clearinghouse technology integration skills. DAC-API – Training Fac.Objective 2.1.2: Students will display LMT-DITC- information literacy skills through ITC-DCA-CC- portfolios. API-ITSa. Technology support staff will assist December 2011- LMT-DITC- x Digital instructional services staff in the design February 2012 ITC-DCA-CC- Clearinghouse of the portfolio. API-ITS GAFEb. Grade 9 teachers and classes will pilot February 2012- LMT-DITC- x x Digital portfolio projects. June 2012 ITC-DCA-CC- Clearinghouse API-ITS - GAFEc. Grades 9 and 10 teachers and classes August 2012-June LMT-DITC- x x Digital will implement portfolios. 2013 ITC-DCA-CC- Clearinghouse API-ITS - GAFEd. Grades 11 and 12 teachers and classes August 2013-June LMT-DITC- x x Digital will implement portfolios, 2014 ITC-DCA-CC- Clearinghouse API-ITS - GAFEe. Portfolios will be reviewed by district Once per year LMT-DITC- x x Digital technology committee and modifications ITC-DCA-CC- Clearinghouse made, as needed. API-ITS - GAFE 3f. List of goals and an implementation plan that describe how the district will address ethical use of information technology so they can distinguish lawful from unlawful uses of copyrighted works, including: the concept and purpose of copyright and fair use; lawful and unlawful downloading and peer-to-peer file sharing; and avoiding plagiarism. The San Mateo Union High School District firmly believes that all students need to be prepared to meet the challenges of an ever expanding amount of information that is accessible using technology tools. As part of our technology plan we have identified several resources dealing with ‘cyber ethics’ and digital citizenship for teachers to use in their classrooms. Page 15
  18. 18. Goal 3Teachers in all disciplines will address the appropriate and ethical use of information technology in the classroom so that students candistinguish lawful from unlawful uses of technology.“Digital Citizenship is a concept which helps teachers, technology leaders and parents to understand whatstudents/children/technology users should know to use technology appropriately. Digital Citizenship is more than a teaching tool, it isa way to prepare students/technology users for a society full of technology.” Digital Citizenship Website – Mike RibbleObjective 3.1By June 30, 2015, 90% of teachers will include digital citizenship skills as part of all courses in the core curriculum.Benchmark 1: By June 2013, 60% of teachers will include digital citizenship skills as part of all courses in the core curriculum.Benchmark 2: By June 2014, 75% of teachers will include digital citizenship skills as part of all courses in the core curriculum.Benchmark 3: By June 2015, 90% of teachers will include digital citizenship skills as part of all courses in the core curriculum.Implementation Plan Activities Timeline Person(s) PD Staff Support Infrastructure ResponsibleObjective 3.1.1 – Implement a plan to provide LMT – DICTresources for teachers to teach and model digital – ICT - APIcitizenship skills.a. Library Media Teachers will provide initial training September LMT – DICT X Teachers in Networkfor students in digital citizenship and ethical usage of 2011 – - ICT Core Subjects Infrastructure-information May 2012 GAFEb. Teachers in core subjects in the 9th and 10th grade will October LMT – DICT X Teachers in Networkbe trained in the incorporation of Digital Citizenship 2011 – - ICT Core Subjects Infrastructure-skills in their curriculum. May 2012 GAFEc. Each School site will implement specific digital March API X Teachers in Network Page 16
  19. 19. citizenship skills taught within the core curriculum. 2012 – Core Subjects Infrastructure-(Digital Footprints, Digital Media, Cyber Bullying, Self October GAFEExpression and Identity, Copyright and Fair Use.) 2012d. Each School site will update and align the core October Core X Teachers in Networkcurriculum to incorporate digital citizenship skills. 2012 – Curriculum Core Subjects Infrastructure- May 2013 Teachers - GAFE APIe. Each school site will incorporate digital citizenship September Core X Teachers in Networkskills as part of their Academic Integrity Policy and use 2011 - Curriculum Core Subjects Infrastructure-technology resources with students to assess plagiarism Ongoing Teachers, GAFEwithin student work. DICT – ICT- API3g. Page 17
  20. 20. List of clear goals and an implementation plan that describe how the district will address Internet safety, including how to protect online privacy and avoid online predators.SMUHSD will delineates clear goals outlining how students will be educated about Internet safety (as stated in AB 307).Goal 4Provide training for students and parents on Internet Safety, predator and privacy issues.Objective 4.1By June 30, 2015, 90% of teachers will integrate and model responsible online behavior into all courses, including ‘cyber safety’issues.Benchmark 1: By June 2013 all students will receive instruction in at least one class on responsible online behavior and ‘cyber safety’issues.Benchmark 2: By June 2014, 70% of teachers will integrate and model responsible online behavior and ‘cyber safety’ into all courses.Benchmark 3: By June 2015, 90% of teachers will integrate and model responsible online behavior and ‘cyber safety’ into all courses.Implementation PlanThis is the plan to assure progress on the goal, objective and benchmarks Activities Timeline Person(s) PD Staff Support Infrastructure ResponsibleObjective 4.1.1 – Create and implement aplan to provide resources to students, parentsand teachers on Internet Safety, predator andprivacy issues.a. Research programs dealing with Internet September 2011 – DOT – X X Internetsafety and privacy issues (CommonSenseMedia, March 2012 DICT- ICT Access –SweetyHigh and other web sites) Digital Clearinghouseb. Develop professional development activities February 2012 – DOT – X X Internet Page 18
  21. 21. that provide teachers with material and skills to May 2012 DICT - ICT Access –model ethical usage of technology for students. Digital Clearinghousec. Review and revision of the current Acceptable September 2011 – DOT –Use Policy, which will include policies to May 2012 DICT - ICTaddress cell phones and other mobile devices.d. Each school site will incorporate “cyber January 2012 – DICT – ICT X X Internetsafety” and other ethical usage topics into their September 2012 - API Access –behavior and academic integrity policy. Digital Clearinghousee. Create a forum for parent education on digital January 2012 – DOT - X Digitalcitizenship. October 2012 DICT Clearinghouse accessible to Familiesf. Provide a safe Internet experience by October 2011 – DOT - SSS X Contentreviewing and upgrade current content filtering October 2012 Filteringsoftware. Softrware – Internet Accessf. Review and revise materials on an annual September 2012 – DICT - ICT X X Internetbasis to keep curriculum up to date for students, July 2015 Access –families and staff. Digital Clearinghouse Page 19
  22. 22. 3h. Equitable AccessEquitable access to technology includes ensuring all students have access to technology equipment and exposure to 21st centurylearning skills with access to classes incorporating technology into the curriculum. Equitable access to technology is more than acomputer lab or a ratio of computers. Students must have access to equipment to be able to participate in these learning activities andeach school has created a standard set of technology resources for each classroom. At a minimum, this would include a computer ineach classroom as well as wireless Internet access, a digital projector and a document camera. The students would have access to thelibrary media center before and after school. In reviewing the access to technology the technology planning committee reviewedaccess across school sites as well as the access available at each school.The review of equipment available at each school indicated the access to technology is not equitable for all students.According to the inventory of technology hardware: School Desktops Laptops Netbooks Projectors Interactive Document Whiteboards Cameras Aragon 348 26 0 Burlingame 310 62 0 Capuchino 355 12 0 Hillsdale 245 0 1 Mills 261 14 0 Peninsula 152 0 0 San Mateo 428 11 0Students also have varying levels of computers available to them at home. The District is in the process of investigating a variety ofways to make student access to technology and learning materials easier for students. Part of this process is an investigation of 1 to 1 Page 20
  23. 23. learning programs as well as a “Bring Your Own Device” (BYOD) program for students. Teacher assignments expect, at a minimum,for written reports to be typed. Internet research is also an expectation. Some students have limited access to computers for researchand composition of reports and other assignments.Equity also depends on the instruction provided by teachers and this involves providing teachers with the professional development,support and collaboration time to create strong lessons with 21st century learning skills. In this vein, the District, through theInstructional Technology Coordinators, has established a “District Standard Classroom,” which includes; a desktop or laptopcomputer, a digital projector, document camera and wireless network access. While, not all classrooms currently meet this standard,the District through a recent bond measure has secured funding to bring every classroom to this standard by the completion of thisplan.The District has also established several Teacher’s On Special Assignment (TOSA’s) to provide training and support for teachers inBlended Learning, Data and Assessment and Instructional Technology. The goal is to provide support for classroom teachers to usethe available resources to enhance and inform instructional practice. The District TOSA’s will also investigate and review newlearning materials and processes and make recommendations to the Curriculum and Instruction Council.In evaluating the needs of the district for equitable access to be achieved it was determined that students need access to varying typesof technology for different classes. As curriculum becomes available via digital textbooks the district will review and consider the useof one-to-one devices in lieu of textbooks. The district will also evaluate methods for provision of the devices so that all students haveat least the minimum level of technology needed to achieve the district’s curricular goals.Goal 5All students will develop 21st century learning skills through equitable access to classes incorporating technology into theirclassrooms.Objective 5.1By 2014, 80 % of all classrooms will have access to equipment, programs and support to access the curriculum and 21st century skills.Year 1 Benchmark: By August 2013, 90% of all classrooms will have access to a wireless network.Year 2 Benchmark: By August 2014, digital textbooks will have been piloted in all schools in accordance with the digital textbookpilot program.Year 3 Benchmark: By August 2015, all students will have access to technology tools needed for classroom instruction includingdigital texts and other needed equipment. Page 21
  24. 24. Page 22
  25. 25. Activities Timeline Person PD Staff – Infrastructure Responsible SupportObjective 5.1.1 – Ensure students have access to equipment, programs and DICT – ITC – support to access the curriculum and 21st Century skills. PRN – CC – DCA API- DOT a. Verify and document each school is offering lab access at a May 2012 API - ICT Xminimum after school, but preferably including access beforeschool and at lunch b. Review possible digital text books for pilot subject areas. December DCA – CC - DICT 2012c. Review possible equipment to use with digital textbooks December DICT - ICT X 2012 d. Select digital textbook and digital equipment for pilot March 2013 DCA – DOT - CC - X Xclasses. DICT e. Establish Technology Innovation grants to promote January 2013 DOT - DICT X Xinvestigation and evaluation of new technologies andapplications. f. Insure wireless connectivitity available in all pilot March 2012 DOT – SSS - TSS Xclassrooms. g. Purchase digital equipment to pilot and, if needed digital March 2013 DOT - DICT Xtexts. h. Train teachers who will pilot digital textbooks June – July DICT - ICT X X 2013 i. Provide training for parents of students in pilot classes on DICT - ICT X Xthe use of digital text. j. Provide digital texts to students in pilot classes August 2013 ASI - DCA X k. Monthly meetings with teachers and support staff to August 2013 – DCA - DICT X Xreview pilot progress of digital textbooks. May 2014 l. Committee to determine if digital textbook pilot should be December DCA – CC - DICT X Xexpanded to additional classes. 2013 m. If after pilot the decision is to continue using digital text January 2014 ASI – DCA - DICT Xbooks, select next subject area to pilot digital texts. Page 23
  26. 26. o. Insure wireless connectivity available in all pilot classrooms March 2013 SSS-TSS xp. Provide training for parents of students in pilot classes on the use of August 2013 DCA - DICT - ICT xthe digital textq. Provide digital texts to students in pilot classes. August 2013 DCA - DICT - ICT xr. Monthly meetings with teachers and support staff to review pilot August 2013-May DICT - DCA x xprogress of digital textbooks 2014s. Determine feasibility for digital textbooks district wide May-2014 DOT - DICT – ICT- x x ASI - Objective 5.1.2. Design wireless network for district.a. Survey one high school and design wireless network. March 2011 DOT – SSS – TSS xb. Take project proposal to install wireless network at one pilot school April 2011 DOT – SSS – TSS xto the school board for funding approval.c. Install wireless network at pilot high school. October 2011 DOT – SSS – TSS xd. Survey and design wireless network for all school sites. November 2011 – DOT – SSS – TSS x March 2012e. Bid wireless network contract. November 2011 DOT – SSS – TSS xf. Install wireless network at all school sites. January 2012 – DOT – SSS – TSS x March 2012 Page 24
  27. 27. Activities Timeline Person PD Staff - Infrastructure Responsible Suppor t Objective 5.1.3. Provide adequate technology hardware for classroom use SSS-DITC-ITC- DOTa. Review network design, filtering and policies to accommodate May 2011-April ASI-DCA-DITC- x x xstudent equipment brought from home. 2012 DOTb. Pilot equipment brought from home in digital textbook classrooms August 2012- DICT - ICT x x December 2012c. Pilot equipment brought from home in 10 additional classrooms. May 2013-June DICT - ICT x x 2013d. Determine if equipment brought from home can be supported with June 2013 DICT - ICT xcurrent technology and support staffe. Provide training for students, teachers and parents in the use of August 2013 DICT - ITC x xhome equipment in schoolf. Allow student equipment in schools which have wireless access August 2013 DICT - ITC x xpoints installedObjective 5.1.4. Provide or facilitate adequate technology to effectively attain 1:1 DITC-ITC computinga. Inventory equipment yearly to determine sufficiency of equipment. Summer 2011 SSS - TSS xThis includes age of devices and access to this equipment. then January each yearb. Determine what equipment would be best used in subject area Jan-12 DICT - DOT x x xclassrooms such as web and productivity applications and advancedcomputer programs for multimedia, engineering etc.c. Evaluate use of student provided equipment to meet the goal of 1:1 August 2012-June DICT – ICT - DOT x xaccess to technology 2013 - ONGOINGd. Evaluate the cost of providing equipment to meet the 1 to 1 ratio to Jan-12 ASI - DOT x xestablish a baseline for future funding needse. Replace 25% of all teacher computers to allow district to move to Mar-12 DOT x xWindows 7 and Office 2010.f. Prioritize and purchase equipment based on subject area needs and Sep-13 DOT - SSS x x"fill in" where student devices will not meet 1:1 goal.g. Establish and continually review replacement standards for all types January 2014 and DOT - SSS x xof equipment continuing yearly Page 25
  28. 28. h. Replace 25% of teacher computers each year. Annual DOT x3i. Utilization of technology for assessment and data analysis to meet individual student needs.SMUHSD has been working to assist teachers in the creation of common assessments and in the process to analyze assessment data todetermine the best methods of assisting students in meeting state standards. Each school has support in the form of Data andAssessment Coordinator who has one release period per day to assist teachers in analyzing data and creating lessons to meet specificstudents’ needs.In reviewing the needs of the district, a study was undertaken on the use of data. This study indicated that teachers need broader andmore immediate access to student assessment data and having the data specifically tied to the California Content Standards. TheDistrict is committed to providing additional and timely access to student achievement data by providing support through the Data andAssessment Coordinator as well as additional hardware resources at each school site to support the inclusion of the data into thedistrict data analysis tool.Goal 6Teachers will effectively use assessment data and data analysis tools to analyze student needs and inform instruction.Objective 6.1By July 2014, 100% of all staff will use assessment data to monitor student progress and modify instruction to meet student needs.Benchmark 1: By June 2013, all data and assessment coordinators will have designed training for all teachers and administrators inthe use of assessment data.Benchmark 2: By June 2014, 50% of all teachers will be using assessment data to determine the needs of students and informclassroom instruction.Benchmark 3: By June 2015, 80% of all teachers will be using assessment data to determine the needs of students and informclassroom instruction. Page 26
  29. 29. Activities Timeline Person PD Staff - Infrastructure Responsible SupportObjective 6.1.1: Train education staff on how to use assessment data and how to create DCA-DAC-API- xformative assessments ITS a. Establish and define Data and Assessment Coordinator role at the school June 2011 ASI-DCA x level b. Data and assessment coordinators review assessment data available in June 2011 ITS x current forms. c. Data and assessment coordinators create training for staff in the analysis September 2011 DCA-DAC-ITS x of assessment data and creation of formative assessments d. Professional development is provided for administrators in the use of October 2011 DCA x assessment data and the creation of formative assessments e. Ongoing professional development for teachers and other support staff August 2011-June DCA-DPDC- x in the use of assessment data and creation of formative assessments 2012 DITC f. Technology Support Group and Instructional Services staff create May 2011 and ITS standardized template reports as requested by data coordinators ongoing Objective 6.1.2. Improve Integration of Data Resources ITS-SSS-DITC a. Information Technology Specialist will create method for sharing March 2011-April ITS x x information between Aeries and Data Director. 2011 b. Information Technology Specialist will create method for sharing May 2011-July ITS x x information between Aeries and Destiny (library/textbook database) 2011 c. Information Technology Specialist will create method for sharing May 2011-July ITS x x information between Aeries and nutrition services database 2011 d. Explore method for common attendance and grade management January 2012 - Feb ITS x x platform 2013 d. Technology Support Staff will create a method of sharing information June 2011-July ITS x x between Aeries and Novell. 2011 Page 27
  30. 30. Person Staff - Activities Timeline PD Infrastructure Responsible SupportObjective 6.1.3: Portal Phase 1 – Make all applications accessible via Support Home Pagea. Instructional services staff, data coordinators, technology coordinatorsand district technology staff, review data which will meet to review student September - ASI-PRN-DITC-information to be included in the single point of access with links to student x November 2012 DOTinformation data bases.b. Technological Support staff will create a single point of access with links September 2012 -to all student information. SSS-ITC x x January 2013 Objective 6.1.4: Portal Phase 2 – Make all applications accessible via Single Sign Ona. District wide technology committee and instructional services staff November 2011- DITC-DCA-DOT-review single sign on program solutions and select single sign on program. x x March 2012 SSSb. Technological Support staff will implement single sign on program May 2013-June SSS-ITC x x 2013c. Technology coordinators train staff on the use of single sign on August 2013 DITC-ITC xd. Teachers and administrators use single sign on August 2013 ASI-PRN xe. Students use single sign on for all District resources using portal August 2013 DICT - ICT x x Page 28
  31. 31. Activities Timeline Person PD Staff - Infrastructure Responsible SupportObjective 6.1.5: Create query and report library that is accessible district wide. ITS-DCA-SDA- API a. Conduct data management and use needs analysis February 2011- DOT – ITS - SDS x April 2011 b. Information Technology Specialist will meet with district office staff to Mar-11 ASI – ITS- DCA x discuss the creation of standard queries and reports. c. Information Technology Specialist will meet with school data analysts Mar-11 ITS – SDS - SDA x and school staff to discuss the creation of standard queries and reports. d. Create standard queries and reports. April 2011-May ITS – SDS - SDA x 2011 e. Pilot standard queries and reports. May 2011-June ITS – SDS - SDA x 2011 f. Create standard query and report library June 2011-July ITS – SDS - SDA x 2011 g. Train school and district staff in the use of the query and report library August 2011 and ITS – SDS - SDA x ongoing h. Assist sites with additional queries and reports. September 2011- ITS – SDS - SDA x September 2014Objective 6.1.6: Establish data system which will meet the CALPADS requirements a. Provide Professional Development in CALPADS reporting ITS - SDS x b. Review and update data fields in Aeries to ensure accurate CALPADS March 2011 ITS - SDS x reporting. c. Create “Fall 2” 2010 CALPADS report including master schedule and July 2011 ITS - SDS x staffing. d. Create “Fall 3” 2010 CALPADS report including discipline information. November 2011 ITS - SDS x Activities Timeline Person PD Staff - Infrastructure Responsible Support Page 29
  32. 32. Objective 6.1.7: Create and maintain a data dictionary with processes protocols for data input and maintenancea. Provide Professional Development in data standards ITS xb. Create basic CALPADS data dictionary for use in the Fall 2 report March 2011 ITS - SDS xc. Meet with English Language Learner team to establish data dictionary Mar-11 ITS – SDS – EL xfields and terms. Directord. Meet with Special Education team to establish data dictionary fields and Apr-11 ITS – SDS – xterms. Director of Special Educatione. Meet with English Language Learner team to review data dictionary and Apr-11 EL Director - ITS - xto determine responsibility for data input and data management. SDSf. Meet with Special Education team to review data dictionary and to May-11 Director of Special xdetermine responsibility for data input and data management. Education - ITS - SDSg. Instructional staff and technology support staff will create a draft June 2011-August ITS - SDS xcalendar that includes report due dates and data input times 2011h. Instructional services staff, student data analysts and technological March 2011- DCA - Assistants xsupport staff will meet to create categorized course catalog August 2011i. Information Technology Specialist and student data analysts will meet to September 2011- ITS – SDS - SDA xcreate processes and procedures for data input and updates. November 2011j. Instructional services staff, student data analysts and technology support November 2011- ITS – SDS - SDA xstaff will create new course catalog with integrated data dictionary. January 2012 Page 30
  33. 33. 3j. Use of technology to improve two-way communication between home and school.In order to provide the most current and accurate information about students’ academic and personal development and academicenvironment, a communication channel between home and school must exist. Technology is an essential component of thatcommunication channel. Every technology resource should be engaged in gathering, processing and delivering relevant data. It iscritical that the information obtained is up-to-date and easily retrieved and/or delivered when needed.SMUHSD uses SchoolLoop to facilitate communication among school staff, students and parents. Parents need to be able to selectfrom various methods of communicating with teachers and administration. Currently parents and staff must use several passwordsand access data in several places. An easier method of accessing information and communicating would be to provide better homeschool communication.Goal 7Technology will be used to provide current and accurate information about student academic progress and personal development andto provide resources to parents to support their student’s learning.Objective 7.1By 2014, a portal will be operational to facilitate communication between parents, students and staff.Benchmark 1: by August 2013, the information to be included in the portal and the frequency of providing information will bedetermined.Benchmark 2: By August 2014, 75% of all parents will use the portal.Benchmark 3: By August 2015, 90% of all parents will use the portal. Page 31
  34. 34. Activities Timeline Person PD Staff - Infrastructure Responsible SupportObjective 7.1.1. Determine common information to share through the Nov-11 DITC-DAC-DCAdistrict portal (current portal is SchoolLoop) a. Principals and district leadership discuss what information should be Jan-12 ASI – PRN – DOT x x provided to all parents through portal - DCA b. Parents provide preference for contact through, text, phone e-mail and Jan-12 DOT – DITC - x paper ITC c. Portal information and frequency of updates are discussed with teachers February 2012- DITC - ITC x x and parents to determine necessary information. April 2012 d. Portal will be piloted. April - June 2012 DOT – SSS - x x DITC e. Teachers are provided with professional development on the use of the Aug-12 DITC - ITC x portal and on advanced features available. f. Teachers and administrators begin to use portal Aug-12 x g. Parents are provided training on the use of the portal. Training could August 2012 and x include back to school night presentation, parent group presentations, ongoing DELAC presentations, written manual, and online training with video instructionObjective 7.1.2. Provide information for parents on how to support student and parentsprovide information on how they can support school site. a. Provide professional development on how parents can support their August 2011-June DCA - DITC - ICT x student. 2014 b. District staff and school staff discuss and create list of resources which Sep-11 DCA - DITC x x could help parents support their student c. Place list of support resources in portal and also on school district web Oct-11 DCA - DITC x x x site. Page 32
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  36. 36. 3k. Monitoring and EvaluationPlans are only as effective as the monitoring of the plan implementation. Technology plan implementation has often struggledbecause the necessary time to evaluate and the systems for evaluation have been limited. A single technology coordinator group oreven a large technology committee alone cannot effectively monitor the action plans and assist in modifying the plans to meet thecurrent needs.An effective plan requires monitoring by groups of people who are interested in the specific area of the plan. To ensure success,monitoring of this plan will occur in several ways:1. District Coordinators and the Management Policy Group will assist in implementing and monitoring areas such as equitable access,parent-home communication and 21st century skills. The interest groups will be supported by the Director of Technology and theDirector of Instructional Technology. Interest groups will determine the frequency of their meetings with a minimum of once perquarter.2. Instructional Technology Coordinator meetings. Currently, Instructional Technology Coordinators meet monthly and this groupwill review the plan areas assigned to Instructional Technology Coordinators.3. District Technology committee will meet at minimum quarterly to hear the interest groups and technology coordinator reports andto assist in overall guidance of the technology plan.4. The Assistant Superintendent of Education Services will supervise the implementation of the plan as led by the Director ofTechnology, the Director of Curriculum and the District Instructional Technology Coordinator.5. School board meeting, a yearly report on the progress made in meeting the technology goals will be made to the school board. Page 34
  37. 37. 4. Professional Development4a. Current Skill LevelTeachersA representative sample of teachers took a technology proficiency and use survey in the spring of 2011. The survey is a self-assessment which covers the ability to use technology in the classroom and the ability to select technology and assist students in theuse of that technology in the classroom curriculum. The survey reported indicated that more than 75% of teachers use technology tocreate instructional materials, communicate with colleagues and parents, assist in grading and report cards and to deliver classroominstruction.Teachers report their usage of technology is less in assessment and in accessing online lessons. The survey indicates that staff felt theyneed the most assistance in the area of using technology to support student learning. This includes selection of technology, adapting oflessons to address student information literacy needs, and the ability to evaluate the authenticity and reliability of data. Teachersindicated in the survey a desire for professional development in many areas. (see Table 5 below)In addition to the survey, the technology plan committee discussed the need for teachers to receive training in Internet safety andcopyright/fair use issues. The survey will continue to be administered to staff members each year. Data from this survey will be usedto determine the technology skill-based professional development offered in the district. Page 35
  38. 38. Table 5 Page 36
  39. 39. AdministratorsAdministrators report the use of e-mail for communication with staff, parents and the community, the Internet for research andcomputer applications to present materials and information. Administrators requested professional development in the areas of use ofAeries, video conferencing, Data Director, Excel and Google docs.Administrators will complete the technology survey yearly. This survey will be used to design professional development foradministrators. Administrators will also receive professional development in the areas identified in specific curricular areas, such asInternet safety and copyright/fair use issues. Page 37
  40. 40. Classified StaffClassified staff members report the use of e-mail and list serves as areas in which they are comfortable using technology. Classifiedstaff members indicated an interest in professional development in all areas of technology use. Many classified staff members havenot received ongoing technology training and the survey indicates a strong desire for additional professional development in the use oftechnology.Classified staff will complete the technology survey yearly. This survey will be used to design professional development foradministrators. Classified staff will also receive professional development in the areas identified specific to their skills their jobrequires and will include the areas of Internet safety and copyright/fair use issues. The District is currently providing self-pacedprofessional development activities through the Adult School. In some instances, classified staff members are provided a stipend forcompleting specific programs. Page 38
  41. 41. Goal 8Teachers and administrators will become proficient in the use and instruction of 21st century literacy skills.Objective 8.1By June 2015, 90% of all teachers will indicate proficiency in instructing students to support 21st century literacy skills.Benchmark 1: By June 2013, 50% of teachers and administrators will demonstrate proficiency in 21 st century skills to guideinstructional practice.Benchmark 2: By June 2014, 70% of teachers and administrators will demonstrate proficiency in 21st century skills to guideinstructional practice.Benchmark 3: By June 2015, 90% of teachers and administrators will demonstrate proficiency in 21st century skills to guideinstructional practice.Goal 9Teachers and administrators will use assessment data to determine student instructional needs and design instruction to assist studentsin mastering standards.Objective 9.1By June 2015, 80% of all teachers and administrators will demonstrate proficiency in the use of assessment data to determine studentinstructional needs and design instruction to assist students in mastering standards.Benchmark 1: By June 2013, 50% of all teachers and administrators will demonstrate proficiency in the use of assessment data todetermine student instructional needs and design instruction to assist students in mastering standards.Benchmark 2: By June 2014, 70% of all teachers and administrators will demonstrate proficiency in the use of assessment data todetermine student instructional needs and design instruction to assist students in mastering standards.Benchmark 3: By June 2015, 90% of all teachers and administrators will demonstrate proficiency in the use of assessment data todetermine student instructional needs and design instruction to assist students in mastering standards. Page 39
  42. 42. Goal 10Teachers, administrators and parents will know how to use the district portal to improve two-way communication between home andschool.Objective 10.1By June 2015, 90% of all teachers and administrators will consistently use the district portal to communicate with parents andstudents.Benchmark 1: By June 2013, 30% of all teachers and administrators will consistently use the district communication system tocommunicate with parents and students regarding attendance, class requirements and grades.Benchmark 2: By June 2014, 50% of all teachers and administrators will consistently use the district communication system/portal tocommunicate with parents and students regarding attendance, class requirements and grades.Benchmark 3: By June 2015, 70% of all parents will use the district portal to improve two-way communication between school andhome.Goal 11All district staff members will increase their knowledge of technology skills needed to be proficient in their position.Objective 11.1By June 2015, 80% of district office staff and classified staff will indicate on the district technology survey an increase in theproficiency of technology skills used in their positions.Benchmark 1: By June 2013, 40% of district office staff and classified staff will indicate on the district technology survey an increasein the proficiency of technology skills used in their positions.Benchmark 2: By June 2014, 60% of district office staff and classified staff will indicate on the district technology survey an increasein the proficiency of technology skills used in their positions.Benchmark 3: By June 2015, 80% of district office staff and classified staff will indicate on the district technology survey an increasein the proficiency of technology skills used in their positions. Page 40
  43. 43. 4b. Providing Professional Development Opportunities (Measurable Objectives, Benchmarks) Activities Timeline Person PD Staff - Infrastructure Responsible SupportProvide instructional technology support at school site and district level a. Provide training for instructional technology May 2011- DITC x coordinators Ongoing b. Provide training for school site instructional September DITC-ITC x technology team. 2011 - Ongoing.Create digital clearinghouse for best practices and resources for curriculum, instruction and assessment. a. Teacher team, data coordinators and technology August 2011 - DITC - ITC x x Google Apps for support staff determine best format for Ongoing Education clearinghouse Domain b. Technology staff create location of September 2011 DOT - DITC x x Google Apps for clearinghouse and format Education Domain c. Provide training for teachers who are interested October 2011 - DOT - DITC x Google Apps for in contributing projects and lessons ongoing Education Domain d. Train teacher teams in resources available to November 2011 DOT - DITC x Google Apps for meet standards Education Domain e. Provide professional development on the use of January 2012 DOT - DITC x Google Apps for the digital clearinghouse Education DomainImplement plan for integration of information literacy skills into current curriculum a. District instructional technology coordinator) April 2012 DITC - ICT x x creates training for school site technology coordinators on information literacy skills and resources b. Technology Coordinators meet to create May 2012 DICT - ICT x x technology professional development for teacher leads. c. Teacher lead from each content area trained in June 2012 DICT – ICT - x x Information literacy skills and resources for Teachers supporting teachers in the use of technology skills Page 41
  44. 44. Activities Timeline Person PD Staff - Infrastructure Responsible Supporte. Professional development overview for all August, DICT - ICT xteachers in information literacy skills September October 2012f. Student literacy skills included in class syllabus January 2013 Teachers xg. Teacher teams create rubrics to measure literacy December 2012 DICT – ICT - xskills Teachersh. Rubrics piloted in at least 10 classrooms per January 2013- DICT – ICT - xsubject area June 2013 Teachersj. Professional development Training created by August- DICT – ICT xtechnology coordinators on information literacy December 2012 – Teachersskillsk. Professional development offered for teachers in January 2013- DICT - ICT x6 of the information literacy skills August 2013l. Teacher team in each content area reviews skills June 2013 API - DICT - x xto be mastered in each grade span and recommends ICTlessons and activities which would enhancelearning of 2 additional information literacy skills.School site technology coordinators providesupport.m. Professional development training created by August 2013 DICT - ICT x xtechnology coordinators on information literacyskills identified by teacher teams.n. Rubrics used in 50% of all classrooms to August 2013- API x xevaluate selected literacy skills. June 2014o. Professional development offered for teachers in August 2013- DICT - ICT x6 additional areas of the information literacy skills. July 2014p. Teacher team in each content area reviews skills June 2014 DICT - ICT x xto be mastered in each grade span and recommendslessons and activities which would enhancelearning of 2 additional information literacy skills.School site technology coordinators providesupport. Page 42
  45. 45. Activities Timeline Person PD Staff - Infrastructure Responsible Support q. Professional development Training created by July 2014 DICT - ICT x technology coordinators on information literacy skillsidentified by teacher teams. e. Provide training for students, teachers and August 2013 DICT - ICT x x parents in the use of home equipment in school r. Professional development offered for teachers in August 2014- x 6 additional areas of the information literacy skills. July 2015Train education staff on how to use assessment data and how to create formative assessments a. Establish and define Data and Assessment ASI-DCA x Coordinator role at the school level b. Data and assessment coordinators review June 2011 ITS x assessment data available in current forms. c. Data and assessment coordinators create August 2011 DCA-DAC- x training for staff in the analysis of assessment data ITS and creation of formative assessments d. Professional development is provided for August 2011 DCA x administrators in the use of assessment data and the creation of formative assessments e. Ongoing professional development for teachers August 2011- DCA-DPDC- x and other support staff in the use of assessment June 2012 DITC data and creation of formative assessmentsTeachers will effectively use assessment data and data analysis tools to analyze student needs and inform instruction l. Technology coordinators train staff on the use of August 2012 DITC-ITC x single sign on j. Teachers and administrators use single sign on August 2012 ASI-PRN x g. Train school and district staff in the use of the August 2011 DITC – ITS - x query and report library and ongoing ITC h. Assist sites with additional queries and reports. September ITS – SDS - x 2011- SDA September 2014Determine common information to share through the district portal (current portal is SchoolLoop) e. Teachers are provided with professional August 2012 DITC - ITC x development on the use of the portal and on advanced features available. Page 43
  46. 46. Activities Timeline Person PD Staff - Infrastructure Responsible Support f. Teachers and administrators begin to use portal August 2012 PRN - API x g. Parents are provided training on the use of the August 2012 PRN – DITC x portal. Training could include back to school night and ongoing - ITC presentation, parent group presentations, DELAC presentations, written manual, and online training with video instructionProvide information for parents on how to support student and parents provide information on how they can support school site. a. Provide professional development on how August 2011- PRN – API – x parents can support their student. June 2014 DITC - ITC b. District staff and school staff discuss and create September PRN – API – x x list of resources which could help parents support 2012 DITC - ITC their student4c. Implementation and Monitoring of Professional DevelopmentNew teachers, as they enter the SMUHSD, go through a two year Beginning Teacher Support and Assessment program (BTSA),specifically to meet Standard 16. As part of this program, teachers develop personalized plans to guide their professionaldevelopment. Integration of technology into their teaching repertoire is a requirement of this program.At the end of each school year, SMUHSD teachers complete the district technology survey, which provides valuable feedback in theneed for additional professional development activities. The district Technology Coordinator, who is responsible for technologyprofessional development, can use the data generated from these surveys to address success of the current professional developmentprogram and the needs for future activities of district teachers.The district technology committee will monitor implementation and progress of the entire technology plan including professionaldevelopment. Page 44
  47. 47. 5. Infrastructure, Hardware, Technical Support and Software Component5a. Describe the existing hardware, Internet access, electronic learning resources, and technical support already in the district that will be used to support the Curriculum and Professional Development Components of the plan.The SMUHSD is comprised of seven schools interconnected to a district network operations center (NOC). Each campus connects tothe district NOC through a variety of leased lines at 50 mbps. The District NOC is connected to the Internet through a 100 mbps OPT-E-MAN connection to the County Office of Education. The district is currently in the initial fact-finding stages to identify current andfuture bandwidth needs for all district schools. All modernized facilities have Category 6 cable installed and the requiredinfrastructure to install wireless access points in the future. Presently, the district is entering a second round of modernization and willbe upgrading the network access in areas that were not addressed in the initial round of modernization.All of the schools in the SMUHSD have a variety of technology assets available to students and staff. Each campus has at least twoservers to manage data for Administrators, Teachers, Staff and Students. Everyone using the technology assets of the SMUHSD mustauthenticate themselves through a Novell NetWare system. At the present time, the District is in the initial stages of migrating userdata to a server system using Microsoft’s Active Directory system. The current student to computer ratio is 4.1 to 1, yet this numberfluctuates between 2.9 to 1 and 5.0 to 1 depending upon the school. As you can see from the Computer Age chart below, thetechnology assets of the SMUHSD have reached an age where a large scale overhaul of district computers is necessary. Eachcomprehensive high school is supported through a full-time Technology Support Specialist and a period per day release time by aInstructional Technology Coordinator. At the present time the district formulating a plan to retire and replace aging technology assets. Page 45

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