Master Technology Plan

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IUSD Technology Plan 2013-2016 Page 1

Master Technology Plan

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Introduction

For forty years, Irvine Unified School District has endeavored to “provide the highest quality educational experience we can envision.” Situated in Orange County, California, Irvine Unified serves over 30,000 students and their families in its twenty (20) elementary schools, two (2) K-8 schools, six (6) middle schools, four (4) comprehensive high schools, one (1) alternative high school, and an early childhood learning center. The District is defined by its core values of Integrity, Collaboration, Learning, Empowerment, and Trustworthiness. The focus on these values, and tremendous support of our community, help the District sustain high academic performance while encouraging innovation. Technology plays a vital role in the District’s Continuous Improvement Efforts (CIE) – the roadmap that defines the essential capacities we seek to develop in students and staff. The Continuous Improvement Efforts is a reflection of the District’s drive for momentum rather than stability. The District Technology Plan defines how Technology will be used to support our Continuous Improvement Efforts, while meeting the challenges of rapidly growing enrollment, dramatic curricular shifts, and recurrent economic uncertainties.

Section 1: Plan Duration

The Irvine Unified School District Technology Plan sets forth the District’s curricular goals and

implementation plan for technology. This plan shall also serve as the comprehensive plan for E-Rate, a federal program that subsidizes IUSD’s network and telecommunications services. This three-year plan begins July 1, 2013 and ends June 30, 2016.

Section 2: Stakeholders

The IUSD Technology Plan development effort spanned over a year and included the input of District Leadership, Site Administrators, Teachers, Parents, Students, and Community Members.

Data Gathering

Beginning in May 2012, IUSD technology staff began surveying staff to identify current access to and use of technology, as well as future needs. Two survey instruments were used to provide the most

comprehensive results. The May 2012 Teacher Technology Survey provided detailed results on the technology available in teachers’ classrooms and shared resources available in common areas

throughout the school. In addition, the survey gathered information about teachers’ preferences for the content, delivery, and timing of professional learning. Later that year, the District encouraged sites to participate in the 2012 Speak Up Survey. Irvine Unified had ranked eleventh nationally in the number of responses it received. The responses included over 5,000 students and nearly 700 parents. Over the span of the same year, IUSD was also able to upgrade its automated computer inventory program, and improve tracking of non-standard and mobile devices to provide thorough and accurate data on computer availability and age.

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Alignment

To guide the development of the plan, the Information Technology Team gathered and reviewed existing curricular and facilities plans. Plans that informed the goals in the Technology Plan include the IUSD Strategic Initiatives, Continuous Improvement Efforts, Facilities Master Plan, Special Education Significant Disproportionality Plan, and schools’ Single Plans for Student Achievement. Sites were also encouraged to develop school technology plans based on a template provided by the District.

Plan Development

After gathering data and reviewing the previously developed District plans, IUSD convened a Technology Plan Steering Committee to define specific curricular, professional learning, and technology

infrastructure and support goals for the plan. The committee met monthly between January 2013 and May 2013. Between meetings, the Information Technology team recorded feedback, met with

additional student and staff focus groups, and authored components of the plan based on the input of the committee.

The Technology Plan Steering Committee includes the following administrators, technology specialists, educators and community members, who participated in the development of this Technology Plan and will ensure its proper implementation over the next three years. Steering committee members will receive updates regarding the progress towards meeting plan goals at committee meetings, which will be held three times a year.

District Office

Terry Walker, Superintendent

Cassie Parham, Assistant Superintendent of Education Services Eamonn O’Donovan, Assistant Superintendent of Human Resources John Fogarty, Assistant Superintendent of Business Services

Brianne Ford, Chief Technology Officer

Kris Linville, Coordinator of Education Technology Michelle Bowling, Information Technology Specialist Keith Tuominen, Director of Secondary Education Lauren Sipelis, Director of Elementary Education Irene Brady, Coordinator of Assessment

Mark Sontag, Coordinator of Math and Science

Kathleen Cooke, Coordinator of English and Language Arts

Toni Wilson, Teacher on Special Assignment for English and Language Arts Brad Van Patten, Coordinator of Visual and Performing Arts

Alan Schlichting, Director of Student Support Services Mary Bevernick, Director (Special Education Local Plan Area) Marty Danko, Director of Information Services

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Site Administrators

Aaron Jetzer, Principal, Culverdale Elementary School Carlo Grasso, Principal, Oak Creek Elementary School Heather Phillips, Principal, Plaza Vista School

Scott Bowman, Principal, Rancho Middle School/Jeffrey Trail Middle School Bob Valdez , Principal, Venado Middle School

Jason Viloria, Principal, Woodbridge High School

Media Techs

Alan Simsovic, Media Specialist, Northwood High School

Technology Advisory Coach Site Leads

Jon Nakano, Canyon View Elementary School Teacher Michele Ogden, Vista Verde K-8 School Teacher

Amanda Lelliot, South Lake/Jeffrey Trail Middle School Teacher Jeannie Loso, Northwood High School Spanish Teacher

Serena McKinney, Sierra Vista Middle School English Teacher

Teachers

Scott Bedley, Plaza Vista School Teacher

Parents

Babar Batla, Northwood Elementary Community Eric Miyadi, Springbrook Elementary Community

Students

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Section 3: Curriculum

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.

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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.

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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.

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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.

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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

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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

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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

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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

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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.

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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 Student Technology Survey.

June 30, 2014

June 30, 2015

June 30, 2016

Site-based Technology

Advisory Coaches (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 the

tools 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.

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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. By the end of the second trimester of 2014 Educational Technology Coordinator

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 feedback from included disciplines.

By the start of the third trimester of 2014

Teachers Teachers will be surveyed at the end of each year.

Students will be assigned at least one grade-appropriate multi-media project in the year and will

demonstrate their understanding of the broad connections between topics and relationships.

By the end of the second trimester of 2014 and ongoing for the duration of the plan.

Teachers Collection of a random sample of student projects at various grade levels[JL1] to be shared with the Steering Committee

Students and Teachers will be surveyed at the end of each year.

Goal 3d.2 – Students will learn the necessary skills to work effectively in a collaborative setting that includes technology as a key tool and supports learning opportunities inside and outside of the classroom. Examples of necessary skills include: equity among group members, time management, providing and receiving constructive feedback, evaluation and revision.

Objective 2.1

Benchmark

By June 30, 2016, all students will receive appropriate grade-level instruction, and apply skills

connected to the Common Core State Standards (CCSS.ELA-Literacy.SL. Comprehension and Collaboration) by practicing and modeling the skills required for group work and

collaboration regularly; both in person and in online environments as measured by the end of the year Student Technology Survey.

June 30, 2014

June 30, 2015

June 30, 2016

Survey will be developed and staff will be provided training opportunities. 50% of students will complete Objective 2.1 100% of students will complete Objective 2.1

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IUSD Technology Plan 2013-2016 Page 17 Implementation Timeline Responsible Evaluation/ Modification TACs will be encouraged to

share-out effective tools and best practices for student collaboration at their monthly TAC meeting. Ongoing throughout the duration of the plan. Educational Technology

Attendance details are gathered monthly when TACs report out their hours and duties in a survey created by Ed. Tech

Site-specific TACS will train and support their teachers in the use of those resources as needed.

Ongoing throughout the duration of the plan.

TACs Training details are gathered monthly when TACs report out their hours and duties in a survey created by Ed. Tech Teachers will provide regular

grade-appropriate opportunities for students to practice and model the skills required for group work and collaboration regularly; both in person and in online environments

Teachers Sample lesson plans and technology use survey.

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 feedback from included disciplines.

By the start of the third trimester of 2014

Teachers Teachers will be surveyed at the end of each year.

Peer evaluations will be used for student formative assessment and teacher-created rubrics will be used for student summative assessment.

Teachers Results of formative and summative assessment. Students and teachers will be surveyed at the end of each year.

Goal 3d.3- Students will persuasively articulate a position and support it with evidence. Present a message with a compelling voice and demonstrate effective presentation skills.

Objective 3.1

Benchmark

By June 30, 2016, 75% of students using various technological media, at least once in the school year, will present information, findings, and supporting evidence in order to convey a clear and distinct argument.

(CCSS.ELA-Literacy.CCRA.SL.4) as measured by the end of the year Student Technology Survey.

June 30, 2014 June 30, 2015 June 30, 2016

Survey will be developed and staff will be provided training opportunities. 50% of students will complete Objective 4.1 75% of students will complete Objective 4.1

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Implementation

Timeline

Responsible

Evaluation/ Modification

The Educational Technology

department will provide TACs with training on effective presentation tools and uses to support students in their ability to effectively articulate and present their argument with supporting information.

Fall 2014 Ed. Tech Attendance details are gathered monthly when TACs report out their hours and duties in a survey created by Ed. Tech. A list will be kept of the TACs trained.

TACs will train teachers on basic knowledge of multimedia platforms in order to guide the students in the production of various media presentations.

Fall 2014 TACs Training details are gathered monthly when TACs report out their hours and duties in a survey created by Ed. Tech. A list will be kept of the TACs trained.

Within their Professional Learning Community (PLC), teachers will identify a unit or units within their curriculum to include a persuasive, media-rich presentation.

Second trimester of 2015

Teachers Minutes of PLC Meetings List of units selected. Technology Use Survey.

Students will use the media tools to creatively present, display and illustrate topic findings, while clearly articulating their purpose.

Third trimester of 2015

Teachers Technology Use Survey

Teachers will use grade-appropriate project rubrics to assess student achievement of an effectively presented argument.

Third trimester of 2015

Teachers Sample grade-appropriate rubrics will be collected by Ed Tech and shared out with TACs to use as exemplars at their sites at the beginning of the 2015-2016 school year.

Goal 3d.4 - Students will communicate and collaborate effectively through a variety of media.

Objective 4.1

Benchmark

By June 30, 2016, 75% of students will be able to participate in grade-appropriate online collaboration as measured by login statistics and

technology use survey.

June 30, 2014

June 30, 2015

June 30, 2016

An online collaboration

tool will be selected by the district Educational Technology department. 50% of students will complete Objective 4.1 75% of students will complete Objective 4.1

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Implementation

Timeline

Responsible

Evaluation/ Modification

TACs will be provided with

training on effective

collaboration tools and their uses to support students in their ability to effectively communicate and work together.

Fall 2014 Ed. Tech Attendance details are gathered monthly when TACs report out their hours and duties in a survey created by Ed. Tech. A list will be kept of the TACs trained.

TACs will train teachers on how to implement online collaboration in their curriculum through tutorials and demonstrations of best practices.

Fall 2014 TACs A list will be kept of the TACs trained.

Teachers will work with their PLC to determine an

appropriate time in the scope and sequence of their class to use online

collaboration.

Ongoing for the duration of the plan

Teachers PLC Minutes

Technology Use Survey

Students will use grade-appropriate online collaboration tools to effectively communicate within a group.

Ongoing for the duration of the plan.

Teachers Online tool statistics Lesson plans

Goal 3d.5- Create a secure, district-wide online discussion forum to facilitate online peer learning and tutoring.

Objective 5.1

Benchmark

By June 30, 2016, 20% of students within select pilot schools will actively participate in the peer learning and tutoring forum as measured by usage statistics.

June 30, 2014

June 30, 2015

June 30, 2016

A peer tutoring

platform will be selected.

10% of students within select pilot schools will actively participate in the peer learning and tutoring forum.

20% of students within select pilot schools will actively participate in the peer learning and tutoring forum.

Implementation

Timeline

Responsible

Evaluation/ Modification

The peer learning and tutoring

forum will be evaluated by various lead teachers.

Fall 2014 Ed. Tech A rubric will provided by Ed Tech for teachers to select the appropriate tutoring forum.

List of selected forums. Select two secondary schools

at which to pilot the forum.

Fall 2014 Ed. Tech List of teachers trained. Lesson plans.

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IUSD Technology Plan 2013-2016 Page 20 Determine the capacity and need for an online tutorial based on student population and teacher

recommendation. Train teachers at the selected

pilot schools on the use and implementation of an online tutoring forum.

Ed. Tech TOSA and Coordinator

List of teachers trained. Lesson plans.

Usage statistics and teacher feedback will be analyzed by Ed. Tech and used for planning and any necessary modifications.

Train students at the selected pilot schools on the

appropriate use of an online tutoring forum and identify students to be moderators.

2015 and the duration of the plan.

Teachers List of classes trained. Lesson plans.

Usage statistics and student feedback will be analyzed by their teachers and used for planning and any necessary modifications.

Evaluation of the program at the pilot schools for feasibility of expansion to other

schools/grade levels in the district.

Spring of 2016 Ed. Tech TOSA and Coordinator

Teacher feedback

Teacher analysis of student feedback

Teacher and Student Surveys.

3e: Acquiring Technology Skills and Information Literacy Skills

The International Society for Technology in Education (ISTE) has developed National Educational Standards for learning, leading, and teaching in the digital age. The NETS for Students is a document that has helped guide Irvine Unified in supplying the standards used for evaluating the skills students need to succeed in the classroom and workplace.

Teaching strategies that integrate technology are already in use by many IUSD teachers. Teachers design learning activities and projects that require students to deal with substantive questions that apply the skills or concepts they have learned, using technological tools in the problem-solving process. As the use of technology begins to feel natural to students, the focus will be less on the technology skills, and more on student learning and collaborative models that mirror a real-world workplace.

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Goal 3e.1- Students will have a digital portfolio that displays use of their acquired technology skills over the course of their education in IUSD.

Objective 1.1

Benchmark

By June 30, 2016, 100% of high schools will have a digital portfolio program in place to reflect student work and growth over time as measured by the number of high schools and students with digital portfolios.

June 30, 2014

June 30, 2015

June 30, 2016

High school teachers

will collaborate to identify an online portfolio site.

50% of the high schools will have a digital portfolio program in place and will implement with a subset/pilot group of students.

100% of the high schools will have a digital portfolio program and will implement with a subset/pilot group of students.

Implementation

Timeline

Responsible

Evaluation/ Modification

Identification of online

portfolio selection committee

By July, 2014 Ed. Tech

Coordinator List of committee members Meeting agendas and minutes

The online portfolio site will be

evaluated/selected by the committee.

Fall 2014 Ed. Tech A rubric will be provided by Ed Tech for teachers to select the appropriate online portfolio site. Selection of site.

Usage statistics used to determine effectiveness of selected site.

Train teachers at the high schools on the use and implementation of the online portfolio site.

Ed. Tech TOSA and Coordinator

List of teachers trained. Usage statistics.

Train students at high schools on uploading and maintenance of portfolio

2015 and the rest of the duration of the plan.

Teachers Usage statistics.

Number of online digital student portfolios.

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Goal 3e.2- Students will understand and apply technology concepts and systems to produce high-quality work.

Objective 2.1 Benchmark

By June 30, 2016,

Students will build upon a grade-appropriate

foundation of technological skills, such as typing, word processing, and formatting to efficiently produce high-quality, content-rich work as measured by the technology use survey.

June 30, 2014

June 30, 2015

June 30, 2016

30% of students will complete objective 2.1 40% of students will complete objective 2.1 50% of students will complete objective 2.1

Implementation

Timeline

Responsible

Evaluation/ Modification

Provide monthly trainings

and tutorials for TACs on grade-appropriate computer literacy.

Fall 2014 Ed. Tech Attendance details are gathered monthly when TACs report out their hours and duties in a survey created by Ed. Tech. Training Agendas Train teachers in the

implementation of computer literacy to be used by their students.

Fall 2014 and ongoing as needed.

TACs List of teachers trained. Attendee’s feedback.

Teachers will require the use of foundational technology skills for their students to produce high-quality, content-rich work.

Ongoing for the duration of the plan.

Work samples. Lesson plans.

Technology use plan. Student and Teacher Technology Surveys.

Goal 3e.3 - Students will be able to access large quantities of information and evaluate the validity and relevance of this information.

Objective 3.1

Benchmark

By June 30, 2016, 75% of students will

demonstrate mastery in information literacy to build and present knowledge, by completing grade- appropriate individual and collaborative research projects which score at least "adequate" on grade-level rubrics

June 30, 2014

June 30, 2015

June 30, 2016

30% Score at least adequate on the grade-level writing project rubric. 60% Score at least adequate on the grade-level writing project rubric. 75% Score at least adequate on the grade-level writing project rubric.

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(CCSS.ELA-Literacy.W.Research to Build and Present Knowledge).

Implementation

Timeline

Responsible

Evaluation/ Modification

Provide monthly

professional learning opportunities on digital literacy and research tools to site based TACs.

2014-2015 school year. Discussed monthly at TAC meetings for the plan duration. Educational Technology and Educational Services.

Attendance details are gathered monthly when TACs report out their hours and duties in a survey created by Ed. Tech

Train teachers and media specialists in the

implementation of curriculum technology, digital literacy skills, and research tools to be used by their students.

TACs will report out to their site monthly throughout 2014-2016.

TACs Training details such as teachers trained, agendas and training feedback are gathered monthly when TACs report out their hours and duties in a survey created by Ed. Tech

During PLC meetings there will be an opportunity to discuss digital literacy and the strategies and tools that were presented to the TAC at their monthly training.

Teachers will meet weekly with their grade level/subject area teams throughout 2014-2016. TACs and Teachers

Technology Use Survey.

PLC Meeting minutes and agendas.

Students will complete a grade-appropriate assignment which

demonstrates their ability to access large quantities of information and evaluate the validity and relevance of this information through assignments given by their teachers when applicable to the content. At least one project per school year between 2014-2016 Teachers Ed. Tech. Lesson plans.

Technology Use Survey. Students will be assessed by teachers through the use of grade-appropriate rubrics and modeling.

Samples of student work at all grade levels will be collected for evaluation.

June 2014 and ongoing for the duration of the plan Educational Technology TOSA and Coordinator

Sample student work and best practices will be shared out with TACs to use as exemplars at their sites at the beginning of 2015-2016.

Resources used in the projects will be analyzed by the Ed. Tech TOSA and Coordinator to determine if teachers are using those provided by TACs in training.

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3f. Ethical Use

All IUSD students receive instruction on ethical use of technology. Beginning at the elementary level, ethical behavior governing the interaction between peers and other digital citizens is addressed by Media Specialists and Librarians. Media Specialists and Librarians meet monthly to collaborate on improving student instruction as it relates to lawful and fair use of information technology and digital resources. At the secondary level, Humanities teachers are responsible for educating their students regarding proper source citation, so as to avoid plagiarism and copyright infringement. In addition to teacher review at the secondary level, plagiarism is prevented by requiring students to submit papers to an academic plagiarism website that identifies the percentage of originality.

Parents and students sign our "Acceptable Use Agreement" after reading the Tech Resources Acceptable Use Policy (http://www.iusd.org/board_of_education/board_policy/policies/6163_4a.htm). The

aforementioned policy lists unacceptable conduct, whereas the goal of this Tech Plan addresses the need for more proactive ethical use instruction to determine how well students understand these concepts.

Goal 3f.1- All Students will submit their own original work, appropriately integrating and crediting a variety of sources.

Implementation

Timeline

Responsible

Evaluation/ Modification

Secondary teachers will be

trained on using an anti-plagiarism product like “Turnitin” to determine if the students' work is authentic.

Fall 2014 Ed. Tech Training Schedule. List of teachers trained. Ed Tech will monitor usage statistics from plagiarism website to determine if teachers are using the product.

Teachers will require students to submit their work to an anti-plagiarism website.

Ongoing for the duration of the plan

Teachers Usage statistics

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Goal 3f.2- All IUSD staff members will be prepared to adequately oversee student use of personal devices to ensure focused and appropriate use. Students and parents will be provided with clear guidelines about when/how the various capabilities (recording, messaging, etc.) of personal devices may be utilized within the educational setting.

Implementation

Timeline

Responsible

Evaluation/ Modification

Draft a policy for bringing

personal devices to school.

Fall 2014 Ed. Tech Board approval of policy Ed. Tech will educate

parent, staff, and student groups on BYOD policies

Fall 2015 and ongoing for the duration of the plan.

Ed. Tech and TACs Lists of staff, parent, and students trained.

Develop survey for parent, staff, and student groups on their knowledge of BYOD policies

Ed. Tech

Coordinator and TOSA

Technology BYOD survey

Goal 3f.3: All teachers, staff and students will receive ethical use training each year. Topics include: appropriate norms related to peer engagement, copyright recognition, unlawful downloading and file sharing, awareness of the audience, and the impact of their digital footprint in cyberspace.

Implementation

Timeline

Responsible

Evaluation/ Modification

Create or select and

adapt an ethical use and digital citizenship training that will be used for all grade levels in the district.

Fall 2014 Educational Technology

Coordinator and TOSA

Verify that scope and sequence is available for all grade levels and accessible through the course management solution.

Train TACs on grade-appropriate

curriculum for ethical use of technology through digital presentations, explicit connection to classroom expectations, and clear posted expectations across platforms and settings. Winter 2014

Ed. Tech List of TACs trained

Train teachers on grade-appropriate ethical use curriculum. Spring 2014 and ongoing as needed

TACs Training details such as attendance logs, agendas and training feedback- are gathered monthly when TACs report out their hours and duties in a survey created by Ed. Tech

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IUSD Technology Plan 2013-2016 Page 26 Students will sign a

district Responsible Use Policy (RUP) regarding ethical use and technology. They will also receive grade-appropriate training on ethical use. By the end of each school year for the duration of the plan Teachers RUPs Lesson Plans

Informal classroom observations Technology Use Survey

3g. Internet Safety

The Child Internet Safety Protection Act states that, “...protection measures must block or filter Internet access to pictures that are: (a) obscene; (b) child pornography; or (c) harmful to minors (for computers that are accessed by minors).” In addition to the aforementioned requirements, schools subject to CIPA must also certify that both of the following requirements have been met: 1) Internet safety policies must include monitoring the online activities of minors; and 2) as required by the Protecting Children in the 21st Century Act, schools must provide for educating minors about appropriate online behavior while interacting with other individuals on social networking websites and in chat rooms, and also address cyber-bullying awareness and response.

In response to the CIPA guidelines, IUSD has created presentations, videos, websites, and online courses for students and parents. Teachers will be trained to deliver this Internet safety content as part of professional learning offered by the District Office.

Goal 3g.1- All Teachers and Students will be taught proper Internet behavior and the consequences of inappropriate behavior.

Implementation

Timeline

Responsible Evaluation/ Modification

Revise and update board

policies on CIPA compliance

Ed Tech Board approval of the policy

All Teachers will take a filtering class that covers their ethical responsibilities and guidelines to using the Internet as a teacher.

Fall 2014 and yearly thereafter for the duration of the plan.

TACs List of teacher participation

Teachers will be provided with an Internet safety curriculum that is embedded in their grade level or subject. This lesson will occur early on in the year and will require the students to show a complete understanding of the RUP through proper use and informal teacher assessment. If students need re-educating,

Fall 2014 and ongoing for the duration of the plan. Ed Tech Coordinator Site administrators

Curriculum completion and student assessment of understanding

List of student participation. Number of student referrals for inappropriate behavior identified through PBIS tools.

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IUSD Technology Plan 2013-2016 Page 27 the signed policies can be

easily accessible for reminders or remediation.

Goal 3g.2- All Parents will be provided with opportunities to learn how to appropriately support their children's safe and responsible navigation of the Internet.

Implementation

Timeline

Responsible

Evaluation/ Modification

Create a parent curriculum with the

TACs and Media Specialists

Fall 2014 Ed Tech Coordinator

Video presentation as well as digital and paper curriculum for parents Create a survey for parents to verify

what they have been taught at their parent night.

Fall 2014 TACs and Media Specialists

Online Survey

All IUSD school sites will host at least one parent education/information night that covers topics related to Internet safety and digital citizenship.

Spring 2014 and ongoing throughout the duration of the plan.

Site TAC Parents will also be surveyed after attending a community outreach presentation.

3h. Access for All Students

As described in section 3a, IUSD benefits from a highly connected community. Most IUSD students have their own technology devices in the home. Nearly all homes have a high-speed Internet connection. During the duration of the Technology Plan, IUSD plans to adapt its policies and practices to make use of these assets through Bring-Your-Own-Device programs, supplemented by District-provided devices and increased use of electronic learning resources and communication tools.

Policy Changes

IUSD's current policies generally prohibit use of students' personal technology devices on campus unless a specific exception has been made by a teacher. In 2014, IUSD will adopt a new "Responsible Use Policy" (RUP) that encourages appropriate, educational use of student devices. The RUP will focus on broad behavioral expectations for the use of technology, instead of highly specific prohibitions. The Educational Technology Team will support the implementation of the new policy by providing

professional development for administrators and teachers. The professional development will focus on techniques for sustaining a technology-rich and productive learning environment, and responding to behavioral issues including technology-based distractions and bullying. In addition, IUSD will provide information to parents, through school site meeting and electronic communications.

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Implementation

Timeline

Responsible

Evaluation/ Modification

Guidelines developed for

BYOD related to equity and responsible use.

(Implementation Beginning in 2014-15)

July 2014 IT Department Completed guidelines

80% of Schools will have a grade-level or department one-to-one pilot in place. The School will provide devices for students who are unable to bring their own (anticipated at 30-40%).

July 2015 IT Department and Principal of site

Number of pilots in place

100% of Schools will have at least one grade-level or department one-to-one pilot in place.

100% of High Schools will have a plan to phase into a full one-to-one (BYOD model) program by 2017-18 (contingent on funding/infrastructure availability) July 2016 IT Department and Principal of site

Information Technology will run at least yearly reports on computer inventories at each site and let principals know if they are meeting the

minimum requirements for a successful BYOD

environment.

As IUSD plans to adopt its Bring-Your-Own-Device program, the need for support and supplementation with District-provided devices will be necessary for those students that are unable to bring their own. IUSD will be prepared to assist students who do not otherwise have access to a device by providing them with one when needed in class. Each site will therefore have "check-out" devices available to those students on an "as-needed" basis. With the addition of this program, equitable access is assured for all students. Without equitable access for all students, including GATE and students with special needs, technology access between the "have" and the "have-nots" will quickly widen. IUSD will ensure that each site has a surplus of 30-40% of devices needed for student loan.

3i. Student Record Keeping

IUSD uses Aeries (Student Information System) and Schoolnet (Instructional Management System) to keep track of student records, benchmarks, statewide assessments and interventions. IUSD does yearly trainings with administrators and teachers on using Schoolnet for parent conferences, running data reports, and using key performance indicators (KPIs) to make data-driven decisions.

Currently, methodology is incorporated into the Instructional Management System (IMS) for a daily evaluation of a student’s at-risk status. The IMS is able to flag students in grades K-12 for intervention in areas such as Behavior, Math, Language Arts, and Attendance. Each school has an Intervention Lead

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IUSD Technology Plan 2013-2016 Page 29 Teacher (ILT) that is responsible for determining if interventions are required for the students once they have been flagged.

Identifying students as at-risk prior to IMS implementation was limited to one criteria – either California Standards Test scores or primary literacy results for grades K-2; consequently, at-risk students at the high school level were not identified.

The IMS is also a repository for lesson plans, assessments, and resources. Teachers may upload their files and tag them with keywords and standards. Teachers may also search a peer-created library to discover lessons for use in their own lesson plans. IUSD is committed to seamlessly integrating the IMS into teachers’ daily lives to assist in data-driven decisions and collaboration.

Goal 3i.1 - Students will take online assessments aligned to the California Common Core Standards.

Objective 1.1

Benchmark

By June 30, 2016, 80% of students will take a Common Core-aligned, online assessment at least once in the school year as measured by the Instructional

Management System's reports.

June 30, 2014

June 30, 2015

June 30, 2016

40% will meet Objective 1.1 60% will meet Objective 1.1 80% will meet Objective 1.1

Implementation

Timeline

Responsible

Evaluation/ Modification

Professional Learning

Communities will collaborate to create common assessments in the IMS.

Fall 2014 Principals One District Common Core Assessment test per grade level and/or subject. Teachers will be trained on the

Assessment module of the IMS. They will learn to find existing tests as well as how to create their own.

Winter 2014 TACs Reports generated out of the IMS and other formative assessment programs will be used to verify that students are taking the assessments online.

Students will take at least one Common Core assessment online.

Spring 2014 and ongoing for the duration of the plan.

Teachers IMS usage reports

Teachers use online assessments to evaluate student achievement, plan necessary interventions and share results in grade-level PLC meetings

Spring 2014 and ongoing for the plan

Principals Teachers

PLC Notes IMS statistics

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Goal 3i.2 At-risk students will be identified early using research-driven criteria and provided effective interventions.

Objective 2.1 Benchmark

By June 30, 2016, students’ “at-risk” status will be evaluated and updated nightly using research-driven

indicators, as measured by IMS reports.

June 30, 2014

June 30, 2015

June 30, 2016

100% of schools will meet Objective 2.1 100% of schools will meet Objective 2.1 100% of schools will meet Objective 2.1

Implementation

Timeline

Responsible

Evaluation/ Modification

High-risk students will

have interventions assigned to them with active progress monitoring throughout the year.

Fall 2014 Intervention Lead Teachers (ILT)

IMS intervention reports

ILTs will be trained to evaluate the effectiveness of the interventions Spring 2014 Director of Student Services

Data from the IMS will be used to determine a trend from year-to-year of students that are identified as “at-risk”, placed into an intervention program, and then exited.

3j. Home-School Communication

Communication Media

The Irvine Unified School District actively uses three major forms of communication media to reach students, parents, and community members. They include the parent portal, email, and phone/SMS communication. A combination of these resources is utilized on a daily basis depending on the content and urgency of the messages being delivered.

Email

IUSD currently uses an Emergency Notification System to send messages to parents and community members about news and information. A select group of district administrators, principals, and office staff have the ability to independently send email messages to the community using this system. This Emergency Notification System is populated with data directly from the Irvine Unified School District’s Student Information System. It also allows recipients to personally manage their subscription status. Currently, users are able to create their own lists of email recipients for specific subsets of contacts. Teachers are able to send responses to the families of their currently enrolled students, while teacher emails are available for parent/guardians to contact them with any questions or concerns.

Phone/SMS

The same Emergency Notification System that IUSD uses for email communications also has the capacity to send phone messages and SMS (text) messages to parents and community members about news and information. All teachers have a phone in their classroom that a parent can call and leave a voice mail.

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IUSD Technology Plan 2013-2016 Page 31 Teachers are expected to return phone calls or email parents within an appropriate timeframe

determined by the site principal.

Parent Portal

Parents are able to sign up online for a parent account that allows them to see their student information such as grades and attendance. Teachers can also communicate to parents through classroom

announcements within the parent portal.

Course Management Solution (CMS)

With the adoption of a new course management solution, teachers will be trained on having online office hours, conferences, and facilitated discussions with students. Parent accounts will have the role of “observer” and they will be able to see all assignments and discussions that their children are having with the teacher. They can take this information and reach out to the teacher with an email or phone call.

Goal 3j.1 - Students and parents will have access to timely and meaningful data about

student progress throughout the year.

Objective 1.1 Benchmark By June 30, 2016, information related to student progress and/or expectations will be made available to families at least weekly via the parent portal. Progress updates may include information on upcoming assignments and assessment results. This will be measured by usage statistics.

June 30, 2014

June 30, 2015

June 30, 2016

60% of sites will

meet Objective 1.1

75% of sites will meet Objective 1.1

Implementation

Timeline

Responsible

Evaluation/ Modification

Teachers will be trained on a course management solution that will enable them to post classroom

assignments, announcements,

Spring 2014 TACs Usage statistics.

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and supplementary resources.

Parents will be able to see student assignments, teacher announcements and supplementary resources through “observer” accounts made specifically for parents in the CMS. Parents will have access to training materials or parent nights offered throughout the year by each site.

Spring 2014 TACs Usage statistics.

Goal 3j.2 - Schools will broadcast to and communicate with students and their families

using a variety of messaging tools including text, phone calls, and email messaging.

Objective 2.1

Benchmark

By June 30, 2016, all parents and students will receive regular and immediate notifications about school events, grades, attendance, and emergencies through their preferred means of communications as measured by usage statistics.

June 30, 2014

June 30, 2015

June 30, 2016

80% of sites will meet

Objective 2.1

Implementation

Timeline

Responsible

Evaluation/ Modification

Train key office staff on

the usage of School Messenger. Office staff will be responsible for using it for attendance and announcements that go home to parents.

Fall 2014 Webmaster List of sites that have completed the training.

Parents will be able to access student grades through the IUSD Parent Portal. Parents will have

Fall 2014 and ongoing throughout the duration of the plan

IS Director and Operations

Master Technology Plan