3a. Current Access by Teachers and Students
School Technology
Irvine Unified School District’s commitment to excellence is reflected in its facilities as well as its
academic programs. Sustained enrollment growth has resulted in steady construction and expansion of school buildings. As the facilities are designed and improved, technology has been incorporated as a standard expectation.
All schools are connected to the District office through a 10 Mbps or 100 Mbps fiber connection.
Although all schools have some form of wireless access, significant disparities exist in coverage. Several of the District’s elementary schools have wireless access only in the administrative office area and media center. Very few sites have wireless infrastructure capable of supporting a large number of connected student devices. Nearly every classroom has, at least, a wired connection for a teacher computer and phone. Most classrooms also feature a ceiling or wall-mounted projector, teacher computer, and document camera.
Although these teacher tools (computer, projector, and document camera) are common in IUSD classrooms, student devices are generally available through shared labs (mobile and fixed) and media center locations. Figure 3a.1 illustrates tools that teachers have access to within their classrooms and in shared spaces throughout the school based on the District’s 2012 Teacher Technology Survey.
IUSD Technology Plan 2013-2016 Page 7 During the development of the Technology Plan, IUSD asked teachers whether they felt they had
sufficient and current access to technology for all students and staff in the school. Only 18% of teachers responded that the technology on their campus was both sufficient and current. Teachers’ responses reflect the impact of increased demand for technology and reduced funding.
Irvine Unified School District supports approximately 7,100 desktop computers, 900 laptops, and 600 tablets. Over the last two years, the total number of District-owned devices has grown by 20%. Largely due to increasing demand for tablets, that growth is accelerating. Pilots of Bring-Your-Own-Device programs are taking root across the district and adding overhead to an already overtaxed technology infrastructure.
Site-based decision making is a core belief of Irvine Unified. Site Administrators have the authority to make decisions (within general parameters) on the type and amount of technology purchases they make. This philosophy allows devices to be selected based on program need, but creates significant disparities in access to current technology and support needs across the District. District-wide, the ratio of students to computers is 5:1. Approximately 20% of those computers are more than five years old.
However, at school sites, the ratio of students to computers ranges from 1:1 to 9:1. The percentage of computers greater than five years old ranges from 0% to 62%. $200,000 is allocated centrally to help schools replace aging technology at their sites. However, the annual cost of keeping the existing hardware up to date exceeds $1.5 million. Schools generally fill the gap with limited general fund resources and contributions from parent groups.
Because of the limited number of student computers, school sites generally focus student use in library/media centers, desktop computer labs, or pods – wide corridors between classrooms lined with computers. Libraries/media centers are generally open 30 minutes before school begins, during lunch, and 30 minutes after school is over. This allows for students to use school computers and printers in case they do not have access to home devices. This structure has IUSD Elementary School Students using computers less often than their State and National peers. According to the 2012 Speak Up Survey, less than 5% of IUSD kindergarten through fifth graders use technology daily at school. Nationally, 25% of primary students and 17% of third through fifth graders use technology daily. IUSD students defined the combined lack of access to school computers and policies that prohibit them from using their own devices as top barriers to using technology in school. 87% of IUSD Middle School Students and 59% of High School Students report that their schools do not allow use of their own technology on campus.
Technology at Home
Although student access to technology in school is limited by resources and current policies, Irvine Unified thrives in part due to its highly connected community. 94% of parents reported having high-speed Internet access in their homes on the 2012 Speak Up Survey. Only 1% of parents reported not having any Internet access at home. Students who do not have access in the home use computers in the schools media centers, local libraries, and retail or food service industry location that offer free wireless access. In addition to high-speed connectivity, students reported having access to a variety of devices in their home. The table below illustrates the percentage of students that have access to a self or family-provided device that could be used for school work.
IUSD Technology Plan 2013-2016 Page 8 Figure 3a.2: Students’ Access to Personal Devices
Device 3rd -5th Grade 6th-8th Grade 9th-12th Grade Smartphone with
Internet Access
46% 61% 76%
Laptop 66% 79% 83%
Tablet 58% 64% 47%
Despite the large percentage of students with access to mobile devices in their homes, only 5-10%
reported using those devices at school. The limited crossover between school and home use appears to be a consequence of policy and curriculum decisions. When asked in the Speak Up Survey, 70% of IUSD parents said that they would be likely or very likely to provide a device for their students if it could be used at school. Moreover, 64% of parents said that, if given the choice between a course that used student technology on a one-to-one scale and a similar course that did not, they would want their student in the technology-rich environment.
Parents in IUSD are as reliant on technology as their students. Over 99% of IUSD students have at least one parent registered on the Student Information System Parent Portal. Nearly all report cards and progress reports are delivered online. This shift is mirrored by parent’s communication preferences.
91% of parents expressed that their preferred means of hearing about their students’ progress or school events is email. Most school sites have shifted to communicating with parents through the Parent Portal (Aeries), email, or an online course management system (Blackboard or Edmodo).
3b. Current Use of Technology to Support Teaching and Learning
Classroom Use
Technology use is changing dramatically throughout Irvine Unified. Teachers and Administrators are using technology daily to communicate and make operational and classroom management tasks more efficient. Based on the District’s May 2012 Teacher Technology Survey, nearly all IUSD teachers are actively using technology to email colleagues and parents, prepare lessons, conduct research, and assess students.
IUSD Technology Plan 2013-2016 Page 9 An increasing number of teachers are using technology to redefine classroom work – making it more adaptive, collaborative, and original. However, our survey showed many of our teachers are still tentative about using technology dynamically with students. The SAMR technology integration framework defines four incremental stages of technology use – Substitution, Augmentation,
Modification, Redefinition. Our Teacher Technology Survey reveals that IUSD teachers have eagerly adopted technology for at least Substitution and Augmentation of former tasks. Over 70% of teachers use technology with students to create documents, email, conduct online research, and create
presentations. Approximately 40% of teachers have taken steps to modify curriculum, incorporating adaptive games, interventions, and formative assessments into their classrooms. Interventions include online programs that build reading and math fluency through individualized assignments, educational games, and instantaneous performance feedback. Still fewer teachers (less than 10%) are redefining the classroom, using student-centric techniques like online discussions, peer editing, and flip teaching.
IUSD Technology Plan 2013-2016 Page 10 Student survey results and focus group meetings reinforced the findings in IUSD’s Teacher Technology Survey. Students reported using technology most frequently to check grades, obtain course
assignments, conduct Internet research, and complete writing assignments. In addition to teacher directed uses, over half of the District’s secondary students noted that they were frequently using social media sites and other Internet resources to complete schoolwork even when their teacher did not require it.
Although the growth in technology integration is evident, teachers, students and parents expressed frustrations about current limitations. Parents who participated in the Speak Up Survey are concerned with the lack of consistency in technology use across the District. They feel that access to coursework online and regular email communications from teachers should be a universal expectation. Students emphasized limited access to computers, policies that prohibit the use of their own devices, and an overly restrictive Internet filter as significant barriers to using technology effectively at school. Teachers requested more time to learn new technologies and instructional practices, more professional learning opportunities, and increased on-site support for teachers when they are ready to weave technology into their classroom activities.
Targeted Use
The largest growth in use of technology in IUSD over the past two years has occurred in service of students identified as at-risk and Special Education Students. IUSD was identified as having “Significant Disproportionality” within its Special Education Programs. Driven by the District’s Continuous
Improvement Efforts, and in response to this finding, the District invested additional resources in early identification and intervention of at-risk students. The Response to Instruction (RTI) programs at elementary schools were enhanced, and Intervention Lead Teachers (ILTs) were identified at all sites to
IUSD Technology Plan 2013-2016 Page 11 support early, effective intervention. In addition, the District selected a new Instructional Management System (IMS) to provide a technology infrastructure for these efforts. The Schoolnet IMS platform incorporated data analysis, assessment, curriculum sharing, professional learning, and intervention features. Prior to the implementation, students’ at-risk status was evaluated annually using a
cumbersome analysis of information collected from disparate data sources. The Schoolnet Intervention system allowed IUSD to have an updated list of at-risk students nightly. Through Schoolnet, teachers are able to identify possible interventions and track progress throughout the year. This, combined with the assessment data embedded in Schoolnet, continues to improve our practices of identifying and fine-tuning interventions for struggling students. Many of these interventions are increasingly technology-based. Special Education teachers and students are increasingly relying on tablet devices to help ease transitions between subjects, accelerate skill development, and assist students in communicating effectively. Instruction is being augmented by the increasing use of adaptive software for building fluency in reading and math.
Administrative Systems
The District’s efforts to integrate technology are both enhanced and restricted by a large number of data systems. Schools use data systems proficiently to communicate with parents, maintain student data, conduct assessments, maintain course websites, and track interventions. However, IUSD’s systems are fragmented – often requiring duplicative data entry or leading to confusion about where information should be housed.
Figure 3b.3 IUSD Student Data Systems
System Primary Uses
Aeries Student Information System Student Demographics
Student Enrollment and Scheduling Discipline and Deportment Data Student Attendance
Teacher Gradebook
Parent Portal (Grades, Attendance) Online Report Cards
State Reporting Schoolnet Instructional Management System Student Assessment
At-Risk Status and Interventions Curriculum Resources
Professional Development Registration Data Analysis
Blackboard Course Information and Assignments
Edmodo Course Information and Assignments
Professional Learning Communities
IUSD Technology Plan 2013-2016 Page 12
System Primary Uses
SchoolMessenger Notification system supporting emergency,
school-wide, attendance, and classroom messaging via telephone, email, text, and/or social networking sites. (Implementation beginning July 2013).
SWIS Student Discipline and Interventions
Naviance Student Progress Toward Graduation
Counseling Information
Electronic sharing of student transcripts with colleges and universities
Meals Plus Student Nutrition Information
Follett – Destiny Library System
Asset Management
Textbook Management and Distribution
Active Directory Authentication and Permissions
LightSpeed Internet Content Filtering
Instructional Software Intervention and Skill Development:
Big Brainz, Scholastic Read 180, Read Naturally, Alecks, Lexia, Renaissance STAR and other school-selected programs.
Administrators and Teachers use a combination of systems to review student data within the structures of Professional Learning Communities and Intervention Team meetings; however, many are struggling to develop structures to change instruction based on data because of limited time, and limited availability of meaningful, formative assessment information.
Summary of Current Access and Use
Irvine Unified is in the midst of a dramatic shift in access to and use of technology. Students generally have access to high speed connectivity and devices in their homes. In IUSD classrooms, school policies and infrastructure have somewhat limited technology use. Instead, students use technology in a restrictive setting at the media center or in a lab. As a result of this limited access, as well as time and budget constraints, most teachers are using technology to gain administrative efficiencies, replace former paper/pencil tasks, or slightly augment instruction. Nevertheless, movements to transform instruction are gaining momentum. Many IUSD teachers are using online assessment tools and
technology-based interventions and resources to significantly change classroom activities. Also, despite significant infrastructure and District policy barriers, schools seem to be loosening restrictions on
IUSD Technology Plan 2013-2016 Page 13 students’ use of their own devices at school. To preserve, and build on this momentum, the District’s goals related to technology will focus on:
● Addressing infrastructure and policy restrictions that inhibit technology use;
● Augmenting and scaffolding professional learning and support;
● Identifying efficiencies created by technology, including integrating data systems; and,
● Assisting teachers in using technology to redefine the learning environment consistent with the District’s Continuous Improvement Efforts.
3c. District Curricular Goals to Support the Plan
The Technology Plan is shaped by two District guiding documents, the IUSD Strategic Initiatives and Continuous Improvement Efforts. Both of these plans emphasize the District’s commitment to
excellence, continuous reflection, positive and ongoing change, and preparation of our students for the most competitive colleges and careers.
IUSD’s Strategic Initiatives document memorializes the District’s promise to “provide the highest quality educational experience we can envision” in the context of the mission and core values that are central to IUSD’s culture. The Strategic Initiatives also define a roadmap for the District – articulating strategies to strengthen student learning, human resources, community partnerships, school facilities, fiscal resources and processes, and the use of technology.
Figure 3c.1 IUSD Strategic Initiatives – Technology
Strategic Initiative VI:
We shall leverage technology to enrich instruction, extend learning, maximize resources and further our commitment to continuous improvement.
Strategy 1 Leverage data to continually review and refine our practices.
Strategy 2 Create online communities that connect staff, students, parents and community partners, allowing stakeholders to share ideas, concerns and best practices.
Strategy 3 Extend classroom instruction through online learning, meaningful connections, and differentiated, student-centered content.
Strategy 4 Empower students to be the architects of their own learning by providing the tools that allow them to set personal educational goals, create knowledge and assess progress.
IUSD's Continuous Improvement Efforts provide a guide for individual schools, as well as district office staff, to use in forming Site Plans each year. The Continuous Improvement Efforts define specific Essential Capacities that the District endeavors to develop in both staff and students. The Essential Capacities focus on four core areas: Knowledge, Communication, Problem Solving and
Relationship/Interpersonal Skills.
IUSD Technology Plan 2013-2016 Page 14 Figure 3c.2 IUSD Essential Capacities
Area Essential Capacities
Knowledge ● Access and navigate large quantities of information and evaluate the validity and relevancy of this information
● Make broad connections between topics and identify relationships across disciplines
● Operate safely within the cyberspace community and demonstrate digital citizenship
● Engage in meta-cognition to understand and improve capacity for learning
● Reflect to anchor learning and to gain self-knowledge Communication ● Communicate effectively when both speaking and writing
● Articulate a position persuasively and support it with evidence
● Present a message with a compelling voice and demonstrate effective presentation skills
● Collaborate effectively in diverse groups and communicate appropriately with an audience
Problem Solving ● Demonstrate flexibility and resiliency
● Apply acquired skills and strategies
● Think critically and creatively
● Take intellectual risks
● Recognize and utilize mistakes as key learning opportunities
● Ask questions to promote understanding Relationship/Interpersonal
Skills
● Accept responsibility
● Collaborate effectively and work in a team productively
● Cultivate meaningful relationships and demonstrate respect and empathy for others
● Demonstrate a passion for learning and a desire to excel
● Demonstrate ethical behavior AB484 Implementation
AB 484 establishes a new assessment system, the California Assessment of Student Progress and Performance (CAASPP) and requires all schools to participate in the computer based Smarter Balanced Spring 2014 Field Test. Beginning in 2015, these tests will be operational and computer adaptive. Irvine Unified is complying with the new state assessments by supporting each site with the appropriate infrastructure, hardware, and training.
IUSD Technology Plan 2013-2016 Page 15
3d. Technology Use to Improve Teaching and Learning in Support of District Curricular Goals
To support the aforementioned District curricular goals, the IUSD Technology Plan defines how the District will ensure the consistent integration of technology to enhance student achievement and grade-level proficiency in all content standards adopted by the State of California. The IT department will work alongside school site staff to support the successful integration of technology, which will be used to improve teaching and learning by reinforcing the curricular goals set forth in the District’s Essential Capacities (as defined by the Continuous Improvement Efforts ).
The skills described by the Essential Capacities can be broken down into the following four categories and their associated goals: Knowledge (Goals 3d.1 and 3d.2), Communication (Goals 3d.3-3d.5), Problem Solving (Goals 3d.7 and 3d.8), and Relationship/Interpersonal Skills (Goals 3d.6). Although these essential capacities can stand alone, the level at which they can enrich and engage is further strengthened by the use of technological integration, as illustrated by the following goals.
Goal 3d.1 - Students will be able to make broad connections between topics and identify relationships across disciplines.
Objective 1.1 Benchmark
By June 30, 2016, 50% of teachers will assign students a grade-
appropriate, multi-media and interdisciplinary project as measured by the end of the year (TACs) will have defined project rubrics at all grade levels.
25% of students will complete Objective 1.1
50% of students will complete Objective 1.1
Implementation Timeline Responsible Evaluation/ Modification
A TAC meeting will be focused on thetools needed to create a grade-appropriate, multi-media, interdisciplinary project.
Fall of 2014 Educational Technology Coordinator and TOSA
Attendance details are gathered monthly when TACs report out their hours and duties in a survey created by Ed. Tech. List of tools needed for each grade level will be used in the
evaluation.
TACs will have trained site specific teachers and provided various examples of curriculum and
applications that highlight technology integration across the curriculum.
By the end of the first trimester of 2014
TACs Training details are gathered monthly when TACs report out their hours and duties in a survey created by Ed. Tech.
There will be a list of site teachers trained.
IUSD Technology Plan 2013-2016 Page 16 A technology use survey will be
created to identify whether students are doing at least one multi-media project.
Students and Teachers will be surveyed at the end of each year by Ed. Tech on whether they are doing
grade-appropriate, multi-media, interdisciplinary projects and how the process has evolved.
Teachers will create/use rubrics within their professional learning community to discuss and set norms for evaluating projects. Teachers will be encouraged to co-assess the work so that students receive individual
Teachers will create/use rubrics within their professional learning community to discuss and set norms for evaluating projects. Teachers will be encouraged to co-assess the work so that students receive individual